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

Examples of connections

Explanation

Competence aims after year 9

The pupil is expected to be able to

  • create and solve problems involving compound units
  • explore the properties of different two-dimensional shapes and explain the concepts of isomorphism and congruence
  • use isomorphism and Pythagoras’ theorem to explore practical situations
  • explore, describe and reason around the relationships between side lengths in triangles
  • explore and put forward the argument for how changing assumptions in geometric problems affects solutions both practically and algebraically
  • use and put forward the argument for formulas for the calculation of the surface area and volume of three-dimensional shapes
  • interpret and critically assess statistical presentations found in the media and the local community
  • calculate averages and measures of dispersion in their own and others’ datasets, and then use these results to describe the data
  • compare and put forward the argument for how presentations of figures and data can be used to promote different points of view
  • calculate and assess probability in statistics and games
  • simulate outcomes in randomised trials and calculate the probability of something occurring through the use of programming

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 9 when they can describe, use and explore isomorphism, congruence, Pythagoras’ theorem, the relationships between the lengths of the sides of triangles, formulae for calculating the surface area and volume of three-dimensional shapes, and statistical representations in problem solving and practical situations. Pupils also demonstrate and develop competence in mathematics when they pose mathematical questions, explain mathematical relationships, and justify and critically evaluate their own and others’ solutions. Furthermore, they demonstrate and develop competence in mathematics by using appropriate representations, 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 concepts, strategies and mathematical reasoning pertaining to their work on the properties of geometric shapes, the calculation of surface area, volume, probability, averages, measures of dispersion, and the critical assessment of statistics. 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 geometry, statistics and probability, and communication with mathematical concepts and the use of appropriate representations both orally and in writing.