Mathematics P (MAT08‑01)
Competence aims and assessment

Examples of connections

Explanation

Competence aims after mathematics 1P

The pupil is expected to be able to

  • read, extract and evaluate mathematics in texts about situations from the local environment, do calculations related to this, and

    To present means to show, explain and outline a topic or a product. The way of presenting may vary, but the goal of the presentation is to make the topic or product accessible to others. To present may also mean to illustrate and to demonstrate.

     and argue for the results

  • To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.

     how different premises may impact how mathematical problems from society and working life are solved
  • model situations related to issues from society and the workplace,

    To present means to show, explain and outline a topic or a product. The way of presenting may vary, but the goal of the presentation is to make the topic or product accessible to others. To present may also mean to illustrate and to demonstrate.

     and argue for the results and for when the models are valid
  • identify variable quantities in different situations and

    To use means to apply something or to carry out a task to reach a goal. To use, which is closely related to apply, is understood as to utilise or to employ, for example, a method or a tool.

     them for exploration and generalisation

  • To interpret means to construct a perception or understanding of the meaning of a phenomenon, a practical situation or an artistic expression. The understanding often builds on an analysis of individual elements and how they are linked.

     and

    To use means to apply something or to carry out a task to reach a goal. To use, which is closely related to apply, is understood as to utilise or to employ, for example, a method or a tool.

     formulas that apply to society and the workplace

  • To use means to apply something or to carry out a task to reach a goal. To use, which is closely related to apply, is understood as to utilise or to employ, for example, a method or a tool.

     percentages, percentage points, thousandths and growth factors in calculations, and

    To present means to show, explain and outline a topic or a product. The way of presenting may vary, but the goal of the presentation is to make the topic or product accessible to others. To present may also mean to illustrate and to demonstrate.

     and justify solutions

  • To explore refers to experiencing and experimenting, often encouraging curiosity and sense of wonder. To explore may mean to sense, seek, discover, observe and examine. In some cases, to explore means to investigate different aspects of an issue through open and critical discussion. To explore may also mean testing or trying out and evaluating work methods, products or equipment.

    ,

    To describe means to portray or recount an experience, situation, work process or a topic. To describe something may also refer to using relevant terminology to systematise knowledge of a topic.

     and apply the concepts of proportionality and inverse proportionality

  • To interpret means to construct a perception or understanding of the meaning of a phenomenon, a practical situation or an artistic expression. The understanding often builds on an analysis of individual elements and how they are linked.

     and

    To use means to apply something or to carry out a task to reach a goal. To use, which is closely related to apply, is understood as to utilise or to employ, for example, a method or a tool.

     compound units of measurements in practical contexts and choose suitable units of measurement

  • To interpret means to construct a perception or understanding of the meaning of a phenomenon, a practical situation or an artistic expression. The understanding often builds on an analysis of individual elements and how they are linked.

     and

    To use means to apply something or to carry out a task to reach a goal. To use, which is closely related to apply, is understood as to utilise or to employ, for example, a method or a tool.

     functions in mathematical modelling and problem solving

  • To plan means to set up a course of action to reach a goal. The plan describes how we intend to reach the goal, and may show the link between activities, implementation and the goal.

    , carry out and

    To present means to show, explain and outline a topic or a product. The way of presenting may vary, but the goal of the presentation is to make the topic or product accessible to others. To present may also mean to illustrate and to demonstrate.

     independent work related to mathematical modelling and functions within social studies topic areas

  • To use means to apply something or to carry out a task to reach a goal. To use, which is closely related to apply, is understood as to utilise or to employ, for example, a method or a tool.

     digital tools in exploration and problem solving related to the properties of functions, and discuss the solutions

  • To interpret means to construct a perception or understanding of the meaning of a phenomenon, a practical situation or an artistic expression. The understanding often builds on an analysis of individual elements and how they are linked.

     and calculate using radical expressions, powers and numbers in standard form

Formative assessment

Formative assessment shall help to promote learning and develop competence in mathematics 1P. The pupils demonstrate and develop competence in the subject when they use mathematical concepts in communication, and when they find, understand and use mathematical relationships. The pupils also demonstrate and develop competence when they work in a practical and explorative way by planning, carrying out and presenting work related to working life and society. The pupils also demonstrate and develop their competence when they make and explore mathematical models, using mathematical methods and reasoning.

The teacher shall facilitate for pupil participation and stimulate the desire to learn by allowing the pupils to explore mathematics and solve mathematical problems by reasoning, arguing and modelling. The teacher and the pupils shall engage in dialogue about their development in programming and strategies for solving problems. The pupils shall have the opportunity to try and fail. With the competence the pupils have demonstrated as the starting point, they shall have the opportunity to express what they believe they have achieved and reflect on their development in the subject. The teacher shall provide guidance on further learning and adapt the teaching to enable the pupils to use the guidance provided to develop their competence in discovering relationships between mathematics and practical applications.

Assessment of coursework

The grade awarded for coursework shall express the overall competence of the pupil after completing mathematics 1P. The teacher shall plan and facilitate for the opportunity for pupils to demonstrate their competence in different ways, including through understanding, reflection and critical thinking, and in different contexts. The teacher shall award one grade in mathematics based on the competence the pupil has demonstrated in writing, orally and digitally, by using mathematical forms of expression, problem solving strategies and reflecting on and arguing for solutions and models.