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Students match pictures of objects with a list of capacities involving litres and millilitres.

In this practical task, students decide how many of four different shaped containers have the same capacity, then check by filling them with water.

Students decide whether a range of everyday objects hold less than or more than one litre.

Students identify the approximate capacities of everyday containers.

Students estimate the amount of liquid in four different glasses based on the amount given that is in a fifth glass.

In this practical task, students estimate the capacity of two different sized containers, then check their estimates with a measuring jug.

In this practical task, students estimate, then measure, the volume of two containers using a measuring jug.

Students answer questions about the total capacity in litres given the number of cups that fill the containers.

Students order litre and millilitre capacities from smallest to largest, compare given capacities and explain how they know whether one is larger/smaller or the same.

Students convert millilitres to litres and vice versa to answer questions about the number of 200ml cups of lemonade in litre bottles.

Students work out how many doses in a larger measure of medicine.

Students answer multiple-choice questions about volume of fish tanks given their dimensions.

In this practical task, students use their understanding of the link between capacity and volume to make cardboard containers that hold 250ml and 500ml of water.

Students identify whether litres or millilitres would be the best unit of measurement for a range of everyday measuring tasks.

Students answer questions that involve calculating the capacities of different situations.

Students calculate the capacity, in millilitres, of three containers whose measurements are given in centimetres.

Students calculate the volume of three different cuboid-shaped fish tanks given the height, length and width.

In this practical task, students first estimate, then measure, how many 500ml jars it takes to fill a 1 litre and a 3 litre container

Students convert millilitres to litres and vice versa when working out quantities of bottles and glasses of fizzy drink for a party.

Students work out the costs and the best value for money of a range of tomato sauce bottles.

This task is about identifying the best unit to measure temperature, weight, time, capacity and length.

For this NEMP task students perform calculations using fractions and mixed numbers.

Students calculate the total volume of a cream carton, and the unused capacity when filled to 300ml.

Task: Read a short piece of narrative. Identify and explain the behavioural adaptations of oystercatchers. Assessment focus: interpreting text to identify behavioural adaptations and their purposes.

This task is about sorting shapes into different groups.