(Direct Instruction Template)

Teachers: Courtney Pacha

Subject: Math
Grade: 3rd

Standard:
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: Relate skip counting by fives on the clock and telling time to a continuous
measurement model, the number line.
Evidence of Mastery (Measurable)
Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
Evidence of Mastery:
Students will show evidence of mastery by completing lesson 2-exit ticket.
Exceeds: Answers all four parts of the question and gets them right with no errors/bonus
question
Meets: Answers 4 parts of the question right with no errors
Below average: Answers 3 parts of the question right with minor errors
Falls are below: Answers 1-2 parts of the question right
Sub-objectives, SWBAT (knowledge, skill, purpose)
How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How is this objective relevant to students, their lives, and/or the real world?
Sub-objectives, SWBAT (knowledge, skill, purpose):
SWBAT tell time on an analog clock by skip counting by 5s
SWBAT plot time on a number line skip counting by 5s
Key Vocabulary:
Interval- time between two tick marks
Point- shows location
Plotting- position on a number line

Materials:
Math notebook
Pencil
Personal white board
Board Marker
Tape diagram template 1
Clocks template 2
Centimeter ruler

Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?

How will you communicate its importance and make the content relevant to your students?
Opening:
Teacher will: (Clap pattern) X 2
Students will: (clap back Pattern) X 2
Teacher will: Alright, we need to take out our math notebooks and a pencil quietly and be
ready in 3,2,1
Teacher will: Label the top of your notebooks with Module 2, lesson 2 (dont forget the date)
Teacher will: Before we get started on our application problem, what are the expectations for
math? We need to use our RDW skills and be respectful of our classmatesetc
Teacher will: Now that our expectations are fresh in our minds lets get started with our
application problem. Can I have a volunteer read this?
Student will: read application problem off smart board Christine has 12 math problems for
homework. It takes her 5 minutes to complete each problem. How many minutes does it take
Christine to finish all 12 problems?
Teacher will: add insight to problem
Student will: Work on application problem for 5 minutes
Teacher will: walk around to observe student work
Teacher will: say While walking around I saw some great strategies to solving this problem.
Im going to pick three volunteers now to share their work. Remember when our classmates
are up here sharing their work we need to stay respectful and our full attention needs to be on
them
Student will: share their work
Teacher will: compliment their work
Teacher will: Quietly put notebooks away and grab out a white board marker, but you do not
need your white boards today. Be ready in 5,4,3,2,1
Teacher will: Alright, our objective today is _________________.
Relate to life somehow?
Instructional Input: (Teacher Will)
How will you model/explain/demonstrate all
knowledge/skills required of the objective?
What types of visuals will you use?
How will you address misunderstandings or
common student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could teach it?

Instructional Input: (Students Will)

What will students be doing to actively capture
and process the new material?
How will students be engaged?

Instructional Input: (Teacher Will)

Teacher will: In the first part of our lesson
we will draw a number line and relate skipcounting by fives to skip-counting intervals
of 5 minutes.
Teacher will: I am going to give everyone a
handout of the tape diagram template. I
already put it in a sheet protector for you,

Instructional Input: (Students Will)

so you are able to write on it with your

white board markers.
Teacher will: I am going to use our
application problem we worked on earlier,
to model using a tape diagram with the pink
template
Teacher will: I know that she has 12 math
problems to do, which means that will be
my total groups. I also know that it takes
her 5 minutes each to complete one
problem. What I dont know is the total time
it takes her to complete 12 problems.
Teacher will: I will use my tape diagram and
draw 12 boxes inside. I will then label my
group size (5). If I wanted to figure out the
total amount of time I would create an
equation using my total groups and group
size. If I want to figure out the total then I
think multiplication would be my best
choice. I will take 12 problems X 5 minutes
each and get 60 minutes.
(The tape diagram is divided into 12 parts,
with each part representing the time it
takes Christine to do one math problem;
the whole tape diagram represents a total
of 60 minutes.)
Teacher will: Another way that we can
model this problem is to use a number line
that represents the 60 minutes.
Teacher will: Im going to draw a line a few
centimeters below my tape diagram. I want
to make it the same length as the tape
diagram so its easy to compare later. Im
going to make tick marks on the number
line where the units (5minutes) are divided
on the tape diagram.
Teacher will: When I look at this what
should I notice about the relationship
between the tape diagram and number
line?
Teacher will: I see that the lines are in the
same place. I also see that they have the
same number of parts.
Teacher will: When I look at my tape
diagram, Im trying to figure out what the
spaces between the tick marks represent?
Teacher will: I know that each space means
5. I know it means the units (the time it
takes to do each math problem which
represents 5 minutes.)

Student will: follow along with teacher

Student will: follow along with teacher

Student will: follow along with teacher

Student will: follow along with teacher

Student will: follow along with teacher

Student will: follow along with teacher

Teacher will: When I think about what I

learned on Friday, I remember learning that
time doesnt stop. When looking at the
application problem I know that Christine
has time before she did her homework and
I know that after she finishes her homework
time is still going on.
Teacher will: To show that time never
stopped Im going to use arrows to
represent it.
Teacher will: on my number line I will
extend it on both sides by adding arrows to
it. (
)
Teacher will: Now that my number line is
set up I have to label it!
Teacher will: When looking at my tape
diagram I know that the space between my
two tick marks represents a 5 minute
interval. (define interval) Im going to write
a 0 under the first tick mark on the left.
Then, I will use my skip counting by fives
that Ive learned over the past couple of
weeks to skip count all the way to 60.
Teacher will: As I count, I am going to write
each number under the next tick mark. I
know to stop when I reached 60 because
thats how long it took Christine to do her
homework. (model)
Teacher will: When looking at the space
between two marks presents one 5 minute
interval. I need to figure out how many
minutes are in the interval from 0 to 10.
Teacher will: To figure that out I will point
my pencil to the 0 and skip count to 10.I
see that I pass two intervals on the way to
10. . That means between the intervals
from 0-10 there are ten minutes.
Teacher will: Im going to repeat that
process for intervals between (0-60)
Teacher will: To figure that out I will point
my pencil to the 0 and skip count to 60.I
see that I pass twelve intervals on the way
to 60. That means between the interval
from 0-60 there are sixty minutes.
Teacher will: Im going to repeat that
process for intervals between (15-30)
Teacher will: To figure that out I will point
my pencil to the 15 and skip count to 30.I
see that I pass 3 intervals on the way to 30.
That means between the intervals from 15-

Student will: follow along with teacher

Student will: follow along with teacher

Student will: follow along with teacher

Student will: follow along with teacher

Student will: follow along with teacher

Student will: follow along with teacher

30 there are 15minutes.

Teacher will: I am now going to use my
number line to find how many minutes it
takes Christine to do 4 math problems. Im
going to place my finger at 0. From 0 Im
going to move four places while saying
(problem 1, problem 2, problem 3, and
problem4) I see that my finger landed on
the 20 minutes. That means it took
Christine 20 minutes to complete 4
problems.
Teacher will: I want to know how long it
takes Christine to solve 7,9 and 11
problems. I will use my number line to help
me.
Teacher will: Since I want to know how long
it takes her to solve 7 problems. Im going
to figure out how many minutes are in the
interval from 0-7. I point my finger on 0 and
count (problem 1, problem 2etc) till I get
to problem 7. When I land on problem 7. I
see that it takes 35 minutes for her to figure
out 7 problems.
Teacher will: repeat process for 9 and 11
0-9 (45)
0-11(55)

Student will: follow along with teacher

Student will: follow along with teacher

Student will: follow along with teacher

Co-Teaching Strategy/Differentiation
One teach/One observe
Guided Practice: (Teacher Will)
How will you ensure that all students have
multiple opportunities to practice new
content and skills?
What types of questions can you ask
students as you are observing them
practice?
How/when will you check for
understanding?
How will you provide guidance to all
students as they practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could facilitate this
practice?

Guided Practice: (Students Will)

How will students practice all knowledge/skills
required of the objective, with your support,
such that they continue to internalize the subobjectives?
How will students be engaged?
How will you elicit student-to-student
interaction?
How are students practicing in ways that align
to independent practice?

Guided Practice: (Teacher Will)

Teacher will: Now that we know how to use
intervals on a number line to find the
amount of time it took to do something. We
will now use a number line to tell time to
the nearest 5 minutes within 1 hour.
Teacher will: I will hand out a ruler to each
student. You are going to use your ruler to
draw a 12 cm number line. You can draw it
on the back of your template with your
white board marker.
Teacher will: ask students how many five
minute intervals will the number line need
to represent a total of 60 minutes?
Teacher will: suggest skip counting by fives
until they get to 60.
Teacher will: agree with students that they
will have 12 (5 minute) intervals
Teacher: So if I wanted to mark 12 equally
spaces intervals. What tool on your desk
could help make them nice and even?
Teacher will: Yes! A ruler!!!
Teacher will: We know that a ruler has 12
centimeters and we know we need 12
equally spaces intervals! The ruler will
show us where to draw our tick marks on
the number line.
Teacher will: Use the centimeters on your
ruler to draw tick marks for the number line
(model)
Teacher will: Now go ahead and draw it on
your number line
Teacher will: Just like we did on our first
number line, we will need to show that time
never stops! Does anyone remember what
we have to do to our number like to show
that time never stops?
Teacher will: call on students (if students
dont remember direct them to the right
path)
Teacher will: I remember something about
arrows and extending my line a little bit
Teacher will: ask students?
Teacher will: RIGHT! I need to extend each
side of my number line a little and make
arrows. Then I will skip count to label each
5-minute interval starting with 0 and ending
with 60. (model while students follow)
Teacher will: How many minutes are
labeled on our number line?

Guided Practice: (Students Will)

Student will: follow along/draw line

Student will: answer teacher

Student will: answer ruler

Students will: Say arrows

Teacher will: call on student to answer

Teacher will: right! 60 minutes.
Teacher will: Do we know how many
minutes are in an hour?
Teacher will: call on student
Teacher will: yes! 60 minutes.
Teacher will: Since we know that there is
60 minutes in an hour that means there is
60 minutes between 1:00pm and 2:00pm.
Lets use the number line to model exactly
when we will do the activities on our class
schedule.
Teacher will: below the 0 tick mark, write
1:00pm. Below the 60 tick mark write
2:00pm. (model) Make sure you are
labeling when I am labeling.
Teacher will: Now our number line shows
the hour between 1:00pm and 2:00pm.
Teacher will: Lets say that we start recess
at 1:10 pm. Is that time between 1:00pm
and 2:00pm?
Teacher will: call on student to answer
(yes)
Teacher will: to find the time we start
recess on the number line, Ill put my finger
one the 1:00 and move it to the right as I
skip-count intervals until I reach 1:10.
Remind me, What are we counting by?
Teacher will: call on student
Teacher will: YES FIVES!
Teacher will: Count along by fives with
students until they get to 1:10pm
Teacher will: I am going to draw a dot on
the spot where the tick mark and number
line cross and label it R for recess. You
should be dotting your spot and labeling it
R like mine. The dot shows the location of
appoint. Finding and drawing a point is
called plotting ( position on the number
line)
Teacher will: Lets say at 1:35pm we start
science. Is 1:35pm between 1:00pm and
2:00pm?
Teacher will: call on student and agree
YES!
Teacher will: Now we are going to plot
1:35pm as the point on our number line.
We are going to label it S.
Teacher will: Now lets say at 1:45 we start
centers. I want you to plot 1:45pm on your

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

number line and also label it! What would

be a good letter choice for labeling
centers?
Teacher will: call on student
Teacher will: after you label 1:45pm I want
you to label 2:00 pm. We will say that at
2:00pm we head to P.E. So I want you to
find 2:00 pm and plot/label it.
Teacher will: walk around to see how
students are plotting/labeling.
Teacher will: Can I have a volunteer come
up to the smartboard to show me where
they plotted the 1:45 and what they labeled
it?
Teacher will: call on student/have student
share
Teacher will: compliment their work
Teacher will: find another volunteer to
plot/label 2:00pm
Teacher will: compliment their work
Teacher will: I have a question for you! How
does our number line compare to an
analog clock? Hold up clock. What do we
count by on a clock? 2? 4?
Teacher will: call on several students to
answer if they dont say 5
Teacher will: RIGHT! 5! We count by fives
on both. We can look at an analog clock
like a number line wrapped in a circle. We
have our intervals of 5 within a 12-hour
period!
Teacher will: Now that we know how to
relate time on a number like we are going
to relate the number line to the clock and
tell time to the nearest 5 minutes.
Teacher will: I am going to handout a sheet
of yellow paper with two clocks on them.
Teacher will: What do we notice about
these clocks? Are they missing something
important?
Teacher will: call on students to answer and
compliment their answer
Teacher will: right! They are missing their
hands!!!!
Teacher will: In second grade you learned
about their hands. Can someone tell me
what the short hand represents?
Teacher will: call on student
Teacher will: right! It represents the hour!
Teacher will: What does the long hand

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

represent?
Teacher will: call on student
Teacher will: RIGHT! The minutes!!!
Teacher will: Remember how we just
counted by fives to plot minutes on a
number line? We will do the same on a
clock!
Teacher will: When we look at the clock
how many 5 minute intervals show 15
minutes on a clock?
Teacher will: Lets point to our clocks and
skip count by 5s until we get to 15.
Teacher will: How many intervals?
Teacher will: call on student
Teacher will: RIGHT! 3 intervals!
Teacher will: When we counted time on a
number line we always started at the 0
right? But when we look at the clock it has
no 0 Where is the starting point on a
clock?
Teacher will: call on students to answer, if
they dont answer correctly lead them to
the right answer.
Teacher will: right! The 12 is our starting
point
Teacher will: now that we know how to plot
up to 15 minutes lets go ahead and plot 30
minutes, 45 minutes, and 55 minutes with
the process we just used!
Teacher will: Who can tell me where you
will start to plot 30 minutes and how many
intervals that would be?
Teacher will: RIGHT! We start at 12 and
skip count by 5s until we get to 30. How
many intervals was that? RIGHT 6
intervals! Go ahead and plot 30.
Teacher will: Now try to plot 45 minutes and
55 minutes on your own. I will be walking
around and looking for two volunteers to
share they answers with us!
Teacher will: call on volunteers/compliment
work
Teacher will: Compliment the class on how
well they have been working together and
to keep it up because they will do great on
their problem set.

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

Student will: follow along

Co-Teaching Strategy/Differentiation
One teach/One observe

Independent Practice: (Teacher Will)

How will you plan to coach and correct
during this practice?
How will you provide opportunities for
remediation and extension?
How will you clearly state and model
academic and behavioral expectations?
Did you provide enough detail so that
another person could facilitate the
practice?

Independent Practice: (Students Will)

How will students independently practice the
knowledge and skills required by the objective?
How will students be engaged?
How are students are practicing in ways that
align to assessment?
How are students using self-assessment to
guide their own learning?
How are you supporting st

Independent Practice: (Teacher Will)

Teacher will: Alright, I am going to hand out
the problem set for today. There are two
sheets so make sure you do both of them.
Teacher will: When you are doing the sheet
remember what we talked about today with
intervals and skip counting by 5s. You will
have 10 minutes to work on it alone and
then we will go over it as a class.
Teacher will: Hand out problem set
Teacher will: bring class back together
Teacher will: Go ahead and grab out a blue
or red pen to correct the problem set. This
problem set will help you with tonights
homework.
Teacher will: go over the problem set with
the students and ask them questions when
they are correcting it
Teacher will: direct students to put away
problem set and get ready to complete their
exit ticket.

Independent Practice: (Students Will)

Student will: complete problem set

Student will: take turn sharing answers on smart

board

Student will: correct problem set if they have

errors
Student will: put problem set away

Co-Teaching Strategy/Differentiation
SPED teacher will pull small group who struggles and work with them (10
min)
EED teacher will pull small group who struggles to horseshoe table for (10
min)
Closing/Student Reflection/Real-life connections
How will students summarize and state the significance of what they
learned?
Why will students be engaged?
Closing/Student Reflection/Real-life connections:
Teacher will:

(read objective)
Teacher will: I was very impressed with the work you guys did today!
Teacher will: Today you related the number line to the clock and told time to the nearest five
minutes.
Teacher will: You also use a number line to tell time to the nearest 5 minutes within 1 hour!
Teacher will: Now that you have all this knowledge, Im going to have you complete an exit
ticket
Teacher will: When you complete the exit ticket, put it in the turn in basket and we will get
ready for centers!!!