PK-3 Lesson Plan Format 

 
Mentor Teacher’s Initials _AB  
 
Name: Celia Nguyen           Grade Level: Pre-K              
Date: 10/26/20                         Group Size: 4 students
 
Subject/Lesson Topic: Cognitive Mathematics/ Mud Slime Activity

Goals: For students to understand operations, numbers, and quantities.

 
Objectives: (TLW:) Students will:
1. Learn to problem solve by measuring
2. Be able count up to the number 5
3. Understand the concept of operation

 
Standards/GLEs: 
Standard 1: Understand number, ways, of representing, and relationships between
numbers and quantities
Standard 2: Understand basic patterns, concepts, and operations
Standard 3: Understand attributes and relative properties of objects as related to size,
capacity and area.
 
Contextual Factors: (What contextual factors were considered when planning the
lesson)
I am interning in a public (tuition paying) PreK classroom at Bellingrath Hills located in
central, which is in a rural part of town. Pre-k will be at no cost if families meet the low-
income guidelines. Parents have the option to apply for free/ reduced lunch. There is a
total of 414 students that attend this school twenty-eight percent of students are eligible
for free lunch and four percent are eligible for reduced lunch. Families that attend
Bellingrath are are low income and middle class. There are seventeen students in the
classroom and eight of them are girls and nine are boys. In the school, asian make up two
percent, hispanic make up six percent, black make up fifteen percent, and white make up
seventy-two percent. In my mentors’ class, hispanic students make up twenty-four
percent of the class. So, seventy-six percent of made up of white students. My mentor is
an ESL and ASL teacher. There are also about four students in the classroom are not
fluent in English as they are fluent in Spanish. One of the students does not understand
any English. Then there are three students who understands a few words, but they are shy
to talk. Currently my mentor has many types of pets in her classroom, which the students
are interested in. She is also planning a lesson about farm life and the students are excited
to learn about it. My mentor implements library time into her transitions. During potty
time students who are done can pick a book, while waiting on their peers. Students seem
to enjoy this time to pick out different books they want to explore. The classroom
arrangement includes tables that can accommodated three to four students. Each table has
a color assigned to it.
Teacher Materials/Resources:         
 Borax powder (1/2 teaspoon)
 White graft glue (1/4 cup)
 Water (1/2) cup
 2 bowls
 2 spoons
 Food coloring
 Ziploc Bags

Student Materials/Resources:     
 N/A
 
Technology Integration: 
 No technology will be used.

Family/Community Connection or Extension:

 Family Letter:
Dear family members,
Today’s lesson that child learned in class today is how to make mud slime. The
goal of this activity is for students to understand operations, numbers, and quantities. The
objectives are students will learn to problem solve by measuring, be able count up to the
number 5, understand the concept of operation. By measuring out the ingredients and
adding it into our mixture, it will help students understand operations, numbers, and
quantities. Students and families can make slime at home. There are many recipes that
families can use besides that one provided. They can find the recipe that is best catered in
their home. This is a fun and easy experiment parents can do with their children. When
children are doing this at home the goal will still be the same. When making the slime it
will teach children to learn to problem solve by measuring, count, and understand the
concept of operation. This activity does not have to consist of making slime. Cooking or
baking can also be great ways for students reach this same goal! Have fun! Feel free to
contact me if you have any questions at cngu133@lsu.edu.

Sincerely,
Celia Nguyen

Pre-Assessment: There will be an informal assessment that will be completed. For a

preassessment I will create a checklist to check the understanding of students before the
activity.
 
Lesson Procedure and Activities: (the format will depend on the type of lesson such as
ELA or science) 
 
Introduction: As an introduction will explain to the students that we are making mud
slime. We will create mud slime for our farm animals to roll in. I will ask students
“Have any of you guys made slime before?”.
 
Activities: 
 First, I will begin by introducing the activity.
 Second, I will go over what ingredients and tools that are needed to make the
slime.
 When we begin the activity, I will ask students to help me make the slime.
 As we are making the slime, I will ask students to, “count how many cups of
water do we need?”.
 I will allow everyone a turn to mix the slime.
 There will be questions ask like, “what ingredient do you all think is next?” (I will
place the ingredients in order).
 Once we are finish making the slime, I will ask students, “How many friends do
we have?” and “so how many slimes is needed to share with our friends?”.
 After, we split the slime, students can play with the slime.
 Each student will get a Ziploc bag to bring their slime home.
 Then I will go over questions from the checklist to complete the final evaluation.
 
Closure:  To summarize the activity I will ask students, “Do you all remember what
ingredients we used to make slime?” and “How much glue did we add into our
slime?”. Then I will end the activity by asking them what their thought on the activity
was.
 
Differentiation: Twenty-four percent of the class are made up of Hispanic students. For
my non-English speaking students, I will translate the ingredients and measurements in
Spanish. This way it will help the ESL students to correspond the English word with its
color. There are also a couple of students who do not have a long attention span. To cater
to these students, I will pay more attention to them. When I notice these students are
getting off track, I will redirect them to participate in the activity. I will give these
students a task to complete when they stop paying attention.

Formative Assessment/Evaluation: As the final evaluation I will use the answers asked
during the closure time to fill out the checklist again.

Preassessment
Can students Student 1: Student 2: Student 3: Student 4:
count up to
the number 5?

Can students
add up the
ingredients
correctly?

Can students
describe
measurable
attributes/
identify what
the measure
tools are for?

Does students
understand
concept of
operation?

Final Evaluation
Can students Student 1: Student 2: Student 3: Student 4:
count up to
the number 5?

Can students
add up the
ingredients
correctly?

Can students
describe
measurable
attributes/
identify what
the measure
tools are for?

Does students
understand
concept of
operation?