Math.Practice.MP3
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP3: Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Math.Practice.MP7
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP7: Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for learning about the distributive property.
In the expression x2 + 9x + 14, older students can see the 14 as 2 x 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective.
They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.
Math.3.OA.D.9
Common core State Standards
 Math: Math
 3: Grade 3
 OA: Operations & Algebraic Thinking
 D: Solve problems involving the four operations, and identify and explain patterns in arithmetic

9:
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
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Thought starters
 Why is each part of the "Think, Pause, Share" strategy important?
 How does Ms. Todd use different color markers to help students see patterns?
 Notice the questions Ms. Todd asks at the end of the lesson. What is the purpose of the questions?
 What makes them effective?
School Details
Lakeridge Elementary School7400 South 115th St
Seattle WA 98178
Population: 417
Data Provided By:
Teachers
Laretha Todd
Newest
Teaching Practice
Projectbased Learning, PBL, Projects, Engagement
TCH Special
Grades 612, All Subjects, Civic Engagement
Kathleen Marquis Apr 21, 2019 7:52am
This article began by asking is a fraction a number why does this picture not include fractions? or choral counting with fractions? I wonder what this would look like if we extended the articles thoughts about developing fractions as a part of a natural number line... This is the second article I've read that does not incorporate an articles ideas or development into examples or exemplars.
Penny Kidd Aug 3, 2016 7:55am
Kelsey Fatland Aug 8, 2015 6:33pm
BreAnna Schafer Jun 23, 2015 7:03pm
Amy Reynolds May 11, 2014 10:16pm