MIDTERM ASSESSMENT

1-Instructional Objectives
a-Students should be able to identify a circle
b-Students should be able to label center, radius, and diameter of a circle.
c-Students should be able to construct circles using a compass.
d-Students should be able to make up circles that have one point in common, two pints in common or no pints in common.
e-Students should be able to conclude why a circle is not a polygon.

2-Lesson Content
Geometry
Constructing circles.

3-Instructional Materials
Compass, cardboard, chalkboard, copybooks, pencils, ball, coin(for each student)

4-Procedures
Time a- Opening
5 min. - Review: about the shapes that are polygons (square, rectangle, triangle,
trapezoid, parallelogram). Each student will come and show the shape
that he has and explain about it.
- Objectives will be met after the game.

b- Activities
15 min. Take all the students to the playgroynd.
Game: 15 students will line up side by side with a ball infront of them.
And other 15 students will line up on another side in the same way.
Teacher chooses 2 students, one standing close to the ball and another
one far from the ball.
Then the teacher calls the students by their names to run and catch the
ball, the one who catches it first will be the winner.
After the game the students will realize that it wasn’t a fair game.
Teacher asks: why do you think that the game was not fair?
Students must deduce that instead of lining up side by side, they should
form a circle where all will be lined away from the ball(center) at the same
distance.(radius)

7 min. Teacher-student interaction throughout questioning (IN CLASS)
If a circle is formed what will be its center?
What will be the radius , diameter and circumference of a circle?
After answering the questions:
The teacher asks the students to draw individually a circle using a coin (on their
copybooks).
Then the teacher will show them on the board how to draw a
circle using a compass. (label the radii and diameters)
how can you describe the radii and diameters of a circle? (they should know that they
are equal).

8 min. Pair work:
Students will help each other draw 2 circles using a compass (on a cardboard).
Each group will talk about his work and compare it with others.(some might have circles
with one point in
common, others with two points in common, others with no point in common.)


c- Closure
5 min. Does the circle have straight sides as a square?
Does the circles have straight sides as a rectangle?
Students will deduce that a circle is not a polygon.

5- Evaluation
5 min. Visual thinking
Ring the letter of the figure on the right that will correctly complete the relation on the
Left


The most difficult aspect of planning this lesson was the game. It took me time to think about an effective game that will help the students think and create their own understanding about circles.
Questionning is difficult as well in such a lesson because it should be focused on the lesson and should motivate the students to think and answer instead of memorizing.
It is not easy as well to organize and structure the lesson, since it should follow and order to help the students create their understanding.
I think that this lesson will be effective and will help the students build their own understanding about circles . I hope that students will be able to deduce that a circle is not a polygon based on their background about other shapes that are polygons.


Planning a constructivist activity is different from other types of lesson from the way the lesson is introduced. The goals should be precise and clearly identified and the content must follow multiple ways of representations.
The constructivist lessons typically begin with a problem or question focusing on the lesson thus increasing the students’ curiosity.
The students will come out with answers and explanations and not the teacher.
Too much social interaction is used in the constructivist lesson and the teacher help students construct understanding by guiding the interaction and providing the content representations.
The constructivist lesson should give the students the chance and the freedom to learn on their own and use their own experiences to create understanding.
The teacher must use clearly focused questions in her lesson plan to motivate students and later to involve them in activities that help them develop their understanding.
In a consrtuctivist lesson, the materials should be variable and should be used in everyday life, this will reduce memory load and focus more on understanding.
An effective assessment should be planned at the end of the lesson in order to assure that the students constructed effectively their learning and understanding.