Vietnam: What are the sample review question papers of Mathematics for the 10th-grade entrance exam? What are the characteristics of 9th-grade Mathematics?

What are the sample review question papers of Mathematics for the 10th-grade entrance exam in Vietnam?

Below are the top 05 sample review question papers of Mathematics for the 10th-grade entrance exam as follows:

- Question paper 1: Illustrative question papers of Mathematics for the 10th-grade entrance exam in the 2025-2026 academic year by the Bac Giang Department of Education and Training ...Download

- Question paper 2: Illustrative specialized question papers of Mathematics for the 10th-grade entrance exam in the 2025-2026 academic year by the Quang Ninh Department of Education and Training ...Download

- Question paper 3: SIllustrative specialized question papers of Mathematics for the 10th-grade entrance exam in the 2025-2026 academic year by the Binh Phuoc Department of Education and Training...Download

- Question paper 4: Illustrative specialized question papers of Mathematics for the 10th-grade entrance exam in the 2025-2026 academic year by Hùng Vuong High School for the Gifted – Phu Tho...Download

- Question paper 5: Illustrative question papers of Mathematics for the 10th-grade entrance exam in the 2025-2026 academic year by the Dong Nai Department of Education and Training...Download

Note: The above information is for reference only!

What are the sample review question papers of Mathematics for the 10th-grade entrance exam in Vietnam? What are the characteristics of 9th-grade Mathematics? (Image from the Internet)

What are the characteristics of 9th-grade Mathematics in Vietnam?

According to the lower secondary education program in Mathematics issued together with Circular 32/2018/TT-BGDDT, the specific characteristics of 9th-grade Mathematics are as follows:

Mathematics increasingly has many applications in life, with basic mathematical knowledge and skills helping people systematically and accurately solve real-life problems, contributing to the development of society.

Mathematics in secondary schools contributes to forming and developing essential qualities, common and mathematical capabilities for students; it develops key knowledge and skills and creates opportunities for students to experience and apply mathematics in practice; establishes connections between mathematical ideas, between mathematics and reality, and between mathematics and other subjects and educational activities, particularly with science, natural science, physics, chemistry, biology, technology, and informatics to implement STEM education.

Mathematical content is often logical, abstract, and generalized. Therefore, to understand and learn mathematics, the secondary school mathematics curriculum needs to ensure a balance between "learning" knowledge and "applying" knowledge to solve specific problems.

During the learning and application of mathematics, students always have the opportunity to use technological tools, modern teaching equipment, especially electronic and handheld calculators, to support the process of representing, exploring, and discovering knowledge and solving mathematical problems.

In the general education program, mathematics is a compulsory subject from grades 1 to 12. Mathematical education content is divided into two stages:

- Basic education stage: Mathematics helps students systematically understand the most essential concepts, principles, and mathematical rules needed for everyone, forming a foundation for learning in higher grades or for use in daily life.

- Career-oriented education stage: Mathematics provides students with a relatively comprehensive understanding of mathematics, understanding its role and applications in practice, and related professions to base career orientation, as well as the ability to self-study related mathematical problems throughout life.

Apart from the core educational content, in each academic year, students (especially those oriented towards natural sciences and technology) choose to study several study topics. These topics aim to enhance mathematical knowledge, skills in applying mathematical knowledge into practice, meeting preferences, needs, and career orientation of students.

Mathematics curriculum in both educational stages has a linear structure combined with "concentric spiral" (centered, expanded, and gradually advanced), revolving around and integrating three knowledge branches: Numbers, Algebra, and Elements of Analysis; Geometry and Measurement; Statistics and Probability.

What are the objectives of the Mathematics curriculum at the lower secondary level in Vietnam?

According to the lower secondary education program in mathematics issued together with Circular 32/2018/TT-BGDDT, the specific objectives are defined as follows:

Mathematics curriculum at the lower secondary level aims to help students achieve the following main objectives:

+ Contribute to the formation and development of mathematical ability with the requirement to achieve: posing and answering questions when reasoning, solving problems, reasonably reasoning when solving problems, proving mathematical propositions that are not too complex; using mathematical models (mathematical formulas, algebraic equations, representational figures,...) to describe situations arising in some not too complex practical problems; using mathematical language in combination with ordinary language to express mathematical contents and present evidence, methods, and reasoning results; presenting ideas and how to use tools, means of learning mathematics to perform a learning task or to describe arguments and mathematical proofs.

+ Possess basic mathematical knowledge and skills in:

++ Numbers and Algebra: Number system (from natural numbers to real numbers); calculation and use of calculation tools; algebraic language and symbols; algebraic transformation, equations, systems of equations, inequalities; use of functional language to describe (model) some processes and phenomena in practice.

++ Geometry and Measurement: The content of Geometry and Measurement at this level includes Visual Geometry and Plane Geometry. Visual Geometry continues to provide language, symbols, description (at the visual level) of practical objects (plane figures, solids); establishing some common geometric models; calculating some geometric elements; developing spatial imagination; solving simple practical problems associated with Geometry and Measurement. Plane Geometry provides knowledge and skills (at the logical reasoning level) regarding geometric relationships and some common plane figures (point, line, ray, line segment, angle, two parallel lines, triangle, quadrilateral, circle).

++ Statistics and Probability: Collection, classification, representation, analysis, and processing of statistical data; analysis of statistical data through frequency and relative frequency; recognizing some simple statistical rules in practice; using statistics to understand basic concepts about experimental probability of an event and probability of an event; recognizing the significance of probability in practice.

+ Contribute to helping students have initial understanding of careers related to mathematics; have a sense of career orientation based on their abilities and interests, conditions, and circumstances; orienting post-secondary vocational streaming (continuing education, vocational training, or participating in labor life).