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

Examples of connections

Explanation

Competence aims after year 8

The pupil is expected to be able to

  • use

    To use means to apply something or to carry out a task to reach a goal. To use, which is closely related to apply, is understood as to utilise or to employ, for example, a method or a tool.

    powers and square roots in exploration and problem solving, and argue for approaches and results
  • develop

    To develop means to design, create, model or shape a new method, a product or a service.

    and communicate strategies for mental arithmetic in calculations
  • explore

    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
    describe

    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.

    prime number factorisation and
    use

    To use means to apply something or to carry out a task to reach a goal. To use, which is closely related to apply, is understood as to utilise or to employ, for example, a method or a tool.

    it while calculating with fractions
  • explore

    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.

    rules of algebra
  • describe

    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 generalise patterns in one’s own words and algebraically
  • create and solve problems related to compound units of measurement
  • make and explain mathematical expressions with numbers, variables and constants related to practical situations
  • create, solve and explain equations related to practical situations
  • explore

    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.

    , explain and
    compare

    To compare means to examine the character or qualities to discover resemblances or differences between two or more issues.

    functions related to practical situations
  • represent functions in different ways and show the relationships between the representations
  • explore

    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.

    how algorithms can be created, tested and improved by means of 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 8 when they explore and generalise mathematical relationships algebraically. They also demonstrate and develop competence when they explore practical contexts and translate between representations in problem solving and modelling. 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 by using strategies, and by being creative, 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 discovering relationships in functions and algebra, their competence in solving problems and their competence in arguing for solutions.