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.
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Students represent and solve multiplication problems through the context of picture and bar graphs that represent categorical data.
In this unit, students interpret and represent data on scaled picture graphs and scaled bar graphs. Then, they learn the concept of multiplication.
This is the first of four units that focus on multiplication. In this unit, students explore scaled picture graphs and bar graphs as an entry point for learning about equal-size groups and multiplication.
Students learn about area concepts and relate area to multiplication and to addition.
In this unit, students encounter the concept of area, relate the area of rectangles to multiplication, and solve problems involving area.
In this unit, students make sense of another attribute of shapes: a measure of how much a shape covers. They begin informally, by comparing two shapes and deciding which one covers more space. Later, they compare more precisely by tiling shapes with pattern blocks and square tiles. Students learn that the area of a flat figure is the number of square units that cover it without gaps or overlaps.
Students use place value understanding to round whole numbers and add and subtract within 1,000. They also represent and solve two-step word problems using addition, subtraction, and multiplication and assess the reasonableness of answers.
In this unit, students work toward the goal of fluently adding and subtracting within 1,000. They use mental math strategies developed in grade 2 and learn algorithms based on place value.
To move toward fluency, students learn a few different algorithms that work with any numbers and are generalizable to larger numbers and decimals. Students work with a variety of algorithms, starting with those that show expanded form, and moving toward algorithms that are more streamlined and closer to the standard algorithm.
Students learn about and use the relationship between multiplication and division, place value understanding, and the properties of operations to multiply and divide whole numbers within 100. They also represent and solve two-step word problems using the four operations.
This unit introduces students to the concept of division and its relationship to multiplication.
Students use the relationship between multiplication and division to develop fluency with single-digit multiplication and division facts. They continue to reason about products of two numbers in terms of the area of rectangles whose side lengths represent the factors, decomposing side lengths and applying properties of operations along the way.
Students develop an understanding of fractions as numbers and of fraction equivalence by representing fractions on diagrams and number lines, generating equivalent fractions, and comparing fractions.
In this unit, students make sense of fractions as numbers, using various diagrams to represent and reason about fractions, compare their size, and relate them to whole numbers. The denominators of the fractions explored here are limited to 2, 3, 4, 6, and 8.
Students generate and represent length measurement data in halves and fourths of an inch on line plots. They learn about and estimate relative units of measure including weight, liquid volume, and time, and use the four operations to solve problems involving measurement.
In this unit, students measure length, weight, liquid volume, and time. They begin with a study of length measurement, building on their recent work with fractions.
Students reason about shapes and their attributes, with a focus on quadrilaterals. They solve problems involving the perimeter and area of shapes.
In this unit, students reason about attributes of two-dimensional shapes and learn about perimeter.
Students began to describe, compare, and sort two-dimensional shapes in earlier grades. Here, they continue to do so and to develop language that is increasingly more precise to describe and categorize shapes. Students learn to classify broader categories of shapes (quadrilaterals and triangles) into more specific sub-categories based on their attributes. For instance, they study examples and non-examples of rhombuses, rectangles, and squares, and come to recognize their specific attributes..
Students consolidate and solidify their understanding of various concepts and skills on 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.
n section A, students reinforce what they learned about fractions, their size, and their location on the number line. In section B, students deepen their understanding of perimeter, area, and scaled graphs by solving problems about measurement and data. Section C enables students to work toward multiplication and division fluency goals through games. In the final section, students review major work of the grade as they create activities in the format of the warm-up routines they have encountered throughout the year (Notice and Wonder, Estimation Exploration, Number Talk, and How Many Do You See?).