In Enumclaw School District, we use OUR as our K-5 math curriculum. Below you will find planning guides and resources for your grade levels' math units.
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Click on the unit's name to access the planning guide for that unit.
CLICK HERE for year-long Scope& Sequence
Students represent and solve story problems within 20 through the context of picture and bar graphs that represent categorical data. Students build toward fluency with addition and subtraction.
In this unit, students begin the year-long work to develop fluency with sums and differences within 20, building on concepts of addition and subtraction from grade 1. They learn new ways to represent and solve problems involving addition, subtraction, and categorical data.
Students add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. They then use what they know to solve story problems.
Previously, students added and subtracted numbers within 100 using strategies they learned in grade 1, such as counting on and counting back, and with the support of tools such as connecting cubes. In this unit, they add and subtract within 100 using strategies based on place value, the properties of operations, and the relationship between addition and subtraction.
Students measure and estimate lengths in standard units and solve measurement story problems within 100.
This unit introduces students to standard units of lengths in the metric and customary systems.
In grade 1, students expressed the lengths of objects in terms of a whole number of copies of a shorter object laid without gaps or overlaps. The length of the shorter object serves as the unit of measurement.
Here, students learn about standard units of length: centimeters, meter, inches, and feet. They examine how different measuring tools represent length units, learn how to use the tools, and gain experience in measuring and estimating the lengths of objects. Along the way, students notice that the length of the same object can be described with different measurements and relate this to differences in the size of the unit used to measure.
Students learn about the structure of a number line and use it to represent numbers within 100. They also relate addition and subtraction to length and represent the operations on the number line.
In this unit, students are introduced to the number line, an essential representation that will be used throughout students’ K–12 mathematical experience. They learn to use the number line to represent whole numbers, sums, and differences.
In this unit, students extend their knowledge of the units in the base-ten system to include hundreds.
Students reason with shapes and their attributes and partition shapes into equal shares, building a foundation for fractions. They relate halves, fourths, and skip-counting by 5 to tell time, and solve story problems involving the values of coins and dollars.
In this unit, students transition from place value and numbers to geometry, time, and money.
In grade 1, students distinguished between defining and non-defining attributes of shapes, including triangles, rectangles, trapezoids, and circles. Here, they continue to look at attributes of a variety of shapes and see that shapes can be identified by the number of sides and vertices (corners). Students then study three-dimensional (solid) shapes, and identify the two-dimensional (flat) shapes that make up the faces of these solid shapes.
Students use place value understanding, the relationship between addition and subtraction, and properties of operations to add and subtract within 1,000.
In this unit, students add and subtract within 1,000, with and without composing and decomposing a base-ten unit.
Previously, students added and subtracted within 100 using methods such as counting on, counting back, and composing or decomposing a ten. Here, they apply the methods they know and their understanding of place value and three-digit numbers to find sums and differences within 1,000.
Students work with equal groups of objects to gain foundations for multiplication.
In this unit, students develop an understanding of equal groups, building on their experiences with skip-counting and with finding the sums of equal addends. The work here serves as the foundation for multiplication and division in grade 3 and beyond.
Students consolidate and solidify their understanding of various concepts and skills related to major work of the grade. They also continue to work toward fluency goals of the grade.
In this unit, students revisit major work and fluency goals of the grade, applying their learning from the year.
Section A gives students a chance to solidify their fluency with addition and subtraction within 20. In section B, students apply methods they used with smaller numbers to add and subtract numbers within 100. They also revisit numbers within 1,000: composing and decomposing three-digit numbers in different ways, and using methods based on place value to find their sums and differences.
In the final section, students interpret, solve, and write story problems involving numbers within 100, which further develop their fluency with addition and subtraction of two-digit numbers. They work with all problem types with the unknown in all positions.