Mathematics year 1-10 (MAT01‑06)
Competence aims and assessment

Not in force for 7. trinn until 1.8.2026

This version of the curriculum is not in force for 7. trinn until 1.8.2026. Until 1.8.2026 the previous curriculum version is in force.

Examples of connections

Explanation

Competence aims after year 7

The pupil is expected to be able to

  • use numbers, text, tables, drawings, and tangible objects to represent percentages, and to translate between fractions, decimals, and percentages
  • use appropriate strategies in written and mental arithmetic relating to fractions, decimals, and percentages, and to be able to explain these strategies
  • use and explore negative numbers in both practical and theoretical terms
  • apply the rules for the order of operations in problem solving and to create and solve multi-step numerical expressions
  • use different strategies to solve equations and assess whether those solutions are valid
  • formulate and solve problems related to equations
  • use numbers, text, drawings and tangible objects to solve inequalities and test and explain solutions
  • calculate averages from their own and others’ datasets, and to choose which average it is appropriate to use
  • log, sort, read and present data in tables and diagrams, and explain the choice of presentation
  • assess, estimate, explain their reasoning, and critically assess their own and others’ models and solutions in relation to practical situations when working on finance
  • use programming to explore data contained in tables and datasets

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 7 when they can describe, use and explore the relationship between fractions, decimals and percentages, the rules for the order of operations, averages and equations and inequalities in problem solving and practical situations. Pupils also demonstrate and develop competence in mathematics when they switch between different representations, pose mathematical questions, explain mathematical relationships, 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 of concepts and strategies pertaining to the comparison of fractions, decimals and percentages, and of their grasp of equations and inequalities, diagrams, averages, programming, and finance. 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 the relationship between fractions, decimals and percentages, statistics and modelling, and communication with mathematical concepts and the use of appropriate representations both orally and in writing.