VELS 3.5 – 4.0
MATHEMATICS: NUMBER
TEACHER
PROGRESS TEST
TEST INFORMATION
•
This 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 ADMINISTRATION
•
Make 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: 2309 VELS 3.5 – 4.0 Number Progress Test i/iv
PROGRESS TEST
TEACHER
VELS 3.5 – 4.0 Mathematics: Number
Answer Sheet
Question Correct Response Skill Descriptor
1
D
divide by single-digit divisor
2
D
add and subtract decimal numbers
3
B
place integers (positive, negative and zero) on a number line
4
B
subtract decimal numbers
5
C
multiply by integers of two or more digits
6
A
calculate and order simple powers of whole numbers
7
c
recognise equivalence of fractions to decimals, ratios and percentages
8
13.5
9
C
identify the highest common factor or lowest common denominator of a
set of numbers
10
A
use estimates for computations and determine status of estimation
11
B
use estimates for computations and determine status of estimation
12
1 1 2 3
, , ,
3 2 3 4
13
A
add and subtract common fractions
14
D
identify factor sets and express numbers as products of powers of primes
15
B
use place value and order decimals
16
C
divide by single-digit divisor
17
B
describe and complete patterns and sets based on simple criteria
18
A
perform computations using multiple operations
D
perform computations involving fractions, proportions, percentages and
ratios
20
C
find lowest common multiple
21
C
order fractions, decimals, ratios and percentages
22
11, 23
23
3 4
,
12 16
24
C
add and subtract common fraction using models
25
D
recognise equivalence of fractions to decimals, ratios and percentages
26
3780
27
A
recognise ratio as set:set and subset:set comparisons
6
perform computations involving fractions, proportions, percentages and
ratios
B
perform computations involving fractions, proportions, percentages and
ratios
E
add and subtract common fractions
19
28
29
30
multiply decimal numbers
place common fractions and decimals, and their multiples on a number
line
identify prime numbers
identify equivalent fractions
multiply by multiples and powers of ten
Teacher section: 2309 VELS 3.5 – 4.0 Number Progress Test ii/iv
PROGRESS TEST
TEACHER
VELS 3.5 – 4.0 Mathematics: Number
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: 2309 VELS 3.5 – 4.0 Number Progress Test iii/iv
PROGRESS TEST
TEACHER
VELS 3.5 – 4.0 Mathematics: Number Results Translation Table
This test targets outcomes at VELS 3.5 to 4.0. 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
3.25 (Below Range)
The result indicates that this student is performing
below the expected range for this test.
3–4
3.5
The result indicates that this student is performing at
or just below the low end of the range for this test.
5–8
3.5
The result indicates that this student is performing at
the low end of the range for this test.
9 – 10
3.5
The result indicates that this student is performing at
or just above the low end of the range for this test.
11 – 12
3.75
The result indicates that this student is performing at
or just below the middle of the range for this test.
13 – 17
3.75
The result indicates that this student is performing in
the middle of the range for this test.
18 – 19
3.75
The result indicates that this student is performing at
or just above the middle of the range for this test.
20 – 21
4.0
The result indicates that this student is performing at
or just below the high end of the range for this test.
22 – 25
4.0
The result indicates that this student is performing at
the high end of the range for this test.
26 – 27
4.0
The result indicates that this student is performing at
or just above the high end of the range for this test.
28 – 29
4.25 (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: 2309 VELS 3.5 – 4.0 Number Progress Test iv/iv
VELS 3.5 – 4.0
MATHEMATICS: NUMBER
student
PROGRESS TEST
STUDENT DETAILS
STUDENT’S NAME ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������
DATE ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������
CLASS ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������
STUDENT INSTRUCTIONS
1.
Print your name, class and date above.
2.
You have 40 minutes to finish the test.
3.
You must do your own work.
4.
Do not speak to other students during the test.
5.
Raise your hand if you need to speak to the teacher.
6.
If you make a mistake, rub it out completely and try again.
7.
If a question is too hard, do the next one. You can go back to unanswered questions
at the end if you have time.
8.
If you have finished the test early, spend time checking your answers before you
return the book to your teacher.
STUDENT section: 2309 VELS 3.5 – 4.0 Number Progress Test
This is a blank page
PRACTICE QUESTIONS.
Your answers for this section will not be marked.
Shade one
bubble
Practice Question 1
10 x 4 =
10
20
30
40
Practice Question 2
Order the following numbers from smallest value to greatest value.
2
Write your answer
in the boxes
3
1
smallest value
greatest value
Write your answer
in the box
Practice Question 3
4÷2=
Practice Question 4
+
1 0
3 9
Circle the correct
answers
Practice Question 5
Circle all the triangles on this card
© 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.
Page 7
1
54 ÷ 6 =
6
Shade one
bubble
7
2
8
9
$509.37 + $124.99 =
$635.38
$635.36
$634.38
$634.36
3
−4
4
0
?
The arrow on the number line is pointing to
–3
–2
–1
0.21
0.26
0.81
4
5 −
1
2
0.76 – 0.5 =
12 x 32 =
362
364
384
386
Page 1
0.86
6 7
Shade one
bubble
32 =
3x3
2x2x2
3x2
3÷2
Mary ate 70% of her apple.
What fraction of her apple did she eat?
7
100
8 1
70
7
10
1
7
Julia buys 5 lengths of ribbon, each measuring 2.7 metres.
Write your answer
in the box
What total length of ribbon does Julia buy?
metres
9
The highest common factor of 24 and 32 is
2
4
10
8
16
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.
Page 2
Shade one
bubble
11
12 203 x 29 is closest to
60 000
6000
4000
400
Match these fractions with the letters shown on the number line.
1
2
3
4
Shade one
bubble
1
3
A
2
3
B
C D
0
13
6
7
–
3
=
7
2
14
15
3
0
2
1
Which set contains only factors of 56?
8,
9,
9,
8,
7,
8,
6,
7,
4,
3,
3,
4,
3
1
2
2
Which one of the following numbers has the greatest value?
0.099
1
Shade one
bubble
3
7
14 Write your answer
in the boxes
0.99
0.789
Page 3
0.87
16
$2.7 million is shared equally between 3 lottery winners.
How much will each receive?
9000
90 000
17
243, 81, 27,
900 000
9 000 000
?
What is the next number in this number pattern?
18
9
18
3
1
12 – ( ? + 3 ) = 4
What is the missing number?
5
8
19
11
19
60
80
25% of 360 =
50
Page 4
90
Shade one
bubble
20
21
22 23 Shade one
bubble
The lowest common multiple of 4 and 6 is
46
24
12
2
Which list is in order from smallest to largest value?
1
1
, 33 %, 0.2
3
4
2
, 20%, 0.8
5
2
, 75%, 0.9
3
1
, 60%, 0.4
2
Circle the correct
answers
Which two numbers are prime numbers?
6
11
15
21
23
25
Circle the two fractions that have the same value.
2
6
6
9
3
12
4
16
5
10
Page 5
Shade one
bubble
24
Jodi and Mia have a pizza which has been cut
into twelve equal pieces.
Jodi eats
the pizza.
5
3
of the pizza and Mia eats
of
12
12
What fraction of the pizza is left?
1
4
2
12 25
1
3 5
12
4+ 4 =
5
4.45
4.50
4.75
4.80
Write your answer
in the box
26 3.78 x 1000 =
27 Patrick has three $1 coins and five $2 coins.
The ratio of the number of $1 coins to the number of $2 coins that Patrick has is
3:5
3:8
3 : 10
3 : 13
Shade one
bubble
Page 6
28
28
3
of 8 =
4
24 ×
Write your answer
in the box
1
3
Shade one
buble
6
8
30 1
3
+
8
4
4
12
12
72
=
5
4
7
4
Page 7
5
8
7
8