In this mixed methods study, a math lesson plan format embedded with Learning-Focused Strategies (LFS) was evaluated to determine the extent a lessonplan affects student achievement. The participants included in this study were five fifth-grade math teachers who were previously trained in incorporating LFS within their lesson plans. Data was taken from a questionnaire completed by teachers, Informal Math Inventories (pretest), and Benchmark Tests (posttest). The research questions in this study were (1) Are there differences on the Benchmark posttest scores of fifth-grade students when compared by teacher using pretest scores as a covariate over three learning/testing periods? (2) Do the rubric scores on teachers' lesson plans predict pretest Benchmark scores of fifth-grade students over three learning periods? (3) Do the rubric scores on teachers' lesson plans predict posttest Benchmark scores of fifth-grade students over three learning periods? (4) How do fifth- grade teachers describe the experience of developing and using Learning-Focused Strategies (LFS) in their classrooms? These research questions addressed the fact that teachers' lesson plans do not significantly indicate student achievement in math. The research was deemed necessary because there was minimal research on whether a specific lesson plan format produced student achievement. The findings from this research study revealed that using linear regression lesson plans for each of the three grading periods did not result in students' receiving higher test scores in math.