# QTS Maths Tests

```QTS Numeracy Tests: Questions for Turning Somersaults?
May 2013
Rationale
As a teacher, it is important that you
demonstrate a high level of ability in
numeracy in all areas of work in school. This
applies to all teachers, not just those with
specific curricular responsibilities for
numeracy or mathematics and regardless of
their chosen phase of education.
May 2013
Test Details
• Can take 3 times (then not for 2 years)
• 1st attempt is free
• 2nd/3rd attempts cost £19.25 each
• A laminated card and fine non-permanent
marker provided
• No notes to be taken into test room.
May 2013
Marks
• There are 28 questions
• 12 mental arithmetic, NO calculator (in A)
• 16 on-screen, on-screen calculator (in B)
• Pass mark = 63 % (raw score 18/28)
• 4/5 from section A should be enough if
student is better at on-screen items
May 2013
Time
• Standard time is 48 minutes
• 25% or 50% extra time available
• Section B has extra time correctly added
(36 mins/45mins)
• Section A
• Each item has 5 seconds added
• For 12 items, this is 1 minute extra
• NOT 25% extra time (7.5% for the
section)
May 2013
On-Screen Calculator
23 x 4 + 3 ÷ 6
May 2013
“Candidates who previously required special
arrangements in a test or public exam can request
the same for the professional skills tests for trainee
teachers”
• Extra Time
• Text on-screen section A
• Voice-over or not?
• Reading help v interrupting processing
• Paper-based version?
May 2013
Extra Time
• Requests for 25% extra time – no
application form or evidence to be submitted
(reserve the right to request proof)
• Other reasonable adjustments need an
application form and evidence (from
Assessment Report (student permission))
May 2013
Content
• Section A
• Mental Arithmetic
• Section B
• Interpreting and using written data
• Solving written arithmetic problems
May 2013
Practice material
Guidance Material
http://www.education.gov.uk/schools/career
s/traininganddevelopment/professional/b00
211213/numeracy
Practice Tests
http://www.education.gov.uk/QTS/Numerac
y/assessment_engine.html
May 2013
Practice Questions page
May 2013
Dyslexia v Dyscalculia
Conceptual
Foundation
knowledge
New
learning
outcome
Dyslexia
Procedural
Conceptual
Foundation
knowledge
Dyscalculia
Procedural
May 2013
New
learning
outcome
• Consider the mental arithmetic
examples given
• Try each one for yourself first
• Then discuss in your group
• Did you all use the same method?
• What alternative ways are there?
May 2013
Resources
May 2013
May 2013
Video
May 2013
• Consider the Section B examples
given
• Try each one for yourself first
• Then discuss in your group
• What are the issues and barriers for
students?
• What alternative ways are there?
May 2013
B1
May 2013
B2
Procedural
Conceptual
×
International
currency
£
÷
May 2013
£1.00 = 141.50 Krona
£2.00 = more or less Krona
than £1.00
B3
Visual Stress
This is where you click
The number of pupils in
the table is irrelevant
Wording in the highlighted sentence is confusing. It could be written as
Consider all the pupils in the year group who speak exactly 2 languages. Click on the class
which has half of these pupils.
May 2013
B4
Entrance fee £2.50
15 children pay £5.00 each
3 4 0 1 6
May 2013
3 3 8 9 6
30p per
mile
Conclusions
• Wording that does NOT match
• Give ALL true statements
• Exploring alternative methods with your
student
• Visualising situations
• Decimal points do NOT move
• procedural v conceptual learning
• Irrelevant information
• The answer requires the amount who do
NOT…
May 2013