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Questions and Answers
How many real numbers exist between 0 and 10?
How many real numbers exist between 0 and 10?
Which statement about rational numbers is accurate?
Which statement about rational numbers is accurate?
Set C is defined as {3, 6, 9, 12,...}, and Set D is the set of integers that are multiples of 5. What characterizes the numbers common to both sets?
Set C is defined as {3, 6, 9, 12,...}, and Set D is the set of integers that are multiples of 5. What characterizes the numbers common to both sets?
Which value is equivalent to $3.5 \times 10^5$?
Which value is equivalent to $3.5 \times 10^5$?
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Which of the following properties is NOT necessarily true for rational numbers?
Which of the following properties is NOT necessarily true for rational numbers?
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Considering Set A, which includes all integers divisible by 3, and Set B, which includes all odd numbers, which is true?
Considering Set A, which includes all integers divisible by 3, and Set B, which includes all odd numbers, which is true?
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How can the number 0.000078 be represented using powers of ten?
How can the number 0.000078 be represented using powers of ten?
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Which of the following statements correctly explains the difference between integers and real numbers?
Which of the following statements correctly explains the difference between integers and real numbers?
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What does the y-axis on the graph represent?
What does the y-axis on the graph represent?
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What is the initial mass of berries in Basket 1?
What is the initial mass of berries in Basket 1?
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At what time do both baskets have the same mass?
At what time do both baskets have the same mass?
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Which basket is filling up faster?
Which basket is filling up faster?
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After 40 minutes, what is the approximate mass of berries in Basket 2?
After 40 minutes, what is the approximate mass of berries in Basket 2?
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What is the approximate difference in berry mass between the two baskets at 10 minutes?
What is the approximate difference in berry mass between the two baskets at 10 minutes?
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If the trend continues, what will happen to the difference in mass between Basket 1 and Basket 2?
If the trend continues, what will happen to the difference in mass between Basket 1 and Basket 2?
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If $6/7$ of 42 students are in a club, and $1/4$ of those club members are in the environmental club, how many are in a club but not the environmental club?
If $6/7$ of 42 students are in a club, and $1/4$ of those club members are in the environmental club, how many are in a club but not the environmental club?
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A temperature starts at $7$ C and then changes by $-13$ C, $+4$ C, $-9$ C, and $+1$ C. What is the final temperature?
A temperature starts at $7$ C and then changes by $-13$ C, $+4$ C, $-9$ C, and $+1$ C. What is the final temperature?
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Simplify the expression: $-3x(4x^2 - 5)$
Simplify the expression: $-3x(4x^2 - 5)$
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If there are 90 red and yellow tiles, and there are 5 times as many red tiles as yellow tiles, which equation represents how to find Y (the amount of yellow tiles?)
If there are 90 red and yellow tiles, and there are 5 times as many red tiles as yellow tiles, which equation represents how to find Y (the amount of yellow tiles?)
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If $6/7$ of 42 students are in a club, how many students are not in a club?
If $6/7$ of 42 students are in a club, how many students are not in a club?
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If a temperature goes up by $a$ degrees, then goes down by $b$ degrees, which algebraic expression represents the change in temperature?
If a temperature goes up by $a$ degrees, then goes down by $b$ degrees, which algebraic expression represents the change in temperature?
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What is the coefficient of the $x^3$ term in the simplified expression of $-3x (4x^2 - 5)$
What is the coefficient of the $x^3$ term in the simplified expression of $-3x (4x^2 - 5)$
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If the total number of tiles is 90, and there are 5 times as many red tiles as yellow tiles, how many red tiles are there?
If the total number of tiles is 90, and there are 5 times as many red tiles as yellow tiles, how many red tiles are there?
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What can be said about the rate of change of Graph A compared to Graph B?
What can be said about the rate of change of Graph A compared to Graph B?
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How do the initial values of Graph A and Graph B compare?
How do the initial values of Graph A and Graph B compare?
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At x = 10, the y-value of Graph A is compared to Graph B. What is the relationship?
At x = 10, the y-value of Graph A is compared to Graph B. What is the relationship?
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Which statement is true regarding the slopes of the two graphs?
Which statement is true regarding the slopes of the two graphs?
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If the equations of Graph A and Graph B are linear, which of the following could represent their equations?
If the equations of Graph A and Graph B are linear, which of the following could represent their equations?
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Which statement about the data point (–16, 140) is true?
Which statement about the data point (–16, 140) is true?
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What does the scatter plot primarily illustrate?
What does the scatter plot primarily illustrate?
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Which correlation exists between the outdoor temperature at lunchtime and the number of drinks sold?
Which correlation exists between the outdoor temperature at lunchtime and the number of drinks sold?
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In the context of the scatter plot, how does temperature affect drink sales?
In the context of the scatter plot, how does temperature affect drink sales?
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What can be inferred about the data represented in the scatter plot?
What can be inferred about the data represented in the scatter plot?
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Which of the following statements is NOT true based on the scatter plot?
Which of the following statements is NOT true based on the scatter plot?
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How many total data points are suggested in the scatter plot?
How many total data points are suggested in the scatter plot?
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If the temperature is set at 0 degrees, what can be predicted about drink sales?
If the temperature is set at 0 degrees, what can be predicted about drink sales?
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According to the provided definitions, what is the primary distinction between a 'knowledge and understanding' question and an 'application' question?
According to the provided definitions, what is the primary distinction between a 'knowledge and understanding' question and an 'application' question?
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If a table of values presents a linear relationship, and a student needs to calculate the cost per person, which type of cognitive domain would this question fall into?
If a table of values presents a linear relationship, and a student needs to calculate the cost per person, which type of cognitive domain would this question fall into?
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In the context of a linear relationship shown in a table, if the 'cost of activity' is $60 when the 'number of people' is zero, what does this value specifically represent?
In the context of a linear relationship shown in a table, if the 'cost of activity' is $60 when the 'number of people' is zero, what does this value specifically represent?
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A table shows a 'Cost of activity' of $120 for zero people and $200 for 4 people. What is the additional cost for each person?
A table shows a 'Cost of activity' of $120 for zero people and $200 for 4 people. What is the additional cost for each person?
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Which of the following scenarios best represents a question that requires 'application' rather than just 'knowledge and understanding'?
Which of the following scenarios best represents a question that requires 'application' rather than just 'knowledge and understanding'?
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In a table showing a linear relationship between the number of people and the cost, what would indicate a higher 'cost per person'?
In a table showing a linear relationship between the number of people and the cost, what would indicate a higher 'cost per person'?
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Given a table, if the cost of an activity is $50 for 0 people, and $150 for 5 people, what is the cost of an activity for 10 people?
Given a table, if the cost of an activity is $50 for 0 people, and $150 for 5 people, what is the cost of an activity for 10 people?
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If a question requires selecting a specific formula from multiple choices when given a word problem that displays a linear relationship, is it more likely to be categorized as 'knowledge and understanding' or 'application'?
If a question requires selecting a specific formula from multiple choices when given a word problem that displays a linear relationship, is it more likely to be categorized as 'knowledge and understanding' or 'application'?
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Study Notes
Released Grade 9 Mathematics Assessment Questions
- This resource supports educators using the EQAO Grade 9 Assessment of Mathematics (2021).
- Each question maps to a knowledge category and an overall and specific expectation in The Ontario Curriculum.
- Definitions of knowledge and skills categories are included, along with adapted assessment questions.
- Detailed information about each question, including its overall expectation, knowledge category, and correct answer, is provided.
- The assessment is online, computer adaptive and completed at the end of the Grade 9 course.
- It assesses knowledge and skills in number, algebra, data, geometry and measurement, and financial literacy.
- Mathematical thinking and making connections, and social emotional learning are not assessed.
- Students complete questions related to the categories of knowledge and skills throughout the assessment.
- The assessment questions follow a blueprint, and each student completes a comparable number of questions from each strand, enabling year-to-year comparison.
- The EQAO Grade 9 Assessment reports overall achievement levels, not scores per strand or knowledge category for individual students.
- Detailed reports on a strand/skill basis are available at the school, board, and provincial levels.
Definitions of Knowledge and Skills Categories
- Knowledge and Understanding: Questions in this category require students to demonstrate knowledge of subject-specific content and understanding of its meaning and significance.
- Example: A question about the linear relationship between the cost of an activity and the number of people participating.
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Application: Questions in this category require students either to select the appropriate tool or gather and apply necessary information to solve a problem.
- Example: A question about calculating the cost per person for an activity given a table of values.
- Thinking: Questions in this category require students to select and sequence tools or demonstrate a critical thinking process (e.g., reasoning). Students must make a plan to answer the question.
- Example: A question using a table of values to determine the number of people participating in an activity given a specific total cost.
Suggested Uses in Class
- Questions can be used without answer options to encourage student discussion about methods and common errors.
- Technology can be used to record instant student responses for discussions about correct answers and errors.
- Questions can be used as pre- and post-assessments, or as revision tools.
- Manipulatives and examples are recommended for students to use with questions.
Data Analysis, Collection, and Representation
- A correlation coefficient (r) represents the strength of a linear relationship between two variables.
- A strong negative correlation (correlation coefficient closest to -1) indicates a strong inverse relationship.
- A correlation coefficient of 0 indicates no linear correlation.
- Box plots visually represent data distribution.
Geometric and Measurement Relationships
- Geometric problems often involve relationships, like between a rectangular frame and a second frame with altered dimensions.
- Area calculations and characteristics of 2D and 3D shapes are necessary.
Financial Literacy
- Students can create monthly budgets.
- Monthly expenses are compared to the monthly income to modify the budget or check for its adequacy.
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Description
Test your knowledge on various mathematical concepts, including real numbers, rational numbers, and sets. This quiz covers topics like properties of numbers, scientific notation, and comparisons between integer sets. Challenge yourself with questions about graphs and mass over time.
