Submit a lesson plan found from a web resource and modified to include technology integrated at all four levels of SAMR. In 2 to 3 pages, describe the technology used for each level and justify your reasoning. You can use the templates at the end of the syllabus to frame your plan if you like. 

Original Lesson Plan: https://www.generationgenius.com/videolessons/area-of-polygons-using-decomposition/

Part #1 Brief Lesson Description: 

In this lesson, students will learn to find the area of polygons by decomposing shapes, as well as learn how to find the area of polygons displayed on a coordinate plane. All of these can be applied to create video games, build houses, and even skateboard ramps. Students will be asked critical questions before the lesson starts with questions such as; "What is an area?", "How can you find an area of a rectangle?", "Can you break the rectangle into different shapes?", and "If you break the rectangle into different shapes, what are the areas for the different shapes?". There then is a video with a math lesson on how to find the area of a shape. There are multiple resources such as educational tech tools, vocabulary, reading material, and practice problems to try. 

By watching the video, students are able to see how to apply the geometric foundations to real-world applications. This helps the students to better understand the concepts and to contextualize the mathematical equations. It also encourages them to further explore and discover the many ways these equations can be used. This encourages students to think in a more creative way and to develop an appreciation for mathematics. It also helps to bridge the gap between theoretical learning and practical applications. 

Part #2 Technology used in this lesson: 

There were multiple digital technology that was used in this educational lesson that shows how to find the area of a polygon. These included using a computer program to calculate the area, as well as using a ruler and a protractor to measure the length and angle of each side of the polygon. Students were able to use these tools to find the area of a polygon quickly and accurately. Students found this exercise to be very helpful in understanding the concept of finding the area of a polygon. They were able to use digital technology to visualize the process of calculating the area of the polygon and apply it to other shapes. This exercise allowed them to apply the concepts to real-world problems and develop a better understanding of the material. They were able to use the tools to develop their problem-solving skills and gain a better appreciation of mathematics. 

Part #3 Justification for being a Domain #1 activity: 

In the first domain of the SAMR model, informal assessment of an online quiz game came after reviewing notes from the teacher and doing more practice problems. Substitutions such as this would be considered examples. By substituting technology for traditional tools, we mean that technology replaces them. Playing the game allowed students to submit their answers instead of printing worksheets for them to answer. One example of a Domain #1 activity is the inclusion of a video lesson. Rather than just reading the text themselves, the entire lesson video shows students a visual representation of calculating the area of a polygon. The substitution of technology serves as a functional improvement, therefore it is an example of augmentation. In addition to accessing their quiz scores and attempting to complete an exit ticket exercise, students are able to access their pdf quiz scores. 

Part #4 Justification for turning this into a Domain #2 activity: 

To make this into a domain #2 SAMR tasks, students will apply their knowledge of how to find the area of a polygon to real-world applications. For instance, students can use their knowledge to calculate the area of their classroom to determine the amount of flooring needed for a renovation. With this new knowledge, students can also use the area of a polygon to calculate the size of a garden, the length of a fence, or the dimensions of a swimming pool. For example, students can use their understanding of the area of a polygon to calculate the size of a playground for a childcare center, determining the amount of turf needed to cover the space. Furthermore, students can apply their knowledge of area to calculate the number of tiles, bricks, and other materials required for construction projects. Through this SAMR exercise, students are able to apply their knowledge of the area of polygons to a wide variety of real-world situations, allowing them to recognize the relevance and utility of this important mathematical concept.