Part 1: Identification of Learning Problem

General Audience
The primary audience includes eighth grade math students of all ability levels. The Criterion
Reference Competency Test is a standardized assessment students begin taking on the
elementary level. However, the eighth grade is a critical year for standardized testing. Before
students matriculate into high school they must have successfully passed the eighth grade
mathematics portion of the Criterion Reference Competency Test.
Problem Identification
The Criterion Reference Competency Test (CRCT), is a standardized assessment administered by
public schools in the state of Georgia yearly in grades three through eight. This test measures
how well students obtain the knowledge and skills expressed by the state mandated standards.
These standards are learned by students over an eight month course. Which means it is crucial
for students to not only learn but retain, retrieve, and apply information. In order to be promoted
to the ninth grade, students must pass the eighth grade CRCT, therefore, it is vital that the
information is retained.
Students are having trouble retaining information learned from week to week (they are not
performing as well as they should on unit tests and quizzes). This proves to be a major problem
for students because information that was learned in August will be on the test in the spring. In
order to be successful on the CRCT, students will need to maintain information long term, not
just from day to day. Once students grasp, and fully understand the concept, they have trouble
retaining it, which leads to low performance. In an effort to assist students with their memory,
they will need to undergo many different instructional strategies (differentiation) to practice and
make sure information is retrieved. By reviewing previous lessons and completing practice,
students will be refreshed of old concepts that will be covered on the assessment. Differentiation
caters to individual learning styles. By using different strategies, all students needs will be
addressed. For instance, visual learners can view videos and hands-on learners can create power
point presentations.

Instructional Goals

Students will be able to explain the state mandated standards.

Students will be able to discuss all knowledge learned in their long term memory.

Students will be able to apply information learned from previous months.

Students will be to pass or exceed the eighth grade Criterion Reference Competency Test.

Students will be able to recall the information learned in eighth grade math and apply it in
future math courses.

Part 2: Learner Analysis

Introduction
The targeted groups of learners are 8th grade math students at Washington Middle School in
Cairo, Georgia. These students range from ages 13-15 with the most common age being age 14.
There are a total of 93 students arranged into four different classes. The first class is inclusion,
and consists of 9 girls and 15 boys. This class is composed of 14 African Americans, 6 of those
14 are inclusion students, 6 are Caucasian, and 4 are Hispanic. The inclusion students have been
identified with Learning Disorders, Behavioral Disorders, 1 is Autistic and 1 has a hearing
disability. These 6 inclusion students are served by a special education teacher that follows them
through every academic class. The inclusion class is composed of the students who need the
most assistance. These students struggle in at least 3 out of their 4 classes. Although they lack
academic strength, some are still involved in afterschool activities such as band and football.
However, some lack academic strength and social skills, and have no ultimate goals for
themselves. This group also has the lowest socio-economic level. The Criterion Reference
Competency Test scores for this group are low, 60% passed, 30% had borderline scores, and 10%
failed. The second, third, and fourth classes are all regular education classes that have an even
mix of males and females, African Americans, Caucasians, and Hispanics. The second class is
composed of students who struggle academically but not as much as the inclusion class. 80% of
students in the second class are motivated and possess appropriate social skills. 90% of the third
class is academically strong and display the appropriate social skills. Finally, the fourth class is
the top academic group with about 95% of them being academically strong. This group has the
highest test scores, with a 100% pass rate on the Criterion Reference Competency Test, with
about 30% exceeding. This is also the group with the highest socio-economic status. 85% of

these students have attended this school since 6th grade. 70% of the students come from single
parent home or from homes where a guardian other than the parent is the primary caregiver. This
information was obtained about the learners through a student identification/information sheet,
pass Criterion Reference Competency Test score report, and lunch forms.
Entry skills:

Majority have basic math skills

Able to log on a computer

Use basic internet search engines

Majority can follow directions

Prior Knowledge:

Students are familiar with the assessment

Students possess computer knowledge

Students have taken the Criterion Reference Competency Test since the elementary level, so they
know what to expect on testing days. However, they do not realize the criticalness of this
assessment in the 8th grade. Once a week, every class gets to perform activities in the computer
lab as reinforcement in math.
Attitudes Towards Content & Academic Motivation
After performing a survey with the students, I realized that a majority of them did not like math
at all. They felt this way because it is not their best subject, they struggle, and some just do not
understand numbers at all. About 80% of them stated they do not understand new concepts most
of the time but are afraid to ask for help because they are shy or do not want to be embarrassed
by their classmates. However, about 95% of them said they are computer savvy and would love
to do more math practice using an online learning environment. On the other hand about 5% of
the students still showed no interest or motivation in math at all. Student surveys and interviews
were used to gather this data.
Educational Ability Levels
According to the latest scores, about 70% of the students passed the 7th grade math CRCT. This
means they scored between 800-850 and are performing on grade level. However, of this 70%
about 10% were borderline. This means they passed, but their scores were between 800-810.

About 20% failed the 7th grade math CRCT which means they scored 799 or below. On the other
hand, 10% exceeded the math portion on last years standardized assessment with scores 850+.
Of all these results, 5 of the 6 inclusion students were administered the CRCT-M which is a
modification of the test. They scored in the does not meet area. After speaking with the 7th grade
math teachers, it can be concluded that these students have much potential, they just need
multiple explanations, practice, support, and motivation.
General Learning Preferences
Over 80% of the students are kinesthetic learners and prefer learning through videos, hands on
activities, and station activities. Anything other than the basic note taking and book work practice
problems will make the students more willing to learn the information.
Attitude Toward Teachers and School
Many of the students stated they like teachers who are calm and respectful. They expressed
respect for teachers who respect them and those who do not get mad easily. However, many of
them do not realize how much work a teacher puts in to prepare and plan lessons. On the other
hand, a majority of students revealed they enjoyed coming to school to be social but not so much
for the academics.
Group Characteristics
Washington Middle School is a Title I school located in Cairo, Ga. The 8th grade learners are age
appropriate with the exception of 2. Before this school year is over, these 2 students will be 16
years old. The majority of learners are African American and Caucasian with a few Hispanics; all
students are English speakers. Overall, the students work well together in classes and as a team.
They are almost always on task, alert, and focused, especially when working with technology
(SmartBoard, computer lab).
Part 3: Task Analysis
I conducted the task analysis using topic analysis. My target audience is a group of eighth grade
math students. The Criterion Reference Competency Test is administered in April and over those
eight months prior, much information has been taught. I can conclude from these first few
months of school that students are struggling with retention. Therefore, I can only imagine the
vast amount of remediation they will need before taking the CRCT. Since unit one was the first
unit learned, students will benefit the most from remediation of this unit. I am using the key

elements of unit one from the 8th grade Common Core Georgia Performance Standards to
complete this topic analysis.
Topic Analysis
1.0 Unit 1: Transformations, Congruence, Similarity
I.

Rigid Transformations- the pre-image and the image are the same shape and size
a. Translations- slide
b. Rotations- turn
c. Reflections- flip

II.

Non Rigid Transformations- the pre-image and the image are the same shape but
different sizes
a. Dilation- enlarges or reduces a figure
b. Scale Factor- determines how large or small to dilate a figure

III.

Congruence-two figures are the same shape and the same size
a. Translations, rotations, and reflections are all congruent transformations

IV.

Similarity- two figures are the same shape, but different sizes
a. The pre-image and image of a dilation are similar figures.

Subject Matter Expert (SME)

I (NeAnn Wooten) will serve as the SME for this instructional plan. My formal education
consists of a bachelors degree in Middle Grades Education with concentrations in mathematics
and science from Albany State University in Albany, Georgia. I am currently pursuing a masters
degree in Instructional Technology from Georgia Southern University in Statesboro, Georgia, as
well as a gifted endorsement from North Georgia College and University.
My primary qualification to serve as SME is my position as an eighth grade math teacher
at Washington Middle School in Cairo, Georgia. My job as a middle school teacher requires me
to develop lesson plans, deliver instruction, and assess comprehension. As a math teacher, I
witness students struggle to retain information learned in the classroom. This lack of retention is
a major problem, especially for eighth graders. In April these students will take a standardized
assessment (Criterion Reference Competency Test) which is a determining factor in whether they

will be promoted to high school. By developing this online instructional module, eighth graders
will receive reinforcement on the standards they will be tested on.

Part 4: Instructional Objectives

Terminal Objective 1: To define rigid transformation
Enabling Objectives:
1A. To identify translations, rotations, and reflections
1B. To describe the movement of the three rigid transformations
1C. To perform a series of motion on images that are rigid transformations

Terminal Objective 2: To define a non rigid transformation

Enabling Objectives:
2A. To identify a dilation as a non rigid transformation

2B. To describe the role scale factor plays on a dilation

2C. To compare the characteristics of enlargements and reductions

Terminal Objective 3: To define congruent figures

Enabling Objectives:
3A. To identify congruent figures among shapes
3B. Describe the relationship between rigid transformations and congruent figures
3C. To describe the physical features of congruent figures

Terminal Objective 4: To define similar figures

Enabling Objectives:
4A. To identify figures that are similar among many different shapes
4B. To describe the physical features of similar figures
4C. To compare similar figures and non rigid transformations

Classification of Instructional Objectives:

Performance
Recall

Application

Content
Fact
1, 2, 3, 4
Concept
1A, 2A, 4A, 3A
4C
Principles
1B, 2B, 3B, 4B, 3C, 2C
Procedure
1C
Interpersonal
Attitude
Relationship between Instructional Objectives and Standards
Instructional Objectives
1
1A
1B

Common Core Georgia Performance Standards

MCC8.G.1. Verify experimentally the properties of
rotations, reflections, and translations

1C
2
2A
2B
2C
3
3A
3B
3C
4
4B
4C

MCC8.G.3. Describe the effect of dilations, translations,

rotations and reflections on two-dimensional figures
using coordinates.
MCC8.G.2 Understand that a two-dimensional figure is
congruent to another if the second can be obtained from
the first by a sequence of rotations, reflections, and
translations; given two congruent figures, describe a
sequence that exhibits the congruence between them.

MCC8.G.4 Understand that a two-dimensional figure is

similar to another if the second can be obtained from the
first by a sequence of rotations, reflections, translations,
and dilations; given two similar two-dimensional
figures, describe a sequence that exhibits the similarity
between them.

Part 5: Development of Assessments

Lesson 1- Rigid Transformations
In the spring of each school year, students in grades three eight take a Criterion
Reference Competency Test. This test is used to measure the knowledge students have gained
throughout the school year. Students in the eighth grade must pass this assessment in order to be
promoted to the ninth grade. This instructional unit is designed to help students recall
information already learned in order to pass the standardized assessment.
Objective 1 To define rigid transformation
1A. To identify translations, rotations, and reflections
1B. To describe the movement of the three rigid transformations
1C. To perform a series of motion on images that are rigid transformations

Assessment: Students will take a quiz over the types of rigid transformations, with questions
consisting of translations, reflections, and rotations, using the moodle quiz tool.
UDL Principles: Multiple means of expression will be used in this quiz. Students will all be
given the same questions, but have the choice of giving their answers in words, stating examples
by drawing pictures, or creating power points.
Lesson 2- Non Rigid Transformations
Objective 2- To define a non rigid transformation
2A. To identify a dilation as a non rigid transformation
2B. To identify the role scale factor plays on a dilation
2C. To compare the characteristics of enlargements and reductions
Assessment: Learners will answer the question, Why is a dilation a type of non rigid
transformation and what role does scale factor play in this transformation? Students may answer
this question by creating a power point, coming up with examples, or writing a paragraph.
UDL Principles: Multiple means of representation and expression are used in this assessment.
The power point presentation allows students to be visual and the choices other than the
traditional paragraph allow the students to express themselves.
Lesson 3-Congruent Figures
Objective 3- To define congruent figures
3A. To identify congruent figures among shapes
3B. Describe the relationship between rigid transformations and congruent figures
3C. To describe the physical features of congruent figures
Assessment: Students will post a real world example of congruent figures to the moodle
discussion board as well as an example of non congruent figures. They will be required to
respond to two classmates post and state which pairs of objects are congruent and why.
UDL Principles: This assessment provides multiple means of action and expression by requiring
feedback and dialogue amongst peers.
Lesson 4- Similar Figures
Objective 4- To define similar figures
4A. To identify figures that are similar among many different shapes
4B. To describe the physical features of similar figures

4C. To compare similar figures and non rigid transformations

Assessment: Learners will be given the task of describing and comparing similar figures to non
rigid transformations. To respond, students can create examples, make a power point, or answer
the question in words.
UDL Principles: Multiple means of representation and expression is provided in this
assessment. Students are given a choice on how they respond to the question.
Assessment Examples
Objective 1 Assessment:
Rigid Transformations Quiz (Complete using words, pictures, examples, or create a power point)
1.
2.
3.
4.
5.
6.

State a rule describing the translation right 4 units and down 5 units?
What is a change in size or position of a figure?
Describe congruent figures.
Which type of transformation slides?
What rigid transformation that turns?
Describe how a figure is reflected.

Objective 1 Assessment - Answer Key

1.
2.
3.
4.
5.
6.

(X+4, y-5)
Transformation
Same shape, same size
Translation
Rotation
Over the x-axis or the y-axis

Objective 2 Assessment
Answer the following question by creating a powerpoint, giving examples, or writing a
paragraph. Upload answer to moodle.
Why is a dilation a type of non rigid transformation and what role does scale factor play in this
transformation?

Objective 2 Assessment Possible Answer

A dilation is a type of transformation that enlarges or reduces a figure. This transformation

is non rigid because the pre-image and the image are the same shape but different sizes.
When solving dilation problems, the scale factor tells you how large or small to make a
figure. If the scale factor is greater than one, the dilation is an enlargement. When the scale
factor is greater than one, you must multiply every point of the pre-image by the scale
factor. If the scale factor is less than one, the dilation is a reduction. When the scale factor is
less than one, you must divide every point of the pre-image by the denominator of the scale
factor.
Objective 3 Assessment
Post a real world example of congruent figures to the moodle discussion board as well as an
example of non congruent figures. You are required to respond to two classmates post and state
which pair of objects are congruent and why.
Objective 3 Rubric
Element

5 points

10 points

Addresses the question

1 real world example

2 real world examples

Response

1 post

2 posts

Accuracy

1 correct answer and no

reasoning

2 correct answers and reasoning

for both

Total points ____/30

Objective 4 Assessment
Similar Figures (Answer the question by creating an example, making a power point, or
words.)
1. Describe and compare similar figures to non-rigid transformations.
Objective 4 Possible Answer

1. Similar figures have the same shape but different sizes. Dilations are non rigid
transformations where the pre-image and image are the same shape and the same size.

Alignment of Objectives

Objectives

Assessment

1A, 1B, 1C

Objective 1 Assessment

2A, 2B, 2C

Objective 2 Assessment

3A, 3B, 3C

Objective 3 Assessment

4A, 4B, 4C

Objective 4 Assessment

Part 6: Content Sequencing and Instructional Strategies

Instructional Sequence
Sequence

Description

Objective

Define rigid transformation

Define non rigid transformation

Define congruent figures

Define similar figures

This unit focuses on the concept-related sequencing as they were learned according to the
Common Core Georgia Performance Standards. The learner will progress through this
remediation in the same order it was learned. This sequence begins with basic movement of
images on the coordinate plane. Next, these images are not only moved on the coordinate plane,
but their size can become bigger or smaller. Once students have learned how to move and change

the size of images, they have to identify if the pre-image and the image are congruent or similar.
Each objective in this unit builds on what was previously learned.

Lesson 1: Rigid Transformations

Objective 1: The student will define a rigid transformation
Objective 1A: The student will identify translations, rotations, and reflections
Objective 1B: The student will describe the movement of the three rigid transformations
Objective 1C: The student will perform a series of motion on images that are rigid
transformations
Initial Presentation: Student will watch a slide show of the three types of rigid transformations.
Student will recall what rigid transformations are by identifying them through an online
interactive activity or by finding pictures of rigid transformations online and labeling them.
(Tricarico & Yendol-Hoppey, 2012, p. 14).
Generative Strategy: Student will create a T.I.P (term, information, picture) chart of the rigid
transformations. In addition, the student will make up their own examples, solve them, and give
rationale for their answers (Kalman, Kemp, Morrison, & Ross, 2013, p. 174)
UDL: These strategies provide multiple means of expression because students are drawing,
writing, and making up their own examples.
Lesson 2: Non-Rigid Transformations
Objective 2: The student will define a non rigid transformation
Objective 2A: The student will identify a dilation as a non rigid transformation.
Objective 2B: The student will identify the role scale factor plays on a dilation.
Objective 2C: To compare the characteristics of enlargements and reductions
Motivational Strategy: Ask learner to speculate what would happen if a figure was dilated by a
scale factor of 5 and by a scale factor of . Student will be given the option of creating a power
point presentation to reflect on dilations or they can summarize using words. (Tricarico &
Yendol-Hoppey, 2012, p. 14).
Initial Presentation: Student will watch a video of the steps taken to dilate an image. Next,
student will differentiate between images that have been enlarged or reduced. (Tricarico &
Yendol-Hoppey, 2012, p. 14).

Generative Strategy: Student will create picture examples of his or her own and label them as
either an enlargement or a reduction. Student also has the option of making a foldable (with an
online template) using the terms dilation, enlargement, reduction, and scale factor (Kalman,
Kemp, Morrison, & Ross, 2013, p. 174).
UDL: These strategies provide multiple means of expression because students are given the
opportunity to create picture examples or make foldables.
Lesson 3: Congruent Figures
Objective 3: The define congruent figures
Objective 3A: To identify congruent figures among shapes
Objective 3B: Student will describe the relationship between rigid transformations and
congruent figures.
Objective 3C: To describe the physical features of congruent figures
Initial Presentation: Student will view a video song of congruent figures as well as watch a
powerpoint presentation. (Tricarico & Yendol-Hoppey, 2012, p. 14).
Generative Strategy: Student will match figures that are congruent and identify which
transformation has taken place from the pre-image to the image (Kalman, Kemp, Morrison, &
Ross, 2013, p. 174).
UDL: These strategies provide multiple means of action and expression because students are
required to match and identify congruent figures.
Lesson 4: Similar Figures
Objective 4: The student will define similar figures.
Objective 4A: Student will identify figures that are similar among many different shapes.
Objective 4B: Student will describe the physical features of similar figures.
Objective 4C: Student will compare similar figures and non rigid transformations.
Motivational Strategy: Ask learner to speculate the differences between congruent and similar
figures. Ask student to recall why congruent figures are rigid transformations and similar figures
are non rigid transformations. Student may do this using an online graphic organizer template,
venn diagram template, or by summarizing with words (Kalman, Kemp, Morrison, & Ross,
2013, p. 174).
Initial Presentation: Student will view a slide show and video that focuses on similar figures.
(Tricarico & Yendol-Hoppey, 2012, p. 14).

Generative Strategy: Student will be responsible for creating five sets of similar figures and
stating why they are similar and not congruent. This may be done by using power point template,
TIP Chart, or graphic organizer (Kalman, Kemp, Morrison, & Ross, 2013, p. 174).
UDL: These strategies provide multiple means of representation and expression because students
are given the option of creating a power point, TIP chart, or graphic organizer.
References
Kalman, H., Kemp, J., Morrison, G., Ross, S. (2013). Designing Effective Instruction. Danvers,
MA: John Wiley & Sons, Inc.
Tricarico, K., & Yendol-Hoppey, D. (2012). Teacher Learning through Self-Regulation: An
Exploratory Study of Alternatively Prepared Teachers' Ability to Plan Differentiated
Instruction in an Urban Elementary School. Teacher Education Quarterly, 39(1), 139158.

Part 7: Design of Instruction

Instructional
Strategies

Goals

Lesson 1

The student will

create a Term,
Information,
Picture Chart of
the rigid
transformations.

Explains the
characteristics of
rigid
transformations
and differentiates
between
translations,
rotations, and
reflections.

Objectives
Objective 1: The
student will define
a rigid
transformation.
1A: The student
will identify
translations,
rotations, and
reflections.
1B: The student
will describe the
movement of the
three rigid

UDL

Assessments

Learners are
given multiple
means of
expression
because
students are
drawing,
writing, and
making up
their own

Students will take

a quiz over the
types of rigid
transformations,
with questions
consisting of
translations,
reflections, and
rotations, using
the moodle quiz

transformations.

examples.

tool.

1C: The student

will perform a
series of motion
on images that are
rigid
transformations.
Lesson 2

The student will

analyze non rigid
transformations
(dilations)
through power
points, videos,
and picture
examples.

Identifies non
rigid
transformations
and differentiates
between
enlargements and
reductions.

Objective 2: The
student will define
a non rigid
transformation
2A: The student
will identify a
dilation as a non
rigid
transformation
2B: The student
will identify the
role scale factor
plays on a dilation.

Learners are
given multiple
means of
expression
because
students are
creating
picture
examples or
making
foldables.

2C: To compare
the characteristics
of enlargements
and reductions
Lesson 3

The student will

Identifies
identify
congruent figures
congruent figures and understands
through songs
that congruent
and power points. figures are rigid
transformations
(translations,
rotations, and
reflections).

Objective 3: The
student will define
congruent figures.
3A: Student will
identify congruent
figures among
shapes
3B: Student will
describe the
relationship
between rigid
transformations
and congruent
figures.
3C: To
describe
the

Learners are
given multiple
means of
action and
expression by
using videos,
songs, and
power points
to review
information.

Learners will
answer the
question, Why is
a dilation a type
of non rigid
transformation
and what role
does scale factor
play in this
transformation?
Students may
answer this
question by
creating a power
point, coming up
with examples, or
writing a
paragraph.

Students will post

a real world
example of
congruent figures
to the moodle
discussion board
as well as an
example of non
congruent figures.
They will be
required to
respond to two
classmates post
and state which
pairs of objects
are congruent and
why.

physical
features of
congruent
figures
Lesson 4

The student will

identify similar
figures through
slide shows,
videos, power
points, and
graphic
organizers.

Objective 4: The
student will define
similar figures.
Identifies similar
figures and
understands that
similar figures
are non rigid
transformations
(dilations).

4A: Student will

identify figures
that are similar
among many
different shapes
4B: Student will
describe the
physical features
of similar figures.
4C: Student will
compare similar
figures and non
rigid
transformations.

Students are
given multiple
means of
action and
expression by
using multiple
tools for
construction
and
composition
(creating
power points,
graphic
organizers)

Learners will be
given the task of
describing and
comparing similar
figures to non
rigid
transformations.
To respond,
students can
create examples,
make a power
point, or answer
the question in
words.

Part 8: Formative Evaluation Plan

Formative Evaluation Plan
1. Purpose: The purpose of this evaluation is to ensure proper instruction and remediation
are taking place so students will pass the Criterion Reference Competency Test. Also, any
improvements that can be made in the module to make it better.
2. Audience: The target participants in this evaluation are my students, my fellow 8th grade
math teachers, and my subject matter expert Mrs. Norma Chick. Mrs. Chick has been a
middle grades math teacher for over thirty years which will allow her to give great
feedback.
3. Issues: Did this instruction help the students recall information already learned? Did the
learners enjoy the unit and was it beneficial. What aspects can I improve on as the
instructor to make the unit better? Were there any issues with the module that need to be
fixed?

4. Resources: The resources needed to conduct this evaluation will be a computer and
internet access. https://www.surveymonkey.com/s/DJXG5ZD
5. Evidence: Information from students of all ability levels will be required to obtain
accurate evidence.
6. Data: Gathering Techniques: Data will be gathered through the survey created on
https://www.surveymonkey.com/s/DJXG5ZD
1. How helpful was this remediation?
2. Are you confident you will pass the CRCT because of this
remediation?
3. What did you enjoy the best about this module?
4. What did you enjoy the least about this module?
5. How could this module be improved?
6. Which lesson did you enjoy the most? Why?
7. Which lesson did you enjoy the least? Why?
8. What was the most helpful aspect of this module (power points,
videos, assessments, etc)? Why?
7. Analysis: The results from this evaluation will be analyzed by the feature on
surveymonkey.com. This website will analyze the survey results by question as well as
individual responses. In addition to the surveymonkey.com feature, the subject matter
expert, Mrs. Chick will also analyze the data.
8. Reporting: The results will be reported back to the instructor (myself). After receiving
Mrs. Chicks feedback, I will make appropriate adjustments to the module.