National Curriculum References

• Mathematics - Year 4
  • Measurement:
    • Estimate, compare and calculate different measures, including money in pounds and pence.
    • Convert between different units of measure [for example, kilometre to metre; hour to minute].
    • Solve problems involving converting between units of time.
    • Use simple formulae.
  • Measurement - Capacity and Volume:
    • Understand and use standard units of measure to estimate and compare capacity (litres and millilitres).

Learning Objectives

By the end of the lesson, pupils will:

• Understand the standard units of capacity (litres, millilitres).
• Accurately measure capacity using measuring jugs and containers.
• Estimate and compare capacities between different containers.
• Record the capacity of containers using correct units and notation.
• Reason mathematically to explain their process of measurement and comparison.

Success Criteria

• I can identify whether a container’s capacity should be measured in litres or millilitres.
• I can use a measuring jug accurately to find out how much liquid a container holds.
• I can compare the capacities of two or more containers using mathematical vocabulary (more than, less than, equal to).
• I can explain how I know which container has a greater or smaller capacity.
• I can record measurements correctly using standard units and appropriate decimal notation.

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Lesson Outline (45 minutes)

Introduction (10 minutes)

Engagement / Hook:
Show a variety of everyday containers (e.g. a milk carton, a water bottle, a medicine bottle, a large jug). Ask:

• “Which container do you think holds the most and why?”
  Write their initial predictions.

Targeted Whole Class Questioning (using Bloom’s Taxonomy):

• Remembering: “What units do we use to measure liquid capacity?”
• Understanding: “Why do we use millilitres for some containers and litres for others?”
• Applying: “If I pour water from this 1-litre bottle into this 500ml jug twice, how much water is in the jug?”
• Analysing: “How can we be sure our measurement is accurate? What might affect it?”
• Evaluating: “Which container would be more useful in a kitchen and why?”
• Creating: “Can you explain a method to estimate capacity before measuring?”

Common misconceptions / difficulties to anticipate:

• Confusion between volume/capacity and weight.
• Mixing up units and scales on measuring jugs.
• Assuming capacity is directly related to the size of the container’s outside (shape can be misleading).
• Misreading decimals in litres and millilitres (e.g. 0.5 L vs 500 ml).
• Forgetting to look at the meniscus (curved water level) when reading measurements.

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Modelling (10 minutes)

Teacher demonstrates:
Using a clear measuring jug with both litre and millilitre markings, pour water into an empty container and read the capacity aloud, demonstrating how to read the scale at eye level, noting the meniscus.

Example for pupils to copy:
“I poured water from the jug into the bowl. The water level is at 750 ml. This means the bowl holds 750 millilitres of liquid.”

Assessment for Learning (AfL) opportunities:

• Immediately after demonstration, ask pupils: “Show me your hands if you can read the scale correctly. Can someone explain why we look at the meniscus at eye level?”
• Use mini whiteboards for pupils to write the measurement they see on a shown jug image (AfL check for correct reading).

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Guided Practice and Task (15 minutes)

Task 1 (Low complexity):
Pupils measure liquids from measuring jugs into various containers (real or images if practical constraints). Record capacity in ml or litres as appropriate. Complete a table:

Container	Capacity Reading	Unit
Small medicine bottle	50	ml
Juice carton	1.5	litres

Task 2 (Higher complexity):
Using their measurements, pupils compare capacities and write sentences explaining their reasoning:

• "The juice carton holds three times as much as the medicine bottle because 1.5 litres is 1500 ml, which is three times 500 ml."
• "The water bottle holds less than the jug because the measuring jug showed 850 ml in the bottle and 1 litre in the jug."

Extension (for faster learners):
Convert measurements between ml and litres or estimate capacity of a tricky-shaped container and then measure to check accuracy.

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Plenary (10 minutes)

Class Discussion / Reflection:

• Invite pupils to explain how they chose which unit to use and describe their measuring technique.
• Use targeted reasoning questions:
  • “How confident are you that your measurement is correct? What helps you be sure?”
  • “If the container is irregularly shaped, how might you measure its capacity accurately?”
• Revisit initial predictions and see if pupils want to revise them based on their findings.

Success Criteria Review:
Tick off success criteria with pupils and praise clear, justified reasoning.

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Additional Teacher Notes

• Use White Rose Maths Scheme approaches for gradual complexity: start with practical experience --> measurement using apparatus --> recording and reasoning --> problem solving.
• Encourage use of mathematical vocabulary throughout (capacity, litre, millilitre, estimate, compare, more, less, equal, decimal).
• Reinforce careful reading of scales and eye level viewing to avoid common errors.
• Encourage discussion and explanation to deepen understanding, moving beyond “what” to “why” and “how.”

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Summary Table of AfL Points

When	What (AfL Method)	Purpose
After Modelling	Pupils show hands + explain meniscus reading	Check understanding of measurement technique
During Guided Practice	Mini-whiteboards with scale readings	Immediate feedback on reading accuracy
Plenary	Discussion & pupils justify reasoning	Assess depth of conceptual understanding and confidence

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This detailed and interactive plan ensures pupils not only measure capacity accurately but also understand and explain the concepts, developing critical thinking skills aligned with the National Curriculum and White Rose Maths standards for Year 4.