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This module was developed by DeAnn Huinker, University of Wisconsin-Milwaukee; Victoria Bill, University of Pittsburgh
Institute for Learning; and Amy Hillen, Kennesaw State University. Video courtesy of New York City Public Schools and the
University of Pittsburgh Institute for Learning.
These materials are part of the Principles to Actions Professional Learning Toolkit: Teaching and Learning created by the
project team that includes: Margaret Smith (chair), Victoria Bill (co-chair), Melissa Boston, Fredrick Dillon, Amy Hillen, DeAnn
Huinker, Stephen Miller, Lynn Raith, and Michael Steele.
After you have solved all of the problems, describe some patterns
that you notice in the sequence of equations.
National Governors Association Center for Best Practices (NGA Center) and Council of Chief
State School Officers (CCSSO). (2014). Common core state standards for mathematics.
Retrieved from http://www.corestandards.org/Math/Content/1/NBT
INSTITUTE for LEARNING
Connections to the CCSSM
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning
of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
National Governors Association Center for Best Practices (NGA Center) and Council of Chief State
School Officers (CCSSO). (2014). Mathematics. Common core state standards for mathematics.
INSTITUTE for LEARNING Retrieved from http://www.corestandards.org/Math/Practice
Standards for Mathematical Practice (SMP)
SMP 7. Look for and make use of structure.
Mathematically proficient students at the elementary grades use
structures such as place value, the properties of operations, other
generalizations about the behavior of the operations (for example,
the less you subtract, the greater the difference), and attributes of
shapes to solve problems. In many cases, they have identified and
described these structures through repeated reasoning (SMP 8).
Illustrative Mathematics. (2014, February 12). Standards for Mathematical Practice: Commentary and Elaborations for K–5.
Tucson, AZ.. Retrieved from http://commoncoretools.me/wp-content/uploads/2014/02/Elaborations.pdf (pp.18-19)
INSTITUTE for LEARNING
Classroom Context for the Video Segment
7+3=
17 + 3 =
27 + 3 =
37 + 3 =
37 + 5 =