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Calculus Interactive Notebook Initial Directions - Start here!

Calculus Interactive Notebook Initial Directions - Start here!
Calculus Interactive Notebook Initial Directions - Start here!
Calculus Interactive Notebook Initial Directions - Start here!
Calculus Interactive Notebook Initial Directions - Start here!
Calculus Interactive Notebook Initial Directions - Start here!
Calculus Interactive Notebook Initial Directions - Start here!
Calculus Interactive Notebook Initial Directions - Start here!
Calculus Interactive Notebook Initial Directions - Start here!
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Calculus Interactive Notebook Initial Directions

The Calculus Interactive Notebook is a valuable tool I use with my students throughout the year. First, the students need a composition notebook. I typically buy each of my students a composition notebook in the beginning of the year for this purpose. However, if you do not want to, the notebooks are typically under a dollar so the students shouldn’t have much problem purchasing one (just be wary of your low-income students). Next, you need to sell the notebook idea to you students. Give it a cute name (we call ours the Book of Calculus) or make it worth a significant grade. I make mine worth an assessment grade after each unit to help boost their grades.

The purpose of the Calculus Interactive Notebook is to help keep the abundance of information a student learns in AP Calculus in one handy notebook. It is student-made so they have ownership over it, and it is condensed so they don’t have to browse through their whole textbook, which makes it very useful if done correctly. Throughout the year, my students keep their notebooks close by. Therefore, if my students forget how to do a basic derivative rule when they are on integration, then they can quickly refer to their notebook to look up the rule.

I have made a foldable for each section in the AP Calculus course. The students will have two pages for one section. One of those pages is for the foldable (the teacher side), and the other page is for the students to write examples on that topic (the student side). I tell my students to write three examples. These examples can be anything that we have discussed in that particular section. I tell my students to summarize that section with the three best examples in their opinion. You could have your students make up the three examples or even offer extra credit if the student provides more than three examples. However, they can only use their page for the examples only.

My students love their interactive notebooks. Not only is it a great resource, they love making it (especially my creative and visual learners). You won’t believe the number of pictures my freshly graduated students send me that have their Calculus Notebook packed with all their college bound belongings!

If you are interested in the Calculus Interactive Notebook, please check out one of my foldables. I start with 1.1 Finding Limits Graphically and Numerically. This file is just directions on how to setup the Interactive Notebook.

I hope you find the notes easy to follow. Please feel free to offer any suggestions on how to make them better as well! Through a community of collaboration, we can better aid our students and their learning process.

All the best,

Allison

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4 pages
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