Vic Police EST Number & Algebra: Subtopics, Skills and Practice | Pass Numeracy
~46% of the EST · ~14 questions

Number & Algebra

The largest section of the Vic Police EST numeracy test. Fractions and percentages alone account for roughly a third of all questions. Master these first.

Identifying questions: extract numbers from tables, graphs, word problems Applying questions: calculate, estimate, solve Interpreting questions: evaluate results, draw conclusions
Level 3~1–2 questionsApplying

Integers and Place Value

ACSF: Identifies and uses whole numbers, including negative integers, in a range of everyday contexts

Reading, writing and ordering whole numbers. Place value to thousands and beyond. Negative numbers in operational contexts — temperature differences, time variances, balance changes.

Key skills

Order integers on a number line
Round to nearest 10, 100, 1000
Understand place value to millions
Work with negative integers (e.g. shift time differences across midnight)

Common mistake: Rounding 5 always goes up. Negatives: −3 is greater than −7, not the other way around.

Level 3–4~2–3 questionsApplyingInterpreting

Fractions

ACSF: Calculates with fractions, including mixed numbers, in a range of everyday and work contexts

Adding, subtracting, multiplying and dividing fractions. Converting between mixed numbers and improper fractions. Comparing fractions with different denominators — appearing as proportions in operational reports (e.g. 3/4 of a roster, 2/5 of incidents resolved).

Key skills

Find a common denominator to add or subtract
Multiply: multiply numerators, multiply denominators
Divide: multiply by the reciprocal (flip and multiply)
Convert mixed numbers to improper fractions
Simplify fractions to lowest terms

Common mistake: Adding fractions by adding numerators AND denominators (e.g. 1/2 + 1/3 ≠ 2/5). Always find a common denominator first.

Level 3~1–2 questionsApplying

Decimals

ACSF: Performs calculations with decimals, including in money and measurement contexts

Operations with decimals. Ordering decimals — common in time logs, distances, equipment readings. Converting between fractions and decimals. Rounding to a given number of decimal places.

Key skills

Align decimal points when adding or subtracting
Multiply decimals: ignore the point, multiply, then reinsert
Divide decimals by moving the decimal point
Convert fractions to decimals by dividing numerator by denominator

Common mistake: Ordering decimals: 0.9 > 0.85 > 0.8 > 0.75. More digits doesn't mean a bigger number.

Level 3–4~2–3 questionsApplyingInterpreting

Percentages

ACSF: Calculates percentages and uses them to solve problems in everyday and work contexts, including percentage increase and decrease

Finding a percentage of an amount. Percentage increase and decrease. Expressing one quantity as a percentage of another. Surcharges, levies, GST (10%), conversion rates between two quantities — common in budget and reporting contexts.

Key skills

Find X% of Y: multiply Y × (X/100)
Percentage increase: new = original × (1 + rate)
Percentage decrease: new = original × (1 − rate)
Express as percentage: (part ÷ whole) × 100
GST: add 10% (multiply by 1.1); remove GST (divide by 1.1)

Common mistake: Removing GST: dividing by 1.1 is NOT the same as subtracting 10%. A $110 item has $10 GST in it, not $11.

Level 3–4~1–2 questionsApplyingInterpreting

Rates and Ratios

ACSF: Uses rates and ratios to solve problems in everyday contexts, including unit rates, scale and proportion

Unit rates (cost per item, speed, pay rates, response time per kilometre). Simplifying and using ratios to share quantities — crew allocations, time splits, resource distribution. Scale factors on maps and plans.

Key skills

Find unit rate: divide total by quantity
Simplify ratios by finding the highest common factor
Share in a ratio: find total parts, divide, multiply
Use scale factor to find unknown quantities on plans / maps
Convert between rates (e.g. km/h to m/s)

Common mistake: Sharing in ratio 3:5 — find total parts (8) first. The shares are 3/8 and 5/8 of the total, not 3 and 5 of anything.

Level 3~1 questionApplying

Order of Operations (BODMAS)

ACSF: Applies order of operations to evaluate numerical expressions in context

Evaluating expressions with multiple operations. Brackets, division, multiplication, addition, subtraction — in that order. The on-screen calculator follows BODMAS; trust it but use brackets when the order matters.

Key skills

Brackets first, then × and ÷ (left to right), then + and − (left to right)
The EST calculator follows BODMAS: use brackets to control order
Evaluate expressions with mixed operations

Common mistake: On the on-screen calculator: 17.50 + 19.75 × 3 = 76.75, NOT 111.75. The calculator does the multiplication first. Use brackets: (17.50 + 19.75) × 3 = 111.75.

Level 3–4~1 questionApplying

Squares and Square Roots

ACSF: Recognises and uses squares and square roots in measurement and everyday contexts

Squares of whole numbers. Square roots of perfect squares. Estimating square roots of non-perfect squares — useful for area-to-side and distance calculations on plans and maps.

Key skills

Know perfect squares to 15²
Use the √ and x² buttons on the on-screen calculator
Estimate square roots of non-perfect squares (e.g. √50 is between 7 and 8)

Common mistake: √9 = 3, not ±3. In the context of EST questions (lengths, areas), the answer is always the positive root.

Level 4~1–2 questionsApplyingInterpreting

Basic Algebra

ACSF: Substitutes values into formulae and solves simple equations in everyday and work contexts

Substituting values into formulae. Solving simple one-step and two-step equations. Reading and using algebraic expressions in context — call-out cost = base + rate × time, total = quantity × unit price, and so on.

Key skills

Substitute values into a formula and evaluate
Solve one-step equations: x + 5 = 12 → x = 7
Solve two-step equations: 2x + 3 = 11 → x = 4
Interpret algebraic expressions in real-world contexts

Common mistake: EST algebra is about substitution and simple solving — not factorising or quadratics. Keep it straightforward.

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