vels 3.5 - 4.0 mathematics: number progress test

PROGRESS TESTVELS 3.5 – 4.0

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: 2309 VeLs 3.5 – 4.0 number Progress Test i/iv

PROGRESS TESTVELS 3.5 – 4.0 Mathematics: Number

TEACHERAnswer Sheet

Question Correct Response Skill Descriptor1 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 multiply decimal numbers

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 13

,

12

,

23

,

34

place common fractions and decimals, and their multiples on a number line

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

19D 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 identify prime numbers

23312 ,

416

identify equivalent fractions

24 c add and subtract common fraction using models

25 D recognise equivalence of fractions to decimals, ratios and percentages

26 3780 multiply by multiples and powers of ten

27 A recognise ratio as set:set and subset:set comparisons

286 perform computations involving fractions, proportions, percentages and

ratios

29B perform computations involving fractions, proportions, percentages and

ratios

30 e add and subtract common fractions

TeAcHeR secTIon: 2309 VeLs 3.5 – 4.0 number Progress Test ii/iv


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

TEACHER


TEACHERResults 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

PROGRESS TESTSTu

dEN

T

VELS 3.5 – 4.0MATHEMATICS: 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: 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.

© 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

Practice Question 3

4 ÷ 2 =

Practice Question 5

circle all the triangles on this card

Practice Question 2

order the following numbers from smallest value to greatest value.

Practice Question 4

1 0+ 3 9

shade one bubble

Write your answer in the boxes

Write your answer in the box

circle the correct answers

smallest value greatest value

2 1 3

5 12 x 32 =

362 364 384 386

?− 4 0 4

The arrow on the number line is pointing to

–3 –2 –1 −12

3

0.76 – 0.5 =

0.21 0.26 0.81 0.86

4

shade one bubble

54 ÷ 6 =

6 7 8 9

1

$509.37 + $124.99 =

$635.38 $635.36 $634.38 $634.36

2

Mary ate 70% of her apple.

What fraction of her apple did she eat?

7100

170

710

17

7

8 Julia buys 5 lengths of ribbon, each measuring 2.7 metres.

What total length of ribbon does Julia buy?

metres

shade one bubble

6 32 =

3 x 3 2 x 2 x 2 3 x 2 3 ÷ 2

The highest common factor of 24 and 32 is

2 4 8 16

9

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.

10


shade one bubble

Which one of the following numbers has the greatest value?

0.099 0.99 0.789 0.87

15

A B C D

0 1

12

34

13

23

12 Match these fractions with the letters shown on the number line. Write your answerin the boxes

203 x 29 is closest to

60 000 6000 4000 400

11shade one

bubble

37

214

30

21

67

37

– =13

14 Which set contains only factors of 56?

8, 7, 4, 3 9, 8, 3, 1 9, 6, 3, 2 8, 7, 4, 2

shade one bubble

shade one bubble$2.7 million is shared equally between 3 lottery winners.

How much will each receive?

9000 90 000 900 000 9 000 000

16

243, 81, 27, ?What is the next number in this number pattern?

18 9 3 1

17

25% of 360 =

50 60 80 90

19

12 – ( ? + 3 ) = 4

What is the missing number?

5 8 11 19

18

The lowest common multiple of 4 and 6 is

46 24 12 2

20

22 Which two numbers are prime numbers?

6 11 15

21 23 25

circle the correctanswers

312

26

69

510

416

23 Circle the two fractions that have the same value.

shade one bubble

Which list is in order from smallest to largest value?

14

, 33 13

%, 0.2

25

, 20%, 0.8

23

, 75%, 0.9

12

, 60%, 0.4

21

Jodi and Mia have a pizza which has been cut into twelve equal pieces.

Jodi eats 5

12 of the pizza and Mia eats 3

12 of the pizza.

What fraction of the pizza is left?

212

14

13

512

24

shade one bubble

4.45

4.50

4.75

4.80

4 45

+ =25

26 3.78 x 1000 = Write your answer

in the box

shade one bubble

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

412

54

74

58

78

30 18

+

34

=


24 13

×

6 8 12 72

28

28

34

of 8 =

shade one buble

vels 3.5 - 4.0 mathematics: number progress test

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