Calculus AB

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EGG HARBOR TOWNSHIP PUBLIC SCHOOLS

CURRICULUM
AP Calculus I
Length of Course: Full Year
Schools: High School
Student Eligibility: Grades 9-12
Credit Value: 5 Credits
Date Approved: ____________

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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
This curriculum guide was prepared by:

Thomas Marshall, High School
Christian Wiech, High School
Christine Stafford, High School
Jen DiMaio, High School
Harry Kiedaisch, High School
Stephanie Haupin, High School
Danielle Lynch, High School
Coordinated by: Greg Ryan, Supervisor of Mathematics

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DISTRICT MISSION STATEMENT

Our mission in the Egg Harbor Township School District is to partner with the student,
family, school, and community to provide a safe learning environment that addresses
rigorous and relevant 21st Century standards and best practices which will develop
academic scholarship, integrity, leadership, citizenship, and the unique learning style of
students, while encouraging them to develop a strong work ethic and to act responsibly in
their school community and every day society.
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.
MATHEMATICS - STATEMENT OF PURPOSE

Education exists for the purpose of enabling each individual to realize and maintain her/his
full potential. Mathematics education specifically involves the development of each
individual's understanding and appreciation and serves as an essential element to the
developmental process and toward the future success of students in the world at large.
The Mathematics programs provide the opportunity for each individual to develop a
comprehensive foundation of basic knowledge, skills, and techniques and serve not only as
pathways to future success but also provide students with opportunities to excel and
challenge themselves in preparation for lifelong learning.
This curriculum guide has been designed to expose all students to the mathematics
educational experience outlined within. Each student will be offered thorough and
analogous mathematics instruction and will be fully prepared for the continuing education
offered at the secondary level. Additionally, through active participation, students will
develop positive individual and group behavioral patterns while exploring the vast cultural
and ethnic diversity reflective of our community.
Our school district provides an extensive mathematics program, which will enable students
to succeed and compete in the global marketplace using the Common Core State
Standards (CCSS).
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.
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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.
THE EGG HARBOR TOWNSHIP SCHOOL DISTRICT CURRICULUM TEMPLATE

The Egg Harbor Township School District has embraced the backward-design model as the
foundation for all curriculum development for the educational program. When reviewing
curriculum documents and the Egg Harbor Township curriculum template, aspects of the
backward-design model will be found in the stated enduring understandings/essential
questions, unit assessments, and instructional activities. Familiarization with backward-
design is critical to working effectively with Egg Harbor Township‟s curriculum guides.
GUIDING PRINCIPLES: WHAT IS BACKWARD DESIGN?

WHAT IS UNDERSTANDING BY DESIGN?
“Backward design” is an increasingly common approach to planning curriculum and
instruction. As its name implies, “backward design” is based on defining clear goals,
providing acceptable evidence of having achieved those goals, and then working „backward‟
to identify what actions need to be taken that will ensure that the gap between the current
status and the desired status is closed.
Building on the concept of backward design, Grant Wiggins and Jay McTighe (2005) have
developed a structured approach to planning programs, curriculum, and instructional units.
Their model asks educators to state goals; identify deep understandings, pose essential
questions, and specify clear evidence that goals, understandings, and core learning have
been achieved.
Programs based on backward design use desired results to drive decisions. With this
design, there are questions to consider, such as: What should students understand, know,
and be able to do? What does it look like to meet those goals? What kind of program will
result in the outcomes stated? How will we know students have achieved that result? What
other kinds of evidence will tell us that we have a quality program? These questions apply
regardless of whether they are goals in program planning or classroom instruction.
The backward design process involves three interrelated stages for developing an entire
curriculum or a single unit of instruction. The relationship from planning to curriculum
design, development, and implementation hinges upon the integration of the following three
stages.
Stage I: Identifying Desired Results: Enduring understandings, essential questions,

knowledge and skills need to be woven into curriculum publications, documents, standards,
and scope and sequence materials. Enduring understandings identify the “big ideas” that
students will grapple with during the course of the unit. Essential questions provide a
unifying focus for the unit and students should be able to answer
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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.
INTENT OF THE GUIDE

This guide is intended to provide teachers with course objectives and possible activities, as
well as assist the teacher in planning and delivering instruction in accordance with the
Common Core State Standards (CCSS). The guide is not intended to restrict or limit the
teacher‟s resources or individual instruction techniques. It is expected that the teacher will
reflectively adjust and modify instruction and units during the course of normal lessons
depending on the varying needs of the class, provided such modified instruction attends to
the objectives and essential questions outlined below.
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Unit Name: Functions and Graphs and the Limit Process Time Frame: 4 weeks
Author: Egg Harbor Township High School Math Department
UNIT
Subject:Calculus I Country: USA
Course/Grade:AP State/Group: NJ
School: Egg Harbor Township High School
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
Book – Calculus of a Single Variable: Ninth Edition.
Worksheets
Graphing Calculator
Internet Resource Links:
StudyIsland.com
WolframAlpha.com
Collegeboard.org
free-test-online.com/ap-calculus-ab
STAGE ONE
GOALS AND STANDARDS
Learning Outcomes:
 How Calculus compares with Pre-calculus.

 How to find limits graphically and analytically.
 How to evaluate limits analytically.
 How to determine continuity at a point and how to determine one-sided limits.
 How to determine infinite limits and find vertical asymptotes.
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ENDURING UNDERSTANDINGS
Big Ideas/Specific 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?
KNOWLEDGE AND SKILLS
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
Students will be able to…
 Evaluate limits using a variety of techniques.

 Use limits to evaluate horizontal and vertical asymptotes.
 Develop the definition of a derivative using the limit of the slope of a tangent line.
 Apply to properties of limits to help evaluate them.
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 Identify limits that fail to exist.
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.
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Unit Name: Differentiation Time Frame: 4 weeks
UNIT
Subject: Calculus I Country: USA
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
STAGE ONE
GOALS AND STANDARDS
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.
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 The derivative is one of the two central concepts of calculus.

 The derivative is a key element connecting the concepts of position, velocity, and
acceleration in physics.
 That differentiation implies continuity, but continuity does not imply differentiation.
ESSENTIAL QUESTIONS
 Why is the derivative important?

 How is the average rate of change related to the instantaneous rate of change?
 How is the derivative related to the tangent line to a curve?
 What is the connection between differentiability and continuity?
Vocabulary:
 Tangent line, position, velocity, acceleration, average rate of change, instantaneous

rate of change, derivative, differentiable, constant rule, power rule, sum rule,
constant multiple rule, logarithmic rule, exponential rule, product rule, quotient rule ,
chain rule, trigonometric rules, inverse trigonometric rule, implicit differentiation ,
chain rule, higher order derivatives, orthogonal, linear approximation, linearization,
differentials
Main Topics:
 Rational Exponents
 Simplifying expressions
 Writing linear equations
 Average rate of change
 Differentiate a variety of functions-Algebraic, trigonometric, and their inverses, exponential

and logarithmic using the power, quotient, and product rules.
 Use implicit differentiation to evaluate derivatives on functions where isolation of variables is
difficult.
 Use the chain rule and differentials to evaluate derivatives at particular points.
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STAGE TWO
PERFORMANCE TASKS
 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.
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Unit Name: Applications of the Derivative Time Frame: 8 weeks
UNIT
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
STAGE ONE
GOALS AND STANDARDS
Learning Outcomes:
 How to find a related rate.

 How to use a derivative to locate the minimum and maximum values of a function on a close
interval.
 How to use the first derivative to determine whether a function is increasing or decreasing.
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 How to use the second derivative to determine concavity.

 How to solve optimization problems.
 The derivative has both theoretical and real life applications.

 The derivative provides useful information about the behavior of functions and the shapes of
graphs.
 Understanding the rate of change of a function allows you to predict future behavior.
 Students will mix up concave up and concave down when using tables.
ESSENTIAL QUESTIONS
 What does the derivative tell us?

 How can the derivative be used to solve optimization problems?
 How do rates of change relate in real-life settings?
Vocabulary:
 Absolute maximum, absolute minimum, relative maximum, relative minimum,

extreme values, global, local, critical number, extreme value theorem, Rolle’s
theorem, Mean Value Theorem, increasing, decreasing, concavity, point of inflection,
L`Hopital’s rule, indeterminate form, even function, odd function, periodic function,
oblique asymptotes, optimization, Newton’s method,
Main Topics:
 Finding the zeros of polynomial functions.

 Evaluating functions
 Graphing algebraic functions
 Identifying asymptotes
 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.
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STAGE TWO
PERFORMANCE TASKS
 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.
progresses students should become more comfortable and effective at finding derivatives and
explaining how they are used.
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Unit Name: Integration Time Frame: 4 weeks
UNIT
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
STAGE ONE
GOALS AND STANDARDS
Learning Outcomes:
 How to evaluate indefinite integrals using basic integration rules.

 How to evaluate a sum and approximate the area of a plane region.
 How to evaluate a definite integral using a limit.
 How to evaluate a definite integral using the Fundamental Theorem of Calculus.
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 How to evaluate different types of definite integrals using a variety of methods.

 How to approximate definite integrals using the Trapezoidal Rule and Simpson’s Rule.
 Derivatives and anti-derivatives have an inverse relationship to each other.

 The area under the curve is the geometric meaning of anti-derivatives.
 The anti-derivative has both theoretical and real life applications.
 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:
 Antiderivative, differential equation, direction field, particular solution, general

solution, constant of integration, indefinite integral, variable of integration, Riemann
sum(left, right, midpoint), sample points, area under the curve.
Main Topics:
 Integration
 Differentiation
 Area of a trapezoid
 Symmetry
 Determine antiderivatives (integrals) using substitution, parts, logarithmic, trigonometric

(including inverses) functions.
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 Evaluate definite integrals.

 Apply Simpson’s Rule and the Trapezoidal Rule for approximating the definite interval.
STAGE TWO
PERFORMANCE TASKS
 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.
progresses students should become more comfortable and effective at finding both definite and
indefinite integrals.
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Unit Name: Applications of the Integral Time Frame: 5 weeks
UNIT
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
STAGE ONE
GOALS AND STANDARDS
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.
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 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.
 Which formula to use when finding volumes.

 Which variable to integrate with respect to based upon the method and whether or not the line
it is being rotated around is vertical or horizontal.
ESSENTIAL QUESTIONS
 How can integrals be used to find areas or volumes?

 What is the practical use of finding volumes with this method?
 How can you determine which method is easiest to use given a function?
Vocabulary:
 Solid of revolution, cross section, representative rectangle. Volume, Disc method, Washer
method, Shell Method
Main Topics:
 Integration
 Graphing
 Basic volume formulas
 Use sigma notation (summation) to determine area under a curve.

 Apply Riemann Sums to area problems.
 Find the area between curves using definite intervals.
 Determine volume of revolution using disk/shell/washer methods.
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STAGE TWO
PERFORMANCE TASKS
 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.
progresses students should become more comfortable and effective at finding integrals and explaining
how they are used.
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Unit Name:Methods of Integration Time Frame: 3 weeks
UNIT
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
STAGE ONE
GOALS AND STANDARDS
Learning Outcomes:
 How to use integration by parts.

 How to use trigonometric identities in integrations
 How to integrate using partial fractions.
 How to evaluate an improper integral.
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 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.
 Which method to use when evaluating integrals.

 Which part to set equal to what when using integration by parts.
ESSENTIAL QUESTIONS
 Why is it impossible for some integrals to be done by hand?

 Why are some methods better than others?
Vocabulary:
 Integration by parts, partial fraction decomposition, trigonometric substitution
Main Topics:
 Integration
 Graphing
 Trigonometric Identities
 Partial Fractions
 Evaluate integrals using different methods.
STAGE TWO
PERFORMANCE TASKS
 Exit Questions
 Homework
 Classwork
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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.
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Unit Name:Exam Preparation Time Frame: 5 weeks
UNIT
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
STAGE ONE
GOALS AND STANDARDS
Learning Outcomes:
 How to combine and use the year’s material.

 How to effectively evaluate different types of problems

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 Differential calculus is the study of instantaneous rate of change.

 Integral calculus is the study of areas under the curve.
 When to use which method we have studied for specific problems.
ESSENTIAL QUESTIONS
 Why is it important to have a mastery of each topic we have covered?

 How are derivatives and integrals related?
Vocabulary:
 Everything from the year.
Main Topics:
 Integration
 Derivatives
 Substitution
 Trigonomitry
 Solve different types of problems from the year.
STAGE TWO
PERFORMANCE TASKS
 Exit Questions
 Homework
 Classwork
 Chapter Project
OTHER EVIDENCE
 Practice AP tests
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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, 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
Accommodations and Modifications

 Use of specialized equipment such as beeping balls, text to speech and speech to text
software, special seats or desks
 Use of hands-on materials for problem solving
 Shopping trips on a regular basis with specific goals and objectives
 Cooking to teach math, measurement and functional reading and life skills
 Visual supports
 Extended time to complete tests and assignments
 Graphic Organizers
 Mnemonic tricks to improve memory
 Reducing work load
 Adjusting accountability for standards by focusing only on essential standards
 Practice materials unique to particular students in all subjects (ie workbooks for spelling
at grades where it no longer is taught or for basic foundational math skills, telling time,
etc.)
 Use of IPads or laptops for students with motor issues that make writing difficult
 Study guides
 Special paper for writing tasks
 Use of sand, sand paper and shaving cream for learning letters
 Individual behavior plans
 Use of special grips or other fine motor accommodation equipment
 Use agenda book for assignments
 Provide a posted daily schedule
 Provide breaks during the day
 Use of classroom behavior management system
 Use of rewards for students
 Use of “quiet room” for students struggling to maintain self-control
 Use of tangible rewards (certificates, small toys, etc. per behavior plan)
 Use prompts and model directions
 Use task analysis to break down activities and lessons into each individual step needed to
complete the task
 Use concrete examples to teach concepts
 Have student repeat/rephrase written directions
 Provide multi-sensory, hands-on materials for instruction
 Break all instruction and verbal directions into small segments
 Focus on student’s goals and objectives from IEP instead of pacing guides
 Tests read to student
 Modify all fine motor tasks for example: (fat crayons, pencil grip, adaptive scissors)
 Functional or practical emphasis
Differentiated Instruction Resources for Gifted & Struggling Students

 “Differentiating the Lesson” is located in Big Ideas on-line resources and is available for
most sections.
 “Additional Topics” can be selected from Big Ideas on-line resources to find a wide
variety of challenging problems for students.
 See Big Ideas MATH Pyramid of Tiered Interventions for additional resoruces.
hmhco.com • 800.225.5425
Through print and digital resources, the Big Ideas Math

program completely supports the 3-tier model. Using
research-based instructional strategies, teachers can reach,
challenge, and motivate students with relevant, high-quality
instruction targeted to their individual needs.
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
Tier 1: Daily Intervention

• Record and Practice Journal • Mini Assessments
• Fair Game Review • Game Closet
• Graphic Organizers • Lesson Tutorials
• Vocabulary Support • On Your Own
Learn more at hmhco.com/bigideasmath Distributed exclusively by

Houghton Mifflin Harcourt
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
 Big Ideas Math Student Editions are available online in Spanish

 Letters to Parents are available in the Resources by Chapter book to assist in guiding parents
through each chapter and offer helpful suggestions they can use to demonstrate mathematical
concepts for their child in daily activities. These letters are editable so teachers can customize
them.
 Vocabulary Flash Cards
 Student Dynamic eBook Audio has the option to be read in English or Spanish
 Multi-Language Glossary for new Math vocabulary is available in 14 different languages.
o Audio version is available in English or Spanish.
 Game Closet can be accessed in English or Spanish, while also allowing for all students to play
and understand these educational games.
 ELL Notes included in Teacher Edition to help teachers overcome obstacles.
 Record & Practice Journal available in Spanish.
 Student Journal available in Spanish.
 Chapter Reviews available in English and Spanish.
 Mathematics ELL Resources

 TODOS: Mathematics for ALL – Excellence and Equity in Mathematics
o http://www.todos-math.org/
o TODOS: Mathematics for ALL is an international professional organization that
advocates for equity and excellence in mathematics education for ALL students - in
particular, Latina/o students. As articulated in the mission and goals, TODOS advances
educators' knowledge, develops and supports education leaders, generates and
disseminates knowledge, informs the public, influences educational policies, and
informs families about education policies and learning strategies. All of these goals
ultimately result in providing access to high quality and rigorous mathematics
for ALL students.
 FABRIC – A Learning Paradigm for ELLs (NJDOE resource)

o http://www.state.nj.us/education/bilingual/pd/fabric/
o NJDOE ELL Resource: This paradigm allows teachers and administrators to provide
diverse groups of ELLs with access to classroom content while they acclimate to an
English learning environment. The six learning threads of the FABRIC paradigm provide a
structure that teachers can use to address the needs of ELLs. Each section contains
research-based recommendations, a classroom example, and application questions.
FABRIC can be utilized during sheltered instruction training, professional learning
community meetings, pre-service teacher education, etc.
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For the given level of English language proficiency, with support, English language learners can:
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t Point to stated pictures, t Sort pictures, objects t Locate, select, order t Compare/contrast t Draw conclusions from
words, phrases according to oral information from oral functions, relationships oral information
t Follow one-step oral t Construct models based
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instructions descriptions from oral information

directions t Follow two-step oral t Follow multi-step oral t Analyze and apply oral on oral discourse
t Match oral statements directions directions information t Make connections from
to objects, figures or t Match information t Categorize or sequence t Identify cause and effect oral discourse
illustrations from oral descriptions to oral information using from oral discourse
objects, illustrations pictures, objects
t Name objects, people, t Ask WH- questions t Formulate hypotheses, t Discuss stories, issues, t Engage in debates
t Describe pictures, events, t Explain phenomena,
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pictures make predictions concepts
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t Answer WH- (who, what, objects, people t Describe processes, t Give speeches, oral give examples and justify
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
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considered in using this information.
(KIWTG0&GUETKREKÎPFGNCU*CDKNKFCFGUGPNQU0KXGNGUFGN.GPIWCLG#ECFÃOKEQFGN+PINÃU2TG-
En cada nivel de capacidad en el lenguaje inglés, con apoyo, un estudiante de inglés puede hacer lo siguiente:
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t Señalar dibujos, palabras o t Clasificar dibujos u t Localizar, seleccionar y orde- t Comparar y contrastar t Sacar una conclusión
frases indicados objetos siguiendo las nar información que provi- funciones y relaciones de información oral
'5%7%*#4
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
y dibujos t Describir dibujos, predicciones cuestiones, y conceptos t Explicar fenómenos,
*#$.#4
t Contestar preguntas eventos, objetos y t Describir procesos t Hacer presentaciones dar ejemplos y
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(quién, qué, cuándo, personas t Recontar cuentos o eventos orales justificar respuestas
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
o letras en la escritura en el t Identificar hechos y t Identificar ideas principales t Encontrar detalles información de fuentes
t Usar pistas del contexto para
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medioambiente mensajes directos que apoyan las ideas múltiples

t Identificar conceptos de t Seleccionar patrones de determinar el significado de principales t Sacar una conclusión
la organización de letras y lenguaje asociados con palabras t Identificar figuras de texto explícito e
elementos de textos hechos retóricas y relaciones implícito
entre palabras
t Etiquetar objetos, dibujos, t Hacer listas t Producir textos básicos t Resumir información t Aplicar información a
diagramas t Producir dibujos, frases, de estilo narrativo o de representaciones contextos nuevos
'5%4+$+4
t Dibujar respuestas a oraciones cortas y apuntes informativo gráficas o apuntes t Reaccionar a múltiples
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
(OGHVDUUROORFRJQRVFLWLYRGHORVHVWXGLDQWHVSXHGHYDULDUVHJ~QHGDGJUDGRGLYHUVLGDGGHODVH[SHULHQFLDVHGXFDFLRQDOHV\GLVFDSDFLGDGHVGHDSUHQGL]DMHVLH[LVWHQ
4)
Esto se debe considerar al usar ésta información.
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Calculus AB

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Calculus AB

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1

EGG HARBOR TOWNSHIP PUBLIC SCHOOLS

Length of Course: Full Year

Schools: High School

Student Eligibility: Grades 9-12

Credit Value: 5 Credits

Date Approved: ____________

This curriculum guide was prepared by:

Coordinated by: Greg Ryan, Supervisor of Mathematics

DISTRICT MISSION STATEMENT

MATHEMATICS - STATEMENT OF PURPOSE

THE EGG HARBOR TOWNSHIP SCHOOL DISTRICT CURRICULUM TEMPLATE

GUIDING PRINCIPLES: WHAT IS BACKWARD DESIGN?

Stage I: Identifying Desired Results: Enduring understandings, essential questions,

INTENT OF THE GUIDE

Author: Egg Harbor Township High School Math Department

Subject:Calculus I Country: USA

School: Egg Harbor Township High School

Book – Calculus of a Single Variable: Ninth Edition.

Internet Resource Links:

GOALS AND STANDARDS

 How Calculus compares with Pre-calculus.

Big Ideas/Specific Understandings:

KNOWLEDGE AND SKILLS

Students will be able to…

 Evaluate limits using a variety of techniques.

 Identify limits that fail to exist.

Unit Name: Differentiation Time Frame: 4 weeks

Author: Egg Harbor Township High School Math Department

Subject: Calculus I Country: USA

School: Egg Harbor Township High School

Book – Calculus of a Single Variable: Ninth Edition.

Internet Resource Links:

GOALS AND STANDARDS

Big Ideas/Specific Understandings:

 The derivative is one of the two central concepts of calculus.

 Why is the derivative important?

KNOWLEDGE AND SKILLS

 Tangent line, position, velocity, acceleration, average rate of change, instantaneous

Students will be able to…

 Differentiate a variety of functions-Algebraic, trigonometric, and their inverses, exponential

Unit Name: Applications of the Derivative Time Frame: 8 weeks

Author: Egg Harbor Township High School Math Department

Subject: Calculus I Country: USA

School: Egg Harbor Township High School

Book – Calculus of a Single Variable: Ninth Edition.

Internet Resource Links:

GOALS AND STANDARDS

 How to find a related rate.

 How to use the second derivative to determine concavity.

Big Ideas/Specific Understandings:

 The derivative has both theoretical and real life applications.

 What does the derivative tell us?

KNOWLEDGE AND SKILLS

 Absolute maximum, absolute minimum, relative maximum, relative minimum,

 Finding the zeros of polynomial functions.

Students will be able to…

Unit Name: Integration Time Frame: 4 weeks

Author: Egg Harbor Township High School Math Department

Subject: Calculus I Country: USA

School: Egg Harbor Township High School

Book – Calculus of a Single Variable: Ninth Edition.

Internet Resource Links:

GOALS AND STANDARDS

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