Mathematics year 1–10 (MAT01‑05)
Competence aims and assessment
Competence aims after year 2
The pupil is expected to be able to
- order numbers, sets and shapes based on their properties, compare them, and reflect on whether they can be ordered in more ways
- explore numbers, sets and counting through play, nature, visual art, music and children’s literature, represent the numbers in different ways and translate between the different representations
- experiment with counting, both up and down, choosing different starting points and various intervals, and describe patterns in the countings
- explore and describe general properties of even and odd numbers
- describe the positional system using different representations
- place numbers on the number line, and use the number line for calculations and solving problems
- explore addition and subtraction and use this to formulate and solve problems from play and one's own everyday life
- explore the commutative and associative properties of addition and use these in mental arithmetic
- recognise and describe the repeating units in patterns, and make one’s own patterns
- explore, draw and describe geometric shapes from one’s own local environment and argue for ways to sort them by properties
- measure and compare quantities relating to length and area, using non-standard and standardised units of measurement, describe how and discuss the results
- explain how to tell the time using a clock and calendar
- create and follow rules and step-by-step instructions during play and games
Formative assessment
Formative assessment shall help to promote learning and develop competence in mathematics. The pupils demonstrate and develop competence in the subject in years 1 and 2 when they can experiment with and describe different properties and structures in patterns of numbers and shapes, in exploratory play, art and everyday situations. The pupils also demonstrate and develop competence in mathematics when they wonder, ask mathematical questions and explain and argue for their own solutions. They also demonstrate and develop competence by using simple subject-related terminology.
The teacher shall facilitate for pupil participation and stimulate their desire to learn by allowing the pupils to explore mathematics through movement, play, wonder and using their senses. The teacher shall engage in dialogue with the pupils about their development in numeracy and understanding of numbers. The pupils shall have the opportunity to try and fail. With the competence the pupils have demonstrated as the starting point, they shall be given the opportunity to express what they experiency mastery in and what they master better than before. The teacher shall provide guidance on further learning and adapt the teaching to enable the pupils to use the guidance provided to develop their competence in exploration and problem solving related to numbers and patterns and in communicating using mathematical concepts.