No Series: Carousel Activity: Rotating through Geometry Stations

Carousel Activity: Rotating through Geometry Stations

Lesson Objective: Collaborative groups rotate stations learning geometric transformations
Grade 10 / Math / Geometry
5 MIN

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Discussion and Supporting Materials

Thought starters

  1. Why did Irina use heterogeneous groups?
  2. How can this strategy increase student engagement and productivity?
  3. Note the importance of having clear instructions at each station and of using a timer.?

11 Comments

  • Private message to Hilda Arocha
carousel strategy is good but i thing it would work good in middle or elementary. In High school you have very limited time to do this but I am willing to try it one day in my class. I think it would benefit them. Students will probably be more engaged in the lesson.
Recommended (0)
  • Private message to Brett Kottmann
Trying this next week. It will be interesting to see if the students make the transformation (heh) from figuring out what to do in the first 8 minute segment to both correcting and completing a step by the last segment.
Recommended (0)
  • Private message to Sharon Johnson
I am excited about using this as one of my " Fun Friday" activities. I am actually teaching transformations now so this is perfect. I even found the teaching materials online! Awesome!
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  • Private message to Amanda Faonelua
The supporting materials are no longer available. This looks like a great activity!
Recommended (0)
  • Private message to Jacque Yazza-Terrell
Great carousel activity that can be used with any subject matter or with any age group. This activity will be one I will use in the near future.
Recommended (0)

Transcripts

  • TEACHING CHANNEL
    INTERVIEW WITH IRINA KIMYAGAROV

    IRINA KIMYAGAROV:
    The one that we always have to remember, the composition of transformations, we're

    TEACHING CHANNEL
    INTERVIEW WITH IRINA KIMYAGAROV

    IRINA KIMYAGAROV:
    The one that we always have to remember, the composition of transformations, we're always looking right to left. Start with the one on the right and move to the one on the left.
    (interview)
    We started the class with a "do now" that reviewed the essentials of compositions of transformations, because they saw it for the first time yesterday.
    (class)
    Most of the compositions of transformations that we perform are equivalent to a single one. So instead of going there in two steps, you're going to get there in one step. That’s actually what we're going to do today, so we're going to do this in a carousel activity. How many of you have done the carousel before? The big pieces of construction paper that all of you have on your desk, once you turn it over, there are instructions for each round. Round one, does round one work?
    (interview)
    Each task had essentially four parts that had to be done, and therefore there were four rounds. And the purpose was for each group to complete one part of the task at every round. This way they got to complete four different questions within the time it would take them to do one. And they got to practice different transformations and use different sets of coordinates so it's not redundant, and it turned out to work well because they had to go back and check the previous group's work before they proceeded. It’s gotta be as accurate as possible. And there's a lot of responsibility, not just on your question but on all four questions that the group touches.
    STUDENT 1:
    When time is called for the end of the round, each group should carousel to the next station. Rotate counterclockwise and complete the task for that round.
    IRINA KIMYAGAROV:
    You’re moving to your...right. So Hazel's group is going to get up and go to Danesha's table. Nesha will go to Nick's, and Nick to DeAndre's, and Tiffany will come here. I'm going to start round one for you. As soon as I call time, be ready. And...Go! Two minutes.
    (interview)
    The groups were heterogeneous. I wanted to have a diverse group of learners, with respect to their academic skills. I wanted to have a weaker student learn from a more advanced learner.
    (class)
    You’re coming to the end of round one. At the end of this round, all of us should have which transformation gets done first, and which one gets done second.
    (interview)
    The objectives of the lesson were to have kids engage in a composition of transformations where they would perform several compositions and conclude with the single transformation that's equivalent to the composition of transformations.
    (class)
    Right now you should be done with your round one. You need to get up and carousel yourselves over counterclockwise. Leave the papers. You are moving. You then have eight minutes to do round two. By round two you should have the first part graphed and...
    (interview)
    We need to time each round of the carousel lesson, because the tasks will get completed in as much time as you give them. If you give them twenty minutes, they'll take twenty minutes. You give them two, they'll take it and they'll get it done in two.
    (class)
    Guys, you have five minutes. Did you perform the transformation?
    (interview)
    In round two they have to perform the first transformation, state the point, graph it.
    (class)
    OK, about 30 seconds. All right, time, guys. At this point, leave the papers, get yourselves up and rotate, carousel yourselves over to the next station and you'll do round three.
    (interview)
    Round three then had to use round two's answers to go ahead and perform the second transformation. I was looking to see whether they had a clear idea of how to start their round, because some groups did make an error in the previous round.
    STUDENT 2:
    It should be five. So, one, two, three, four, five.
    IRINA KIMYAGAROV:
    You go ahead, you use the rule. You had the right idea. Go with it, OK?
    (interview)
    I just made sure they were on the right track, in a sense. And then I walked around to groups that had questions, very specific questions, just to make sure they were progressing appropriately.
    (class)
    Is Y equals X the same thing as the X axis?
    STUDENT 3:
    Yes, because it's...I don't know.
    IRINA KIMYAGAROV:
    Look at your rules.
    (interview)
    The carousel activity is group because it has students work with other students' work. They’re responsible for not just the work that they're putting down, but they're also setting the stage for the next group and working off of the previous group. So essentially every move you make is crucial.
    (class)
    All right, guys, that's round three's up. You gotta get up and rotate to round four.
    (interview)
    I was surprised at how much faster they got through round four than they did through rounds two and three. And that was actually nice to see because that was really the aim of the lesson, was to see, can we figure out the single transformation equivalent to the compositions? Even though the class ended before the timer was up, for the most part the groups completed their tasks.
    (class)
    All right, grab the homework as you go...
    (interview)
    Now that the tasks were completed, I will address any (great?) results or any misconceptions in the next lesson.

    * * *END OF AUDIO* * *
    * * *END OF TRANSCRIPT* * *

School Details

Elmont Memorial High School
555 Ridge Road
Elmont NY 11003
Population: 1715

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Irina Kimyagarov

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