Mathematics T (MAT09‑02)
Competence aims and assessment
Competence aims
The pupil is expected to be able to
- formulate and solve problems through the use of computational thinking, different problem solving strategies, digital tools and programming
- read and understand mathematical proofs and explore and develop proofs in relevant mathematical topics
- identify variable quantities in different contexts, create formulas and explore these using digital tools
- explore strategies for solving equations, systems of equations and inequalities, and argue for one’s thought processes
- explain the difference between an identity, an equation, an algebraic expression and a function
- explore relationships between quadratic equations, quadratic inequalities, quadratic functions and the binomial formulas, and use these relationships in problem solving
- model situations related to different topics, discuss, present and explain the results and argue the validity of the models
- read, extract and evaluate mathematics in relevant texts on various topics and present relevant calculations and analyses of the results
- explore and describe the properties of polynomial functions, rational functions, exponential functions and power functions
- use average and instantaneous growth rates in concrete examples and account for the derivative
- explain polynomial division and use it to rewrite algebraic expressions, discuss functions and solve equations and inequalities
- explain the definitions of sine, cosine and tangent and use trigonometry to calculate the length, angles and area of arbitrary triangles
- justify the area, sine and cosine rules
- use trigonometry to analyse and solve complex theoretical and practical problems involving length, angles and area
Formative assessment
Formative assessment shall help to promote learning and develop competence in mathematics 1T. The pupils demonstrate and develop competence in the subject when they find, understand and generalise mathematical relationships. The pupils also demonstrate and develop competence when they work exploratively, with a problem solving approach and through modelling by planning, carrying out and presenting subject-related work. The pupils also demonstrate and develop competence by exploring mathematical concepts, 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 theoretical applications.
Assessment of coursework
The grade awarded for coursework shall express the overall competence of the pupil after completing mathematics 1T. The teacher shall plan and facilitate for the opportunity for the 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.