Mathematics year 1-10 (MAT01‑06)
Competence aims and assessment
Competence aims after year 8
The pupil is expected to be able to
- work with powers and square roots, and explain their approach and results
- use commutative, associative and distributive properties to develop and communicate strategies for written and mental arithmetic
- describe and explore factorisation and prime factorisation, and to use this in fractional arithmetic
- explore and generalise geometric patterns and numerical patterns in their own words and algebraically
- create and explain mathematical expressions with numbers, variables and constants related to practical situations
- create and solve equations related to practical situations and critically assess solutions
- use different strategies to solve inequalities and assess whether those solutions are valid
- describe, compare and explore functions related to practical situations
- use situations, tables, graphs and expressions to represent functions and show relationships between the representations
- explore how algorithms can be created, tested and improved using programming
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 8 when they can describe, use and explore the order of operations, functions, equations, inequalities, and geometric and numerical patterns and 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 for solving mathematical expressions, equations and inequalities, and in relation to the flexible use of representations in functions and the exploration of patterns and algorithms in programming. 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 algebra, functions and modelling, and communication with mathematical concepts and the use of appropriate representations both orally and in writing.