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Teacher Quality Standard I: Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).
   

Element B: Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematical practices.

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Math Standards:

21st Century Skills and Readiness Competencies

MA.9-12.S.4 · Shape, Dimension, and Geometric Relationships

MA.9-12.S.4.GLE.1.IQ.1 · What happens to the coordinates of the vertices of shapes

when different transformations are applied in the plane?

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Academic Standards:

MA.HS.G-MG.A · Modeling with Geometry: Apply geometric concepts in modeling situations.

MA.HS.G-MG.A.1 · Use geometric shapes, their measures, and their properties to

describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

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Evidence

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During the fourth week of the unit lesson plan, students were working on 1-point and 2-point perspective, a technique often used in architectural drawing. Oftentimes, the rule of thirds is implemented to locate where the horizon line needs to be. Once students decided if they were going to make a 1- or 2-point perspective sketch, they took a ruler guiding their lines off that single point, creating an analytical (mathematical) illusion of space (depth of field). This technique integrates both mathematics and art on a linear plane. This was done over two class periods, and on Friday, February 2, students put the characters they were creating into their perspective drawings while incorporating atmospheric details. I used literacy terminology for my content area in art for the students to learn and utilize the proper vocabulary so they could comprehend the artistic language more easily. This required further attention due to the mathematical integration. As always, there were some students who needed additional assistance with understanding the concepts and vocabulary. In this lesson, there were more students than usual who required further explanation. Having a co-teacher was beneficial given there was a higher demand for individualized instruction. Both of us have experience, specifically in architectural drawing, which made it easier to help the students succeed.

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