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PROGRESS TESTVELS 3.0 – 3.5
MATHEMATICS: NUMBER
TEAC
HER
TEST INFORMATIONThis test contains 30 questions and can be administered to individuals, small •groups or to a whole class of students.
Practice questions are included at the start of the test to help students become •familiar with the different types of responses that are required in the test. Teachers should work through the practice questions with students prior to starting the test.
An answer sheet, results translation table and information on interpreting results •are included.
Time allocation•
Introduction and practice questions: 5 – 10 minutes
Test time: 40 minutes
TEST ADMINISTRATIONMake sure that each student has a pencil and an eraser.•
Hand out the test booklets to students, making sure that the front cover is facing •them.
Read through the instructions on the front cover of the test with the students.•
Work through the practice questions with the students, ensuring that the students •pay attention to the type of response that is required for each question.
TeAcHeR secTIon: 2308 VeLs 3.0 – 3.5 number Progress Test i/iv
PROGRESS TESTVELS 3.0 – 3.5 Mathematics: Number
TEACHERAnswer Sheet
Question Correct Response Skill Descriptor1 A use place value and order positive whole numbers
2 B recognise and describe multiplication as repeated addition
3 3.7 add and subtract decimal numbers
4 B place integers (positive, negative and zero) on a number line
5 D divide by single-digit divisor
6 c carry out simple money calculations
7 D addition of positive whole numbers
8 623 addition of positive whole numbers
9 B identify and order numbers (including negative and zero)
10 21 divide by single-digit divisor
11 0.13, 0.31, 1.3, 3.1 use place value and order decimals
12 49, 24 demonstrate recall of multiplication facts up to 10 10
13 c perform computations involving fractions, proportions, percentages and ratios
14 D carry out simple money calculations
15 c round numbers to nearest unit, ten, hundred or higher
16 D use estimates for computations and determine status of estimation
17 A use estimates for computations and determine status of estimation
18 78
, 1, 1 18 , 2 5
8 , 3 order fractions, decimals, ratios and percentages
19 A calculate and order simple powers of whole numbers
20 428 add and subtract decimal numbers
21 c describe and complete patterns and sets based on simple criteria
22 A subtraction of positive whole numbers
23 A add and subtract common fractions
24B perform computations involving fractions, proportions, percentages and
ratios
25 A perform computations using multiple operations
26 D use place value and order decimals
27 D identify simple fractions, eg
28 c add and subtract common fraction using models
296 perform computations involving fractions, proportions, percentages and
ratios
30 B identify simple fractions, eg
TeAcHeR secTIon: 2308 VeLs 3.0 – 3.5 number Progress Test ii/iv
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PROGRESS TESTVELS 3.0 – 3.5 Mathematics: Number
TEACHER
USING THIS TEST:This Progress Test will provide only an estimated Victorian essential Learning standards (VeLs) •Progression Point. It is intended to complement and confirm other classroom assessments and teacher judgments, and should not be used in isolation.
This test is designed to measure outcomes over a limited ability range only.•
Results are limited to the expected VeLs range for a given year level.•
It is not possible to give a reliable ability estimate for students with zero or perfect scores. It is •recommended that you administer a test at a lower or higher level in these cases.
Ability estimates for students who achieve close to zero or perfect scores will not be as accurate •as those for students with results clearly within the range of the test. You may wish to administer a test at a lower or higher level to confirm results for these students.
each Progression Point covers a wide range of learning outcomes. A student’s estimated ability •is influenced by a result being at or near the bottom or at or near the top of the Progression Point. For example, an estimated Progression Point will be the same for a student with 3 correct answers and a student with 10 correct answers. However, these two students have demonstrated different ability levels.
Further information about interpreting results can be found on the VcAA website at: •http://www.aimonline.vic.edu/doc/oDI.pdf
specific information about the learning outcomes for the Victorian essential Learning standards •is available on the VeLs website at: http://vels.vcaa.vic.edu.au
TeAcHeR secTIon: 2308 VeLs 3.0 – 3.5 number Progress Test iii/iv
PROGRESS TESTVELS 3.0 – 3.5 Mathematics: Number
TEACHERResults Translation Table
This test targets outcomes at VeLs 3.0 to 3.5. For more information about interpreting results download the Interpreting on Demand Reports document at: http://www.aimonline.vic.edu.au/doc/oDI.pdf
Number Correct Progression Point (Standard Score)
Comment
0 out of Range The ability of this student cannot be determined using this test. It is recommended that a lower level test be administered.
1 – 2 2.75 (Below Range) The result indicates that this student is performing below the expected range for this test.
3 – 4 3.0 The result indicates that this student is performing at or just below the low end of the range for this test.
5 – 8 3.0 The result indicates that this student is performing at the low end of the range for this test.
9 – 10 3.0 The result indicates that this student is performing at or just above the low end of the range for this test.
11 – 12 3.25 The result indicates that this student is performing at or just below the middle of the range for this test.
13 – 17 3.25 The result indicates that this student is performing in the middle of the range for this test.
18 – 19 3.25 The result indicates that this student is performing at or just above the middle of the range for this test.
20 – 21 3.5 The result indicates that this student is performing at or just below the high end of the range for this test.
22 – 25 3.5 The result indicates that this student is performing at the high end of the range for this test.
26 – 27 3.5 The result indicates that this student is performing at or just above the high end of the range for this test.
28 – 29 3.75 (Above Range) The result indicates that this student is performing above the expected range for this test.
30 out of Range The ability of this student cannot be determined using this test. It is recommended that a higher level test be administered.
TeAcHeR secTIon: 2308 VeLs 3.0 – 3.5 number Progress Test iv/iv
PROGRESS TESTSTu
dEN
T
VELS 3.0 – 3.5MATHEMATICS: NUMBER
STUDENT DETAILS
sTUDenT’s nAMe ..........................................................................................................................................................................................................
DATe ........................................................................................................................................................................................................................................
cLAss ......................................................................................................................................................................................................................................
STUDENT INSTRUCTIONSPrint your name, class and date above.1.
You have 40 minutes to finish the test. 2.
You must do your own work.3.
Do not speak to other students during the test.4.
Raise your hand if you need to speak to the teacher.5.
If you make a mistake, rub it out completely and try again.6.
If a question is too hard, do the next one. You can go back to unanswered questions 7. at the end if you have time.
If you have finished the test early, spend time checking your answers before you 8. return the book to your teacher.
sTUDenT secTIon: 2308 VeLs 3.0 – 3.5 number Progress Test
This is a blank page
PRACTICE QUESTIONS.Your answers for this section will not be marked.
© copyright 2008 Victorian curriculum and Assessment Authority. All rights reserved. except under the conditions described in the copyright Act 1968 and subsequent amendments, no part of this publication may be reproduced by any process without permission in writing from the publishers.
Practice Question 1
10 x 4 =
10 20 30 40
shade one bubble
Practice Question 3
4 ÷ 2 =
Write your answer in the box
Practice Question 4
1 4
+ 3 9
Practice Question 5
circle all the triangles on this card
circle the correct answers
Practice Question 2
Write the following numbers from smallest value to greatest value.
2 3 1
Write your answer in the boxes
smallest value greatest value
2
Page 1
shade one bubble
shade one bubble
The largest number that can be made using all these cards is
97 541 97 145 97 451 97 514
59
74
11
2 James bought four chocolate bars. Each chocolate bar cost $1.25
The total amount James spent on chocolate bars could be found by calculating $1.25 + $1.25 + $1.25 + $1.25
What other calculation also gives this amount?
$1.25 ÷ 4 $1.25 x 4 $4.00 – $1.25 $4.00 + $1.25
2 . 8
+ 0 . 93
Write your answer in the box
? − 2 0 2
The arrow on the number line is pointing to
−3
−1
− 1
2 −0 2.
4
Page 2
9 Seventy thousand and fifty-eight is
7 058 70 058 700 058 758 000
shade one bubble
54 ÷ 6 =
6 7 8 9
5
7 825 + 61 + 8 + 479 =
1263 1273 1363 1373
shade one bubble
6 Anne has a $20 note. She buys a book for $16.70.
How much change should she receive?
$2.30 $2.40 $3.30 $3.40
8 2 5 9
+ 3 6 4Write your answer
in the box
Page 3
10 Write your answer in the box
Write the following numbers from smallest value to
greatest value.
3.1 0.31 1.3 0.13
smallest value greatest value
11
12 Which two of the following number sentences are
correct?
8 x 5 = 45
7 x 7 = 49
2 x 6 = 8
6 x 4 = 24
9 x 4 = 483 x 8 = 32
13 A train ticket to Adelaide costs half as much as an airline ticket.
If the airline ticket costs $560, how much is the train ticket?
$230 $260 $280 $290
8 ÷ 4 =
circle the correct answers
Write your answer in the boxes
shade one bubble
Page 4
14 Jo’s school canteen sells pieces of fruit at the prices shown on the list. Jo buys three pieces of fruit, and gets 20¢ change from $2.
Which three fruits might Jo have bought?
apple, banana, orange banana, orange, pear banana, peach, apricot apple, peach, apricot
Fruit Priceapple 50 ¢
banana 80 ¢peach 90 ¢orange 60 ¢apricot 40 ¢
pear 80 ¢
A library has 99 bookshelves.
There are 60 books on each bookshelf.
The total number of books on the bookshelves is
a little less than 6000. exactly equal to 6000. a little more than 5960. exactly equal to 5960.
17
19 + 58 is closest to
50 60 70 80
16
shade one bubble
Round 7857 to the nearest hundred.
800 7800 7900 8000
15
Page 5
This is a number pattern
1, 3, ? , 27, 81
What number is missing from the number pattern? 5 6 9 18
21
3 11 18
78
2 58
18 Arrange the following numbers from smallest value to greatest value.
smallest value greatest value
19 32 =
3 x 3 2 x 2 x 2 3 x 2 3 ÷ 2
20 423.2 + 4 + 0.8 =
2 0 0
– 1 6 4
36 46 136 146
22
Write your answer in the boxes
shade one bubble
Write your answer in the box
shade one bubble
Page 6
Three apples are shared equally between four people.
How much apple does each person receive?
43
34
13
14
24
shade one bubble
The table shows the time taken by five swimmers to completea swimming race.
swimmer Time TakenAlex 1 minute 10 secondsBen 58 seconds
cathy 105 secondsDave 1½ minutesemily 85 seconds
The three fastest swimmers, in order, were
Alex, Ben and Dave. Ben, Emily and Cathy. Alex, Dave and Ben. Ben, Alex and Emily.
26
37
214
30
21
67
37
–23
12 – ( ? + 3 ) = 4
What is the missing number?
5 8 11 19
25
Page 7
30
What fraction of the circles is hidden?
1
2
1
3
1
6
1
12
Write your answer in the box
Jodi and Mia have a pizza which has been cutinto twelve equal pieces.
Jodi eats 512
of the pizza and Mia eats 3
12 ofthe pizza.
What fraction of the pizza is left?
212
14
13
512
28
29
34 of 8 =
1
2
1
3
1
4
1
6
27 What fraction of these twelve shapes are triangles?shade one
bubble
shade one bubble
The circles form a regular square pattern.Some of the circles are hidden by the card.
END OF TEST
