- Mathematics Lesson Plan
- Mathematics Lesson Plan
- College and Career Readiness (CCR) Standards and Key Shifts
- Shift 1 – FOCUS (continued)
- Shift 2 – COHERENCE
*Designing learning around coherent progressions level to level* - Shift 3 – RIGOR
*Pursuing conceptual understanding, procedural skill and fluency, and application—all with equal intensity* - Shift 3 – RIGOR (continued)
- Mathematical Practice and Employability Standards
- Materials, Vocabulary, and Technology
- Lesson Purpose and Objectives
- Pre-Teaching
- Teaching
- Post-Teaching

## College and Career Readiness (CCR) Standards and Key Shifts

All lessons should be based on the CCR Standards for Mathematics (CCRSM) and should incorporate all three instructional shifts for mathematics: focus, coherence and rigor.

The CCRSM are arranged as five grade-level groupings: Levels A (K-1), B (2-3), C (4-5, 6), D (6, 7-8) and E (high school). Though the original CCRSM document presents the standards in several domains across the levels, the document we will be using in planning lessons, CCR Standards for Mathematics Progressions Document, combines the several domains into four large categories: Number and Ratio; Algebra and Functions; Geometry; Data and Statistics.

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### Shift 1 – FOCUS

To ensure students have the strong foundation needed for college and careers, focus instruction on concepts and skills that are deemed the highest priority for a level.

All lessons should center on concepts considered to be the Major Work of the Level (MWOTL), using level-specific standards (Focus Standards) to address those concepts. Standards that support the concepts, but are not considered a focus (Supporting Standards), may also be used to increase mastery of the concept.

### Major Work of the Level (MWOTL)

To achieve the necessary focus, lessons should address only the essential content students need to be successful. Instructors are guided to these critical concepts in the MWOTL list, (link to this document in Lesson Planning> Lesson Templates) which is arranged by levels and large categories.

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### Standards Used

**2.NBT.2 :: **Count within 1000; skip-count by 5s, 10s, and 100s.

**1.MD.2 :: **Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.