Mathematics year 1–10 (MAT01‑05)
Competence aims and assessment

Examples of connections

Explanation

Competence aims after year 7

The pupil is expected to be able to

  • develop and use suitable strategies in calculations with fractions, decimal numbers and percentages, and explain one’s own thought processes
  • represent and use fractions, decimal numbers and percentages in different ways and explore the mathematical relationships between these representations
  • explore negative numbers in practical situations
  • use a number line in calculations with positive and negative numbers
  • use compound mathematical expressions to describe and do calculations
  • use different strategies to solve linear equations and inequalities, and evaluate whether the solutions are valid
  • explore and use suitable measures of central tendency in one’s own and others’ statistical inquiries
  • log, sort, present and read data in tables and diagrams, and argue for the choice of representation
  • create and evaluate budgets and accounts by using spreadsheets with cell references and formulas
  • use programming to explore data in tables and datasets

Formative assessment

Formative assessment shall help to promote learning and develop competence in the mathematics subject. The pupils demonstrate and develop competence in the subject in year 7 when they explore and reflect on mathematical relationships, use mathematical concepts in communication and use different representations and problem solving strategies. They also demonstrate and develop competence when they use their knowledge and skills to formulate and solve problems related to practical situations in everyday life and in society. Furthermore, they also demonstrate and develop competence in mathematics when they reason about and argue for solutions and mathematical relationships.

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 being creative, and by reasoning and reflecting. The teacher and pupils shall engage in dialogue about their development in programming and strategies to solve 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 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 competence to discover relationships in mathematics and their competence in solving problems and communication about mathematics.