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

This curriculum is no longer in force.

Examples of connections

Explanation

Competence aims after year 4

The pupil is expected to be able to

  • 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

    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.

     measurement division and partitive division in practical situations
  • represent division in different ways and switch between the different representations

  • 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 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.

     and

    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.

     different strategies for division

  • 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 explain relationships between the four arithmetical operations and

    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.

     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

  • 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

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

     properties of two and three dimensional figures using angles, edges and corners

  • 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.

     non-standard units of measurement for area and volume in practical situations and argue for the choice of unit of measurement

  • 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

    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.

     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.