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Cabinet of Ministers Regulations No. 1027 in Riga in 2006 (19 December. No. 68 10. §) rules on national standards in primary education and basic teaching standards Issued under the Education Act, article 14, paragraph 19, and the General Education Act, article 4, paragraph 11 i. General provisions 1 the national standards in primary education-primary education programme main objectives and tasks, the minimum content of basic education, student evaluation of basic education obtained fundamental principles and procedures, as well as the subjects of basic education standards-subject key goals and tasks , subject to minimum content, essential for teaching subjects, learning achievement assessment form and guidance techniques.

II. Basic education programme main objectives and tasks of the basic education programme of the 2 main goals are: to provide learners with the 2.1 public and personal life of the basic knowledge and not ciešamaj key competences;

2.2. create a basis for further learning in learners;

2.3. to promote harmonious development and learner development;

2.4. promoting a responsible attitude to the learner himself, family, society, the environment and the State.

3. Basic education programme has the following main objectives: 3.1 create insight and understanding about the main natural, social and sustainable development processes, moral and ethical values;

3.2. provide language and basic knowledge and basic skills of mathematics learning;

3.3. to provide learning opportunities to learn basic skills and basic skills in the use of information technologies;

3.4. provide opportunities to learn Latvian citizen required knowledge and democratic values;

3.5. to provide the opportunity to gain experience in creative activity;

3.6. build pamatpriekšstat on the Latvian, European and world cultural heritage;

3.7. develop communication and collaboration capabilities.

III. Basic education programme minimum content of elementary education program compulsory 4 content types the following education areas: 4.1 basis of technology and science;

4.2. language;

4.3. art;

4.4. the man and the company.

5. Education in specific subjects, main tasks, training and general content set in annex 1 of these rules.

6. Basic education programme is implemented in the following content areas: Math 6.1;

6.2. the science;

6.3. physics;

6.4. chemistry;

6.5. Biology;

6.6. geography;

6.7. Informatics;

6.8. Latvian language Latvian mācībvalod education institutions;

6.9. the Latvian language and literature the minority education programmes;

6.10. minority language minority education programmes;

6.11. foreign language;

6.12. the literature;

6.13. music;

6.14. Visual Arts;

6.15. Latvian and world history;

6.16. Social Sciences;

6.17. housekeeping and technology;

6.18. sport;

6.19. ethics;

6.20. the Christian doctrine.

7. Basic education programme content is determined by the following school subjects: mathematics standard 7.1. Subject standard class 1-9 (annex 2);

7.2. Science. Subject reference 1.-6 class (annex 3);

7.3. Physics. Subject to standard 8.-9. class (annex 4);

7.4. Chemistry. Subject to standard 8.-9. class (annex 5);

7.5. Biology. Subject of the standard 7.-9. class (annex 6);

7.6. the geography. Subject of the standard 7.-9. class (annex 7);

7.7. Informatics. Subject standard 5-7 class (annex 8);

7.8. the Latvian language. Subject standard class 1-9 (9. at law);

7.9. the Latvian language and literature the minority education programmes. Subject standard class 1-9 (annex 10);

7.10. Minority language. Subject standard class 1-9 (annex 11);

7.11. Foreign language. Subject standard 3-9. classes (12.);

7.12. the literature. Subject standard class 4-9 (annex 13);

7.13. The music. Subject standard class 1-9 (annex 14);

7.14. Visual Arts. Subject standard class 1-9 (15. Add Kuma);

7.15. Latvian and world history. Subject to standard 6.-9. classes (16);

7.16. social science. Subject standard class 1-9 (17. at law);

7.17. Housekeeping and technologies. Subject standard class 1-9 (annex 18);

7.18. Sports. Subject standard class 1-9 (19);

7.19. Ethics. Subject standard class 1-3, (20.);

7.20. The Christian doctrine. Subject standard class 1-3 (21. at law).

8. the Latvian use of language minority education programmes determined by the Ministry of education and science for minority education programmes developed and implemented education licensed primary programs.

9. Basic education programmes 1-3 class by parents (guardians) check trainees learn the ethics or the Christian teachings.

10. Education Authority programme of basic education can be implemented this provision not mentioned in point 6 subjects, up to the General Education Act primary education programs specific academic hours per day and load. Educational institutions the following subject standards developed independently and match them with educational content and in the center of the nation. eksam

11. Educational institution in special education programs, the requirements referred to in these provisions implement appropriate national pedagogical Commission defined in medical learner development type of interference in his ability and health.

12. All programmes of basic education include the following topics: the environment, health and safety.

IV. Student evaluation of basic education obtained fundamental principles and procedures set out in the standard 13. essential requirements for the acquisition of certain subjects according to optimum student knowledge and skill level.

14. Student evaluation of basic education obtained fundamental principles are as follows: 14.1 the requirement of transparency and clarity. Subject to certain mandatory standards subject content and basic requirements of learners progress;

14.2. the positive achievements of the aggregation principle. Get training is estimated by summing the positive achievements and understanding, memorizing knowledge use and creativity;

14.3. evaluation compliance. Final tests are being offered the opportunity to certify their knowledge, skills, and skill all academic achievement levels appropriate for the evaluation of tasks, questions, examples and situations. The inspection organisation shall ensure adequate and objective assessment;

14.4. determination of assessment test used the principle of diversity. In the evaluation of the learning outcomes used in written, oral and combined tests, individual and team achievement assessment and various tests;

14.5. the principle of regularity. Learning outcomes are assessed on a regular basis to ensure that the learner acquired knowledge, skills, skills and learning outcomes development dynamics;

14.6. the indispensability of the rating. The learner needs to get the ratings for all programs of basic education subjects and public trials, except those subjects and national tests, of which the learner is released.

15. Student learning achievements 1. valued describing the class. This is a short oral and written assessment of student academic performance, learning styles, communication and cooperation skills, attitudes towards teaching and learning achievements of development dynamics.

16. The learner's academic achievements in class 2 and 3 these provisions 6.1., 6.8 and 6.10. the subjects referred to in point scored 10 balls scale (annex 22), other subjects in the learner's learning achievements evaluated descriptive.

17. Student learning achievements 4. class this rule 6.1, 6.2, 6.8 and 6.10. the subjects referred to in point scored 10 ball scale, other subjects in the learner's learning achievements evaluated descriptive.

18. Student learning achievements in the 5-9. the class scored 10 balls scale.

19. The centralised examination of primary programs assessed levels-A, B, C, D, E, F (Annex 23).

20. the national tests, finally 3. class, are the following: 20.1. offset by the combined training content;

20.2. Latvian language test minority education programmes.

21. the national tests, finally 6. class, are the following: 21.1. Latvian language Latvian mācībvalod offset in educational institutions;

21.2. the Latvian language test for minority education programmes;

21.3. including mathematics;

21.4. offset in minority language education in the minority Pro-gramm.

22. the national tests, finally 9. class, is as follows: 22.1. examination of the Latvian language Latvian mācībvalod education institutions;

22.2. centralized Latvian language examination in minority education programmes;

22.3. exam in mathematics;

22.4. exam in Latvian and world history;

22.5. exam language of minorities in minority education Pro gramm;

22.6. the offset in a foreign language;

14.1. including in science;

22.8. including sport.

V. evaluation of the learning outcomes and methodological techniques form 23. Learner learning achievements evaluated according to the evaluation of basic education for learners of basic principles and procedures.

24. the following learning outcomes assessment form: 24.1. interpretation;

24.2. in writing;

24.3. the practical;

15.2. the combined.

25. the evaluation of learning outcomes is an integrated part of the training process in the learner's knowledge, skills, attitudes, as well as the dynamics of the development of the learning outcomes.

26. the training achievements scored: 26.1. educator;

26.2. learner, independent assessment of their achievements;

26.3. trainees, evaluating its achievements;

26.4. educational administration;

26.5. educational administration;

16.5. the content of education and examination centre.

27. the evaluation of learning outcomes teaching techniques are: 27.1. ievadvērtēšan training process before the start of the subject or subjects of learning by establishing in the learner's knowledge and skills, to make a decision on the future of the learning process;

27.2. evaluation of current training process in determining student academic achievements, to improve and coordinate teaching progress, learning objectives and teaching methods used cross-compliance, as well as promoting learner self-assessment skills and responsibility;

27.3. robežvērtēšan determining learner achievements before the final evaluation;

27.4. final evaluation, determining in the learner's knowledge and skills, as well as the level of productive activity in the learner's skills subject, semester, academic year, course or educational level in the end.

28. the evaluation of the learning outcomes in the form of methodological techniques, culminating in amount, number, period of performance, and evaluation criteria determine the learning achievements of the evaluator, subject to the relevant subjects and the contents of education primary education programme implemented.

Vi. Closing questions 29. Be declared unenforceable in the Cabinet of Ministers of 5 December 2000, the provisions of no. 462 "regulations on the State standards of basic education" (Latvian journal, 2000, 473./476.nr.).

30. for the 2006/2007 school year elementary program 3, 6, and 9. class in the relevant subject areas are implemented according to the following standards: subjects 30.1. Latvian language. Subject standard class 1-9 (annex 24);

30.2. Latvian language minority education programmes. Subject standard class 1-9 (25);

30.3. Minority language. Subject standard class 1-9 (annex 26);

18.9. Mathematics. Subject standard class 1-9 (27. Add Kuma);

5. Science. Standard for subjects 1-3 class (28. Add Kuma);

30.6. the literature. Subject to 9.5 standard class (annex 29);

19.1. Latvian and world history. Subject to standard 5-9. the KLA sei (annex 30);

19.1. Biology. Subject to standard 6.-9. class (annex 31);

19.2. Geography. Subject to standard 6.-9. classes (32);

30.10. Physics. Subject to standard 8.-9. class (Annex 33);

30.11. Chemistry. Subject to standard 8.-9. classes (34);

30.12. Civics. The standard subjects for class 9 (annex 35).

31. the basic education programme in Informatics 2007/2008 school year 9 class is implemented according to the standard "subjects informatics. Subject standard class 5-7 "(annex 8).

32. by 30 august 2007 in training the trainees progress to civilian science is assessed by "count" or "not counted".

33. a subject standards that educational institution approved educational content and examination centre until the date of entry into force of the provisions are in effect until the expiry of the approval.

Prime Minister a. Halloween, Minister of education and science Rivž B Note: the wording of the entry into force of the provisions by 23 December 2006.

1. the annex to Cabinet of 19 December 2006, the provisions of no. 1027 of education-specific subjects, main tasks, educational aspects and the General content of education 1-specific subjects and main tasks 1 2 3 4 no PO box

Education in the subjects main objectives 1 2 3 4 1.1.

The basics of technology and science mathematics physics chemistry Science Biology geography Informatics to provide opportunities to acquire basic knowledge of math and science interrelations, the use of information technology, promoting awareness of the unity of nature.

To promote research work based learning, observing phenomena and processes in nature, using mathematical models and information technology.

Develop an understanding of the relationship between mathematics and science achievement, technology, people's daily life, economic activities and the environment, creating the need to care for the preservation of the environment and health.

Developing diverse learning experience.

1.2. the Latvian language Latvian Language and literature (the minority education programmes) Minority language (minority education programmes) to create the language competence of foreign languages, that is, to understand spoken and written text the thought; creatively express their thoughts in Scripture and talking.

Improve knowledge of the language system, its patterns and characteristics.

Develop language and communication culture.

Teach the language as perceived human and national cultural components and build a personal responsibility for their own culture.

To develop independent learning skills.

1.3. The arts literature music Visual Arts to present the different economic expressions of art forms.

Encourage to express themselves in creative work, to participate in artistic activities (for example, sing, play, draw, create, write), to develop the art of perception.

To present the diversity of the art world.

To develop learning skills.

1.4. Latvian man and society and world history and the social sciences of Sport housekeeping technology of Christian Ethics lesson build awareness about human mental and physical development and citizenship in general conditions.

Improve the understanding of the structure and development of society.

Improve the understanding of sustainable development.

To develop experience independently, creatively and forcefully to interpret the past and the modern events.

Create contact and cooperation skills.

To promote a positive and active attitude to life in society and to develop democratic civil participation skills.

To develop independent learning skills.

2. Education and training aspects included the generic content no PO box

Aspects of general education content 1 2 3 2.1.

Self-expression and creative aspect of creative experience.

An independent ability to search and find solutions to practical problems, discover correlations.

The ingenuity, imagination.

The opportunity to engage in artistic creativity, sports.

2.2. Analytical critical aspect of intellectual experience – an independent, logical, without controversy, motivated, critical and productive thinking.

Ability to articulate and justify their opinions.

Past, present and future.

2.3. Moral and aesthetic aspect of understanding concepts related to human exposure, fairness, respect, equality, honesty, reliability, responsibility, self-control, helpfulness, kindness, empathy.

Understanding of the human right to equality.

Positive attitude towards cultural heritage.

2.4. cooperation in the aspects of skill to cooperate, to work in a team.

The skill to listen and to respect different opinions.

Ability to make decisions and take responsibility for its implementation.

Skill in handling conflicts in a responsible, extreme situations and take care of their own and other people's safety, if necessary, to seek help.

2.5. the communication aspect of Latvian language skills.

Practical experience in the use of language.

Ability to communicate (to talk, write, read) in multiple languages.

Ability to speak in public, to express and justify their opinions.

2.6. The learning and practical aspects of performance skill independently to learn, plan and organise the learning process.

Different knowledge and skills and practical use in action.

Skill learning to use various types of information, to consult, to find help.

Ability to use modern technology.

2.7. the Mathematical aspect of the use of mathematics in practical life (for example, measuring, calculation, comparison, chart, graphs illustrating).

Minister of education and science Rivž B, annex 2 to the Cabinet on 19 December 2006, the Regulation No 1027 mathematics.

Subject standard class 1-9 i. purpose of the subjects and tasks 1. Subject "Mathematics" is to build students ' understanding of mathematical methods and develop skills they use to explore the world, other subjects and varied activities.

2. the subject ' mathematics ' job is to create opportunities for students: 2.1. learn skills to execute transactions with real numbers, use patterns and analytical techniques to study the plane geometric figures and their characteristics, developing spatial perception;

2.2. learn skills to explore and solve practical tasks, using mathematical models, acquiring, organizing, analyzing data and predicting the outcome;

2.3. to promote the development of building a thinking skill to make reasoned judgments and math learning troubleshooting experience.

II. minimum content of subjects 3. Mathematical Tools creation: 3.1. numbers and operations with them: 3.1.1. natural numbers;

3.1.2. ordinary shares;

3.1.3. decimal places;

3.1.4. rational numbers;

3.1.5. the real numbers;

3.2. algebraic expressions and actions with them: algebraic expressions 3.2.1;

3.2.2. equations with one variable and the system;

3.2.3. inequalities with one variable and the system;

3.2.4. one argument;

3.2.5. the string of numbers;

3.3. geometric figures and their study: 3.3.1. basic elements of geometry;

3.3.2. the triangle;

3.3.3. the rectangle;

3.3.4. circle and circle;

3.3.5. polygon with arbitrary number of sides of regular polygon;

3.3.6. the plane of symmetry of the figure;

3.3.7. geometric body.

4. the use of Mathematics in natural and public process analysis: 4.1 size and measuring it, the relationship between them;

4.2. information processing, statistical and probability theory elements: 4.2.1. information acquisition, processing and analysis;

4.2.2. the grouping of elements and the concept of probability.

5. Mathematical modelling and study with mathematics-specific methods: 5.1 mathematical language;

5.2. the mathematical model and analysis: 5.2.1. clarification of the problem, its formulation using the mathematical model;

5.2.2. the mathematical model resolution and interpretation of the resolution.

III. Essential subject learning, finally 3. class 6. Mathematical Tools creation: 6.1 with the natural numbers within the first hundred able to take the four arithmetic functions and articles, as well as to identify actions and their members;

6.2. with natural numbers within the first thousand knows how to do the following: 6.2.1. read and record the natural numbers in decimal notation;

6.2.2. to postpone the natural numbers to the numbers and read from it; show that the natural numbers is infinite;

6.2.3. Add and subtract articles, and with a calculator;

6.2.4. the head around to evaluate the expected results of numerical calculations;

6.2.5. addressing practical tasks that are related to household, science, environment and health issues;

6.3. using conventional parts, know how to do the following: 6.3.1 use the relationship that the size of the positive real part is less than the whole;

6.3.2. using the concept of practical part task;

6.4. using decimal places, know how to read price recorded decimal form;

6.5. know how to compare and sort by size, natural numbers, write down the results of the comparison;

6.6. can name a real-life situation, which is important for the arrangement of the numbers in the string;

6.7. know how to identify the picture and draw a straight line segment;

6.8. can measure the length of the line segments to draw a fixed-length segment;

6.9. recognize the drawing and the model triangles and draw it;

6.10. recognize and model drawing rectangle and draw it (also a rectangle, square);

6.11. recognize the picture and draw a circle;

6.12. can identify the drawing and the model cube, cylinder, sphere.

7. the use of mathematics in natural and public process analysis: 7.1 can distinguish between the comparable and incomparable values;

7.2. can you describe the size of numbers; proper use of time, mass, temperature, length, unit of measurement of money;

7.3. able to measure time, length, and accurately make measurements;

7.4. can move from a larger to a smaller unit of measure, addressing practical tasks;

7.5. know how to sort in ascending or descending order size, expressed by the natural numbers, write down the results of the comparison;

7.6. can open class to enumerate the various objects in the environment and to recognize it in form;

7.7. know how to get information from the tables, charts, text stabiņveid;

4.8. can compare, sort, arrange the objects in the specified or selected features.

8. The mathematical model and study with mathematics-specific methods: 8.1 can use mathematical terms;

8.2. can with examples to explain mathematics course occurring concepts and assertions and to recognize their correct usage;

8.3. know how to properly use the words "so many times", "so", "clockwise" direction, "anticlockwise direction", "right", "left";

8.4. can hear other views;

8.5. can express their views;

8.6. can make hypotheses for solving real problems;

8.7. can collect mathematical information;

5.5. use of appropriate skills in the techniques for resolving the problem;

8.9. able to mathematically solve the problem;

8.10. know how to engage actively in the work of the group, create a group presentation;

8.11. neatly and correctly written numbers and mathematical expressions.

9. Learner attitudes characterized this annex 8.10 and 8.11.. the requirements referred to in point.

IV. Requirements subject learning, finally 6. class 10. Mathematical Tools creation: 10.1 using natural numbers can perform the following actions: 10.1.1. read and record the system decimal numbers up to a trillion (one billion) including;

10.1.2. make four arithmetic functions, exponentiation and squares of the cube, to calculate the value of the expression;

10.1.3. use the properties for ease of calculation;

10.1.4. split number essential;

10.1.5. use signs with Division 2; 3; 5; 9; 10; n (n-natural number);

10.1.6. whether one number is divisible by another dealer, find the/a number of the greatest common divisor and least common multiple of integers;

10.1.7. read and write down the year, using Roman numerals;

10.2. using conventional parts, know how to perform the following actions: 10.2.1. calculate the real and not really part of the value of the given numbers;

10.2.2. to express one number as the second part of the number;

10.2.3. calculate the entire number, knowing the value of its parts;

10.2.4. use part of its transformation in nature;

10.2.5. make four arithmetic functions, shortening, exponentiation and the square of the cube articles, and with a calculator;

10.2.6. calculate the inverse of a given integer number;

10.2.7. calculate the ratio of two numbers;

10.2.8. calculate the distance on the map after the given scale;

10.3. using the final decimal places, know how to perform the following actions: 10.3.1. write and read the final decimal places, the value of the class specify the decimal notation;

10.3.2. make four arithmetic functions, exponentiation and the squares of the cube articles, and with a calculator;

10.3.3. transform a normal part of a finite decimals and vice versa;

10.3.4. to express interest in the form of the final decimal and vice versa;

10.3.5. calculate the percent of a number and the number, if known, of the interest value of two numbers be expressed as a percentage;

10.4. using rational numbers, can perform the following actions: 10.4.1 find dot number opposite number;

10.4.2. make four arithmetic operations with common parts or final products in the form of decimal fractions rational numbers together, speeding up the square or cube articles, and with a calculator in his head about to evaluate the expected results of the expression;

10.4.3. open parentheses and brackets, if turn on before them is the minus (plus) sign;

10.4.4. find the numbers module (algebraic and geometric terms);

10.4.5. addressing practical tasks associated with domestic, natural science, environmental and health issues, aware of their importance in everyday life;

10.5. know how to calculate the unknown member of the action;

10.6. can compare in size to the given form in arbitrary rational numbers;

10.7. using context, can perform the following actions: 10.7.1. see the relationships between variables in nature, society, technology;

10.7.2. defer the point with rational coordinates on the axis of coordinates (coordinate plane), read the point coordinates (coordinates);

10.7.3. portray relationships of tables;

10.8. can name the first sequences of primes areessential members;

10.9. know that primes areessential is infinite;

10.10. able to introduce drawing and draw a star;

10.11. know how to draw a perpendicular and parallel straight lines, to recognize its box on the page;

10.12. can you describe the geometric shape size with length, area, volume, angle, size;

10.13. know how to draw a certain angle, measured with angle conveyor, appreciate it by sight;

10.14. able to take the necessary measurements and calculate the perimeter of a triangle;

10.15. able to take the measurements and calculate the rectangle (including square, rectangle) in circumference;

(de) agea. able to take the measurements and calculate the rectangle and square area;

10.17. able to lay down in drawing a circle Center and RADIUS;

10.18. able to take the necessary measurements and calculate the length of the circumference;

favoured areas. able to lay down and draw a rectangular cuboid (also a cube);

10.20. able to take the necessary measurements and calculate the rectangular parallelepiped (Cuba) surface area and volume.

11. the use of Mathematics in natural and public process analysis. The students know how to do the following: 11.1. use area, volume, velocity measurement;

11.2. use direct measurement results of different size;

11.3. appreciate learning the size of the geometric figures by sight;

11.4. in some cases, moving from a smaller unit of measure on the larger, addressing practical tasks;

11.5. the sort in ascending or descending order size, expressed by the rational numbers;

11.6. to collect and write down the different experiments, studies and surveys the findings, it will organize, systematize, depict visually;

7.3. displaying information in tables, charts and stabiņveid to get information from them, to obtain information from the pie charts;

11.8. to calculate the average of numbers;

7.4. use a computer to get information;

11.10. arrange objects by size or alphabetical order.

12. The mathematical model and study with mathematics-specific methods. The students know how to do the following: 12.1 General descriptive way to explain a math course occurring concepts and assertions and use them properly;

12.2. to write a numeric expression by its verbal description;

12.3. to understand the need for justification;

12.4. to hear and understand different points of view;

12.5. to put forward hypotheses real problem formulation in mathematical language;

12.6. to collect information and to see the mathematical patterns in it;

12.7. using suitable techniques to solve problems using numerical models;

12.8. the exact use symbols and signs;

12.9. to use diagrams, bar charts and tables, presenting a solution to the problem;

12.10. to carefully create a group presentation and tell about it;

12.11. develop their mathematical understanding.

13. Learner attitudes characterized this appendix 10.4.5., 12.10 and 12.11.. the requirements referred to in point.

V. essential subject learning, finally 9. class 14. Mathematical Tools. The students know how to do the following: 14.1. calculate the square root, if it is a natural number;

14.2. using conventional parts: 14.2.1. calculate the square root, if it is a rational number in the form m/n (m and n – natural numbers);

14.2.2. compile and calculate the aspect ratio aspect ratio the unknown member;

14.3. using decimals: 14.3.1. transform a normal part of a permanent or infinite decimal;

14.3.2. round the infinite decimal;

14.3.3. speeding up the final grade with the natural of the decimal exponent;

14.3.4. calculate square root value if it is a finite decimal;

14.4. using rational numbers: 14.4.1. transform a normal part of an infinite periodic decimal and vice versa;

14.4.2. speeding up the number to a power with an exponent (regardless of the form of order numbers);

14.4.3. drag the square root of the number, if it is a rational number;

14.5. using real numbers: 14.5.1. determine their affiliation sets N (all natural set of numbers), Z (the set of all integer), Q (the whole rational set of numbers), R (the set of all real numbers);

14.5.2. recognize the Basic numeric expressions to rationality/iracionalitāt and determine the appropriate decimal recurrence;

14.5.3. perform arithmetic operations on numeric expressions containing rational numbers and the irrational numbers kvadrātsakņ and symbolic form;

14.5.4. using step properties of numerical expression products;

14.5.5. write down the number in the normālform and read the following notes;

14.5.6. perform operations on numbers normālform;

14.5.7. using the square root of a numeric expression characteristics of products;

14.5.8. evaluate the results of approximate calculations;

14.5.9. targeted to improve the content of the practical tasks of numerical solving skills;

14.6. using algebraic expressions: 14.6.1. Add, subtract, divide, multiply, speeding up, tighten monom polynomial similar members, clarify it;

14.6.2. check if the number is one variable polynomial root;

14.6.3. identify root kvadrāttrinom;

14.6.4. Add, subtract, multiply the polynomial;

14.6.5. multiply and divide a polynomial by monom;

14.6.6. divide the polynomial reizinātājo, brought a common factor, the group counted using the short multiplication formulas in a2-b2, (a + b) 2 and (a-b) 2 is a root;

14.6.7. Add, subtract, multiply, divide, speeding up the algebraic parts;

14.6.8. clarifying the definition of algebraic part of the area;

14.6.9. use algebraic part of the characteristics of its products;

14.7. using the equation with one variable: 14.7.1. distinguish between identities and equations;

14.7.2. transform the equation or system of equations, gaining them equivalent expressions.

14.7.3. solve linear equations and quadratic equation;

14.7.4. determine the fractional rational equation (the numerator and the denominator may be first or second-degree polynomial) definition area and solved it;

9.2. using the equation systems with two variables: 14.8.1. explain what is the solution to an equation with two variables;

14.8.2. explain what is the solution to the equation;

14.8.3. solve the equation systems with two variables with the insertion, addition or graphical techniques (two first degree equations or one first and one second grade equation);

14.8.4. addressing practical tasks that are related to household, science, environment and health issues when writing equations, it systems, determine the difference between the text and the corresponding task solution the equation or system of equations;

14.8.5. targeted to improve the practical task of solving algebraic skills, to evaluate the text content of the tasks;

9.3. using the inequalities with one variable and the system: 14.9.1. determine which modifications provide numerical equivalence of inequalities;

14.9.2. explain that there is an equal probability that means resolving the disparity;

14.9.3. compare real numbers given in decimal notation, in the form of a numeric part forms;

14.9.4. solve linear inequalities;

14.9.5. solve the second equation and not fractional rational inequalities (the numerator and the denominator may be a first degree polynomial), also with interval method;

14.9.6. solve linear inequalities, double;

14.9.7. to solve two linear inequalities;

14.10. using one argument function: 14.10.1. ask tabular, graphical functions, with formulas, verbal, using examples from the natural, social, engineering;

14.10.2. use-value table or schedule, and find out the value of the argument function values (may be) and vice versa;

14.10.3. construct and, possibly a kvadrātfunkcij linear, inverse proportionality of, the square root function schedules, coordinate plane;

14.10.4. in establishing this analytical function and fractional rational function definition areas and intersections of the graph with the coordinate axes, the intervals in which the values are constant;

14.10.5. using this function schedules, determine the definition and value areas, growth and interval functions wane roots, the interval in which the function values are a constant sign, features the highest and the lowest value, the function of coordinates of the intersection of the graph axes;

14.10.6. without constructing linear functions and kvadrātfunkcij schedules, find out their location coordinates in the plane, to calculate the coordinates of the vertex of the parabola;

14.10.7. analyze natural, technical and social processes, drawing up the first mathematical models that function;

14.11. using strings of numbers: name a final, 14.11.1. the infinite, periodic, non-periodic string examples in mathematics, nature, technique, economy (also the zoom sequences);

14.11.2. use first string members and the question of the form of its recurrent units below the numerical value calculation of members;

14.11.3. using arithmetic and geometric progression progression in General and the first n members of the sum formula.

14.11.4. create and analyze mathematical models of processes with arithmetic progression/geometric progression;

14.12. to recognize and draw krustleņķ drawing, blakusleņķ, internal šķērsleņķ, footboard angle, internal vienpusleņķ, broken line (also simple, closed broken line);

14.13. to construct the midpoint of the segment, the angle of bisektris, the vidusperpendikul, the perpendicular distance from point to straight, with the given angle equal to the angle, straight through a given point, parallel to a given straight line;

14.14. identify same, vienliel, similar shapes;

14.15. use distance and broken line length, angle, size, angle, bisektris, intercept point vidusperpendikul point, parallel taišņ (including parallel taišņ which cross the third straight) characteristics/features of the task;

14.16. to study the mutual placement of figures;

14.17. using triangles, to fix the drawing, draw and label them all types of triangles (by edge and angle sizes), median, bisektris, height, centre line;

14.18. construct a triangle (dot: three edges, two sides and the angle between them, and they pieleņķ);

14.19. use challenges: relationship between triangle 14.19.1. edge length, between the edge length and perimeter;

14.19.2. relationship between dažādmal triangle edge length and angle sizes;

14.19.3. isosceles triangle equilateral and characteristics, and features;

14.19.4. the triangle of equals signs;

14.19.5. about the triangle angle theorem;

14.19.6. the triangle centre line characteristics and features, the median;

14.19.7. The Pythagorean theorem and the inverse theorem;

14.19.8. the similarity of the signs and the triangle-like nature of the triangle theorem on linear elements like triangles and area;

14.19.9. the triangle area formula (S = 0, S = 0, 5ah and 5absinC (C

II. Basic education programme main objectives and tasks of the basic education programme of the 2 main goals are: to provide learners with the 2.1 public and personal life of the basic knowledge and not ciešamaj key competences;

2.2. create a basis for further learning in learners;

2.3. to promote harmonious development and learner development;

2.4. promoting a responsible attitude to the learner himself, family, society, the environment and the State.

3. Basic education programme has the following main objectives: 3.1 create insight and understanding about the main natural, social and sustainable development processes, moral and ethical values;

3.2. provide language and basic knowledge and basic skills of mathematics learning;

3.3. to provide learning opportunities to learn basic skills and basic skills in the use of information technologies;

3.4. provide opportunities to learn Latvian citizen required knowledge and democratic values;

3.5. to provide the opportunity to gain experience in creative activity;

3.6. build pamatpriekšstat on the Latvian, European and world cultural heritage;

3.7. develop communication and collaboration capabilities.

III. Basic education programme minimum content of elementary education program compulsory 4 content types the following education areas: 4.1 basis of technology and science;

4.2. language;

4.3. art;

4.4. the man and the company.

5. Education in specific subjects, main tasks, training and general content set in annex 1 of these rules.

6. Basic education programme is implemented in the following content areas: Math 6.1;

6.2. the science;

6.3. physics;

6.4. chemistry;

6.5. Biology;

6.6. geography;

6.7. Informatics;

6.8. Latvian language Latvian mācībvalod education institutions;

6.9. the Latvian language and literature the minority education programmes;

6.10. minority language minority education programmes;

6.11. foreign language;

6.12. the literature;

6.13. music;

6.14. Visual Arts;

6.15. Latvian and world history;

6.16. Social Sciences;

6.17. housekeeping and technology;

6.18. sport;

6.19. ethics;

6.20. the Christian doctrine.

7. Basic education programme content is determined by the following school subjects: mathematics standard 7.1. Subject standard class 1-9 (annex 2);

7.2. Science. Subject reference 1.-6 class (annex 3);

7.3. Physics. Subject to standard 8.-9. class (annex 4);

7.4. Chemistry. Subject to standard 8.-9. class (annex 5);

7.5. Biology. Subject of the standard 7.-9. class (annex 6);

7.6. the geography. Subject of the standard 7.-9. class (annex 7);

7.7. Informatics. Subject standard 5-7 class (annex 8);

7.8. the Latvian language. Subject standard class 1-9 (9. at law);

7.9. the Latvian language and literature the minority education programmes. Subject standard class 1-9 (annex 10);

7.10. Minority language. Subject standard class 1-9 (annex 11);

7.11. Foreign language. Subject standard 3-9. classes (12.);

7.12. the literature. Subject standard class 4-9 (annex 13);

7.13. The music. Subject standard class 1-9 (annex 14);

7.14. Visual Arts. Subject standard class 1-9 (15. Add Kuma);

7.15. Latvian and world history. Subject to standard 6.-9. classes (16);

7.16. social science. Subject standard class 1-9 (17. at law);

7.17. Housekeeping and technologies. Subject standard class 1-9 (annex 18);

7.18. Sports. Subject standard class 1-9 (19);

7.19. Ethics. Subject standard class 1-3, (20.);

7.20. The Christian doctrine. Subject standard class 1-3 (21. at law).

8. the Latvian use of language minority education programmes determined by the Ministry of education and science for minority education programmes developed and implemented education licensed primary programs.

9. Basic education programmes 1-3 class by parents (guardians) check trainees learn the ethics or the Christian teachings.

10. Education Authority programme of basic education can be implemented this provision not mentioned in point 6 subjects, up to the General Education Act primary education programs specific academic hours per day and load. Educational institutions the following subject standards developed independently and match them with educational content and in the center of the nation. eksam

11. Educational institution in special education programs, the requirements referred to in these provisions implement appropriate national pedagogical Commission defined in medical learner development type of interference in his ability and health.

12. All programmes of basic education include the following topics: the environment, health and safety.

IV. Student evaluation of basic education obtained fundamental principles and procedures set out in the standard 13. essential requirements for the acquisition of certain subjects according to optimum student knowledge and skill level.

14. Student evaluation of basic education obtained fundamental principles are as follows: 14.1 the requirement of transparency and clarity. Subject to certain mandatory standards subject content and basic requirements of learners progress;

14.2. the positive achievements of the aggregation principle. Get training is estimated by summing the positive achievements and understanding, memorizing knowledge use and creativity;

14.3. evaluation compliance. Final tests are being offered the opportunity to certify their knowledge, skills, and skill all academic achievement levels appropriate for the evaluation of tasks, questions, examples and situations. The inspection organisation shall ensure adequate and objective assessment;

14.4. determination of assessment test used the principle of diversity. In the evaluation of the learning outcomes used in written, oral and combined tests, individual and team achievement assessment and various tests;

14.5. the principle of regularity. Learning outcomes are assessed on a regular basis to ensure that the learner acquired knowledge, skills, skills and learning outcomes development dynamics;

14.6. the indispensability of the rating. The learner needs to get the ratings for all programs of basic education subjects and public trials, except those subjects and national tests, of which the learner is released.

15. Student learning achievements 1. valued describing the class. This is a short oral and written assessment of student academic performance, learning styles, communication and cooperation skills, attitudes towards teaching and learning achievements of development dynamics.

16. The learner's academic achievements in class 2 and 3 these provisions 6.1., 6.8 and 6.10. the subjects referred to in point scored 10 balls scale (annex 22), other subjects in the learner's learning achievements evaluated descriptive.

17. Student learning achievements 4. class this rule 6.1, 6.2, 6.8 and 6.10. the subjects referred to in point scored 10 ball scale, other subjects in the learner's learning achievements evaluated descriptive.

18. Student learning achievements in the 5-9. the class scored 10 balls scale.

19. The centralised examination of primary programs assessed levels-A, B, C, D, E, F (Annex 23).

20. the national tests, finally 3. class, are the following: 20.1. offset by the combined training content;

20.2. Latvian language test minority education programmes.

21. the national tests, finally 6. class, are the following: 21.1. Latvian language Latvian mācībvalod offset in educational institutions;

21.2. the Latvian language test for minority education programmes;

21.3. including mathematics;

21.4. offset in minority language education in the minority Pro-gramm.

22. the national tests, finally 9. class, is as follows: 22.1. examination of the Latvian language Latvian mācībvalod education institutions;

22.2. centralized Latvian language examination in minority education programmes;

22.3. exam in mathematics;

22.4. exam in Latvian and world history;

22.5. exam language of minorities in minority education Pro gramm;

22.6. the offset in a foreign language;

14.1. including in science;

22.8. including sport.

V. evaluation of the learning outcomes and methodological techniques form 23. Learner learning achievements evaluated according to the evaluation of basic education for learners of basic principles and procedures.

24. the following learning outcomes assessment form: 24.1. interpretation;

24.2. in writing;

24.3. the practical;

15.2. the combined.

25. the evaluation of learning outcomes is an integrated part of the training process in the learner's knowledge, skills, attitudes, as well as the dynamics of the development of the learning outcomes.

26. the training achievements scored: 26.1. educator;

26.2. learner, independent assessment of their achievements;

26.3. trainees, evaluating its achievements;

26.4. educational administration;

26.5. educational administration;

16.5. the content of education and examination centre.

27. the evaluation of learning outcomes teaching techniques are: 27.1. ievadvērtēšan training process before the start of the subject or subjects of learning by establishing in the learner's knowledge and skills, to make a decision on the future of the learning process;

27.2. evaluation of current training process in determining student academic achievements, to improve and coordinate teaching progress, learning objectives and teaching methods used cross-compliance, as well as promoting learner self-assessment skills and responsibility;

27.3. robežvērtēšan determining learner achievements before the final evaluation;

27.4. final evaluation, determining in the learner's knowledge and skills, as well as the level of productive activity in the learner's skills subject, semester, academic year, course or educational level in the end.

28. the evaluation of the learning outcomes in the form of methodological techniques, culminating in amount, number, period of performance, and evaluation criteria determine the learning achievements of the evaluator, subject to the relevant subjects and the contents of education primary education programme implemented.

Vi. Closing questions 29. Be declared unenforceable in the Cabinet of Ministers of 5 December 2000, the provisions of no. 462 "regulations on the State standards of basic education" (Latvian journal, 2000, 473./476.nr.).

30. for the 2006/2007 school year elementary program 3, 6, and 9. class in the relevant subject areas are implemented according to the following standards: subjects 30.1. Latvian language. Subject standard class 1-9 (annex 24);

30.2. Latvian language minority education programmes. Subject standard class 1-9 (25);

30.3. Minority language. Subject standard class 1-9 (annex 26);

18.9. Mathematics. Subject standard class 1-9 (27. Add Kuma);

5. Science. Standard for subjects 1-3 class (28. Add Kuma);

30.6. the literature. Subject to 9.5 standard class (annex 29);

19.1. Latvian and world history. Subject to standard 5-9. the KLA sei (annex 30);

19.1. Biology. Subject to standard 6.-9. class (annex 31);

19.2. Geography. Subject to standard 6.-9. classes (32);

30.10. Physics. Subject to standard 8.-9. class (Annex 33);

30.11. Chemistry. Subject to standard 8.-9. classes (34);

30.12. Civics. The standard subjects for class 9 (annex 35).

31. the basic education programme in Informatics 2007/2008 school year 9 class is implemented according to the standard "subjects informatics. Subject standard class 5-7 "(annex 8).

32. by 30 august 2007 in training the trainees progress to civilian science is assessed by "count" or "not counted".

33. a subject standards that educational institution approved educational content and examination centre until the date of entry into force of the provisions are in effect until the expiry of the approval.

Prime Minister a. Halloween, Minister of education and science Rivž B Note: the wording of the entry into force of the provisions by 23 December 2006.

1. the annex to Cabinet of 19 December 2006, the provisions of no. 1027 of education-specific subjects, main tasks, educational aspects and the General content of education 1-specific subjects and main tasks 1 2 3 4 no PO box

Education in the subjects main objectives 1 2 3 4 1.1.

The basics of technology and science mathematics physics chemistry Science Biology geography Informatics to provide opportunities to acquire basic knowledge of math and science interrelations, the use of information technology, promoting awareness of the unity of nature.

To promote research work based learning, observing phenomena and processes in nature, using mathematical models and information technology.

Develop an understanding of the relationship between mathematics and science achievement, technology, people's daily life, economic activities and the environment, creating the need to care for the preservation of the environment and health.

Developing diverse learning experience.

1.2. the Latvian language Latvian Language and literature (the minority education programmes) Minority language (minority education programmes) to create the language competence of foreign languages, that is, to understand spoken and written text the thought; creatively express their thoughts in Scripture and talking.

Improve knowledge of the language system, its patterns and characteristics.

Develop language and communication culture.

Teach the language as perceived human and national cultural components and build a personal responsibility for their own culture.

To develop independent learning skills.

1.3. The arts literature music Visual Arts to present the different economic expressions of art forms.

Encourage to express themselves in creative work, to participate in artistic activities (for example, sing, play, draw, create, write), to develop the art of perception.

To present the diversity of the art world.

To develop learning skills.

1.4. Latvian man and society and world history and the social sciences of Sport housekeeping technology of Christian Ethics lesson build awareness about human mental and physical development and citizenship in general conditions.

Improve the understanding of the structure and development of society.

Improve the understanding of sustainable development.

To develop experience independently, creatively and forcefully to interpret the past and the modern events.

Create contact and cooperation skills.

To promote a positive and active attitude to life in society and to develop democratic civil participation skills.

To develop independent learning skills.

2. Education and training aspects included the generic content no PO box

Aspects of general education content 1 2 3 2.1.

Self-expression and creative aspect of creative experience.

An independent ability to search and find solutions to practical problems, discover correlations.

The ingenuity, imagination.

The opportunity to engage in artistic creativity, sports.

2.2. Analytical critical aspect of intellectual experience – an independent, logical, without controversy, motivated, critical and productive thinking.

Ability to articulate and justify their opinions.

Past, present and future.

2.3. Moral and aesthetic aspect of understanding concepts related to human exposure, fairness, respect, equality, honesty, reliability, responsibility, self-control, helpfulness, kindness, empathy.

Understanding of the human right to equality.

Positive attitude towards cultural heritage.

2.4. cooperation in the aspects of skill to cooperate, to work in a team.

The skill to listen and to respect different opinions.

Ability to make decisions and take responsibility for its implementation.

Skill in handling conflicts in a responsible, extreme situations and take care of their own and other people's safety, if necessary, to seek help.

2.5. the communication aspect of Latvian language skills.

Practical experience in the use of language.

Ability to communicate (to talk, write, read) in multiple languages.

Ability to speak in public, to express and justify their opinions.

2.6. The learning and practical aspects of performance skill independently to learn, plan and organise the learning process.

Different knowledge and skills and practical use in action.

Skill learning to use various types of information, to consult, to find help.

Ability to use modern technology.

2.7. the Mathematical aspect of the use of mathematics in practical life (for example, measuring, calculation, comparison, chart, graphs illustrating).

Minister of education and science Rivž B, annex 2 to the Cabinet on 19 December 2006, the Regulation No 1027 mathematics.

Subject standard class 1-9 i. purpose of the subjects and tasks 1. Subject "Mathematics" is to build students ' understanding of mathematical methods and develop skills they use to explore the world, other subjects and varied activities.

2. the subject ' mathematics ' job is to create opportunities for students: 2.1. learn skills to execute transactions with real numbers, use patterns and analytical techniques to study the plane geometric figures and their characteristics, developing spatial perception;

2.2. learn skills to explore and solve practical tasks, using mathematical models, acquiring, organizing, analyzing data and predicting the outcome;

2.3. to promote the development of building a thinking skill to make reasoned judgments and math learning troubleshooting experience.

II. minimum content of subjects 3. Mathematical Tools creation: 3.1. numbers and operations with them: 3.1.1. natural numbers;

3.1.2. ordinary shares;

3.1.3. decimal places;

3.1.4. rational numbers;

3.1.5. the real numbers;

3.2. algebraic expressions and actions with them: algebraic expressions 3.2.1;

3.2.2. equations with one variable and the system;

3.2.3. inequalities with one variable and the system;

3.2.4. one argument;

3.2.5. the string of numbers;

3.3. geometric figures and their study: 3.3.1. basic elements of geometry;

3.3.2. the triangle;

3.3.3. the rectangle;

3.3.4. circle and circle;

3.3.5. polygon with arbitrary number of sides of regular polygon;

3.3.6. the plane of symmetry of the figure;

3.3.7. geometric body.

4. the use of Mathematics in natural and public process analysis: 4.1 size and measuring it, the relationship between them;

4.2. information processing, statistical and probability theory elements: 4.2.1. information acquisition, processing and analysis;

4.2.2. the grouping of elements and the concept of probability.

5. Mathematical modelling and study with mathematics-specific methods: 5.1 mathematical language;

5.2. the mathematical model and analysis: 5.2.1. clarification of the problem, its formulation using the mathematical model;

5.2.2. the mathematical model resolution and interpretation of the resolution.

III. Essential subject learning, finally 3. class 6. Mathematical Tools creation: 6.1 with the natural numbers within the first hundred able to take the four arithmetic functions and articles, as well as to identify actions and their members;

6.2. with natural numbers within the first thousand knows how to do the following: 6.2.1. read and record the natural numbers in decimal notation;

6.2.2. to postpone the natural numbers to the numbers and read from it; show that the natural numbers is infinite;

6.2.3. Add and subtract articles, and with a calculator;

6.2.4. the head around to evaluate the expected results of numerical calculations;

6.2.5. addressing practical tasks that are related to household, science, environment and health issues;

6.3. using conventional parts, know how to do the following: 6.3.1 use the relationship that the size of the positive real part is less than the whole;

6.3.2. using the concept of practical part task;

6.4. using decimal places, know how to read price recorded decimal form;

6.5. know how to compare and sort by size, natural numbers, write down the results of the comparison;

6.6. can name a real-life situation, which is important for the arrangement of the numbers in the string;

6.7. know how to identify the picture and draw a straight line segment;

6.8. can measure the length of the line segments to draw a fixed-length segment;

6.9. recognize the drawing and the model triangles and draw it;

6.10. recognize and model drawing rectangle and draw it (also a rectangle, square);

6.11. recognize the picture and draw a circle;

6.12. can identify the drawing and the model cube, cylinder, sphere.

7. the use of mathematics in natural and public process analysis: 7.1 can distinguish between the comparable and incomparable values;

7.2. can you describe the size of numbers; proper use of time, mass, temperature, length, unit of measurement of money;

7.3. able to measure time, length, and accurately make measurements;

7.4. can move from a larger to a smaller unit of measure, addressing practical tasks;

7.5. know how to sort in ascending or descending order size, expressed by the natural numbers, write down the results of the comparison;

7.6. can open class to enumerate the various objects in the environment and to recognize it in form;

7.7. know how to get information from the tables, charts, text stabiņveid;

4.8. can compare, sort, arrange the objects in the specified or selected features.

8. The mathematical model and study with mathematics-specific methods: 8.1 can use mathematical terms;

8.2. can with examples to explain mathematics course occurring concepts and assertions and to recognize their correct usage;

8.3. know how to properly use the words "so many times", "so", "clockwise" direction, "anticlockwise direction", "right", "left";

8.4. can hear other views;

8.5. can express their views;

8.6. can make hypotheses for solving real problems;

8.7. can collect mathematical information;

5.5. use of appropriate skills in the techniques for resolving the problem;

8.9. able to mathematically solve the problem;

8.10. know how to engage actively in the work of the group, create a group presentation;

8.11. neatly and correctly written numbers and mathematical expressions.

9. Learner attitudes characterized this annex 8.10 and 8.11.. the requirements referred to in point.

IV. Requirements subject learning, finally 6. class 10. Mathematical Tools creation: 10.1 using natural numbers can perform the following actions: 10.1.1. read and record the system decimal numbers up to a trillion (one billion) including;

10.1.2. make four arithmetic functions, exponentiation and squares of the cube, to calculate the value of the expression;

10.1.3. use the properties for ease of calculation;

10.1.4. split number essential;

10.1.5. use signs with Division 2; 3; 5; 9; 10; n (n-natural number);

10.1.6. whether one number is divisible by another dealer, find the/a number of the greatest common divisor and least common multiple of integers;

10.1.7. read and write down the year, using Roman numerals;

10.2. using conventional parts, know how to perform the following actions: 10.2.1. calculate the real and not really part of the value of the given numbers;

10.2.2. to express one number as the second part of the number;

10.2.3. calculate the entire number, knowing the value of its parts;

10.2.4. use part of its transformation in nature;

10.2.5. make four arithmetic functions, shortening, exponentiation and the square of the cube articles, and with a calculator;

10.2.6. calculate the inverse of a given integer number;

10.2.7. calculate the ratio of two numbers;

10.2.8. calculate the distance on the map after the given scale;

10.3. using the final decimal places, know how to perform the following actions: 10.3.1. write and read the final decimal places, the value of the class specify the decimal notation;

10.3.2. make four arithmetic functions, exponentiation and the squares of the cube articles, and with a calculator;

10.3.3. transform a normal part of a finite decimals and vice versa;

10.3.4. to express interest in the form of the final decimal and vice versa;

10.3.5. calculate the percent of a number and the number, if known, of the interest value of two numbers be expressed as a percentage;

10.4. using rational numbers, can perform the following actions: 10.4.1 find dot number opposite number;

10.4.2. make four arithmetic operations with common parts or final products in the form of decimal fractions rational numbers together, speeding up the square or cube articles, and with a calculator in his head about to evaluate the expected results of the expression;

10.4.3. open parentheses and brackets, if turn on before them is the minus (plus) sign;

10.4.4. find the numbers module (algebraic and geometric terms);

10.4.5. addressing practical tasks associated with domestic, natural science, environmental and health issues, aware of their importance in everyday life;

10.5. know how to calculate the unknown member of the action;

10.6. can compare in size to the given form in arbitrary rational numbers;

10.7. using context, can perform the following actions: 10.7.1. see the relationships between variables in nature, society, technology;

10.7.2. defer the point with rational coordinates on the axis of coordinates (coordinate plane), read the point coordinates (coordinates);

10.7.3. portray relationships of tables;

10.8. can name the first sequences of primes areessential members;

10.9. know that primes areessential is infinite;

10.10. able to introduce drawing and draw a star;

10.11. know how to draw a perpendicular and parallel straight lines, to recognize its box on the page;

10.12. can you describe the geometric shape size with length, area, volume, angle, size;

10.13. know how to draw a certain angle, measured with angle conveyor, appreciate it by sight;

10.14. able to take the necessary measurements and calculate the perimeter of a triangle;

10.15. able to take the measurements and calculate the rectangle (including square, rectangle) in circumference;

(de) agea. able to take the measurements and calculate the rectangle and square area;

10.17. able to lay down in drawing a circle Center and RADIUS;

10.18. able to take the necessary measurements and calculate the length of the circumference;

favoured areas. able to lay down and draw a rectangular cuboid (also a cube);

10.20. able to take the necessary measurements and calculate the rectangular parallelepiped (Cuba) surface area and volume.

11. the use of Mathematics in natural and public process analysis. The students know how to do the following: 11.1. use area, volume, velocity measurement;

11.2. use direct measurement results of different size;

11.3. appreciate learning the size of the geometric figures by sight;

11.4. in some cases, moving from a smaller unit of measure on the larger, addressing practical tasks;

11.5. the sort in ascending or descending order size, expressed by the rational numbers;

11.6. to collect and write down the different experiments, studies and surveys the findings, it will organize, systematize, depict visually;

7.3. displaying information in tables, charts and stabiņveid to get information from them, to obtain information from the pie charts;

11.8. to calculate the average of numbers;

7.4. use a computer to get information;

11.10. arrange objects by size or alphabetical order.

12. The mathematical model and study with mathematics-specific methods. The students know how to do the following: 12.1 General descriptive way to explain a math course occurring concepts and assertions and use them properly;

12.2. to write a numeric expression by its verbal description;

12.3. to understand the need for justification;

12.4. to hear and understand different points of view;

12.5. to put forward hypotheses real problem formulation in mathematical language;

12.6. to collect information and to see the mathematical patterns in it;

12.7. using suitable techniques to solve problems using numerical models;

12.8. the exact use symbols and signs;

12.9. to use diagrams, bar charts and tables, presenting a solution to the problem;

12.10. to carefully create a group presentation and tell about it;

12.11. develop their mathematical understanding.

13. Learner attitudes characterized this appendix 10.4.5., 12.10 and 12.11.. the requirements referred to in point.

V. essential subject learning, finally 9. class 14. Mathematical Tools. The students know how to do the following: 14.1. calculate the square root, if it is a natural number;

14.2. using conventional parts: 14.2.1. calculate the square root, if it is a rational number in the form m/n (m and n – natural numbers);

14.2.2. compile and calculate the aspect ratio aspect ratio the unknown member;

14.3. using decimals: 14.3.1. transform a normal part of a permanent or infinite decimal;

14.3.2. round the infinite decimal;

14.3.3. speeding up the final grade with the natural of the decimal exponent;

14.3.4. calculate square root value if it is a finite decimal;

14.4. using rational numbers: 14.4.1. transform a normal part of an infinite periodic decimal and vice versa;

14.4.2. speeding up the number to a power with an exponent (regardless of the form of order numbers);

14.4.3. drag the square root of the number, if it is a rational number;

14.5. using real numbers: 14.5.1. determine their affiliation sets N (all natural set of numbers), Z (the set of all integer), Q (the whole rational set of numbers), R (the set of all real numbers);

14.5.2. recognize the Basic numeric expressions to rationality/iracionalitāt and determine the appropriate decimal recurrence;

14.5.3. perform arithmetic operations on numeric expressions containing rational numbers and the irrational numbers kvadrātsakņ and symbolic form;

14.5.4. using step properties of numerical expression products;

14.5.5. write down the number in the normālform and read the following notes;

14.5.6. perform operations on numbers normālform;

14.5.7. using the square root of a numeric expression characteristics of products;

14.5.8. evaluate the results of approximate calculations;

14.5.9. targeted to improve the content of the practical tasks of numerical solving skills;

14.6. using algebraic expressions: 14.6.1. Add, subtract, divide, multiply, speeding up, tighten monom polynomial similar members, clarify it;

14.6.2. check if the number is one variable polynomial root;

14.6.3. identify root kvadrāttrinom;

14.6.4. Add, subtract, multiply the polynomial;

14.6.5. multiply and divide a polynomial by monom;

14.6.6. divide the polynomial reizinātājo, brought a common factor, the group counted using the short multiplication formulas in a2-b2, (a + b) 2 and (a-b) 2 is a root;

14.6.7. Add, subtract, multiply, divide, speeding up the algebraic parts;

14.6.8. clarifying the definition of algebraic part of the area;

14.6.9. use algebraic part of the characteristics of its products;

14.7. using the equation with one variable: 14.7.1. distinguish between identities and equations;

14.7.2. transform the equation or system of equations, gaining them equivalent expressions.

14.7.3. solve linear equations and quadratic equation;

14.7.4. determine the fractional rational equation (the numerator and the denominator may be first or second-degree polynomial) definition area and solved it;

9.2. using the equation systems with two variables: 14.8.1. explain what is the solution to an equation with two variables;

14.8.2. explain what is the solution to the equation;

14.8.3. solve the equation systems with two variables with the insertion, addition or graphical techniques (two first degree equations or one first and one second grade equation);

14.8.4. addressing practical tasks that are related to household, science, environment and health issues when writing equations, it systems, determine the difference between the text and the corresponding task solution the equation or system of equations;

14.8.5. targeted to improve the practical task of solving algebraic skills, to evaluate the text content of the tasks;

9.3. using the inequalities with one variable and the system: 14.9.1. determine which modifications provide numerical equivalence of inequalities;

14.9.2. explain that there is an equal probability that means resolving the disparity;

14.9.3. compare real numbers given in decimal notation, in the form of a numeric part forms;

14.9.4. solve linear inequalities;

14.9.5. solve the second equation and not fractional rational inequalities (the numerator and the denominator may be a first degree polynomial), also with interval method;

14.9.6. solve linear inequalities, double;

14.9.7. to solve two linear inequalities;

14.10. using one argument function: 14.10.1. ask tabular, graphical functions, with formulas, verbal, using examples from the natural, social, engineering;

14.10.2. use-value table or schedule, and find out the value of the argument function values (may be) and vice versa;

14.10.3. construct and, possibly a kvadrātfunkcij linear, inverse proportionality of, the square root function schedules, coordinate plane;

14.10.4. in establishing this analytical function and fractional rational function definition areas and intersections of the graph with the coordinate axes, the intervals in which the values are constant;

14.10.5. using this function schedules, determine the definition and value areas, growth and interval functions wane roots, the interval in which the function values are a constant sign, features the highest and the lowest value, the function of coordinates of the intersection of the graph axes;

14.10.6. without constructing linear functions and kvadrātfunkcij schedules, find out their location coordinates in the plane, to calculate the coordinates of the vertex of the parabola;

14.10.7. analyze natural, technical and social processes, drawing up the first mathematical models that function;

14.11. using strings of numbers: name a final, 14.11.1. the infinite, periodic, non-periodic string examples in mathematics, nature, technique, economy (also the zoom sequences);

14.11.2. use first string members and the question of the form of its recurrent units below the numerical value calculation of members;

14.11.3. using arithmetic and geometric progression progression in General and the first n members of the sum formula.

14.11.4. create and analyze mathematical models of processes with arithmetic progression/geometric progression;

14.12. to recognize and draw krustleņķ drawing, blakusleņķ, internal šķērsleņķ, footboard angle, internal vienpusleņķ, broken line (also simple, closed broken line);

14.13. to construct the midpoint of the segment, the angle of bisektris, the vidusperpendikul, the perpendicular distance from point to straight, with the given angle equal to the angle, straight through a given point, parallel to a given straight line;

14.14. identify same, vienliel, similar shapes;

14.15. use distance and broken line length, angle, size, angle, bisektris, intercept point vidusperpendikul point, parallel taišņ (including parallel taišņ which cross the third straight) characteristics/features of the task;

14.16. to study the mutual placement of figures;

14.17. using triangles, to fix the drawing, draw and label them all types of triangles (by edge and angle sizes), median, bisektris, height, centre line;

14.18. construct a triangle (dot: three edges, two sides and the angle between them, and they pieleņķ);

14.19. use challenges: relationship between triangle 14.19.1. edge length, between the edge length and perimeter;

14.19.2. relationship between dažādmal triangle edge length and angle sizes;

14.19.3. isosceles triangle equilateral and characteristics, and features;

14.19.4. the triangle of equals signs;

14.19.5. about the triangle angle theorem;

14.19.6. the triangle centre line characteristics and features, the median;

14.19.7. The Pythagorean theorem and the inverse theorem;

14.19.8. the similarity of the signs and the triangle-like nature of the triangle theorem on linear elements like triangles and area;

14.19.9. the triangle area formula (S = 0, S = 0, 5ah and 5absinC (C