Mathematics year 1-10 (MAT01‑06)
Competence aims and assessment
Competence aims after year 3
The pupil is expected to be able to
- use appropriate strategies for addition and subtraction in order to create and solve problems from play and in daily life
- explain and explore the relationships between addition and subtraction in written and mental arithmetic
- describe and explore multiplication through counting and grouping
- double and halve in written and mental arithmetic
- use multiplication and division in order to create and solve problems from play and in daily life
- use numerals, text, tables, drawings and tangible objects to represent multiplication in different ways and translate between the different representations
- use commutative, associative and distributive properties when carrying out multiplication in written and mental arithmetic
- use the equals sign and inequality signs as relational symbols to compare measures, quantities, expressions, and numbers
- use numerals, drawings, and tangible objects to explore equivalence and translate between the different representations
- measure areas in practical situations using both non-standardised and standardised units of measurement
- experiment with, name and plot points using a coordinate system
- create and follow rules and step-by-step instructions during play and games related to a coordinate system
Formative assessment
The formative assessment should help promote learning and the development of competence in mathematics. Pupils demonstrate and develop competence in mathematics during year 3 when they can describe, use and explore multiplication, interrelationships between the arithmetic operations, equivalence, and measurement using standardised and non-standardised units of measurement in play, problem solving and practical situations. Pupils also demonstrate and develop competence in mathematics when they switch between different representations, pose mathematical questions, and are able to explain their own solutions. Furthermore, they demonstrate and develop competence in mathematics 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 of strategies pertaining to the four arithmetical operations, the interrelationships between these, and their understanding of the positional system, the equals sign, and inequality signs. 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 multiplication, equivalence, units of measurement, and the coordinate system.