Description

Integration Partial Fraction Task Card activity is a great review activity for students to practice non repeating linear partial fraction decomposition integrals. This resource also includes u substitution, algebraic simplification, and integrals that require long division to help with student understanding of selecting the correct technique of integration.

Integration partial fraction task card activity includes 12 task cards and is a low prep and easy way to minimize student overwhelm by presenting one problem at a time and allowing students or groups to work at their own pace. This activity is perfect for BC Calculus or Calculus 2 students.

Concepts Include:

Integration by partial fractions (non-repeating linear)
Integration using long division
Selecting the correct technique of integration
Indefinite and definite integrals

This product contains 12 task cards in two different layouts.

Layout #1 – color option
Layout #2 – printer friendly black & white option

This product includes a student response sheet, answer key, and a full typed solution key.

This activity could also be split up over multiple days and/or differentiated depending on student needs:

Day 1: Task cards #1 – 8

Indefinite Integrals

Day 2: Task cards #9 – 12

Definite Integrals

You may also like:

Interested in this resource? Save $ and check out the bundle it is included in: Techniques of Integration Task Cards
Calculus Integration by Parts Task Cards
Improper Integrals Calculus Task Cards
Calculus Techniques of Integration Scavenger Hunt
Area, Volume and Arc Length Scavenger Hunt

Terms of Use:

This product should only be used by the teacher who purchased it. This product is not to be shared with other teachers. Please buy the correct number of licenses if this is to be used by more than one teacher. A complete terms of use is included in the product.

TpT Store Credits:

You can receive TpT store credits to use on future purchases by leaving feedback on products you buy! Just click on “My Purchases” under “Buy”.

If you have any questions please contact me by email at calculusandchai@gmail.com

Thank you for shopping in my store!

Kelly Blakeman

Report this resource to TPT

Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

Integration Partial Fractions

Name: Integration Partial Fractions
Brand: Calculus and Chai
SKU: 8975714
Price: 3.00 USD
Availability: InStock

Calculus and Chai

209 Followers

$3.00

Highlights

Digital downloads

PDF

Grades

11th - 12th, Higher Education

Subjects

Calculus, Math

Standards

CCSSMP1

CCSSMP6

CCSSMP7

Save even more with bundles

Techniques of Integration

Techniques of Integration task card bundle includes the following five task card activities for a total of 84 problems!!! Using these task card practices will be a comprehensive review on all techniques of integration that are covered on the BC Calculus exam as well as practice selecting techniques

Price $12.00Original Price $15.00Save $3.00

Description

Concepts Include:

Integration by partial fractions (non-repeating linear)
Integration using long division
Selecting the correct technique of integration
Indefinite and definite integrals

This product contains 12 task cards in two different layouts.

Layout #1 – color option
Layout #2 – printer friendly black & white option

This product includes a student response sheet, answer key, and a full typed solution key.

This activity could also be split up over multiple days and/or differentiated depending on student needs:

Day 1: Task cards #1 – 8

Indefinite Integrals

Day 2: Task cards #9 – 12

Definite Integrals

You may also like:

Interested in this resource? Save $ and check out the bundle it is included in: Techniques of Integration Task Cards
Calculus Integration by Parts Task Cards
Improper Integrals Calculus Task Cards
Calculus Techniques of Integration Scavenger Hunt
Area, Volume and Arc Length Scavenger Hunt

Terms of Use:

TpT Store Credits:

You can receive TpT store credits to use on future purchases by leaving feedback on products you buy! Just click on “My Purchases” under “Buy”.

If you have any questions please contact me by email at calculusandchai@gmail.com

Thank you for shopping in my store!

Kelly Blakeman

Report this resource to TPT

Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

This product has not yet been rated.

Rated 0 out of 5

Questions & Answers

Standards

to see state-specific standards (only available in the US).

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

CCSSMP7

Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.