Sylvia Martin

Due: May 20, 2015

Portfolio: MA Adolescent Math Education

A: Domain: Knowledge
Dimension 2. Knowledge of Subject Matter
Candidates are expected to have a firm knowledge of the fundamental ideas upon which the
school content is based. In this, there is a working knowledge of algebraic and geometric
concepts through Calculus.

Description of Artifact(s)
The High School where I am a student teacher follows the NYC DOE pacing calendar. The
curriculum map is prepared by EngageNY.org. EngageNY.org is a web site developed and
maintained by the New York State Education Department (NYSED). EngageNY.org is
dedicated to providing educators across New York State with real-time, professional learning
tools and resources to support educators in reaching the States vision for a college and career
ready education for all students.
I am responsible for a 9th grade Math Skills class. The focus of this class is to support students
and provide them with additional instruction and practice in math skills that are very closely
aligned to their common core Algebra I class. In the Linear Programming lesson included as an
artifact for dimension2, students are engaged in M5 of the curriculum map A synthesis of
modeling with equations and functions. With this lesson, students are utilizing a wide range of
math skills that involve;
reading word problems and identifying key words and information
setting up Let statements and writing inequalities from the constraints of the problem
re-writing an inequality in two variables as slope-intercept format
graphing an inequality and finding the feasible or solution set for a system of inequalities

Sylvia Martin

Due: May 20, 2015

Portfolio: MA Adolescent Math Education

solving a system of inequalities to find the vertices of the feasible region
evaluating points in the feasible region to find the maximum cost
analyzing why points outside of the feasible region do not satisfy the constraints
The video clip provided shows me addressing a question on whether y in the problem
represents an output (beginning at 1:57). This illustrates the subject matter knowledge required
in this dimension.
Finally, as part of my student teaching experience, I was given the opportunity to observe other
teachers for best practices. I observed a pre-calculus class given in this High School and the
notes are also provided here as an illustration that the school is inclusive of pre-calculus.
Files included are: