Direct Instruction Lesson Plan Template

Topic: Grade Level: BYU-I Student Name:

rd
Math 3 Deja Witte
Lesson Type: Performance Level: Group Size:
Teaching Below 5
CCSS: 3.MD.A.1 “Tell and write time to the nearest minute and measure time intervals in minutes.
Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram.”
Objective/s:

➢ Through demonstration, verbal assessments, and worksheets, students will be able to

add and subtract time in 15-minute intervals in 4 out of 5 attempts with at least 85%
accuracy.

Assessment Plan: Students will correctly identify how much time has elapsed between two
points as shown on a clock and a worksheet.
Key vocabulary terms and definitions:

❖ Clock
❖ Hour
❖ Minute
❖ Hands
❖ Quarters

Bonus words: face, elapsed time, A.M., P.M., intervals.

Materials:
Lesson plan, clock, mini-clocks, whiteboard, marker, eraser, worksheets, pencils.
Differentiation/Accommodations:
Reed: Seat in middle of group, establish eye contact frequently, reduce number of problems
on worksheet.
Rylen: Seat separately from Gabby, establish eye contact frequently.
Austin: Establish eye contact frequently.
Gabby: Seat separately from Rylen.
Josh: Reduce number of problems on worksheet as needed.
Management
Behavioral Expectations: Grouping: Fast Finishers:
Students will remain seated as Table group of 5. Receive mini-clocks.
they interact with instruction
and each other.

Sequence of Lesson
Time:
40 Lesson Components Materials
mins.
2 Orientation (Anticipatory Set, Attention Grabber, Hook)
min. Ask students what their favorite TV shows are. Explain that most TV shows
last for 30 minutes. That means if a show starts at 8:00, it will be done 30
minutes later, at 8:30.
1 Activate Prior Knowledge
min. Ask students if they know how to add and subtract. Tell students that today
we will add and subtract to tell time.
Input & Modeling (Sequential step-by-step instruction)
28 Clock, mini
“I do” section- clocks,
min.
Model the clock face. whiteboard,
Review the “big hand” and “little hand.” marker,
Explain by verbalizing and acting that the little hand reaches the eraser,
closest numbers and the big hand reaches the farthest numbers. pencils.
Review that each quarter is 15 minutes.
“Since the turtle wins, his number comes first and since the rabbit
comes in second, we write his number second.”
Move the hands to an hour and quarter mark.
Model writing what time it is, plus 15.
“If you add 15 minutes, that means you’re adding a quarter.”
Move the minute hand to the next quarter and model writing what
time it is now.
“That means the answer is ___.”
“What if the problem says it’s ___ and you need to add 30 minutes?
You know that 30 minutes is two quarters, so you just move the clock
two quarters. Now it’s ____.”
Move the minute hand two quarters.
“That means the answer is ___.”

“We do” section -

Give each student a mini-clock.
Ask students to find “____ o’clock.”
“Then add 15 minutes.”
Have the students show you 15 minutes past ___ o’clock.
If students demonstrate understanding over 3 to 4 demonstrations,
model subtracting quarters by going counter-clockwise on the clock.
If understanding is not solidified, reteach as needed.

“You do” section -

Ask students to show you, on their clocks, addition or subtraction of
quarters and check for accuracy.
Give students a worksheet with simple elapsed time problems and
allow them to use mini-clocks to add or subtract quarters.
1 Check for understanding (Needed throughout the lesson procedures, not just
min. at this point, but also after guided practice.)

Ask students to give you a thumbs up if they understand, a sideways if

they kind of get it, or a thumbs down if they’re confused.

2 Guided practice: (Tell how you check understanding of each student during
min. guided practice.)
Ask students to show you, on their clocks, elapsed time and check for
accuracy.
1 Closure/Summary:
min. Tell students that we learned how to add and subtract time today.
4 Independent practice: Worksheets.
min. Give students a worksheet with simple elapsed time problems.
1 To be collected:
min. Worksheets.