VELS 3.0 – 3.5
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: 2308 VELS 3.0 – 3.5 Number Progress Test i/iv
PROGRESS TEST
TEACHER
VELS 3.0 – 3.5 Mathematics: Number
Answer Sheet
Question Correct Response Skill Descriptor
1
A
use place value and order positive whole numbers
2
B
recognise and describe multiplication as repeated addition
3
3.7
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
12
49, 24
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
7 1 11 2 5 3
, , ,
,
8 8
8
19
A
20
428
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
B
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 1 , 1 , 1
28
C
add and subtract common fraction using models
6
perform computations involving fractions, proportions, percentages and
ratios
B
identify simple fractions, eg 1 , 1 , 1
24
29
30
add and subtract decimal numbers
use place value and order decimals
demonstrate recall of multiplication facts up to 10  10
order fractions, decimals, ratios and percentages
calculate and order simple powers of whole numbers
add and subtract decimal numbers
2 3 4
2 3 4
Teacher section: 2308 VELS 3.0 – 3.5 Number Progress Test ii/iv
PROGRESS TEST
TEACHER
VELS 3.0 – 3.5 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: 2308 VELS 3.0 – 3.5 Number Progress Test iii/iv
PROGRESS TEST
TEACHER
VELS 3.0 – 3.5 Mathematics: Number Results 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
VELS 3.0 – 3.5
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: 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.
Shade one
bubble
Practice Question 1
10 x 4 =
10
20
30
40
Write your answer
in the boxes
Practice Question 2
Write the following numbers from smallest value to
greatest value.
2
3
1
smallest value
2
greatest value
Practice Question 3
Write your answer
in the box
4÷2=
Practice Question 4
1 4
+ 3 9
Practice Question 5
Circle the correct
answers
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.
1
5
9
7
1
4
Shade one
bubble
The largest number that can be made using all these cards is
97 541
97 145
2 97 451
97 514
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
3
Write your answer
in the box
+ 0. 9
Shade one
bubble
4
−2
?
0
The arrow on the number line is pointing to
−3
−1
1
−
2
−0.2
Page 1
2
5
54 ÷ 6 =
6
Shade one
bubble
7
6 8
9
Anne has a $20 note. She buys a book for $16.70.
How much change should she receive?
7 825 + 61 + 8 + 479 =
8
9 $2.30
$2.40
$3.30
$3.40
1263
1273
1363
1373
2 5 9
Write your answer
in the box
3 6 4
+
Seventy thousand and fifty-eight is
7 058
70 058
700 058
758 000
Page 2
Shade one
bubble
10
11
Write your answer
in the box
8÷4=
Write the following numbers from smallest value to
Write your answer
in the boxes
greatest value.
3.1
0.31
smallest value 12 1.3
0.13
greatest value
Circle the correct
answers
Which two of the following number sentences are
correct?
2x6=8
7 x 7 = 49
6 x 4 = 24
8 x 5 = 45
3 x 8 = 32
13 9 x 4 = 48
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
Page 3
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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.
Fruit
apple
banana
peach
orange
apricot
pear
Which three fruits might Jo have bought?
15
16
17
apple, banana, orange
banana, orange, pear
banana, peach, apricot
apple, peach, apricot
Round 7857 to the nearest hundred.
800
7800
7900
50
60
70
8000
19 + 58 is closest to
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 4
80
Shade one
bubble
Price
50 ¢
80 ¢
90 ¢
60 ¢
40 ¢
80 ¢
Write your answer
in the boxes
18 Arrange the following numbers from smallest value to greatest value.
11
8
3
25
8
7
8
smallest value
19 20 21
greatest value
Shade one
bubble
32 =
3x3
2x2x2
3x2
3÷2
Write your answer
in the box
423.2 + 4 + 0.8 =
This is a number pattern
1, 3,
Shade one
bubble
? , 27, 81
What number is missing from the number pattern?
5
6
22
9
18
46
136
2 0 0
–
1 6 4
36
1
Page 5
146
23
6
7
–
3
7
24
3
7
Shade one
bubble
2
14
3
0
2
1
Three apples are shared equally between four people.
How much apple does each person receive?
25
4
3 3
4 1
3 1
4
12 – ( ? + 3 ) = 4
What is the missing number?
5
8
26
11
19
The table shows the time taken by five swimmers to complete
a swimming race.
Swimmer
Alex
Ben
Cathy
Dave
Emily
Time Taken
1 minute 10 seconds
58 seconds
105 seconds
1½ minutes
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.
Page 6
27 28
Shade one
bubble
What fraction of these twelve shapes are triangles?
1
1
1
1
2
3
4
6
Jodi and Mia have a pizza which has been cut
into twelve equal pieces.
3
5
Jodi eats
of the pizza and Mia eats
of
12
12
the pizza.
What fraction of the pizza is left?
2
12 1
4 1
3 29
5
12
Write your answer
in the box
3
of 8 =
4
Shade one
bubble
The circles form a regular square pattern.
Some of the circles are hidden by the card.
30
What fraction of the circles is hidden?
1
2
1
1
3
6
1
END OF TEST
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