Mathematics year 1-10 (MAT01‑06)
Competence aims and assessment

Examples of connections

Explanation

Competence aims after year 4

The pupil is expected to be able to

  • explore and use grouping and sharing division in practical situations
  • use numbers, text, drawings, and tangible objects to explore division in different ways and translate between the different representations
  • use and explain different division strategies
  • use written and mental arithmetic to explore and explain the relationships between the four arithmetic operations
  • assess, estimate, explain their reasoning, and critically assess their own and others’ models and solutions when working in practical situations
  • create mathematical expressions for practical situations and identify practical situations that fit a given mathematical expression
  • describe and explore the properties of two- and three-dimensional shapes by using angles, edges, corners, and faces
  • measure volume in practical situations using both non-standardised and standardised units of measurement, and to discuss the results
  • describe and explore structures and patterns in games and play
  • create algorithms and express them using variables, conditions and loops

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 4 when they can describe, use and explore grouping and sharing division, appropriate strategies and representations in their work with the four arithmetic operations, and the properties of two- and three-dimensional shapes in play, problem solving and practical situations. Pupils also demonstrate and develop competence in mathematics when they switch between different representations, pose mathematical questions, 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 strategies pertaining to division, their understanding of the interrelationships between the four arithmetic operations, and their strategies for creating mathematical expressions for practical situations and finding practical situations that fit the given mathematical expression. 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 numeracy strategies, units of measurement, the modelling and critical assessment of their own and others’ solutions, and communication with mathematical concepts and the use of appropriate representations both orally and in writing.