# Links from the Interview to the Continuum - Space

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:

### Space

Mathematics Online Interview Questions

Mathematics Developmental Continuum
Indicators of progress & activities

When student is successful on:

• Question 54 (a) (b)

Sorting shapes

• Question 56

Finding shapes in the environment

Recognising, comparing, sorting and matching shapes (0.5):

• Activity 1: Open or closed?
• Activity 2: What is a rectangle?
• Activity 4: Sorting with students’ own criteria

When student is successful on:

• Question II (a) – ‘First year of schooling detour’

Place teddy beside, behind, in front of …

Developing the everyday language of location objects (1.0):

• Activity 1: Simon says …
• Activity 2: In the playground
• Activity 3: Placing objects around the room
• Activity 4: Describing the location of shapes

When student is successful on:

• Question 54 (a - c)

Sorting shapes (and some triangles)

• Question 55(a - b)

Identifying triangles

Identifying shapes (1.75):

• Activity 1: Introduce the shapes
• Activity 2: Make a poster

When student is successful on:

• Question 57 (a - c)

Visualising the hidden shape

• Question 58 Cards 1, 2, 3

Triads - identifying which shapes are most alike (using prototype or properties strategies).

Simple transformations (2.0):

• Activity 1: Shape matching
• Activity 2: Transforming Shapes
• Activity 3: Crazy Shapes

When student is successful on:

• Question 54 (a - c)

Sorting shapes (and some triangles)

• Question 55 (a - b)

Identifying triangles (most triangles)

• Question 57 (a - c)

Visualise the hidden shape (one shape)

From appearance to properties (2.5):

• Activity 1: What is a circle?
• Activity 2: How to draw a circle
• Activity 3: Properties of three dimensional solids

When student is successful on:

• Question 54 (a - c)

Sorting shapes (and all triangles)

• Question 55 (a - c)

Identifying triangles and explain features (all triangles)

Classifying shapes (3.5):

• Activity 1: Sorting triangles
• Activity 2: Sorting Quadrilaterals

When student is successful on:

• Question 55 (a - c)

Identifying triangles and explain features (all triangles)

• Question 57 (a - c)

Visualise the hidden shape (more than one shape)

• Question 58 Card 1, 2, 3

Triads - identifying which shapes are most alike (using prototype or properties and some dynamic strategies).

Visualisation in 2 and 3 dimensions (3.5):

• Activity 1 Lego tower: basic version
• Activity 2 Lego tower (seven photos)

When student is successful on:

• Question 55 (a - c)

Identifying triangles and explain features (all triangles)

• Question 58 Card 1, 2, 3

Triads - identifying which shapes are most alike (using dynamic strategies).

Changing conceptions of shapes (4.25):

• Activity 1: Classifying quadrilaterals according to features
• Activity 2: Classifying quadrilaterals according to definitions

When student is successful on:

• Question 58 Card 1, 2, 3

Triads - identifying which shapes are most alike (using dynamic strategies).

• Question 59

Identifying shapes and creating a square using them.

• Question 61

Rearrange the square by visualising.

Congruence from rotations and reflections (4.5):

• Activity 1: Reflecting shapes
• Activity 2: The last word on reflections and rotations