Direct Instruction Lesson Plan Template

Teachers: Subject:
Alejandra Travieso Math
Common Core State Standards:
 CCSS.MATH.CONTENT.HSF.IF.A.3: Recognize that sequences are functions, sometimes defined recursively
whose domain is a subset of the integers.
Objective (Explicit):
 Students will be able to identify and describe sequences.
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.
Homework #1 (4.5 points total)
1. Find the missing number: (1/2 point each)
a. 94, __ , 80, 73, 66, 59, 52
i. Describe this sequence is words
b. 12, 19, 26, __ , 40
i. Describe this sequence is words
c. 35, 17.5, 8.75, __
i. Describe this sequence is words
2. Write the formula describing the sequences: (1 point each)
a. 6, 14, 22, 30, …
b. 10, 100, 1000, …
c. 3, 6, 12, 24, …

Student Responses: (1/2 point each)

1. Find the missing number:
a. 94, __ , 80, 73, 66, 59, 52
i. 87
ii. For every n value, the number in the sequence decreases by 7
b. 12, 19, 26, __ , 40
i. 33
ii. For every n value, the number in the sequence increases by 7
c. 35, 17.5, 8.75, __
i. 4.375
ii. For every n value, the number in the sequence decreases by 1/2
2. Write the formula describing the sequences (1point each):
a. 6, 14, 22, 30, …
i. n+8
b. 10, 100, 1000, …
i. 10n
c. 3, 6, 12, 24, …
i. 2n
A student will have to get 2-3 points to show that they have mastered the material.

Sub-objectives, SWBAT (Sequenced from basic to complex):

¨ 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?
At the start of class the teacher will give a warm up that is having students practice multiplying,
multiplying numbers to powers etc. Teacher will also have them solve for certain x-values. The teacher will
do this to show students that sequences are similar to equations but there is a difference between f(x) and
“a_n” in a function for a sequence.

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Students will need to understand how to find the differences in numbers. Students will need to be able to
multiply, divide, subtract, add, and no numbers to powers. They will also need to be able to see patterns
and see if there are patterns between the numbers.

This objective is relevant to students in the real world because it will help them to develop their problem
solving skills as well as their ability to recognize patterns. In the real world, problem solving and pattern
recognition is very important in most jobs.
Key vocabulary: Materials:
Sequence White board
Nth term White board markers
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?
Teacher will give students an example of a vending machine. Teacher will ask the
students how much it costs to buy one bag of takis and then how much it will cost to
buy five of their friends a bag of takis each from the vending machine. Students will then
do a similar problem but with cookies.

Students will begin to recognize the pattern of the sequences in the vending machine.
Students will begin to recognize that the pattern repeats.

Teachers will do one additional problem where asking students to find the additional
amount they paid each time to buy seven friends cookies, and how much money it costs
in total. Teacher will walk around to check for understanding and assist and clarify
where needed.

Questions to ask for assistance: “How much does the first bag of cookies cost?” “How
much money did you spend on 2 cookies? 3? 4?” “Do we have a common difference?”

Students will then discuss with their partner what the pattern they saw with the vending
machine was, for cookies with seven friends, and the patterns with the money was and
see if they agree or disagree. Students will then discuss with their group what the
difference means, is there a common change? If there is what does it mean?

Instructional Input:
Teacher Will: Student Will:
¨ How will you model/explain/demonstrate all ¨ What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
¨ What types of visuals will you use? ¨ How will students be engaged?
¨ How will you address misunderstandings or
common student errors?
Instructional Input

¨ 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?
Teacher will model two problems. The Students will actively listen and watch the
first problem will be writing a formula problems the teacher is modeling.
for the sequence: 2,4,6,8,10… The
second problem will be finding the Students will actively participate in the
formula for the sequence: 10,7,4,1,-2… white board demonstration.

Teacher will instruct students to use

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 the formulas to plug in the term and
see if the out put is correct.

Teacher will check for understanding

by having the students hold up white
boards with the equation for sequence
one if we wanted to increase all the
numbers by one.

Differentiation Strategy
¨ What accommodations/modifications will you include for specific students?
¨ Do you anticipate any students who will need an additional challenge?

For students that are not being challenged, the teacher will have them come
up with a sequence of their own, without writing down the common or
missing number, and trade that paper with another student who is not being
challenged. If only one student is not being challenged, the teacher will show
the sequence the student came up with to the class for extra practice.
Students who are struggling will be encouraged to find the difference
between each number and then will be asked if there is commonality between
the differences.
Guided Practice

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?
Teacher will solve the following
problem with the class:
Student Will:
¨ How will students practice all knowledge/skills required
of the objective, with your support, such that they
continue to internalize the sub-objectives?
¨ How will students be engaged?
¨ How will you elicit student-to-student interaction?
¨ How are students practicing in ways that align to
independent practice?
Students will be engaged in the activity, showing
their answers on their white boards each time.

For problem three, students will work with their

Write the formula for the following
sequence: 9,27,81,283…
Teacher will begin with step one, by
asking the students to write on their
white boards what the common
difference is if there is one, and show
the white board all at once.
partner to ensure that the answer they got is the
answer their partner got as well. If they did not get
the same answer, students will discuss why they
think their answer is right or wrong.
Students are practicing sequences step by step to
enable them independent practice while also
allowing them to see where they are stuck and
getting confused.

Teacher will then go to step two, asking

the students to write on their white

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 boards how to get the nth term.

Teacher will then have students write

on their white board the formula for the
sequence in the form “a_n=”.

Teacher will check for understanding at

each white board check. At each stage
the teacher will also have the students
write the correct answer on their white
boards if they had the incorrect
answer.

Teacher will then repeat this process

one more time with a more complex
sequence.

Teacher will then have the students do

a problem, having them do more that
one step at a time then showing the
teacher their answer on their white
boards.

Differentiation Strategy
¨ What accommodations/modifications will you include for specific students?
¨ Do you anticipate any students who will need an additional challenge?
¨ How can you utilize grouping strategies?
For students that are not being challenged, the teacher will pair them with a
student who is having a harder time understanding. The student will then
explain to the other student how to do the problem in a way that is different
from the teachers description. Other ways to challenge the students is to give
them a sequence and then ask them how they would write the formula for that
sequence except every value is two less.
For students who are struggling the teacher will have them find each change
one by one and then see if there is a common difference, if they do not see
one the teacher will have the students try different way of getting to the next
term, i.e.: multiplication, division, addition, subtraction.
Independent Practice

Independent Practice:
Teacher Will: Student Will:
¨ How will you plan to coach and correct during this ¨ How will students independently practice the knowledge and
practice?
skills required by the objective?
¨ How will you provide opportunities for remediation and
¨ How will students be engaged?
extension?
¨ How will you clearly state and model academic and ¨ How are students practicing in ways that align to
behavioral expectations? assessment?
¨ Did you provide enough detail so that another person
could facilitate the practice? ¨ How are students using self-assessment to guide their own
learning?

¨ How are you supporting students giving feedback to one

another?

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Teacher will walk around the classroom
while a worksheet is being attempted.
While walking around the teacher will
be marking on their paper which
students are not understanding or
getting write a certain problem or
aspect. If multiple students are
struggling on the same
problem/aspect, the teacher will go to
the front of the class and work on the
problem with the class.
Teacher will allow students to work on
this at home if it was not finished while
in class.
The teacher will inform the students to
work with a partner but quietly. The
teacher will also let the students know
that if they finish early they can work
on extra credit.
Worksheet:
Students will work with a partner or on
their own to finish the two-page
worksheet.
Students will inform the teacher if there is
a problem/ topic that they cannot get after
already attempting the problem. Students
will then ask their partner if they have
gotten the answer and get help from them.
If their partner also does not understand
students will then ask me.
Students will attempt problems before
asking for help. Students will describe the
sequence on the second page of the
worksheet by writing if it is
increasing/decreasing and what the
common number is.
Students will be checking their formulas to
ensure that when they plug in terms, they
get the correct number out of the formula.
If students do not get the correct number
out, they will rewrite the formula to find the
correct one.
If students finish their sheet early, but their
partner has not and needs help, students
will work with their partner to explain the
problems in another way.
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Differentiation Strategy
¨ What accommodations/modifications will you include for specific students?
¨ Do you anticipate any students who will need an additional challenge?
For students that are struggling, the teacher will fill in one number on the
second page of the worksheet and two numbers on the first page of the
worksheet. This will allow students to have a building point to work off of to
get their final answer. For students who are not being challenged, the teacher
can give the student an extra credit sheet below. The teacher can also
encourage the student who is not being challenged to help out their
classmates and to make up some sequences of their own .

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Closing/Student Reflection/Real-life connections:
¨ How will students summarize and state the significance of what they learned?
¨ Why will students be engaged?
Students will complete the worksheet below as their exit slip, and marking what
problems they had difficulty with. This worksheet is a DOK1 (depth of knowledge 1), so
students will be able to complete the paper independently. The teacher can see if they
are not at mastery level when it comes to the foundation of sequences.

The exit slip will no be marked for a grade by the teacher, rather it will be inspected by
the teacher to see which students are not fully understanding sequences, to then adjust
how in depth the teacher goes into review during the next class session.

“What did we learn today? When will you use this?”

(This will be most effective after guided practice, as seen in middle schools)
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