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

Examples of connections

Explanation

Competence aims after year 6

The pupil is expected to be able to

  • describe and place decimal numbers on the number line and compare numbers with different numbers of decimals as part of the positional system
  • develop and use different strategies for arithmetic using decimals and be able to compare these to numeracy strategies used for whole numbers
  • create and solve problems featuring decimal numbers, fractions, and percentages, and to provide reasoning for their own solutions
  • describe and explore the properties of two- and three-dimensional shapes and explain which properties the shapes share in common, and which properties distinguish the shapes from each other
  • explore and describe symmetry in patterns
  • perform congruence transformations with and without a coordinate system
  • measure the radius, diameter and circumference of circles, and explore and explain the relationship between pi and the diameter of a circle
  • explore areas and volumes in practical situations and use appropriate units of measurement
  • explore practical issues relating to area through the use of partitioning and distributivity
  • use and explore strategies for measuring and calculating area and perimeter
  • use variables, loops, conditions and functions in programming to explore geometric shapes and patterns

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 6 when they can describe, use and explore numeracy strategies pertaining to whole and decimal numbers, the properties of geometric shapes, and appropriate units of measurement relating to area and volume in problem solving and practical situations. Pupils also demonstrate and develop competence in mathematics when they switch between different representations, pose mathematical questions, explain mathematical relationships, 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 numeracy strategies pertaining to whole and decimal numbers, and their grasp of the properties of geometric shapes and programming. 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 decimal numbers, the properties of geometric shapes, and communication with mathematical concepts and the use of appropriate representations both orally and in writing.