The Common Core Standards Lesson Plan for Mathematics

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Table of Contents

  • Overview of Common Core Standards for Mathematics
  • The Lesson Breakdown
  • Assessment
  • The Extension and Adaptation

This is a math plan for Grade level 2-5 with kids of ages 7 up to 11 years. The lesson is designed to take approximately 50 minutes. The objective of the lesson is to ensure that the students are able to solve problems in a step by step approach. It is important to note that students of all ages usually struggle in terms of word problems since it may not be easy for them to find the most correct information and then transfer the information into meaningful mathematical process. In this plan, the kids will make use of step by step approach to solve the problems visually.

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The audience is a class of grade level 2-5 who in most cases have a problem with solving most of word problems that have to be converted into mathematical equations and be solved. The technique that will be engaged in this math class will be engaging where the students will be required to include some of their own understanding in steps of solving the problem (Karten, 2013).

Overview of Common Core Standards for Mathematics

  • It requires that children must be able to solve problems that are related to subtraction and addition (Karten, 2013).
  • They must be able to add and subtract within a period of 20 minutes
  • Work in equal numbers of groups in order to acquire the principles of multiplication
  • Use the four operations to solve the problems.
  • This class plan relies on software that must be available for the kids to help them with the issues off addition and subtraction.

The Lesson Breakdown

Help the kids open up the software step by step until they get to the mathematics application. This is the platform that should be used during the process of addition and subtraction during the whole lesson. The instructions must be read out to the kids and an explanation as to how it will be used is also given. Let the children be aware that the most important thing is to pull important information out of the workspace

Ensure that you are able to complete most of the problems as a class in order to ensure that the children are familiar with some the steps that are used in the process. Help the students understand how they can visually split the information that is being provided in words, for instance, Joshua, Jeffrey and Kelly have 12 pieces of ice pellet they have to share, first start by dividing them equally. The kids must have a means of colors through which they will be able to split the ice pellets (Bigham, 2012).

In order to move the next step, inform all the students to make use of the add button which will automatically add the second step. The math text boxes have the option for duplication which in most cases is set from the teachers’ menu.

It is important to repeat the second step in order to continue soliciting and getting ideas from the kids on which information will apply to the current step and how they can be able to change from the computer in order to accommodate the information.

Students should be broken into small groups if the computers are less, but still they can be allowed to act independently if the resources are enough. The problems that will be provided are in line with the grade in which the student is in. The problems that will be chosen for this lesson will be gathered from the curriculum material. The students will have the computer math tool which will help them in solving some of the problems.

Reconvene towards the end of the class and let three different pupils provide solutions for each of the problems that had been assigned. Look at the steps that have been used by each student and then determine how the approach by each of the student did vary.


  1. Look out for the accuracy and process that is used by the pupil during carrying out of the independent work and look at their contribution to classroom sample
  2. Determine the correctness of the completed activity and put emphasis on details and steps as well as the quality of explanation given by the pupil for each step
  3. Each student must be in a position to present their solution in a step by step procedure on the problems given. The presentations can be addressed from the visual aspect and the processes that can explain the work.

The Extension and Adaptation

The class problem has to be made more open minded through modification of the initial step so that it does not have what is known as super intelligent students. The students must be allowed to determine the format that they will use in dealing with the modeled problem and each context of the problem that is used must be labeled.

The students should be allowed to complete each of the assigned problems through the use of software that will have been provided at the start of the process. This software is just a means through which the kids will be able to have a different visual understanding of the word problems that will have been presented to them. There should be further information for the kids on how they can make use of the software on their own and more problems should be provided through which they will be able to learn.

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