Mathematics year 1-10 (MAT01‑06)
Competence aims and assessment
Competence aims after year 5
The pupil is expected to be able to
- use numbers, drawings, and tangible objects to describe and explore the relationships between fractions, decimals, and percentages
- describe fractions as part of a whole, as part of a quantity, as part of a division, and as a number on a number line
- use numbers, text, drawings, tangible objects, and practical situation to represent fractions, and to be able to translate between different representations
- develop and use different strategies for arithmetic using positive numbers and fractions, and to explain their reasoning
- formulate and solve problems related to fractions
- explore and describe chance and probability in games and practical situations, and to connect these concepts to fractions
- use numbers, text, drawings and tangible objects to solve equations and test and explain solutions
- use spreadsheets to create and solve tasks relating to personal finance
- create and solve tasks relating to time
- create and program algorithms using variables, conditions and loops
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 5 when they can describe, use and explore the concept of fractions, strategies relating to fractional arithmetic, informal solutions to equations, clocks, calendars and finances in 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 and argue their own and others’ solutions. Furthermore, they demonstrate and develop competence in mathematics by using appropriate 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 in terms of the use of programming, mathematical concepts and their grasp of strategies relating to fractions and equations. 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 fractions and equations, as well as communication.