vels 2.5 - 3.0 mathematics: number progress test · progress test vels 2.5 – 3.0 ... 0.31, 1.3,...
TRANSCRIPT
PROGRESS TESTVELS 2.5 – 3.0
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: 2307 VeLs 2.5 – 3.0 number Progress Test i/iv
PROGRESS TESTVELS 2.5 – 3.0 Mathematics: Number
TEACHERAnswer Sheet
Question Correct Response Skill Descriptor1 A use place value and order positive whole numbers
2 45 addition of positive whole numbers
3 8 divide by multiples and powers of ten
4 c skip count with whole numbers
5 D perform computations using multiple operations
6 D round numbers to nearest unit, ten, hundred or higher
7 B carry out simple money calculations
8 A add and subtract common fraction using models
9 48 demonstrate recall of multiplication facts up to 10 x 10
10 c add and subtract decimal numbers
11 B divide by single-digit divisor
12 D identify and order numbers (including negative and zero)
13 2.3 add and subtract decimal numbers
14 B subtraction of positive whole numbers
15 c addition of positive whole numbers
16 5.68 carry out simple money calculations
17 0.13, 0.31, 1.3, 3.1 use place value and order decimals
18 5 describe and complete patterns and sets based on simple criteria
19 c identify simple fractions, eg
20 B add and subtract common fractions
21 c carry out simple money calculations
22 B apply operations in a practical context
23 c round numbers to nearest unit, ten, hundred or higher
24 78 , 1, 1 1
8 , 258 , 3 order fractions, decimals, ratios and percentages
25 1.23 add and subtract decimal numbers
26 A identify simple fractions, eg
27 c identify simple fractions, eg
28B perform computations involving fractions, proportions, percentages and
ratios
29 D identify simple fractions, eg
306 perform computations involving fractions, proportions, percentages and
ratios
TeAcHeR secTIon: 2307 VeLs 2.5 – 3.0 number Progress Test ii/iv
12
13
14
, ,
12
13
14
, ,
12
13
14
, ,
12
13
14
, ,
PROGRESS TESTVELS 2.5 – 3.0 Mathematics: Number
TEACHER
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: 2307 VeLs 2.5 – 3.0 number Progress Test iii/iv
PROGRESS TESTVELS 2.5 – 3.0 Mathematics: Number
TEACHERResults Translation Table
This test targets outcomes at VeLs 2.5 to 3.0. 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 2.25 (Below Range) The result indicates that this student is performing below the expected range for this test.
3 – 4 2.5 The result indicates that this student is performing at or just below the low end of the range for this test.
5 – 8 2.5 The result indicates that this student is performing at the low end of the range for this test.
9 – 10 2.5 The result indicates that this student is performing at or just above the low end of the range for this test.
11 – 12 2.75 The result indicates that this student is performing at or just below the middle of the range for this test.
13 – 17 2.75 The result indicates that this student is performing in the middle of the range for this test.
18 – 19 2.75 The result indicates that this student is performing at or just above the middle of the range for this test.
20 – 21 3.0 The result indicates that this student is performing at or just below the high end of the range for this test.
22 – 25 3.0 The result indicates that this student is performing at the high end of the range for this test.
26 – 27 3.0 The result indicates that this student is performing at or just above the high end of the range for this test.
28 – 29 3.25 (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: 2307 VeLs 2.5 – 3.0 number Progress Test iv/iv
PROGRESS TESTSTu
dEN
T
VELS 2.5 – 3.0MATHEMATICS: 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: 2307 VeLs 2.5 – 3.0 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
shade one bubble
Practice Question 2
Write the following numbers from smallest value to greatest value.
2 3 1
Write your answer in the boxes
smallest value greatest value
4 ÷ 2 =
Practice Question 3Write your answer
in the box
Page 1
3 80 ÷ 10 =
The largest number that can be made using all these cards is
97 541 97 145 97 451 97 514
59
74
11 shade one bubble
2 6+ 1 9
2Write your answer
in the box
This is a number pattern.9, 13, 17, ? , 25, 29
What is the missing number?
19 20 21 24
4
(3 + 4) x 5 =
12 23 27 35
5
shade one bubble
Page 2
Kate and Liam have a pizza which has been cutinto six equal pieces.
Kate eats 16 of the pizza and Liam eats
46 of
the pizza.
What fraction of the pizza is left?
16
35
46
56
8
0.65 – 0.42 =
0.13 0.17 0.23 0.27
10
$301.69 rounded to the nearest ten cents is
$301.00 $301.10 $301.60 $301.70
6
$1.37 + $1.28 =
$2.55 $2.65 $3.55 $3.65
7
9 6 x 8 =
shade one bubble
Write your answer in the box
shade one bubble
Page 3
35 ÷ 7 =
4 5 6 7
11
Four hundred and thirty-five thousand three hundred and thirty-two is
430 332 430 532 435 032 435 332
12
1 . 5+ 0 . 8
13
96 – 67 =
20 29 30 39
14
15 725 + 51 + 8 + 659 =
1293 1373 1443 1553
shade one bubble
Write your answer in the box
shade one bubble
Page 4
19 57
can be written as
seven fifths. five twelfths. five sevenths. fifty-seven hundredths.
16 $2.43 + $3.25 = $
Write the following numbers from smallest value to greatest value.
3.1 0.31 1.3 0.13
smallest value greatest value
17 Write your answer in the boxes
18
The bars on the graph show a number pattern.The bar in the third row is missing.
How many squares should be shaded to make the missing bar?
squares.
row 1
row 2
row 3
row 4
row 5
shade one bubble
Write your answer in the box
Write your answer in the box
Page 5
347
47
20
0 3 3 1
7 3 1
14
21 Anne has a $20 note. She buys a book for $16.70.
How much change should she receive?
$2.30 $2.40 $3.30 $3.40
22 Twelve children each borrowed three books from the library.
The total number of books borrowed can be found by
12 + 3 12 x 3 12 – 3 12 ÷ 3
Round 7857 to the nearest hundred.
800 7800 7900 8000
23
shade one bubble
Page 6
2 . 6 5
– 1 . 4 2
25
3 11 18
78
2 58
24 Arrange the following numbers from smallest value to greatest value.
smallest value greatest value
13
14
16
1 12
What fraction of the circle is shaded?26
27 One third of 12 books is
2 books. 3 books. 4 books. 6 books.
Write your answer in the boxes
shade one bubble
Write your answer in the box
Page 7
1
2
1
3
1
4
1
6
29 What fraction of these twelve shapes are triangles?
Three apples are shared equally between four people.How much apple does each person receive?
43
34
13
14
28
30 34 of 8 =
shade one bubble
Write your answer in the box