Mathematics year 1–10 (MAT01‑05)
Competence aims and assessment
Competence aims after year 6
The pupil is expected to be able to
- explore, name and place decimal numbers on the number line
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.
- explorestrategies for calculating with decimal numbers and
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.
comparethis with strategies for calculating with whole numbersTo compare means to examine the character or qualities to discover resemblances or differences between two or more issues.
- formulate and solve problems from one’s own everyday life related to decimal numbers, fractions and percentages, and explain one’s own thought processes
- describeproperties and minimum definitions of two and three dimensional figures, and explain what properties the figures have in common, and what properties distinguish them from one another
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.
- exploreand
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.
describesymmetry in patterns and carry out congruent mapping with and without a coordinate systemTo 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.
- measurethe radius, diameter and circumference of circles, and
To measure a quantity or a property means to compare it to another quantity or property of the same kind.
exploreand argue for how they are interrelatedTo 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.
- exploremeasures for area and volume in practical situations and represent them in different ways
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.
- usedifferent strategies to calculate area and circumference, 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.
explorethe relationships between theseTo 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.
- usevariables and formulas to express relationships in practical situations
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.
- usevariables, loops, conditions and functions in programming to
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.
exploregeometric figures and patternsTo 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.
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 6 when they use mathematical concepts in communication and argumentation. The pupils also demonstrate and develop competence when they use different representations and strategies to explore relationships when working with patterns, geometric figures and decimal numbers. They also demonstrate and develop competence in mathematics when they use their knowledge and skills to explore, formulate and solve problems related to practical situations. Furthermore, they also demonstrate and develop competence in mathematics when they reason about and argue for solutions and mathematical relationships.
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 being creative, and by reasoning and reflecting. The teacher and pupils shall engage in dialogue about their development in programming and geometry. 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 to see relationships between different representations and problem solving strategies.