Professional Documents
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AP Calculus I
TABLE OF CONTENTS
Mission Statement ………………………………………….. 3
Philosophy …………………………………………………… 3
Statement of Purpose ………………………………………. 3
Introduction ………………………………………………….. 3
District Curriculum Template ………………………………. 4
Guiding Principles …………………………………………… 4
Intent of the Guide …………………………………………… 5
Unit 1 – Functions, Graphs, and the Limit Process ……… 6
Unit 2 – Differentiation ……………………………………… 9
Unit 3 – Applications of the Derivative …………………….. 12
Unit 4 – Integration ………………………………………….. 15
Unit 5 – Applications of the Integral ……………………….. 18
Unit 6 – Methods of Integration ……………………………. 21
Unit 7 – Exam Preparation …………………………………. 24
MATHEMATICS - PHILOSOPHY
We believe that ALL students regardless of race, ethnicity, socio-economic status, religious
background, and/or any other classification are deserving of a holistic mathematics
education. This holistic approach would include an education that will allow them to fully
discover themselves, their strengths and weaknesses, and benefit from necessary real
world/real life mathematical instruction. Mathematics curricula are designed to reinforce 21 st
Century Learning, to maximize rigor, relevance, and relationships, and to engage students
individually through differentiated instruction.
INTRODUCTION
The most precious resource teachers have is time. Regardless of how much time a course
is scheduled for, it is never enough to accomplish all that one would like. Therefore, it is
imperative that teachers utilize the time they have wisely in order to maximize the potential
for all students to achieve the desired learning.
4
High quality educational programs are characterized by clearly stated goals for student
learning, teachers who are well-informed and skilled in enabling students to reach those
goals, program designs that allow for continuous growth over the span of years of
instruction, and ways of measuring whether students are achieving program goals.
more deeply and fully these questions as they proceed through the unit. Knowledge and
skills are the “stuff” upon which the understandings are built.
Stage II: Determining Acceptable Evidence: Varied types of evidence are specified to
ensure that students demonstrate attainment of desired results. While discrete knowledge
assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc…) will be utilized
during an instructional unit, the overall unit assessment is performance-based and asks
students to demonstrate that they have mastered the desired understandings. These
culminating (summative) assessments are authentic tasks that students would likely
encounter in the real world after they leave school. They allow students to demonstrate all
that they have learned and can do. To demonstrate their understandings students can
explain, interpret, apply, provide critical and insightful points of view, show empathy and/or
evidence self-knowledge. Models of student performance and clearly defined criteria (i.e.:
rubrics) are provided to all students in advance of starting work on the unit task.
Stage III: Designing Learning Activities: Instructional tasks, activities, and experiences are
aligned with stages one and two so that the desired results are obtained based on the
identified evidence or assessment tasks. Instructional activities and strategies are
considered only once stages one and two have been clearly explicated. Therefore,
congruence among all three stages can be ensured and teachers can make wise
instructional choices.
At the curricular level, these three stages are best realized as a fusion of research, best
practices, shared and sustained inquiry, consensus building, and initiative that involves all
stakeholders. In this design, administrators are instructional leaders who enable the
alignment between the curriculum and other key initiatives in their district or schools. These
leaders demonstrate a clear purpose and direction for the curriculum within their school or
district by providing support for implementation, opportunities for revision through sustained
and consistent professional development, initiating action research activities, and collecting
and evaluating materials to ensure alignment with the desired results. Intrinsic to the
success of curriculum is to show how it aligns with the overarching goals of the district, how
the document relates to district, state, or national standards, what a high quality educational
program looks like, and what excellent teaching and learning looks like. Within education,
success of the educational program is realized through this blend of commitment and
organizational direction.
Unit Name: Functions and Graphs and the Limit Process Time Frame: 4 weeks
UNIT
Course/Grade:AP State/Group: NJ
UNIT SUMMARY
During this unit students will become acquainted with the relationship between algebra/geometry and
the development of Calculus. Evaluating limits both analytically and graphically is a major area of the
unit and will be emphasized. Students will use the TI-89 calculator to help develop the intuitive feel of
limits and graph behavior. From this unit students will have a complete understanding of limits and
how they are used.
UNIT RESOURCES
Worksheets
Graphing Calculator
StudyIsland.com
WolframAlpha.com
Collegeboard.org
free-test-online.com/ap-calculus-ab
STAGE ONE
Learning Outcomes:
ENDURING UNDERSTANDINGS
Algebra, trigonometry, and logarithms are essential tools for the study of calculus.
The concept of a limit is one of the foundations of calculus.
Continuous functions model real-life phenomena.
Predicted Misunderstandings:
During direct substitution students will misinterpret solutions with zero as a denominator as
Does not Exist.
ESSENTIAL QUESTIONS
How does the math that you previously studied relate to the math that you are going
to be studying?
How do limits guarantee the continuity of a function?
When do limits fail to exist?
What is the difference between calculating a limit and evaluating a function at a
point?
Vocabulary:
Domain, range, independent, dependent variable, graph, function, absolute value, increasing,
decreasing, linear , quadratic, polynomial, coefficients, degree, cubic , power, root,,
reciprocal , rational, algebraic, trigonometric, exponential, logarithmic , translations,
composite , limit, right-hand limit, left-hand limit, vertical asymptote, continuous at a point,
discontinuity, removable discontinuity, jump discontinuity, horizontal asymptote, infinite
limits, limits at infinity, intermediate value theorem.
Main Topics:
Rational Exponents
Simplifying expressions
Writing linear equations
Average rate of change
STAGE TWO
PERFORMANCE TASKS
Warm-up Questions
Exit Questions
Homework
Classwork
OTHER EVIDENCE
1 Test
1 Quiz
STAGE THREE
LEARNING PLAN
Students will be given practice problems all during the unit covering the different ways to evaluate
limits. Students will be called upon to do problems on the board and talk their way through it to
ensure full understanding.
Student progress will be monitored through homework, classwork, and the quiz. As the unit
progresses students should become more comfortable and effective at evaluating limits.
The unit will follow the sections in the book. Each section builds upon the previous so
skipping around would not be beneficial.
9
UNIT
Course/Grade: AP State/Group: NJ
UNIT SUMMARY
In this unit we prepare the students for applications in differential calculus by giving them a firm grasp
of methods of differentiation. Emphasis is placed on what a derivative represents (slope of a tangent
line to a point on a curve), and the graphical differences between f(x) and f’(x), the relationship
between differentiability and continuity is also a major point of interest in this unit.
UNIT RESOURCES
Worksheets
Graphing Calculator
StudyIsland.com
WolframAlpha.com
Collegeboard.org
free-test-online.com/ap-calculus-ab
STAGE ONE
Learning Outcomes:
How to find the derivative of a function using the limit definition and understand the
relationship between differentiability and continuity.
How to find the derivative of a function using basic differentiation rules.
How to find the derivative of a function using the Product and Quotient Rules.
How to find the derivative using implicit differentiation.
10
ENDURING UNDERSTANDINGS
Predicted Misunderstandings:
That differentiation implies continuity, but continuity does not imply differentiation.
ESSENTIAL QUESTIONS
Vocabulary:
Main Topics:
Rational Exponents
Simplifying expressions
Writing linear equations
Average rate of change
STAGE TWO
PERFORMANCE TASKS
Warm-up Questions
Exit Questions
Homework
Classwork
OTHER EVIDENCE
2 Tests
2Quizzes
STAGE THREE
LEARNING PLAN
Students will be given practice problems all during the unit covering derivatives. Students will be
called upon to do problems on the board and talk their way through it to ensure full understanding.
Student progress will be monitored through homework, classwork, quizzes and tests. As the unit
progresses students should become more comfortable and effective at finding derivatives.
The unit will follow the sections in the book. Each section builds upon the previous so
skipping around would not be beneficial.
12
UNIT
Course/Grade: AP State/Group: NJ
UNIT SUMMARY
Students will discover some of the many applications of the derivative. Graph relationships between f,
f’, and f’’ are a critical area in this unit (graph analysis). Students are taught a ‘process’ for problems
that involve rates of change and motion – functionalize, derivate, test for extrema, and solve.
Students are taught how to approach a particular problem in calculus, and use the calculator as a tool
in the solution process.
UNIT RESOURCES
Worksheets
Graphing Calculator
StudyIsland.com
WolframAlpha.com
Collegeboard.org
free-test-online.com/ap-calculus-ab
STAGE ONE
Learning Outcomes:
ENDURING UNDERSTANDINGS
Predicted Misunderstandings:
Students will mix up concave up and concave down when using tables.
ESSENTIAL QUESTIONS
Vocabulary:
Main Topics:
Apply the derivative to solve velocity problems, growth and decay problems.
Solve optimization problems.
Solve problems involving related rates.
Find extrema on an interval and use the 1st or 2nd derivative test to find maxima/minima.
Sketch curves using 1st and 2nd derivatives.
14
STAGE TWO
PERFORMANCE TASKS
Warm-up Questions
Exit Questions
Homework
Classwork
OTHER EVIDENCE
2 Tests
3Quizzes
STAGE THREE
LEARNING PLAN
Students will be given practice problems all during the unit covering applications of derivatives.
Students will be called upon to do problems on the board and talk their way through it to ensure full
understanding.
Student progress will be monitored through homework, classwork, quizzes and tests. As the unit
progresses students should become more comfortable and effective at finding derivatives and
explaining how they are used.
The unit will follow the sections in the book. Each section builds upon the previous so
skipping around would not be beneficial.
15
UNIT
Course/Grade: AP State/Group: NJ
UNIT SUMMARY
This unit will supply the students with the capability of integrating a variety of function types. It is
necessary for them to integrate by hand as well as with a calculator for the exam. The relationship
between the Riemann Sums and the definite integral is a major point of interest in the unit. The
Trapezoidal Rule helps to demonstrate the idea of the definite integral representing summation, once
again.
UNIT RESOURCES
Worksheets
Graphing Calculator
StudyIsland.com
WolframAlpha.com
Collegeboard.org
free-test-online.com/ap-calculus-ab
STAGE ONE
Learning Outcomes:
ENDURING UNDERSTANDINGS
Predicted Misunderstandings:
Students may not understand what the integral is actually used for.
Students may occasionally use differentiation rules when integrating.
ESSENTIAL QUESTIONS
How are the rules for differentiation used to develop the basic rules of integration?
How can we use the measure of area under a curve to discuss net change of a function over
time?
How is the anti-derivative related to the accumulation function?
How are area under the curve and the definite integral related?
How are the properties of definite integrals related to the Riemann sum definition?
How can one apply numerical techniques to compute an integral without knowing the
associated antiderivative?
Vocabulary:
Main Topics:
Integration
Differentiation
Area of a trapezoid
Symmetry
STAGE TWO
PERFORMANCE TASKS
Warm-up Questions
Exit Questions
Homework
Classwork
OTHER EVIDENCE
1 Test
1 Quiz
STAGE THREE
LEARNING PLAN
Students will be given practice problems all during the unit integrals. Students will be called upon to
do problems on the board and talk their way through it to ensure full understanding.
Student progress will be monitored through homework, classwork, quizzes and tests. As the unit
progresses students should become more comfortable and effective at finding both definite and
indefinite integrals.
The unit will follow the sections in the book. Each section builds upon the previous so
skipping around would not be beneficial.
18
UNIT
Course/Grade: AP State/Group: NJ
UNIT SUMMARY
In this unit students will discover the many uses of the definite integral – which the have learned as
the limit to the Riemann Sum. Major points of emphasis include solving differential equations, area
between curves and volumes of solids with known cross sections. They will also use the trapezoidal
rule as a means on evaluating a definite integral without using the integration process. As always,
graphing calculators will be used extensively to better understand the concepts taught and expedite
the solution process.
UNIT RESOURCES
Worksheets
Graphing Calculator
StudyIsland.com
WolframAlpha.com
Collegeboard.org
free-test-online.com/ap-calculus-ab
STAGE ONE
Learning Outcomes:
How to use a definite integral to find the area of a region bounded by two curves.
How to find the volume of a solid of revolution by the disk, washer, and shell methods.
19
ENDURING UNDERSTANDINGS
The definite integral can be used to find exact area, volume, or length by using the limit of
Riemann sums.
Integrals can be used to solve a variety of problems related to area, velocity, acceleration,
volume, and area of a solid of revolution.
Predicted Misunderstandings:
ESSENTIAL QUESTIONS
Vocabulary:
Solid of revolution, cross section, representative rectangle. Volume, Disc method, Washer
method, Shell Method
Main Topics:
Integration
Graphing
Basic volume formulas
STAGE TWO
PERFORMANCE TASKS
Warm-up Questions
Exit Questions
Homework
Classwork
OTHER EVIDENCE
2 Tests
2 Quizzes
STAGE THREE
LEARNING PLAN
Students will be given practice problems all during the unit covering applications of integrals.
Students will be called upon to do problems on the board and talk their way through it to ensure full
understanding.
Student progress will be monitored through homework, classwork, quizzes and tests. As the unit
progresses students should become more comfortable and effective at finding integrals and explaining
how they are used.
The unit will follow the sections in the book. Each section builds upon the previous so
skipping around would not be beneficial.
21
UNIT
Course/Grade: AP State/Group: NJ
UNIT SUMMARY
In this unit we will give students the tools by which the can integrate a variety of complex functions.
This information is invaluable to a Calculus student whose future is in a math based field. The process
of determining a method of integration, and executing that method, helps to develop a stronger
mathematical process.
UNIT RESOURCES
Worksheets
Graphing Calculator
StudyIsland.com
WolframAlpha.com
Collegeboard.org
free-test-online.com/ap-calculus-ab
STAGE ONE
Learning Outcomes:
ENDURING UNDERSTANDINGS
The definite integral can be used to find exact area, volume, or length by using the limit of
Riemann sums.
Integrals can be used to solve a variety of problems related to area, velocity, acceleration,
volume, and area of a solid of revolution.
Predicted Misunderstandings:
ESSENTIAL QUESTIONS
Vocabulary:
Main Topics:
Integration
Graphing
Trigonometric Identities
Partial Fractions
STAGE TWO
PERFORMANCE TASKS
Warm-up Questions
Exit Questions
Homework
Classwork
23
OTHER EVIDENCE
1 Test
1Quiz
STAGE THREE
LEARNING PLAN
Students will be given practice problems all during the unit covering other methods of finding
derivatives. Students will be called upon to do problems on the board and talk their way through it to
ensure full understanding.
Student progress will be monitored through homework, classwork, quizzes and tests. As the unit
progresses students should become more comfortable and effective at finding derivatives and
explaining how they are used.
The unit will follow the sections in the book. Each section builds upon the previous so
skipping around would not be beneficial.
24
UNIT
Course/Grade: AP State/Group: NJ
UNIT SUMMARY
In this unit we will review the topics covered this year in preparation for the AP Exam in May. At this
point students will work on becoming more comfortable with the TI-89 while remembering how to
work through the problems by hand.
UNIT RESOURCES
Worksheets
Graphing Calculator
StudyIsland.com
WolframAlpha.com
Collegeboard.org
free-test-online.com/ap-calculus-ab
STAGE ONE
Learning Outcomes:
ENDURING UNDERSTANDINGS
Predicted Misunderstandings:
ESSENTIAL QUESTIONS
Vocabulary:
Main Topics:
Integration
Derivatives
Substitution
Trigonomitry
STAGE TWO
PERFORMANCE TASKS
Warm-up Questions
Exit Questions
Homework
Classwork
Chapter Project
OTHER EVIDENCE
Practice AP tests
26
STAGE THREE
LEARNING PLAN
Students will be given practice problems all during the unit covering the different ways to evaluate
problems. Students will be called on to work on the board and explain their work/thinking.Students
will be given practice problems all during the unit covering applications of derivatives. Students will
be called upon to do problems on the board and talk their way through it to ensure full understanding.
Student progress will be monitored through homework, classwork, quizzes and tests. As the unit
progresses students should become more comfortable and effective at finding derivatives and
explaining how they are used.
The unit will follow the sections in the book. Each section builds upon the previous so
skipping around would not be beneficial.
Student progress will be monitored through homework, classwork, the project, and the practice tests.
The unit will follow the units from the year. Each unit builds upon the previous so skipping
around would not be beneficial.
EHT Special Education Interventions
ABA strategies and Interventions for both behavior and Instruction (for autistic programs
only)
Picture Exchange Communication System (for non-verbal students)
Ipad with Proloquo2Go (for non-verbal students)
Go Talk device (for non-verbal students)
Mike and Molly Program for language skills and reading (mostly for very low
functioning students)
Edmark Reading Program (mostly for very low functioning students)
Reading Milestones (for deaf students)
Menu Math (mostly for very low functioning students)
Phonics First
Wilson Reading (Miller and Alder only)
Read 180 (High School only)
Edmentum Math Labs (High School only)
IXL Reading & Labs (High School only)
Use of paraprofessionals and 1:1 nurses to assist students
Weighted Vests (for calming agitated students)
Specialized sensory equipment (for student who need sensory stimulation or students
who have tactile or other sensory aversions)
Learning Ally (audio version for textbooks and other published materials) – Also
available for 504 students
Think Through Math
Apex Online Learning – Bridge students only
Tier 3: Customized
Learning Intervention
• Activities
• Intensive
Intervention
Lessons
Tier 2: Strategic
Intervention
• Lesson Tutorials
• Basic Skills Handbook
• Skills Review Handbook
• Differentiated Instruction
• Game Closet
BigIdeasMath BigIdeasLearning
Big Ideas Math® and Big Ideas Learning® are registered trademarks of Larson Texts, Inc. Houghton Mifflin Harcourt™ is a trademark of
HMHCo Houghton Mifflin Harcourt. © Houghton Mifflin Harcourt. All rights reserved. Printed in the U.S.A. 02/15 MS132368
ELL Resources for Students within Big Ideas Math Program
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when, where, which) t Restate facts procedures reports responses
questions t Retell stories or events t Offer creative solutions to t Express and defend
issues, problems points of view
t Match icons and symbols t Locate and classify t Sequence pictures, events, t Interpret information or t Conduct research to
to words, phrases or information processes data glean information from
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environmental print t Identify facts and explicit t Identify main ideas t Find details that support multiple sources
t Identify concepts about messages t Use context clues to main ideas t Draw conclusions from
print and text features t Select language patterns determine meaning of t Identify word families, explicit and implicit text
associated with facts words figures of speech
t Label objects, pictures, t Make lists t Produce bare-bones t Summarize information t Apply information to
diagrams t Produce drawings, expository or narrative from graphics or notes new contexts
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t Draw in response to a phrases, short sentences, texts t Edit and revise writing t React to multiple genres
prompt notes t Compare/contrast t Create original ideas or and discourses
t Produce icons, symbols, t Give information information detailed responses t Author multiple forms/
words, phrases to convey requested from oral or t Describe events, people, genres of writing
messages written directions processes, procedures
t Seguir instrucciones orales instrucciones verbales ene de descripciones orales de acuerdo a t Construir modelos
de un paso t Seguir instrucciones t Seguir instrucciones verbales información oral basados en discurso
t Emparejar declaraciones verbales de dos pasos de paso múltiples t Analizar y aplicar oral
orales con objetos, figuras t Emparejar declaraciones t Clasificar o secuenciar información oral t Hacer conexiones en
o ilustraciones verbales con objetos, información oral usando t Identificar causa y información oral
figuras o ilustraciones dibujos u objetos efecto en discurso oral
t Nombrar objetos, personas t Preguntar t Formular hipótesis y hacer t Discutir cuentos, t Participar en debates
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dónde, cuál) t Reformular y decir t Ofrecer soluciones t Expresar y defender
hechos creativas a cuestiones o puntos de vista
problemas
t Emparejar símbolos y t Localizar y clasificar t Secuenciar dibujos, eventos t Interpretar información t Realizar investigaciones
dibujos con palabras, frases información y procesos o datos para reunir
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instrucciones t Dar información pedida t Comparar y contrastar t Corregir y revisar géneros y discursos
t Producir íconos, símbolos, por instrucciones orales o información escritura t Redactar varias
palabras y frases para escritas t Describir eventos, personas, t Crear ideas originales o formas/géneros de
comunicar un mensaje procesos respuestas detalladas composiciones
Translated by (Traducido por) Elizabeth J. Hartung, Monona Grove, WI; revised by (revisado por) Andrea Cammilleri, Mariana Castro and Stephanie Herrera, WIDA, Wisconsin Center for Education Research
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