Attention: The Principal

PAT
MATHEMATICS
TEST (REVISED 2006)

The Progressive Achievement Test: MATHEMATICS YEARS 4-10 (revised 2006) is available for the
beginning of the school year. The test is primarily designed to help classroom teachers determine the
achievement levels of their students in the knowledge, skills, and understandings of mathematics prescribed
by the New Zealand curriculum. The test results will also help teachers to make informed decisions about
the kinds of teaching materials, methods, and programmes most suitable for their students.

What does PAT:Mathematics (revised) test? Scoring made easy

PAT:Mathematics includes questions from all strands of Manual scoring is easy. Students fill in a circle for each
the curriculum. Within each test questions are organised answer (no more writing the letter of the correct answer)
according to 5 categories; on their answer sheet. The marker places a clear acetate
• number knowledge; sheet over the answers and can instantly see whether each
• number strategies; answer is right or wrong as the correct answer for each
• algebra; question is outlined in bold.
• geometry and measurement; and
• statistics. New reporting option
NZCER is developing an application that will allow
What are the features of PAT:Mathematics teachers to produce automated reports. There are several
(revised)? reports that provide a range of information including:
• There are 7 tests with reusable booklets and separate measures of how well students have coped with individual
answer sheets. test items and content categories; the identification of
• The format is multi-choice. strengths and weaknesses; and comparisons of student
• Each test can be used at two or more Year levels. achievements with the achievement of national reference
• Results from each test can be converted to locations groups. Access to this web-based application will be
on a common scale. This scale allows progress to be available to purchasers of the tests.
tracked from test to test.
• A description of the mathematical knowledge and skill
levels typically present at different locations on the Recommended Year levels for each test
scale is provided allowing formative as well as Year 4 Test 1
summative reporting.
• Normative information is given allowing a student’s Year 5 Test 2
achievement to be compared with the achievement of
Year 6 Test 3
a national reference group at specific year levels.
• Blackline masters are provided in the teachers manual Year 7 Test 4
that allow teachers to easily produce individual student
Year 8 Test 5
reports that map performance on the different parts of
the tests. Year 9 Test 6
• The tests can be used at any time between February
Year 10 Test 7
and November each year.

For more information, contact patmaths@nzcer.org.nz or check out the NZCER website: www.nzcer.org.nz
 SAMPLE QUESTIONS

TEST 1 TEST 4
Riki won 12 marbles before school, 5 marbles at lunchtime, and
11 marbles after school. How many did he win altogether?
0.1
(A) 17 0.09
(B) 23
(C) 28 John Jean
0.19
(D) 30
(E) 38
Hine
0.16
0.2
TEST 2

Mel
David

Who is holding the sign with the biggest number?

(A) John
When the shape above is given a quarter turn anticlockwise, it (B) Jean
will look like
(C) Hine
(A) (B) (D) David
(E) Mel
(C) (D)

TEST 6
(E) Lana is showing how a regular hexagon can tessellate. She uses
her tessellation to work out how big angle x is. How big is
angle x?

TEST 3
Ra sells lollies in bags of 10. If he has 634 lollies, how many
bags of 10 can he make?
(A) 3
(B) 6
(C) 30
(D) 60 (A) 45º
(E) 63 (B) 110º
(C) 120º
(D) 145º
TEST 5 (E) none of these
Pia wanted to find out what students at her intermediate school
thought about school uniforms. She could only ask some of the
students. Which of these would be the fairest way to choose a
sample of 30 students? TEST 7

(A) choose 30 students from one Year 8 class If 3x + 6 = 21, what does x + 2 equal?
(B) choose 30 students she knows (A) 3
(C) choose the first 30 students to arrive at school one day (B) 7
(D) choose 30 names from a box that has all the students’ names (C) 9
in it
(D) 11
(E) choose 30 people who attend the choir practice one
lunchtime (E) 15
 THE PAT:MATHEMATICS SCALE
Scores on each of the PAT:Mathematics tests can be converted to locations on a new PAT:Mathematics scale (shown below).
The scale allows student progress to be tracked from Year 4 to Year 10. As can be seen, the mathematical knowledge and skills
associated with different locations on the scale are also outlined. Students can typically use the knowledge and skills described
at and below the level of their scale score. To the right of the scale are shaded bands indicating where objectives from the first
five levels of the New Zealand mathematics curriculum are located on the scale.

Scale score
(patm)
105

100

95

90

85
Students can typically use the mathematical knowledge and skills described
at and below the level of their scale score.
80

75
understand the effect of adding and subtracting negative numbers; estimate the result of finding
a non-unit fraction of a whole, for example: estimate 3/19 of 60; identify an algebraic expression
that describes a relationship in a spatial or number pattern; identify a distance time graph that
70 matches a described journey; use knowledge of shapes and angle properties to identify the size 5
of missing angles; recognise the fractional scale factor needed for a reduction; use graphs and
tables involving more than one variable, for example: read a stacked bar graph;
65
understand and order a list of decimal numbers involving tenths, hundredths and thousandths,
for example: order 5.6, 5.22, 5.315, 5.08; solve percentage problems involving multiples of 5
60 percent, for example: discount an amount by 10% and find 15% of a whole; solve a simple
algebraic equation, for example: 3x + 6 = 21; identify an accurate definition of volume; work with 4
grouped data in a histogram or frequency table; identify appropriate techniques to obtain fair samples;
55
convert between fractions and decimals involving tenths; with the help of diagrams identify
equivalent fractions; solve addition and subtraction problems involving three and four digit numbers;
use addition and subtraction to identify the next number in a sequence, for example: 940, 820,
50 700, 580 ... ; identify the image produced when a simple shape is reflected in a mirror line; use 3
a simple understanding of the mean, for example: identify the effect on the mean of adding high
or low value data points;
45
identify the position of decimals involving tenths on the number line; use fraction notation to name
fractions shown in diagrams; solve simple multiplication and division problems involving known
multiplication facts, for example 35 ÷ 7; use doubling to continue a sequence of numbers; read
40 a point halfway between labelled marks on a scale; read and compare times shown on analogue
and digital clocks; identify which pie graph matches a given bar chart; use expressions such as
good chance, even chance, bad chance and no chance to describe simple probabilities;
35
construct numbers involving 1000’s, 100’s 10’s and 1’s; identify the number of 10’s in a three digit
number, for example: there are 63 tens in 634; complete addition problems where knowledge of 2
part-whole strategies lead to more efficient methods, for example: 27 + 25; find the next number
30 in a pattern where simple counting strategies are efficient; name 2-D and 3-D shapes, for
example: recognise cylinders and hexagons; use compass points to determine direction; recognise
equally likely events;
25
identify half of a small group of objects; construct two digit numbers using groups of 10’s and 1’s;
complete simple additions and subtractions where counting on strategies are efficient, for example:
20 12 + 5 + 11; identify a fold that can be used to divide a simple shape into two matching parts;
identify instances of simple 2D shapes; recognise what number a bar represents on a bar chart;
read a simple tally chart.
1
15

10

5
 NZCER PROGRESSIVE ACHIEVEMENT TESTS

School
Person Ordering
Full Street Address

Telephone/Fax Date
Order Number Customer Number

PAT: Mathematics (Revised 2006)

Quantity Quantity

705M Teacher’s Manual @ $22.50 each Marking Keys:

705K1 @ $2.70 each

Test Booklets: 705K2 @ $2.70 each

705B1 Test 1 @ $4.50 each 705K3 @ $2.70 each

705B2 Test 2 @ $4.50 each 705K4 @ $2.70 each

705B3 Test 3 @ $4.50 each 705K5 @ $2.70 each

705B4 Test 4 @ $4.50 each 705K6 @ $2.70 each

705B5 Test 5 @ $4.50 each 705K7 @ $2.70 each

705B6 Test 6 @ $4.50 each

705B7 Test 7 @ $4.50 each Specimen Set Tests 1 - 3 @ $44.10 each

Specimen Set Tests 4 - 5 @ $36.90 each

Answer Sheets (Sold in 10s, show total): Specimen Set Tests 6 - 7 @ $36.90 each

705AS1 @ $1.80 per 10 Specimen Set Tests 1 - 7 @ $72.90 each

705AS2 @ $1.80 per 10 Recommended Year levels for each test

705AS3 @ $1.80 per 10 Year 4 Test 1

705AS4 @ $1.80 per 10 Year 5 Test 2

705AS5 @ $1.80 per 10 Year 6 Test 3

705AS6 @ $1.80 per 10 Year 7 Test 4

705AS7 @ $1.80 per 10 Year 8 Test 5

Post orders to: NZCER Distribution Services, Year 9 Test 6

Box 3237, Wellington or Fax: (04) 3847 933 Year 10 Test 7