Mathematics year 1-10 (MAT01‑06)
Competence aims and assessment
Competence aims after year 2
The pupil is expected to be able to
- group numbers and sets based on their properties and to reflect upon whether there are multiple ways to do this
- explore numbers, sets and counting through play, nature, visual art, music and children’s literature
- use numerals, number words, drawings and tangible objects to represent numbers and sets in different ways and translate between the different representations
- count both up and down, choose different starting points and intervals for counting, and explain counting patterns
- describe and explore the properties of odd and even numbers
- use numerals, number words, drawings and tangible objects to represent the positional system and translate between the different representations
- place numbers on the number line and use the number line to carry out arithmetic and solve problems
- use addition and subtraction in order to create and solve problems from play and in daily life
- use commutative and associative properties when carrying out addition in written and mental arithmetic
- use the equals sign as a relational symbol that shows that two expressions have the same value
- recognise and describe repeating units in patterns and create their own patterns
- explore, draw and describe geometric shapes from their own local environment and reason in relation to ways to sort them according to their properties
- measure length and mass in practical situations using both non-standardised and standardised units of measurement, and to discuss the results
- describe time with the aid of a calendar as well as analogue and digital clocks
- create and follow rules and step-by-step instructions during play and games
Formative assessment
The formative assessment should help promote learning and the development of competence in mathematics. Pupils demonstrate and develop competence in mathematics during years 1 and 2 when they can describe, use and explore the different properties and structures of counting, numerical and geometric patterns, the equals sign as a relational symbol, and patterns in play and everyday situations. Pupils also demonstrate and develop competence in mathematics when they express wonder, pose mathematical questions, and are able to explain their own solutions. Furthermore, they demonstrate and develop competence by using strategies and mathematical concepts both orally and in writing.
The teacher shall facilitate pupil participation and encourage the desire to learn by having the pupils describe, use and explore mathematics through movement, play, fascination and practical work. The teacher shall engage in dialogue with the pupils about their development and counting strategies, addition and subtraction strategies, and their understanding of the positional system and the equals sign. Pupils are encouraged to work through trial and error. Based on the competence demonstrated by the pupils, they are given the opportunity to express what they believe they have accomplished 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 numeracy skills and their exploratory and problem-solving competences in relation to counting, number sense, geometric shapes, and measurement.