The purpose of this article was to evaluate the effect of an instructional sequence ba-sed on Instruction of Extension of Schemes over the performance in the solution and re-presentation of arithmetic problems of Total (Fuchs, Fuchs, Prentice, Hamlett, Finelli & Courey, 2004) and algebraic (Schliemann, Carraher, Brizuela and Jones, 2011). A pre-test – posttest design with control group was proposed. 27 third grade students for-med the experimental group (EG) and 21 fourth grade students formed the control group (CG). The results suggest a positive differential effect on the group that was ex-posed to the instructional sequence (EG) on the solution and algebraic representation of total arithmetic problems, as well as a po-sitive differential effect in solving algebraic problems. We argument about of implemen-ting this type of instructional sequences in elementary school are discussed.