Look for and make use of structure.
Standard detail
CCSS.Math.Practice.MP7
Standard
Depth 1Parent ID: 585C8FCED4A74C2C8780BB62C6013AF7Standard set: High School — Number and Quantity
Original statement
Quick facts
- Statement code
- CCSS.Math.Practice.MP7
- List ID
- 7.
- Standard ID
- 7050FB384C7B4F7AA350E090F2C61B7C
- ASN identifier
- S2554027
- Subject
- Mathematics (2010-)
- Grades
- 09, 10, 11, 12
- Ancestor IDs
- 585C8FCED4A74C2C8780BB62C6013AF7
- Exact matches
- Source document
- New Mexico Common Core State Standards for Mathematics (2010)
- License
- CC BY 3.0 US
- Dataset notes
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.