Mathematics year 1-10 (MAT01‑06)
Competence aims and assessment
Competence aims after year 10
The pupil is expected to be able to
- use the order of operations and generalise relationships algebraically
- explore the square theorems geometrically and algebraically and use the square theorems as calculation strategies
- create, solve and explain systems of equations related to practical situations
- explore and compare properties of linear functions, exponential functions, fractional functions and second-degree functions through the use of digital tools
- explain the concept of change per unit and calculate the slope of linear functions
- explore and explain the relationship between constant percentage change, growth factor and exponential functions
- retrieve and interpret relevant information and reflect on the possible consequences of buying and selling, interest on savings, loans and credit purchases
- plan, carry out and present an exploratory assignment related to personal finance
- model situations, present the results and assess the validity of the models
- explore mathematical properties and relationships using programming
- read and explain text-based programming code in Python
Formative assessment
The formative assessment should help promote learning and the development of competence in mathematics. Pupils demonstrate and develop competence in the subject in year 10 when they describe, use and explore order of operations, the algebraic identities, systems of equations, properties of functions, and issues related to statistics and personal finance. Pupils also demonstrate and develop competence in mathematics when they pose mathematical questions, explain mathematical relationships, and justify and critically evaluate their own and others’ solutions. Furthermore, they demonstrate and develop competence in mathematics by using appropriate representations, 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 competences relating to modelling, generalisation, mathematical reasoning, and algorithmic and computational thinking. 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 generalising, modelling, exploring and problem-solving competences in relation to the mathematical fields of knowledge, the interrelationships between these, and communication with mathematical concepts and the use of appropriate representations both orally and in writing.
Assessment of coursework
The mark awarded for classwork reflects the overall competence of the pupil in mathematics at the end of the education after completing year 10. The teacher shall plan and facilitate the pupils in demonstrating their competence in various ways, including understanding, reflection and critical thinking in various contexts. The teacher shall award a grade in Mathematics based on the competence shown by the pupil – orally, digitally, and in writing – in terms of using mathematical forms of expression and problem-solving strategies, as well as their ability to reflect upon and reason in relation to solutions and models.