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 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:

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:

  • Question 1

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:

  • Question 9 (a) and (b)

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:

  • Question 2 (a) (b)

Count by 1s

  • Question 8 (a)

Read 2 digit numbers

  • Question 9 (a) (b)

Use calculator to record and say numbers to 2 digits

  • Question 10 (a) (b)

Order 1 and 2 digit sets of number cards

  • Question 11

Bundling task - Make 36 using bundles of 10 sticks and single sticks

  • Question 12

Identify missing number in 100 chart

  • Question 18

I have 9 teddies and you have 4, how many teddies do we have altogether? (using counting all strategy)

  • Question 21
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:

  • Question 18

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

  • Question 21

Basic strategies (using counting on strategy)

  • Question 28

Sharing teddies on a mat (by sharing using skip counting or known fact)

  • Question 29

Tennis balls (by known fact or skip counting)

  • Question 30
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