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Our School AbsencesSchool HoursSchool LunchesSchool UniformTerm DatesGeneral InformationHealth and Safety Poli... EnrolmentEnrolment FormOur PeopleCurriculum FrameworkSupport for LearningLearning @ HomeReading Eggs LoginMathletics LoginCelebrationsB.Y.O.DParent InformationEssential Spelling ListsNewsletters3 Way ConferencesChild care facilityOur SHOPEROAnnual ReportingContact | EVERGLADE SCHOOL At the end of one year of school the child should instantly recall:• addition and subtraction facts to five, e.g., 2 + 1, 3 + 2, 4 – 2, ... etc; • doubles to 10, e.g., 3 + 3, 4 + 4, ... etc. At the end of two years of school the child should instantly recall:• addition and subtraction facts to 10, e.g., 4 + 3, 6 + 2, 7 – 3, ...; • doubles to 20 and corresponding halves, e.g., 6 + 6, 7 + 7, of 14; • “ten and” facts, e.g., 10 + 4, 7 + 10 • multiples of 10 that add to 100, e.g., 30 + 70, 40 + 60. In years three and four the child should learn to instantly recall:• addition facts to 20 and subtraction facts to 10, e.g., 7 + 5, 8 + 7, 9 – 6 • multiplication facts for the 2, 5, and 10 times tables and the corresponding division facts; • multiples of 100 that add to 1000, e.g., 400 and 600, 300 and 700. In years five and six the child should learn to instantly recall:• addition and subtraction facts up to 20, e.g., 9 + 5, 13 – 7; • multiplication basic facts up to the 10 times tables (10 X 10) and all corresponding division facts; • multiplication basic facts with tens, hundreds and thousands, e.g., 10 X 100 = 1000, 100 X 100 = 10 000 Only when the child can instantly recall all of the above facts, should they try to master the following:• fraction <—> decimal <—> percentage conversions for halves, thirds, quarters, fifths, and tenths, e.g., = 0.75 = 75%. • square numbers to 100 and the corresponding roots e.g., 72 = 49, √49 = 7. Identify: • factors of numbers to 100 including prime numbers e.g., factors of 36 = {1, 2, 3, 4, 6, 9, 12, 18, 36}; • simple powers of numbers to 10, e.g., 24 = 16, 53 = 125 Sub Pages: There are currently no sub pages set with access for this page. |

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