SubjectNest · Year 3 maths · Make it fit, then check

Staff complete component keys and next teaching

Do not send this whole bank or recipe/aid-data to learners. Accept correct alternative reasoning and usual communication; physical presentation, speed and amount written are not maths components.

c-reserve · Capacity

Full supplied source: MODEL jug labels 0,100,200,300,400,500,600 mL with one middle mark between labels. Current level is 450 mL; target is 600 mL. Container A has labelled capacity 500 mL; B has labelled capacity 750 mL. Level and capacity are different; no liquid action is performed by this paper source.

Q1 · Choose a useful unit and marked tool for a small liquid amount. Explain why.

Worked/acceptable response: mL and a labelled measuring jug for a small liquid amount; teacher reviews actual safe kit.

Component: Capacity/amount unit and tool

Evidence: independently shown / shown with named cue / partial / not observed. A correct supplied result with adult computation is supported result, not independent reasoning.

Specific unrelated next teaching: Ask a new question about an empty familiar jug.

Q2 · What is each small marked gap, and how much is currently present?

Worked/acceptable response: 50 mL gaps; 450 mL present.

Component: Increment and current level

Evidence: independently shown / shown with named cue / partial / not observed. A correct supplied result with adult computation is supported result, not independent reasoning.

Specific unrelated next teaching: Read a new described jug with 20 mL gaps.

Q3 · How much more reaches the target? Show a connected check.

Worked/acceptable response: 600 − 450 = 150 mL; 450 + 150 = 600 mL.

Component: Missing amount and inverse check

Evidence: independently shown / shown with named cue / partial / not observed. A correct supplied result with adult computation is supported result, not independent reasoning.

Specific unrelated next teaching: Use an unrelated whole/part amount, keeping unknown blank.

Q4 · Which container can hold the whole target? Explain using capacity, not drawn height.

Worked/acceptable response: B: 750 mL capacity is at least 600 mL. A:500 mL is smaller than the target.

Component: Capacity comparison independent of shape

Evidence: independently shown / shown with named cue / partial / not observed. A correct supplied result with adult computation is supported result, not independent reasoning.

Specific unrelated next teaching: Compare new labelled tall/short containers for a new target.