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This activity relates to the SAMR level of redefinition because the students are taking tasks that were previously completed and are doing something new with them in order to further their development of what is all possible with technology.

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Using the rubric they created in evaluate and the presentaiton they created in analyze, students will create a culminating project on the topic. They will then create a screencastify to walk future students through the requirements and expectations, complete with their examples from throughout this unit.

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This activity links to the SAMR level of modification because students are creating a project that allows them to go in whatever direction they want. This freedom allows for a task redesign. This project makes them evaluate what they know about the project, and what would be a useful guideline for future students when doing this project.

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Using the Nearpod they created for analyze, the students must create a rubric for the project. Then they must come up with guidelines for future presentations to follow based on their Nearpod presentation and the presentation of their group members that they saw in order to create a rubric that will allow for the creation of a successful future project.

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The students will create a Nearpod presentation about the terms discussed, then using the poll and quiz options test their classmates in a small group about the information presented to them in the Nearpod presentation. Each presentation must contain the names of the shapes, how to classify them, examples, and individual facts about the shape.

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This activity links to the SAMR level of modification because students are creating a project that allows them to go in whatever direction they want based on vague guidelines, which allows for a task redesign. This project makes them analyze what they know about the topic and find out more information about the topic in order to teach their classmates something new and then quiz them on this information.

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This project where they must create a SMARTboard activity to test their classmates knowledge also counts as a direct substitute for something that could be done without technology; however, it is using technology with functional improvement from the venn diagrams they previously created.

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The students will need to create an activity on SmartNotebook for a small group of students to complete that assess their knowledge on quadrilaterals.

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This activity of playing a game online links to the SAMR model of Augmentation because it is a direct substitute for a game played on a regular board. It has functional improvement because they have to interact with the technology not just typing things into a template. It serves also as a great way to develop their knowledge of shape identification within a given time limit.

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The students will apply their knowledge on quadrilaterals by playing this game as practice.

http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/QuadShapesShoot.htm

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This activity links to the SAMR model level of substitution because it allows for a complete substitution of pencil and paper.

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The students will complete venn diagrams to compare the different types of quadrilaterals to each other. The Venn diagrams they will do are:
1) rhombus to square
2) rectangle to parallelogram
3) trapezoid to parallelogram