Students routinely seek patterns or structure to model and solve problems. They recognize that patterns exist in ratio tables and make connections with the constant of proportionality in a table and the slope of a graph. Students recognize patterns and identify and develop strategies for creating equivalent expressions. Students identify complicated expressions or figures as compositions of simple parts.

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- Students routinely seek patterns or structure to model and solve problems. They recognize that patterns exist in ratio tables and make connections with the constant of proportionality in a table and the slope of a graph

# Students routinely seek patterns or structure to model and solve problems. They recognize that patterns exist in ratio tables and make connections with the constant of proportionality in a table and the slope of a graph

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### Related standards

- This standard is part of: 7
- This standard is derived from: Mathematically proficient students look closely to discern a pattern or structure

#### Similar standards in other grades

Look for and express regularity in repeated reasoning.

Students notice repeated calculations, look for general expressions to annotate the calculation, and consider potential shortcuts. Students maintain oversight of a process as they work to solve problems, derive formulas, or make generalizations, while attending to details. They assess the reasonableness of their intermediate results.

Students notice repetitive actions in counting and computation, etc. When children have multiple opportunities to add and subtract ten, including multiples of ten, then they notice the pattern and gain a better understanding of place value. Students also notice that when adding two numbers, order of adding doesn’t affect the sum (commutative property). They also notice that three numbers create a family when adding or subtracting (2 + 3 = 5 and 5 - 2 = 3).

Students look closely to discover a pattern or structure. For instance, students use properties of operations as strategies to add, subtract, multiply and divide with whole numbers, fractions, and decimals. They examine numerical patterns and relate them to a rule or a graphical representation.

#### Similar standards elsewhere

Mathematically proficient students use structure and patterns to assist in making connections among mathematical ideas or concepts when making sense of mathematics. Students recognize and apply general mathematical rules to complex situations. They are able to compose and decompose mathematical ideas and notations into familiar relationships. Mathematically proficient students manage their own progress, stepping back for an overview and shifting perspective when needed.

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 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 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.

Recognize and apply the structures of mathematics such as patterns, place value, the properties of operations, or the flexibility of numbers. See complicated things as single objects or as being composed of several objects.

Look closely at mathematical relationships to identify the underlying structure by recognizing a simple structure within a more complicated structure. See complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, 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.

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 × 8 equals the well-remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 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.