Links from the Interview to Mathematics Developmental Continuum  Working Mathematically
From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F10. 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
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When a student is successful on these questions, learning can be continued using suggested activities such as these:
Working mathematically
When student is successful on:
 First year of schooling detour' Q II (b), (c), (d)
Identify, copy, continue a pattern of coloured teddies 
Simple Patterns (0.5):
 Activity 1: Sorting
 Activity 2: Forming and extending patterns

When student is successful on:
Estimate and count teddies scooped into a cup (at least 20) 
Making better estimates (1.0):
 Activity 1: How many marbles?
 Activity 3: Estimating calculations

When student is successful on:
Use a calculator to record and say numbers 
Using a calculator (1.5):
 Activity 2: Supporting learning of place value

When student is successful on:
Count by 1s
Read 2 digit numbers
Use calculator to record and say numbers to 2 digits
Order 1 and 2 digit sets of number cards
Bundling task  Make 36 using bundles of 10 sticks and single sticks
Identify missing number in 100 chart
I have 9 teddies and you have 4, how many teddies do we have altogether? (using counting all strategy)
Basic strategies (using counting on strategy) 
Recognise and use pattern (1.5):
 Activity 1: Using the repeat function on the calculator
 Activity 3: Patterns in a modified hundreds chart
 Activity 4: What is my counting pattern?

When student is successful on:
I have 9 teddies and you have 4, how many teddies do we have altogether? (using counting on strategy)
Basic strategies (using counting on strategy)
Sharing teddies on a mat (by sharing using skip counting or known fact)
Tennis balls (by known fact or skip counting)
Dots arrays partly hidden (by known fact or skip counting) 
Using diagrams and models (2.75):
 Activity 2: Empty number line: explaining with a model
 Activity 4: Multiplication of tens and ones: a mental image for an algorithm
