What are the newest 05 2nd mid-semester question papers and answers of 9th-grade Mathematics? What are the duties of 9th-grade students in Vietnam?

What are the newest 05 2nd mid-semester question papers and answers of 9th-grade Mathematics?

Students can refer to the following 2nd mid-semester question papers and answers of 9th-grade Mathematics:

Department of Education and Training .....

2nd mid-semester question paper

Subject: 9th-grade Mathematics

Time: 90 minutes

(Question paper 1)

Question 1 (2.5 points)

In the coordinate plane Oxy, given the Parabola and the line

1. Find the coordinates of the intersection points of (P) and (Q).

2. Let A and B be the two intersection points of (P) and (Q). Calculate the area of triangle OAB.

Question 2 (2.5 points) Solve the problem by setting up equations or systems of equations:

In the first month, two teams produced 860 machine parts. In the second month, Team I exceeded by 15%, Team II exceeded by 10%. As a result, in the second month, both teams produced 964 machine parts. Calculate the number of machine parts each team produced in the first month.

Question 3 (4.0 points)

Given a circle with center O and diameter AB. The chord CD is perpendicular to AB at E (E is between A and O; E is not A or O). Take point M on the minor arc BC such that arc MB is smaller than arc MC. Chord AM intersects CD at F. Ray BM intersects line CD at K.

1. Prove that quadrilateral BMFE is cyclic.

2. Prove BF is perpendicular to AK and EK.EF = EA.EB.

3. The tangent of (O) at M intersects ray KD at I. Prove IK = IF.

Question 4. (1.0 point) With numbers a, b, c > 0 and satisfying a + b + c = 1

Prove

DETAILED ANSWERS FOR PAPER 1

Question 1 (2.5 points)

1. The x-coordinates of the intersection points of (P) and (Q) are the solutions to the equation:

2. Let A and B be the two intersection points of (P) and (Q). Calculate the area of triangle OAB.

The area of triangle OAB is as follows:

Question 2 (2.5 points) Solve the problem by setting up equations or systems of equations:

Let the number of machine parts each team produced in the first month be .

Since in the first month, the two teams produced 860 machine parts, we have the equation:

x + y = 860 (1)

Since in the second month, Team I exceeded by 15%, Team II exceeded by 10%. As a result, in the second month both teams produced 964 machine parts, we have the equation:

x + 15%x + y + 10%y = 964%(2)

From (1) and (2), we have the system of equations:

So in the first month, the number of machine parts each team produced is 360 and 500, respectively.

Question 3 (4.0 points)

a. Prove that quadrilateral BMFE is cyclic.

Thus, the four points E, F, M, B are concyclic on the circle with diameter BF, implying that quadrilateral BMFE is cyclic.

b. Prove BF is perpendicular to AK and EK.EF = EA.EB

c. The tangent of (O) at M intersects ray KD at I. Prove IK = IF.

We have:

Question 4. (1.0 point) With numbers a, b, c > 0 and satisfying a + b + c = 1

We have:

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What are the duties of 9th-grade students in Vietnam?

Under Article 38 of the lower secondary school, upper secondary school and multi-level school charter issued together with Circular 32/2020/TT-BGDDT, the duties of 9th-grade students are as follows:

- Learn and train according to curricula and education plans of their schools.

- Respect their parents, officials, teachers and staff of their schools, and those older than them; maintain solidarity and mutual support in learning and training; conform to the charter and rules of their schools; and abide by the law.

- Take exercises and maintain personal hygiene.

- Participate in group activities of their schools and classes, Ho Chi Minh Young Pioneer Organization and Ho Chi Minh Communist Youth Union; help their families, join physical and social activities and environmental protection activities, and maintain traffic order and safety.

- Protect school and public property; contribute to fostering, preservation and enhancement of school traditions.

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

Under Section 7 of the General education program in Mathematics issued along with Circular 32/2018/TT-BGDDT, the assessment of educational results for 9th-grade Mathematics in Vietnam is specified as follows:

The assessment of educational results for Mathematics aims to provide accurate, prompt, and valuable information on the development of student's abilities and progress based on the required achievements at each class level; adjust teaching activities to ensure each student's progress and enhance the quality of mathematics education and overall education quality.

Utilize a combination of various assessment forms (process assessment, periodic assessment), and numerous assessment methods (observation, documenting the process of implementation, oral response, objective tests, written tests, practical exercises, study projects/products, real-world tasks, ...) at appropriate times.

Process assessment (or regular assessment) is organized by the subject teacher, combined with assessments by other subject teachers, self-assessment by the assessed student, and by classmates or student parents. Process assessment aligns with students' learning activities, avoiding separation between teaching and assessment processes, ensuring the aim of assessing student's progress in learning.

Periodic assessment (or summative assessment) primarily aims to assess the achievement of learning objectives. Results from periodic and summative assessments are used to certify learning levels and acknowledge students' achievements. Periodic assessments are organized by the educational institution or via national assessments and examinations.

Periodic assessment is also used to manage teaching activities effectively, ensuring quality at educational institutions and contributing to mathematics curriculum development.

Assess student competence through evidence of results achieved during the execution of students' actions. The assessment process involves basic steps such as: determining the purpose of the assessment; identifying necessary evidence; selecting appropriate assessment methods and tools; collecting evidence; interpreting the evidence and making comments.

Focus on choosing methods and tools to assess components of mathematical competence. To be specific:

- Assess mathematical reasoning and argumentation competence: may use methods and tools such as questions (oral, written), and exercises,... requiring students to present, compare, analyze, aggregate, and systematize knowledge; to apply mathematical knowledge to explain and argue.

- Assess mathematical modeling competence: select practical situations that give rise to mathematical problems. From there, require students to identify mathematical models (including formulas, equations, charts, graphs,...) for the situation presented in the practical problem; solve mathematical issues in the established model; express and assess solutions in the practical context and improve the model if the solution is unsuitable.

- Assess problem-solving competence in mathematics:

+ Be able to use methods such as requesting the learner to identify the situation, detect and present the problem to be solved; describe, and explain initial information, goals, and expectations of the problem situation being considered;

+ Gather, select, arrange information and connect it with existing knowledge; use questions (requiring oral or written responses) that require learners to apply knowledge to solve problems, particularly real-world issues; use observation methods, observe learners during problem-solving; assess through learners' practical products; pay reasonable attention to integrated assessment tasks.

- Assess mathematical communication competence: can use methods such as requesting learners to listen, read, write (summarize), analyze, select, extract fundamental, focal mathematical information in spoken or written text; use mathematical language combined with ordinary language in presenting, expressing, questioning, discussing, debating mathematical content, ideas, solutions in interaction with others.

- Assess the competence to use tools and means of learning mathematics: can use methods such as requiring learners to recognize names, functions, usage regulations, preservation methods, advantages, and limitations of mathematical learning tools and means; present reasonable usage of tools and means to perform learning tasks or to explain mathematical reasoning and proofs.

When teachers plan lessons, they should establish criteria and assessment methods to ensure that at the end of each lesson, students achieve basic requirements based on the stated criteria before undertaking subsequent learning activities.