# Links from the Interview to the Continuum - Number

From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change.

For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA

When a student is successful on these questions, learning can be continued using suggested activities such as these:

### Counting

Mathematics Online Interview Questions

Mathematics Developmental Continuum
Indicators of progress & activities

When student is successful on:

• ‘First year of schooling detour’ Question 1

Selecting and counting 4 yellow, 3 green, 5 blue teddies

• Question 8 (b) (c)

Read cards from 0-10, show 7 and get that number of teddies

One-to-one correspondence (0.5):

• Activity 1: Counting and body movements
• Activity 3: Matching the written number to the quantity

When student is successful on:

• Question 1

Estimate and count teddies scooped into a cup holding at least 20 and

• ’First year of schooling detour’ Question III (a) (b)

Recognise number of dots on cards and match to the correct numeral

• ‘First year of schooling detour’ Question I
Selecting and counting 4 yellow, 3 green and 5 blue teddies

Counting groups of up to 20 objects (1.0):

• Activity 1: Verbal sequence
• Activity 2: More efficient counting strategies
• Activity 3: Hidden collections

When student is successful on:

• Question 1

Estimate and count teddies scooped into a cup holding at least 20

• Question 2 (a)

Count by 1s without teddies , and

• Question 2 (e)

Count backwards from 10

Counting with two digit numbers (1.25):

• Activity 3: More efficient strategies for counting

When student is successful on:

• Question 1

Estimate and count teddies scooped into a cup holding at least 20

• Question 2 (a)

Count by 1s without teddies , and

• Question 18

I have 9 teddies here and you have 4 teddies there, how many teddies do we have altogether? using counting all strategy;

Counting On (1.5):

• Activity 1: Teddies in the buses
• Activity 2: Counters in the bag and in the hand

When student is successful on:

• Question 3

Give numbers before and after 56

• Question 4

Count by 10s, 5, 2s starting from 0

• Question 8 (a)

2-digit numbers

• Question 9 (a), (b) to 2-digit numbers

Use calculator to ‘record’ and say numbers

• Question 10 (a), (b)

Order 1 and 2 digit sets of number cards

• Question 11

Make 36 using bundles of 10 sticks and single sticks

Using a hundreds chart for mental calculation (1.5):

• Activity 1: Guess my number
• Activity 2: Number neighbours

When student is successful on:

• all the above

and

• Question 12

Finding the missing number in a 2-digit chart

Using a hundreds chart for mental calculation (1.5):

• Activity 3: Missing numbers
• Activity 4: Challenges

When student is successful on:

• Question 2

Counting forwards and backwards by 1s

• Question 4

Counting from 0 by 10s, 5s and 2s

and

• Question 5 (a)

Counting 'x' by 10s

Skip Counting (2.0):

• Activity 1: Counting Games
• Activity 2: Whisper Count
• Activity 3: How Far Can You Go?
• Activity 4: Using the hundreds grid for counting

When student is successful on:

• Question 8

Reading numerals (to 3-digits)

• Question 9

Calculator tasks to 3-digit numbers

• Question 10

Ordering tasks to 3-digit numbers

• Question 11

• Question 13

Renaming three-digit whole numbers (2.25):

• Activity 1: Using pop-sticks to rename
• Activity 2: Using MAB to rename
• Activity 3: Using a Number Expander to rename

### Addition & Subtraction

When student is successful on:

• Question 1

• Question 2

Counting forwards and backwards by 1s

• Question 18 (d)

Counting all

Compliments to Ten (1.5):

• Activity 1: Make Ten
• Activity 2: How Many More to Make
• Activity 3: Hidden Dots
• Activity 4: Find Your Partner
• Activity 5: Bead frame patterns

When student is successful on:

• Question 18

I have 9 teddies here and you have 4 teddies there, how many teddies do we have altogether? using counting on strategy,

• Question 19

Work out the number of biscuits left when s/he had 8 in lunch and ate 3

• Question 20

12 strawberries and eats 9 by counting back, counting down to or counting up from, and

• Question 21

Basic addition and subtraction most of the cards using counting on, counting back, counting down to or counting up from

Fact families - addition and subtraction (1.75):

• Activity 1: Fact families using materials
• Activity 2: Domino fact families
• Activity 3: Dice fact families

### Multiplication & Division

When student is successful on:

• Question 28

Sharing teddies on mats

• Question 31

Teddies at the movies

Early division ideas (2.25)

• Activity 1: Modelling quotition

When student is successful on:

• Question 27

Place 2 teddies in each car and say how many teddies altogether by skip counting;

• Question 28
Sharing teddies on mats by sharing by 1s

Better multiplication strategies (2.75):

• Activity 1: How many chocolates?
• Activity 2: Partially covered arrays

When student is successful on:

• Question 28

Sharing teddies on mats

• Question 29

• Question 30

• Question 31

Teddies at the movies

Fact Families (Multiplication and Division (2.75):

• Activity 1: Fact families from arrays
• Activity 2: Recognising different fact families
• Activity 3: Fact family fortune
• Activity 4: Fact family bonanza

When student is successful on:

• Question 32

Fluent recall of multiplication facts (3.0):

• Activity 2: Stress number patterns and properties
• Activity 5: Use games with a chance element

When a student is successful on:

• Question 22

Mentally solve addition and subtraction – derived strategies near doubles, commutativity, build to next 10, known fact, fact families, add 10 take 1;

• Question 32

Multiplication problems

• Question 33

Division problems

Order of operations (3.25):

• Activity 1: Can the answers be different?
• Activity 2: Do brackets help?
• Activity 3: Got it!

When student is successful on:

• Question 32

Multiplication Questions

• Question 33

Division problems and

• Question 34

Off to the circus

Choosing multiplication or division (3.25):

• Activity 1: Seeing reason to change, and building confidence and skills.
• Activity 2: Strengthening recognition of operations