Mathematics year 1–10 (MAT01‑05)
Competence aims and assessment
Competence aims after year 4
The pupil is expected to be able to
- explore and use measurement division and partitive division in practical situations
- represent division in different ways and switch between the different representations
- explore, use and describe different strategies for division
- explore and explain relationships between the four arithmetical operations and use the relationships in a suitable way in calculations
- model situations from one’s own everyday life and explain one's own thought processes
- make arithmetic expressions for practical situations and find practical situations that fit given arithmetic expressions
- explore, describe and compare properties of two and three dimensional figures using angles, edges and corners
- use non-standard units of measurement for area and volume in practical situations and argue for the choice of unit of measurement
- explore and describe structures and patterns in play and games
- create algorithms and express them using variables, conditions and loops
Formative assessment
Formative assessment shall help to promote learning and to develop competence in the mathematics subject. The pupils demonstrate and develop competence in the subject in year 4 when they use suitable strategies and representations in their work with the four arithmetical operations, and in explaining their thought processes. The pupils also demonstrate and develop competence when they are given the opportunity to use their knowledge and skills to solve problems and explore mathematical relationships. They also demonstrate and develop their competence in mathematics when they wonder, ask mathematical questions, test and use mathematical concepts and explain and argue for their own solutions.
The teacher shall facilitate for pupil participation and stimulate the desire to learn by allowing the pupils to explore mathematics through playing, being creative, having a sense of wonder and talking about mathematics. The teacher and pupils shall engage in dialogue 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 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 exploring different representations and problem solving strategies and their competence in communicating using mathematical concepts.