Homework answers / question archive / EDU 612 – Curriculum, Planning and Organization Unit Overview and Statement of Purpose Template YOUR NAME: SUBJECT: COURSE AND GRADE: UNIT TITLE: [Creative title may be used but subtitle denoting unit topic/instructional focus must be included, i

EDU 612 – Curriculum, Planning and Organization Unit Overview and Statement of Purpose Template YOUR NAME: SUBJECT: COURSE AND GRADE: UNIT TITLE: [Creative title may be used but subtitle denoting unit topic/instructional focus must be included, i

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EDU 612 – Curriculum, Planning and Organization Unit Overview and Statement of Purpose Template YOUR NAME: SUBJECT: COURSE AND GRADE: UNIT TITLE: [Creative title may be used but subtitle denoting unit topic/instructional focus must be included, i.e. Brother vs. Brother: Civil War] CENTRAL or BIG IDEA: TIME FRAME: Total instructional time: Number of days/instructional periods: Length of each instructional period: STANDARDS: [List the standards students will be expected to master in this unit. Cite source(s) of the standards. Be sure to include your literacy standard(s).] DESCRIPTION: [Outline the instructional focus of the selected unit of study as well as the content and skills that will be taught and evaluated.] STATEMENT OF PURPOSE Outline multiple compelling reasons for teaching this unit – not the course and not the subject – but rather the specific unit of study you are developing for the curriculum project. Each reason should address the students’ question, “Why do I have to learn this?” Cite evidence from selected sources to support each reason. Sources cited may include professional literature (text and articles), information from newspapers, magazines, and/or Internet sites. Unit Overview and Statement of Purpose YOUR NAME: Lah’Qiana Fain SUBJECT: Mathematics COURSE AND GRADE: 3rd Grade Mathematics UNIT TITLE: Geometry and Measurements CENTRAL or BIG IDEA: By understanding geometry, we have been able to classify and categorize shapes based off their given attributes TIMEFRAME: Total instructional time: 2Weeks Number of days/instructional periods: 10 days Length of each instructional period: 75 minutes STANDARDS: Mississippi CCRS for Mathematics 3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. DESCRIPTION: This unit will cover the attributes of shapes. Students will learn how to precisely describe shapes using number of side, angles, and properties. This unit will allow students to compare and group shapes based off their attributes. Students will also be able to draw and categorize based off properties. This unit will also relate shapes to be classified as quadrilaterals. Students will be able to compare attributes of squares and rectangles and come to understand that although all squares are rectangles, not all rectangles are squares. Students also name and draw quadrilaterals based on given attributes. • Identify two-dimensional shapes and their attributes. • Draw two-dimensional shapes, given attributes. • Compare and contrast attributes of two-dimensional shapes. • Categorize two-dimensional shapes according to attributes. • Identify and draw two-dimensional shapes that do not belong to a given category. • Identify quadrilaterals and their attributes. • Draw quadrilaterals, given attributes. • Compare and contrast attributes of quadrilaterals. • Identify shared attributes of different quadrilaterals. • Categorize quadrilaterals according to attributes. • Identify and draw quadrilaterals that do not belong to a given category. STATEMENT OF PURPOSE • Student will describe, analyze, and compare properties of two- dimensional shapes. • Student will compare and classify shapes by attributes, sides and angles. • Student will group shapes with shared attributes to define a larger category (e.g. Quadrilaterals). • Student will draw examples and non- examples of quadrilaterals with specific attributes