Competence aims after year 9

The pupil is expected to be able to

To describe means to portray or recount an experience, situation, work process or a topic. To describe something may also refer to using relevant terminology to systematise knowledge of a topic.
, explain and
To present means to show, explain and outline a topic or a product. The way of presenting may vary, but the goal of the presentation is to make the topic or product accessible to others. To present may also mean to illustrate and to demonstrate.
structures and progressions in geometric and numerical patterns
To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.
the properties of different polygons and explain the concepts similarity and congruence
To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.
,
To describe means to portray or recount an experience, situation, work process or a topic. To describe something may also refer to using relevant terminology to systematise knowledge of a topic.
and argue for relationships between the length of the sides in triangles
To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.
and argue for how changing the conditions in a geometric problem affects the solutions
To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.
and argue for formulas for area and volume of three-dimensional figures
To interpret means to construct a perception or understanding of the meaning of a phenomenon, a practical situation or an artistic expression. The understanding often builds on an analysis of individual elements and how they are linked.
and critically evaluate statistical representations found in media and the local community
find and discuss measures of central tendency and measures of variability in real datasets
To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.
and argue for how representations of numbers and data can be used to promote different points of view
calculate and evaluate probability in statistics and games
simulate outcomes in random events and calculate the probability that something will occur by using programming

Formative assessment

Formative assessment shall help to promote learning and develop competence in the mathematics subject. The pupils demonstrate and develop competence in the subject in year 9 when they reason about and discuss geometrical properties and relationships. They also demonstrate and develop competence when they explore and analyse real datasets and when they make and argue about findings. Furthermore, they also demonstrate and develop competence in mathematics when they reason about and argue for approaches and solutions.

The teacher shall facilitate for pupil participation and stimulate the desire to learn by allowing the pupils to explore mathematics and solve mathematical problems through choosing strategies, by being creative, and by reasoning and reflecting. The teacher and pupils shall engage in dialogue about their development in mathematics. The pupils shall have the opportunity to try and fail. With the competence the pupils have demonstrated as the starting point, they shall have the opportunity to express what they believe they have achieved and how they have improved their skills. 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 solving problems and their competence in discovering and argue for relationships in and between statistics and other fields of mathematics.

Mathematics year 1–10 (MAT01‑05)
Competence aims and assessment

This curriculum is no longer in force.

Explanation