In this study, it is aimed to reveal students' attitudes and views on a micro-lesson design application in accordance with the DDD-E model in which the Problem Based Learning (PBL) approach is integrated. In the study, a micro-level instructional design that addressed the outcomes of the subject "Four Arithmetic Operations in Decimals" contained within the scope of a 6th grade math curriculum was planned. A blended pattern approach was employed in the study which aimed to integrate the PBL stages with the steps of the DDD-E model. Quantitative data was collected by use of an "achievement test" and a "Technological Attitude Scale for Students" prepared by an instructor. Qualitative data was obtained through open-ended questions involved in a feedback form on the use of technology in learning. Analyses were conducted by two mathematics education expert. In the quantitative data analysis, the level of coherence between encoders was 83%. Ultimately, affirmative changes were observed in the opinions of the students on the use of technology in learning with the help of the micro-level instructional design in question. Furthermore, an increase was detected in the grade average of the scale. The process of making their own decisions for the students in the DDD-E design model contributed to the creativity of the students and enabled them to learn about a plurality of multimedia tools. Additionally, with the help of the PBL approach, the students were able to produce creative and unique solutions for the problem cases they encountered and were able to experience possible cases they might face mathematically in real life.