Essential Questions:

What is change? How can we use mathematics to measure and describe it?

How do we analyze functions?

How do we use mathematical reasoning to solve problems?

How do we communicate our conclusions?

Course Summary:

In this course, students use the tools they have developed and practiced in the mathematical disciplines of Algebra and Geometry to build the discipline of Calculus. A student entering this course should be familiar with the concepts introduced in Algebra II, Geometry, and Precalculus, specifically writing, solving, graphing and modeling elementary functions (polynomial and trigonometric) and transcendental functions (exponential and logarithmic), and can expect to study two fundamental problems of Calculus: the tangent line problem and the area under the curve.

During the first semester, students will explore dynamic rates of changes (velocities and accelerations) through the use of limits and their properties, the derivative of a function, and the relationship between differentiability and continuity. In the second semester, students will build on their knowledge of differentiation to explore the integral of a function and use basic integration rules to find anti-derivatives, and explore the area under curves with a variety of methods.

This course is designed to give students an understanding of the basic concepts of Calculus as well as proficiency with the fundamental tools Calculus offers to us. Successful completion of this course will prepare students for Calculus II or continued mathematical study in college.

Materials:

Students will be expected to have the following materials:

Pencil. Mathematical work should be done in pencil. Notes may be taken in pen (this can be a helpful tool!) but work must be erasable.

A dedicated math notebook. Your notes are your first resource and need to be easily accessible.

A Calculator. If you have a TI-83+, it will be helpful.

- Other resources that can be helpful: A math binder or folder for storing and organizing papers, an agenda book, and multicolored writing implements for notes.

What is change? How can we use mathematics to measure and describe it?

How do we analyze functions?

How do we use mathematical reasoning to solve problems?

How do we communicate our conclusions?

Course Summary:

In this course, students use the tools they have developed and practiced in the mathematical disciplines of Algebra and Geometry to build the discipline of Calculus. A student entering this course should be familiar with the concepts introduced in Algebra II, Geometry, and Precalculus, specifically writing, solving, graphing and modeling elementary functions (polynomial and trigonometric) and transcendental functions (exponential and logarithmic), and can expect to study two fundamental problems of Calculus: the tangent line problem and the area under the curve.

During the first semester, students will explore dynamic rates of changes (velocities and accelerations) through the use of limits and their properties, the derivative of a function, and the relationship between differentiability and continuity. In the second semester, students will build on their knowledge of differentiation to explore the integral of a function and use basic integration rules to find anti-derivatives, and explore the area under curves with a variety of methods.

This course is designed to give students an understanding of the basic concepts of Calculus as well as proficiency with the fundamental tools Calculus offers to us. Successful completion of this course will prepare students for Calculus II or continued mathematical study in college.

Materials:

Students will be expected to have the following materials:

Pencil. Mathematical work should be done in pencil. Notes may be taken in pen (this can be a helpful tool!) but work must be erasable.

A dedicated math notebook. Your notes are your first resource and need to be easily accessible.

A Calculator. If you have a TI-83+, it will be helpful.

- Other resources that can be helpful: A math binder or folder for storing and organizing papers, an agenda book, and multicolored writing implements for notes.

Assessment

Grades for this course consist of four strands: Logic, Accuracy, Application and Work Habits.

Accuracy – 30%

Mathematics is a language that allows people to give exact answers. When calculations are not made correctly, computers don’t operate, bridges collapse, and checks bounce. Students are assessed in this strand primarily through their performance on quizzes and tests.

Logic – 30%

Just like accuracy, how one arrives at that answer is also important. When reviewing student work, teachers look to see how problems are set up before they are solved. As math concepts become increasingly complex, making sure the logic is clearly communicated takes on greater significance. Students are assessed in this strand primarily through their performance on quizzes and tests.

Application – 20%

Students participate in several unit projects over the course of a semester where they apply their knowledge to problem solving situations. Most projects also involve writing about their mathematical thinking, reflecting about their growth as a math students and sharing these in a public forum. These projects are graded on a variety of content and presentation standards.

Work Habits – 20%

The Work Habits strand reflects the effort students have put into completing homework, studying regularly, and working in class. Work habits also reflect the level of students’ participation in class, their willingness to take academic risks, and ability to incorporate revisions into their work. Students with strong work habits grades are putting consistent, effective effort into their schoolwork.