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
- explore strategies for calculating with decimal numbers and compare this with strategies for calculating with whole numbers
- formulate and solve problems from one’s own everyday life related to decimal numbers, fractions and percentages, and explain one’s own thought processes
- describe properties 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
- explore and describe symmetry in patterns and carry out congruent mapping with and without a coordinate system
- measure the radius, diameter and circumference of circles, and explore and argue for how they are interrelated
- explore measures for area and volume in practical situations and represent them in different ways
- use different strategies to calculate area and circumference, and explore the relationships between these
- use variables and formulas to express relationships in practical situations
- use variables, loops, conditions and functions in programming to explore geometric figures and patterns
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.