Mathematics year 1–10 (MAT01‑05)
Competence aims and assessment
Competence aims after year 3
The pupil is expected to be able to
- develop and use suitable strategies for subtracting in practical situations
- explore and explain relationships between addition and subtraction and use this in one’s own mental arithmetic and problem solving
- explore multiplication by counting
- experiment with multiplication and division in everyday situations
- represent multiplication in different ways and switch between the different representations
- use commutative, associative and distributive properties to explore and describe strategies in multiplication
- describe equality and inequality in comparing sizes, sets, expressions and numbers and use the symbol for equals and does not equal
- explore equilibrium and balance in practical situations, represent this in different ways and switch between the different representations
- use different units of measurement for length and mass in practical situations and argue for the choice of unit of measurement
- experiment with and explain positions in the coordinate system
- create and follow rules and step-by-step instructions in play and games related to the coordinate system
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 3 when they explore and discover relationships in the arithmetical operations, and use this to explain their thought processes. The pupils also demonstrate and develop competence when they use different problem solving strategies to explore mathematics in everyday life. They also demonstrate and develop 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 their desire to learn by allowing the pupils to explore mathematics through moving, playing, being creative and having a sense of wonder. 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 be given 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 and solving problems related to numeracy strategies and their competence in communicating using mathematical concepts.