Vietnam: What are the top 10 1st mid-semester question papers of 9th-grade Mathematics? What are the regulations on assessment of the educational outcomes for 9th-grade Mathematics?

What are the top 10 1st mid-semester question papers of 9th-grade Mathematics in Vietnam?

The following 1st mid-semester question papers of 9th-grade Mathematics have been selected as the best for students to refer to:

Question paper 1: 1st mid-semester question papers of 9th-grade Mathematics Download

Question paper 2: 1st mid-semester question papers of 9th-grade Mathematics Download

Question paper 3: 1st mid-semester question papers of 9th-grade Mathematics Download

Question paper 4: 1st mid-semester question papers of 9th-grade Mathematics Download

Question paper 5: 1st mid-semester question papers of 9th-grade Mathematics Download

Question paper 6: 1st mid-semester question papers of 9th-grade Mathematics Download

Question paper 7: 1st mid-semester question papers of 9th-grade Mathematics Download

Question paper 8: 1st mid-semester question papers of 9th-grade Mathematics Download

Question paper 9: 1st mid-semester question papers of 9th-grade Mathematics Download

Question paper 10: 1st mid-semester question papers of 9th-grade Mathematics Download

*Note: Information about the top 10 1st mid-semester question papers of 9th-grade Mathematics in Vietnam is for reference only./.

What are the top 10 1st mid-semester question papers of 9th-grade Mathematics? What are the regulations on assessment of the educational outcomes for 9th-grade Mathematics? (Image from the Internet)

How many classes does a lower secondary school in Vietnam have?

Under Article 13 Regulations on standard facilities of preschools, primary schools, lower secondary schools, upper secondary schools and mixed-level compulsory educational institutions issued together with Circular 13/2020/TT-BGDDT:

Location, scale and area

1. Requirements for school location

a) Conforming to local education development planning;

b) Surroundings must be safe for students, officials, teachers and employees;

c) Have convenient traffic for students to go to schools; satisfy fire prevention requirements.

2. Scale

a) A lower secondary school shall have at least 08 classes and up to 45 classes.

b) Based on local conditions, may locate schools in different administrative divisions to enable students to go to schools. Situate no more than 2 school clusters, each shall have no less than 3 classes.

3. Area of land on which schools or school clusters are constructed shall be determined on the basis of number of classes and students with an average of 10 m2 per student; regarding urban areas in mountainous regions, permit an average of 8 m2 per student due to limited land space in the center of such urban areas. Regarding boarding schools, land area where work items serving boarding must be 6 m2 per boarding student.

4. Floor areas for work items

a) Administration rooms shall comply with applicable regulations and law;

b) Studying rooms; studying assisting rooms; auxiliary rooms, playgrounds, sports quarters and general activities are specified under Annex III attached hereto.

5. Work items directly serving teaching and organizing education activities must not be taller than 4 storeys and ensure accessibility and usability for students with disabilities.

Under the above regulations, a lower secondary school in Vietnam shall have at least 08 classes and up to 45 classes.

Based on local conditions, may locate schools in different administrative divisions to enable students to go to schools. Situate no more than 2 school clusters, each shall have no less than 3 classes.

Thus, according to the above regulation, a lower secondary school in Vietnam shall have at least 08 classes and up to 45 classes.

What are the regulations on assessment of the educational outcomes for 9th-grade Mathematics in Vietnam?

Under Section 7 in the general education program for Mathematics issued with Circular 32/2018/TT-BGDDT, the assessment of educational outcomes in general or the assessment of educational outcomes for 9th-grade Mathematics is as follows:

The goal of the assessment of educational outcomes for Mathematics is to provide accurate, prompt, and valuable information about the development of students' capacities and progress based on the required achievements in each class and grade level; to adjust teaching activities, ensuring the progress of each student and enhancing the quality of Math education in particular and education quality in general.

Utilize a combination of many assessment forms (process evaluation, periodic evaluation), and many assessment methods (observation, process recording, oral exam, objective tests, written tests, practice exercises, study projects/products, practical tasks, ...) and at appropriate times.

Process evaluation (or regular assessment) is organized by the subject teacher, combined with assessments by other subject teachers, the student being evaluated, and other students in the group, in the class, or the evaluation of the student's parents. Process evaluation accompanies the learning activities of students, avoiding separation between the teaching process and the assessment process, ensuring the evaluation goals for students' progress in learning.

Periodic evaluation (or summary evaluation) mainly aims to assess the achievement of learning objectives. Periodic evaluation and summary evaluation results are used to certify learning levels and recognize students' achievements. Periodic evaluation is organized by the educational institution or through national Question papers and assessments.

Periodic evaluation is also used to serve the management of teaching activities, ensuring quality at educational institutions, and supporting the development of the Mathematics curriculum.

Evaluate students' capacity through evidence of the results achieved in the process of performing students' actions. The evaluation process includes basic steps such as: identifying assessment purposes; determining necessary evidence; choosing suitable assessment methods and tools; collecting evidence; interpreting evidence and giving feedback.

Focus on selecting methods, and assessment tools that evaluate the components of mathematical competence. Specifically:

- Evaluate the capacity for mathematical thinking and reasoning: Some evaluation methods and tools can be used, such as questions (oral, written), and exercises, ... that require students to present, compare, analyze, aggregate, and systematize knowledge; to apply mathematical knowledge to explain and reason.

- Evaluate the capacity for mathematical modeling: choose situations in practice that bring up mathematical problems. From there, students must identify the mathematical model (including formulas, equations, charts, graphs, ...) for the situation that arises in practical problems; solve the mathematical issues in the established model; express and evaluate the solution in the practical context and improve the model if the solution is not suitable.

- Evaluate the capacity for solving mathematical problems:

+ Methods such as requiring learners to recognize the situation, detect and present the problem to be solved; describe, and explain initial information, objectives, and expectations of the problem situation being considered;

+ Collect, select, organize information and connect it with existing knowledge; use questions (which may require speaking or writing answers) that require learners to apply knowledge to solve problems, especially practical problems; use the observation method, observe learners in the process of problem-solving; assess through learners' practice products; reasonably pay attention to integrated assessment tasks.

- Evaluate the capacity for mathematical communication: methods such as requiring learners to listen, read, and understand text (summarize), analyze, choose, and extract basic mathematical information, and key points in spoken or written text; use mathematical language combined with everyday language in presenting, expressing, posing questions, discussing, and debating mathematical content, ideas, solutions in interaction with others.

- Evaluate the capacity to use tools and means for studying mathematics: methods such as requiring learners to recognize names, functions, usage standards, maintenance ways, advantages, and limitations of tools and means for learning mathematics; present the rational use of tools and means for learning mathematics to perform learning tasks or express reasoning, mathematical proofs can be used.

When planning lessons, teachers need to establish evaluation criteria and methods to ensure that by the end of each lesson, students meet the basic requirements based on the set criteria before moving on to subsequent learning activities.

>> See the general education program for Mathematics issued with Circular 32/2018/TT-BGDDT: Download