VELS 2.0 - 2.5 Mathematics: Number Progress Test

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<ul><li><p> PROGRESS TESTVELS 2.0 2.5</p><p>MATHEMATICS: NUMBER</p><p>TEAC</p><p>HER</p><p>TEST INFORMATIONThis test contains 30 questions and can be administered to individuals, small groups or to a whole class of students.</p><p>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.</p><p>An answer sheet, results translation table and information on interpreting results are included.</p><p>Time allocation</p><p>Introduction and practice questions: 5 10 minutes</p><p>Test time: 40 minutes</p><p>TEST ADMINISTRATIONMake sure that each student has a pencil and an eraser.</p><p>Hand out the test booklets to students, making sure that the front cover is facing them.</p><p>Read through the instructions on the front cover of the test with the students.</p><p>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.</p><p>TeAcHeR secTIon: 2306 VeLs 2.0 2.5 number Progress Test i/iv</p></li><li><p>PROGRESS TEST TEACHERAnswer SheetVELS 2.0 2.5 Mathematics: Number</p><p>Question Correct Response Skill Descriptor</p><p>1 D addition of positive whole numbers</p><p>2 5, 15 addition of positive whole numbers</p><p>3 c skip count with whole numbers</p><p>4 2, 8, 10, 12 identify odd and even numbers</p><p>5 B identify and order numbers (including negative and zero)</p><p>6 B identify simple fractions, eg </p><p>7 0.9, 1.2, 2.1, 2.8 use place value and order decimals</p><p>8 44 addition of positive whole numbers</p><p>9 A perform computations using multiple operations</p><p>10 B recognise and describe multiplication as repeated addition</p><p>11c use commutative and associative properties of addition and </p><p>multiplication</p><p>12 A use place value and order positive whole numbers</p><p>13 D round numbers to nearest unit, ten, hundred or higher</p><p>14 D identify and order numbers (including negative and zero)</p><p>15 B divide by single-digit divisor </p><p>16 D demonstrate recall of multiplication facts up to 10 x 10</p><p>17 B add and subtract common fractions</p><p>18 B identify and order money amounts</p><p>19 5.68 carry out simple money calculations</p><p>20 B carry out simple money calculations</p><p>21 c identify and order numbers (including negative and zero)</p><p>22 B apply operations in a practical context</p><p>23 A carry out simple money calculations</p><p>24 36 subtraction of positive whole numbers</p><p>25 3 describe and complete patterns and sets based on simple criteria</p><p>26 A identify simple fractions, eg, </p><p>27 623 addition of positive whole numbers</p><p>28 B identify simple fractions, eg </p><p>29 B subtraction of positive whole numbers</p><p>30 D</p><p>TeAcHeR secTIon: 2306 VeLs 2.0 2.5 number Progress Test ii/iv</p><p>12</p><p>13</p><p>14</p><p>, , </p><p>12</p><p>13</p><p>14</p><p>, , </p><p>12</p><p>13</p><p>14</p><p>, , identify simple fractions, eg </p><p>12</p><p>13</p><p>14</p><p>, , </p></li><li><p>PROGRESS TESTVELS 2.0 2.5 Mathematics: Number</p><p>TEACHER</p><p>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.</p><p>This test is designed to measure outcomes over a limited ability range only.</p><p>Results are limited to the expected VeLs range for a given year level.</p><p>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.</p><p>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.</p><p>each Progression Point covers a wide range of learning outcomes. A students 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.</p><p>Further information about interpreting results can be found on the VcAA website at: http://www.aimonline.vic.edu/doc/oDI.pdf </p><p>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</p><p>TeAcHeR secTIon: 2306 VeLs 2.0 2.5 number Progress Test iii/iv</p></li><li><p>PROGRESS TESTVELS 2.0 2.5 Mathematics: Number</p><p>TEACHERResults Translation Table</p><p>This test targets outcomes at VeLs 2.0 to 2.5. For more information about interpreting results download the Interpreting on Demand Reports document at http://www.aimonline.vic.edu.au/doc/oDI.pdf</p><p>Number Correct Progression Point (Standard Score)</p><p>Comment</p><p>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.</p><p>1 2 1.75 (Below Range) The result indicates that this student is performing below the expected range for this test.</p><p>3 4 2.0 The result indicates that this student is performing at or just below the low end of the range for this test.</p><p>5 8 2.0 The result indicates that this student is performing at the low end of the range for this test.</p><p>9 10 2.0 The result indicates that this student is performing at or just above the low end of the range for this test.</p><p>11 12 2.25 The result indicates that this student is performing at or just below the middle of the range for this test.</p><p>13 17 2.25 The result indicates that this student is performing in the middle of the range for this test.</p><p>18 19 2.25 The result indicates that this student is performing at or just above the middle of the range for this test.</p><p>20 21 2.5 The result indicates that this student is performing at or just below the high end of the range for this test. </p><p>22 25 2.5 The result indicates that this student is performing at the high end of the range for this test.</p><p>26 27 2.5 The result indicates that this student is performing at or just above the high end of the range for this test.</p><p>28 29 2.75 (Above Range) The result indicates that this student is performing above the expected range for this test.</p><p>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.</p><p>TeAcHeR secTIon: 2306 VeLs 2.0 2.5 number Progress Test iv/iv</p></li><li><p> PROGRESS TESTSTu</p><p>dEN</p><p>T</p><p>VELS 2.0 2.5MATHEMATICS: NUMBER</p><p>STUDENT DETAILS</p><p>sTUDenTs nAMe ..........................................................................................................................................................................................................</p><p>DATe ........................................................................................................................................................................................................................................</p><p>cLAss ......................................................................................................................................................................................................................................</p><p>STUDENT INSTRUCTIONSPrint your name, class and date above.1. </p><p>You have 40 minutes to finish the test. 2. </p><p>You must do your own work.3. </p><p>Do not speak to other students during the test.4. </p><p>Raise your hand if you need to speak to the teacher.5. </p><p>If you make a mistake, rub it out completely and try again.6. </p><p>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. </p><p>If you have finished the test early, spend time checking your answers before you 8. return the book to your teacher. </p><p>sTUDenT secTIon: 2306 VeLs 2.0 2.5 number Progress Test</p></li><li><p>This is a blank page</p></li><li><p>PRACTICE QUESTIONS.Your answers for this section will not be marked.</p><p> 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.</p><p>Practice Question 1</p><p>10 x 4 =</p><p> 10 20 30 40</p><p>shade one bubble</p><p>Practice Question 3</p><p>4 2 = </p><p>Practice Question 2</p><p>circle all the triangles on this card</p><p>circle the correct answers</p><p>Practice Question 4</p><p>Write the following numbers from smallest value to greatest value.</p><p>2 3 1</p><p>Write your answer in the box</p><p>smallest value greates value</p><p>Write your answer in the boxes</p></li><li><p>Page 1</p><p>2 Circle the two numbers that add up to exactly 20.</p><p>5 9</p><p>8 13 15 </p><p>circle the correct answers</p><p>35 + 13 = </p><p> 23 28 43 48</p><p>1shade one </p><p>bubble</p><p>3shade one </p><p>bubbleThis is a number pattern.</p><p>3, 7, 11, ? , 19, 23</p><p>What is the missing number?</p><p> 12 14 15 17</p><p>4 Circle all the even numbers shown on this card.</p><p>2 13</p><p>12 8 21</p><p>5 10</p><p>circle the correct answers</p><p>5 The number 30 205 in words is</p><p> three thousand, two hundred and five thirty thousand, two hundred and five thirty-two thousand and five three hundred and two thousand and five</p><p>shade one bubble</p></li><li><p>Page 2</p><p>7 Order the following numbers from smallest value to greatest value.</p><p> 2.1 1.2 0.9 2.8</p><p>smallest value greatest value</p><p>910 </p><p>can be written as</p><p> ten ninths. nine tenths. nineteen tenths. nine nineteenths</p><p>6shade one </p><p>bubble</p><p>8 There are 25 boys and 19 girls at soccer practice.</p><p>How many children altogether are there at soccer practice?</p><p>(5 + 3) x 2 =</p><p> 16 15 11 10</p><p>9shade one </p><p>bubble</p><p>Write your answer in the boxes</p><p>Write your answer in the box</p></li><li><p>Page 3</p><p>10 James bought four chocolate bars. Each chocolate bar cost $1.25.</p><p>The total amount James spent on chocolate bars could be found by calculating $1.25 + $1.25 + $1.25 + $1.25</p><p>What other calculation also gives this amount?</p><p> $1.25 4 $1.25 x 4 $4.00 $1.25 $4.00 + $1.25</p><p>11 6 x 4 = 24</p><p>Therefore 60 x 4 =</p><p> 64 204 240 604</p><p>The largest number that can be made using all these cards is</p><p> 97 541 97 145 97 451 97 514</p><p>59</p><p>74</p><p>1</p><p>12</p><p>shade one bubble</p><p>$301.69 rounded to the nearest ten cents is</p><p> $301.00 $301.10 $301.60 $301.70</p><p>13</p></li><li><p>Page 4</p><p>Seven hundred and forty-five thousand three hundred and six is</p><p> 740 536 740 306 745 360 745 306</p><p>14shade one </p><p>bubble</p><p>15 5 =</p><p> 2 3 4 5</p><p>15</p><p>6 x 8 =</p><p> 32 36 46 48</p><p>16</p><p>347</p><p>47</p><p>17</p><p> 0 3 3 1</p><p>7 3 1</p><p>14</p></li><li><p>Page 5</p><p>18 Which set of coins has a total value of $2.15?</p><p>19 $2.43 + $3.25 = $ </p><p>$1.37 + $1.28 =</p><p> $2.55 $2.65 $3.55 $3.65</p><p>20</p><p>Which number is between 6857 and 7013?</p><p> 6558 6842 6901 7023</p><p>21</p><p>shade one bubble</p><p>Write your answer in the box</p><p>shade one bubble</p></li><li><p>Page 6</p><p>row 1</p><p>row 2</p><p>row 3</p><p>row 4</p><p>row 5</p><p>The bars on the graph show a number pattern.</p><p>The bar in the second row is missing.</p><p>How many squares should be shaded to make the missing bar?</p><p> squares.</p><p>25</p><p>1 0 0 6 4</p><p>24</p><p>23 Lucy has a $10 note. She buys a book for $7.60</p><p>How much change should she receive?</p><p> $2.40 $2.60 $3.40 $3.60</p><p>Ten friends each have five football cards.The total number of football cards can be found by</p><p> 10 + 5 10 x 5 10 5 10 5</p><p>22 shade one bubble</p><p>Write your answer in the box</p></li><li><p>Page 7</p><p>13</p><p>14</p><p>16</p><p>1 12</p><p> What fraction of the circle is shaded?26</p><p>272 5 9</p><p>+ 3 6 4</p><p>Write your answer in the box</p><p>28 One quarter of 16 apples is</p><p> 2 apples. 4 apples. 6 apples. 8 apples.</p><p>96 67 =29</p><p>12</p><p>13</p><p>14</p><p>16</p><p>30 What fraction of these twelve shapes are triangles?</p><p>shade one bubble</p><p>shade one bubble</p><p>END OF TEST</p><p> 20 29 30 39</p></li></ul>

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