EQAO common mistakes
EQAO · Understand the traps and how to avoid them.
Answering a reading question from memory of the passage's topic instead of locating the sentence that actually supports the answer.
EQAO reading passages often cover familiar topics, so students skim once and then answer from general knowledge, missing details the question tests.
What to do instead
For every question, point to the exact sentence or paragraph that proves the answer and underline it before choosing an option; if you cannot find supporting text, re-read that section.
Choosing an answer that is true in real life but not stated or implied in the passage.
Students confuse plausible background knowledge with textual evidence, especially on inference questions.
What to do instead
Label each option as 'in the text', 'inference from the text', or 'not in the text', and eliminate anything that requires outside knowledge.
Writing a short-answer response that gives only a claim with no supporting detail from the passage.
Students treat short answers as multiple choice and write one sentence, losing the evidence marks the rubric rewards.
What to do instead
Use a claim-plus-evidence pattern: state the idea, then add one direct quotation or specific detail and one sentence explaining how it supports the idea.
Misreading the question stem, for example answering 'what is the main idea' with a small supporting detail, or ignoring 'best' and 'most likely'.
Under time pressure students jump to the options without parsing what is being asked.
What to do instead
Circle the key words in the stem (main idea, best, most likely, according to the passage) and restate the question in your own words before reading the choices.
Producing a written response with no clear opening, no paragraph breaks, and no concluding sentence.
Students draft in one block under time pressure and never plan structure.
What to do instead
Spend one minute on a three-point plan, then write one paragraph per point with a topic sentence and a closing sentence that answers the prompt directly.
Losing marks on multiple-choice numeracy items by computing mentally and not writing intermediate steps, then picking a distractor that matches a common slip.
Working memory overload and answer options designed around typical errors (sign errors, forgetting to convert units).
What to do instead
Write each step on paper, including units, and check the chosen option against your written work rather than against a feeling of familiarity.
Ignoring units and labels in measurement and geometry problems, mixing centimetres with metres or reporting area in linear units.
Students focus on the numbers and treat units as decoration.
What to do instead
Convert all quantities to one unit before calculating, carry units through every line, and confirm the final unit matches what the question asks for.
Answering open-response math questions with only a final number and no explanation of the strategy.
Students assume the number is the whole answer and do not know the rubric awards communication marks.
What to do instead
Show the calculation, then add one or two sentences naming the strategy and explaining why it works, and state the answer in a complete sentence with units.
Rushing the last questions or leaving blanks when time runs short.
Poor pacing, spending too long on one hard item early in the booklet.
What to do instead
Do a first pass answering everything you can, flag hard items, then return; never leave a multiple-choice item blank since there is no penalty for a reasoned guess.
Misreading word problems by pulling out numbers and operating on them without identifying what is being asked.
Students pattern-match to a familiar operation instead of modelling the situation described.
What to do instead
Underline the question being asked, write a 'given/unknown' list, and sketch or restate the situation in your own words before choosing an operation.