Alexander

Elementary
2018-2019

rd
3 Grade Syllabus

Principal - Dr. Sonya Campbell

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 Class Schedule
2018-2019 School Year

7:45 – 8:10 Unpack/Morning Work

8:10 – 9:20 Math ELA (Writing and Reading)

9:30 – 10:15 Science/Social Studies

10:15 – 11:10 Writing

11:10 – 11:30 Interactive Read Aloud

11:30 – 11:55 Lunch

11:55 – 12:15 Recess

12:15 – 12:25 Restroom/Water Break

12:25 – 1:15 Related Arts

1:20 – 2:20 Reading

2:20 - 2:30 Pack, Stack, Clean

2:30 Dismissal

English Language Arts

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Textbook: Journey’s Reading Series
Novel Units: Magic Tree House Pirates Past Noon, The Man Who Loved the Flag;
Magic School Bus and the Food Chain Frenzy ; Magic School Bus Rocky Road Trip;
Magic Tree House Revolutionary War on Wednesday; Magic Tree House Civil War on
Sunday; Charlotte’s Web
Guided Reading Resources: Fountas and Pinnell, Rigby PM

First Quarter Second Quarter Third Quarter Fourth Quarter

Skills: Skills: Skills: Skills:
- character traits - inferences - distinguishing - main idea and
- story elements - predictions traditional supporting
- text features - morals/lessons literature details
- point of view - character traits - ask and - using text to
- theme - compare and answer answer
- making contrast questions questions
connections - text features - text - test prep
- inferences - summarizing features - compare and
- sequencing - main idea - point of view contrast
- sequencing
Genres: Genres: - literary Genres:
- realistic fiction - fables devices - poetry
- fantasy - informational - testing
- fractured - realistic fiction Genres: - fantasy
fairytales - historical fiction - fables
- informational - myths Writing:
- historical fiction Writing: - legends - text-
- opinion - trickster dependent
Writing: - text-dependent tales analysis
- narrative analysis - biography - opinion
- informational - realistic
- text-dependent Language Arts: fiction Language Arts:
analysis - subject/verb - informational - complex
agreement sentences
Language Arts: - pronouns, adverbs Writing: - verb tenses
- subject/predicat - irregular verbs - text-
e - spelling changes dependent
- types of - compound analysis
sentences sentences
- simple sentences Language Arts:
- nouns, verbs, - contractions
adjectives - quotations
- comparative
and
superlative
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 - conjunctions

Mathematics
Textbook: Macmillan/McGraw-Hill
Materials: Various manipulatives

Unit 1: Understanding Place Value

Standard 3.NSBT.4: Read and write numbers through 999,999 in standard form and equations in expanded
form.
Standard 3.NSBT.5: Compare and order numbers through 999,999 and represent the comparison using the
symbols >, =, or <.
Standard 3.ATO.9: Identify a rule for an arithmetic pattern (e.g., patterns in the addition or multiplication
table).

Unit 1 Concepts: Place Value, Comparing and Ordering Numbers, Patterns

Unit 1 Essential Question: How can I develop my understanding of place value?

Unit 2: Strategies for Addition, Subtraction, and Perimeter

Standard 3.NSBT.1: Use place value understanding to round whole numbers to the nearest 10 or 100.
Standard 3.NSBT.2: Add and subtract whole numbers fluently to 1,000 using knowledge of place value and
properties of operations.
Standard 3.MDA.6 Solve real-world and mathematical problems involving perimeters of polygons, including
finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with
the same perimeter and different areas or with the same area and different perimeters.

Unit 2 Concepts: Addition, Sub traction, Perimeter, Unknown quantities

Unit 2 Essential Question: How do I use place value to round and to fluently add and subtract? How do I
solve real-world problems involving the perimeter of polygons?

Unit 3: Exploring Foundations for Multiplication

Standard 3.ATO.1: Use concrete objects, drawings and symbols to represent multiplication facts of two
single-digit whole numbers and explain the relationship between the factors (i.e., 0-10) and the product.
Standard 3.ATO.3: Solve real-world problems involving equal groups, area/array, and number line models
using basic multiplication and related division facts. Represent the problem situation using an equation
with a symbol for the unknown.
Standard 3.ATO.5: Apply properties of operations (i.e., Commutative Property of Multiplication,
Associative Property of Multiplication, and Distributive Property) as strategies to multiply and divide and
explain the reasoning.

Unit 3 Concepts: Multiplication, Properties of Operations

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Unit 3 Essential Question: How can we represent multiplication using multiple strategies?

Unit 4: Developing Conceptual Understanding of Area

Standard 3.MDA.5: Understand the concept of area measurement.

a. Recognize area as an attribute of plane figures;
b. measure area by building arrays and counting standard unit squares; and
c. determine the area of a rectilinear polygon and relate to multiplication and addition.

Unit4 Concepts: Area

Unit 4 Essential Question: How do I use various strategies to find area?

Unit 5: Understanding Unit Fractions

Standard 4.G.2: Partition two-dimensional shapes into 2, 3, 4, 6, or 8 parts with equal areas and express
the area of each part using the same unit fraction. Recognize that equal parts of identical wholes need
not have the same shape.
Standard 3.NSF.1: Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers.
a. A fraction 1/b (called a unit fraction) is the quantity formed by one part when a whole is partitioned into
b equal parts;
b. A fraction a/b is the quantity formed by a parts of size 1/b;
c. A fraction is a number that can be represented on a number line based on counts of a unit fraction;
d. A fraction can be represented using set, area, and linear models.

Unit 5 Essential Question: What are different ways to represent fractions?

Unit 5 Concepts: Fractions

Unit 6: Solving Addition/Subtraction Problems Involving Measurement

Standard 3.MDA.1: Use analog and digital clocks to determine and record time to the nearest minute, using
a.m. and p.m.; measure time intervals in minutes; and solve problems involving addition and subtraction of
time intervals within 60 minutes.
Standard 3.MDA.2: Estimate and measure liquid volumes (capacity) in customary units (i.e., c., pt., qt., gal.)
and metric units (mL, L) to the nearest whole unit.

Unit6 Essential Question: How can liquid volume and time be measured?

Unit 6 Concepts: Time, Addition, Subtraction, Measurement

Unit 7: Understanding the Relationship between Multiplication/Division

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Standard 3.ATO.2: Use concrete objects, drawings and symbols to represent division without
remainders and explain the relationship between the quotient (i.e., 0-10), divisor (i.e., 0-10), and dividend.
Standard 3.ATO.3: Solve real-world problems involving equal groups, area/array, and number line models
using basic multiplication and related division facts. Represent the problem situation using an equation
with a symbol for the unknown.
Standard 3.ATO.4: Determine the unknown whole number in a multiplication or division equation relating
three whole numbers when the unknown is a missing factor, product, dividend, divisor, or quotient.
Standard 3.ATO.6: Understand division as a missing factor problem.
Standard 3.ATO.7: Demonstrate fluency with basic multiplication and related division facts of products
and dividends through 100.

Unit 7 Essential Question: are multiplication and division related?

Unit 7 Concepts: Division, Multiplication, Unknown Quantities

Unit 8: Investigating Patterns in Number and Operations

Standard 3.NBST.3: Multiply one-digit whole numbers by multiples of 10 in the range 10-90, using
knowledge of place value and properties of operations.
Standard 3.ATO.8: Solve two-step word problems using addition, subtraction, multiplication, and division
of whole numbers and having whole number answers. Represent these problems using equations with a
letter standing or the unknown quantity.
Standard 3.ATO.9: Identify a rule for an arithmetic pattern (e.g., patterns in the addition or
multiplication table).

Unit 8 Essential Question: How can analyzing patterns help understand place value?

Unit 8 Concepts: Addition, Subtraction, Multiplication, Division, Patterns

Unit 9: Developing Strategies for Area

Standard 3.ATO.5: Apply properties of operations (i.e., Commutative Property of Multiplication,

Associative Property of Multiplication, and Distributive Property) as strategies to multiply and divide and
explain the reasoning.
Standard 3.MDA.5: Understand the concept of area measurement.
a. Recognize area as an attribute of plane figures;
b. measure area by building arrays and counting standard unit squares; and
c. determine the area of a rectilinear polygon and relate to multiplication and addition.

Unit 9 Essential Question: How can you use multiplication and addition to measure area?

Unit 9 Concepts: Addition, Multiplication, Division, Properties of Operation, Area, Measurement

Unit 10: Solving Real-World Problems

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Standard 3.ATO.3: Solve real-world problems involving equal groups, area/array, and number line models
using basic multiplication and related division facts. Represent the problem situation using an equation
with a symbol for the unknown.
Standard 3.ATO.5: Apply properties of operations (i.e., Commutative Property of Multiplication,
Associative Property of Multiplication, and Distributive Property) as strategies to multiply and divide and
explain the reasoning.
Standard 3.ATO.8: Solve two-step word problems using addition, subtraction, multiplication, and division
of whole numbers and having whole number answers. Represent these problems using equations with a
letter standing or the unknown quantity.

Unit1 0 Essential Question: How can I use the operations to help me solve real-world problems?

Unit 10 Concepts: Addition, Subtraction, Multiplication, Division, Area, Properties of Operations, Unknown
Quantities

Unit 11: Using Fractions in Measurement and Data

Standard 3.MDA.4: Generate data by measuring length to the nearest inch, half-inch, and quarter-inch and
organize the data in a line plot using a horizontal scale marked off in appropriate units.
Standard 3.NSF.3: Develop an understanding of mixed numbers (i.e., denominators 2, 3, 4, 6, 8, 10) as
iterations of unit fractions on a number line.

Unit 11 Essential Question: What are different ways I can represent fractions?

Unit 11 Concepts: Graphing/Data, Measurement, Fractions

Unit 12: Understanding Equivalent Fraction

Standard 3.NSF.2: Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10) by demonstrating an

understanding that:
a. two fractions are equal if they are the same size, based on the same whole, or at the same point on a
number line;
b. fraction equivalence can be represented using set, area, and linear models’
c. whole numbers can be written as fractions (e.g., =4/1 and 1=4/4); and
d. fractions with the same numerator or same denominator can be compared by reasoning about their size
based on the same whole.

Unit 12 Essential Question: How can I determine fraction equivalency?

Unit 12 Concepts: Fractions

Unit 13: Comparing Fractions

Standard 3.NSF.2: Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10) by demonstrating an

understanding that:
a. two fractions are equal if they are the same size, based on the same whole, or at the same point on a
number line;
b. fraction equivalence can be represented using set, area, and linear models’
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c. whole numbers can be written as fractions (e.g., =4/1 and 1=4/4); and
d. fractions with the same numerator or same denominator can be compared by reasoning about their size
based on the same whole.

Unit 13 Essential Question: How can fractions be compared?

Unit 13 Concepts: Comparing, Fractions

Unit 14: Solving Problems Involving Shapes

Standard 3.G.1: Understand that shapes in different categories (e.g., rhombus, rectangle, square, and
other 4-sided shapes) may share attributes (e.g., 4-sided figures), 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.
Standard 3.G.3: Use a right angle as a benchmark to identify and sketch acute and obtuse angles.
Standard 3.G.4: Identify a three-dimensional shape (i.e., right rectangular prism, right triangular prism, and
pyramid) based on a given two-dimensional net and explain the relationship between the shape and net.
Standard 3.MDA.5: Understand the concept of area measurement.
a. Recognize area as an attribute of plane figures;
b. measure area by building arrays and counting standard unit squares; and
c. determine the area of a rectilinear polygon and relate to multiplication and addition.
Standard 3.MDA.6: Solve real-world and mathematical problems involving perimeters of polygons, including
finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with
the same perimeter and different areas or with the same area and different perimeters.

Unit 14 Essential Question: How are shapes related?

Unit 14 Concepts: Two-Dimensional Shapes/Figures, Three-Dimensional Shapes/Figures, Area,

Measurement, Unknown Quantities

Unit 15: Demonstrating Fluency in Problem Solving

Standard 3.NSBT.2: Add and subtract whole numbers fluently to 1,000 using knowledge of place value and
properties of operations.
Standard 3.ATO.7: Demonstrate fluency with basic multiplication and related division facts of products
and dividends through 100.

Unit 15 Essential Question: How can I add, subtract, multiply, and divide fluently?

Unit 15 Concepts: Addition, Subtraction, Multiplication, Division

SOUTH CAROLINA STUDIES

Unit 1 Topic: Places and Regions

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Standard 3-1: The student will demonstrate an understanding of places and regions and the role
of human systems in South Carolina.

Unit 1 Concepts: Place-Human and Physical Characteristics, Human-Environmental Interaction,

Regions

Unit 1 Essential Question: How have the people of South Carolina both affected and been
affected by the environment?
Unit 2 Topic: Exploration and Settlement

Standard 3-2: The student will demonstrate an understanding of the exploration and settlement
of South Carolina and the United States.

Unit 2 Concepts: Native Americans, Motives for Exploration, Explorers, Colonization, Cooperation
and Conflict, Slavery

Unit 2 Essential Question: How did explorers and settlers from different countries influence the
development of South Carolina and the United States?
Unit 3 Topic: From Colony to State

Standard 3-3: The student will demonstrate an understanding of the American Revolution and
South Carolina’s role in the development of the new American nation.

Unit 3 Concepts: Causes of the American Revolution, Key Conflicts of the American
Revolution, Partisan Warfare, Effects of the American Revolution, National Government,
State Government, Levels of Government

Unit 3 Essential Question: How was the American Revolution important to the development of
South Carolina?
Unit 4 Topic: The Civil War

Standard 3-4: The student will demonstrate an understanding of the events that led to the Civil
War, the course of the War and Reconstruction, and South Carolina’s role in these events.

Unit 4 Concepts: Daily Life, Slavery, Secession, The Course of the War, The Effects of the War,
Reconstruction

Unit 4 Essential Question: How did the Civil War change South Carolina and the United States?
Unit 5 Topic: Moving into a New Century

Standard 3-5: The student will demonstrate an understanding of the major developments in South
Carolina in the late nineteenth century and the twentieth century.

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Unit 5 Concepts: Economic Growth, Jim Crow Laws, Supply and Demand, Migration, The Great
Depression, The New Deal

Unit 5 Essential Question: How did the movement of people, products, and ideas affect South
Carolina as it entered the twentieth century?
Unit 6 Topic: Growth and Change

Standard 3-5: The student will demonstrate an understanding of the major developments in South
Carolina in the late nineteenth century and the twentieth century.

Unit 6 Concepts: Civil Rights, Economic Growth, Citizenship

Unit 6 Essential Question: How has South Carolina continued to grow and change?

SCIENCE
Unit 1 Topic: Earth’s Lands

Standard 3.E.4: The student will demonstrate an understanding of the composition of Earth and
the processes that shape the features of Earth’s surface.

Unit 1 Concepts: Water Features, Land Features, Earth changes – slow processes, Earth changes – rapid
processes

Unit 1 Essential Question: How has the Earth changed over time?
Unit Topic: Earth’s Materials and Changes

Standard 3.E.4: The student will demonstrate an understanding of the composition of Earth and
the processes that shape the features of Earth’s surface.

Unit 2 Concepts: Types of Rocks, Types of Soil, Mineral Properties, Fossils, mold and cast,
preserved parts of plants, Useful Earth materials, Renewable and Nonrenewable

Unit 2 Essential Question: How do the materials on Earth provide resources for human activities?
Unit 3 Topic: Energy Transfer: Electricity & Magnets

Standard 3.P.3: The student will demonstrate an understanding of how electricity transfers
energy and how magnetism can result from electricity.

Unit 3 Concepts: Electricity, Simple Circuits, Insulators and Conductors, Magnets,

Electromagnets

Unit 3 Essential Question: How do electricity and magnetism affect human lives?

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Unit 4 Topic: Properties and Changes in Matter

Standard 3.P.2: The student will demonstrate an understanding of the properties used to classify
matter and how heat energy can change matter from one state to another.

Unit 4 Concepts: Properties of Matter, States of Matter, Changes in State, Heat Energy,
Conductors and Insulators

Unit 4 Essential Question: How are matter and heat related?

Unit 5 Topic: Plants & Animals: Environments & Habitats

Standard 3.L.5: The student will demonstrate an understanding of how the characteristics and
changes in environments and habitats affect the diversity of organisms.

Unit 5 Concepts: Habitats, Food Chains, Changes in Habitats, Adaptations, Organism Responses

Unit 5 Essential Question: How do changes in habitats impact the organisms living there?

Instructional Materials/Resources:
 Various hands-on manipulatives and materials
 Novel sets
 Writers’ Notebooks
 Data Notebooks
 FOSS Science kits
 SC Weekly Newspapers

Field Trips:
The third grade will have the opportunity to take several amazing field trips this year. Tentative
field trip locations include a history tour of downtown Greenville/Falls Park, Diamond Del Gem
Mining, Roper Mountain Science Center, Columbia/University of South Carolina and Clemson
University/State Botanical Gardens. All field trips will require parental permission. Some field
trips may require a fee. Parents will be notified of all fees and be allowed to make payments
over time.

Academic Policies
Major Assessment/Calculation of Grades: Upcoming major assessments will be listed on the
newsletter. When there is a unit test, ample review will be given ahead of time. A study guide will
be provided for all unit tests.

Major Assessment Schedule:

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Major assessments will be given at the end of each major unit of study in all subject areas. All
major assessments will be preceded with an appropriate study guide, and students will be given
ample time to review the necessary material.

Grading Scale: Grades Weights

90-100 A Reading: Language Arts: Math:
80-89 B Minor Assessment: Minor Assessment: Minor Assessment:
70-79 C 60% 60% 60%
60-69 D Major Assessment: Major Assessment: Major Assessment:
59 and below F 40% 30% 40%
Spelling: 10%
Social Studies: Science:
Minor Assessment: Minor Assessment:
Homework Policy 60% 60%
 Homework shall Major Assessment: Major Assessment:
include one or 40% 40%
more of the
three generally recognized types of homework:
- Practice: reinforces newly acquired skills taught in class
- Preparation: helps students prepare for upcoming lessons, activities, or tests
- Extension: provides challenging, often long-term opportunities for enrichment that
parallel class work
 Daily homework assignments for elementary students (3-5) shall not exceed 60 minutes.

Student Attendance/Tardy Policy:

 Students are expected to attend school every day unless ill or otherwise detained.
 Students are allowed 10 unexcused absences per school year. All other absences must be
accompanied by a doctor’s note.
 School begins at 8:00 each day. Students are strongly encouraged to arrive in a timely
manner (by 7:45, if possible).
 Students with at least one tardy or early dismissal per quarter will be ineligible for perfect
attendance awards.

Missed Work/ Make-up Policy

Missed work must be made up within three days of returning to school, or a 0 will be earned. This
includes any tests missed. It is the student’s responsibility to get missing assignments completed
within this time frame.

Procedures for Non-Instructional Routines

Fire Drill – Students line up in an orderly manner and file out to the designated area (behind the
playground). The last student out is required to close the door. The students remain silent
through the entire drill, until returning to the classroom.
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Lock Down – Students will follow directions from teacher and remain quiet during entire drill.

Lunchroom – Students sit at assigned tables and according to school policy have ten minutes of
silent lunch. They are then allowed to whisper quietly until they are dismissed. Students are
responsible for cleaning up any mess they make, on and under the table.

Related Arts – Students are expected to follow the rule of the related arts teachers and school
rules.

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