Fan's Math

There are many ideas for helping students visualize volumes of solids by revolution, but seniors love to play with Play-Doh‼ This resource includes how to use Play-Doh to discover the formulas for Volumes of Revolution by Disks and Washers as well as how I incorporate the discovery in my lesson and the examples I use. Depending on how much time I have left in the year, I can teach disks and washers in the same 55 minute class or teach them individually on two different days. My students encoun

There are many ideas for helping students visualize volumes of solids by revolution, but nothing gets the students’ attention more than food‼ This simple lab includes directions for cutting the Hershey Kiss and a lab sheet for the students. I use this lab to culminate the unit on volumes. It only takes about 20 minutes so there is plenty time to review the day before the test. Of course, the lab could be done with one Hershey Kiss tracing the figure on each of their lab sheets, but then there

There are many ideas for helping students visualize volumes of solids by cross sections, but nothing gets the students’ attention more than food‼ This simple packet includes directions for making the hemisphere cake and a lab sheet for the students. The lab only takes about 20 minutes so there is plenty time to present the lesson with examples and culminate with the hemisphere cake. Of course, the lab could be done with half of a ball of Styrofoam, but where’s the fun in that???? My students

Students practice the four methods for finding the volume of solids: cross section, washer, disk and shell. (Yes, I know the shell method is not a required topic on the AP test, but it is a great method in certain situations.) All my foldables are self-guided which allow the students to start the foldable in class for about 10 to 15 minutes then complete the AP style examples at home. This foldable can be used alone or glued into an Interactive Notebook the size of a 9½ by 7½ composition book.

Use this foldable to engage your students while they review the three definitions of derivatives and apply them to examples analytically. All my foldables are self-guided which allow the students to start the foldable in class for about 10 to 15 minutes then complete the AP style examples at home. This foldable can be used alone or glued into an Interactive Notebook the size of a 9½ by 7½ composition book. Hope this is helpful. Enjoy! This is the first foldable for Ch. 2 in our calculus textb

Students will list the derivatives and integrals of exponential functions and inverse trig functions then work an example of each. All my foldables are self-guided which allow the students to start the foldable in class for about 10 to 15 minutes then complete the AP style examples at home. This foldable can be used alone or glued into an Interactive Notebook the size of a 9½ by 7½ composition book. Hope this is helpful. Enjoy! This is the fourth foldable for Ch. 5 in our calculus textboo

Students work through the eight common functions that can be represented as Power Series. The students must fill in the explicit formula, the first five terms of the expanded form, and the interval of convergence of each function. This is a great review putting all the power series together. All my foldables are self-guided which allow the students to start the foldable in class for about 10 to 15 minutes then complete the AP style examples at home. This foldable can be used alone or glued int

Students review four strategies for integrating more complex functions in which the chain is not present in the integrand: composite functions, trig functions with multiple arguments, binomials, and functions with extra x’s not part of the chain. I am not a fan of u-substitution in the simple compositions that can be antidifferentiated by compensating with a constant; however, there is a definite integral example with a more complicated integrand that must be worked using u-sub. All my foldabl

Yes, I know – there is no calculus in this foldable, but I hate spending time reviewing. So I give this foldable to my students to review the graphs, domains and ranges of the inverse trig functions. They all have their Interactive Notebooks from last year and can look up the information there or in their textbooks or Google it!! Then they are ready to do some calculus with inverse trig functions. All my foldables are self-guided which allow the students to start the foldable in class for a

All students love a field trip even if it is only to McDonald’s to measure the temperature of the coffee. We meet at 7:30 in the morning at McDonald’s, set up in the playroom (no children are playing that early), eat breakfast and use temperature probes to collect data on the cooling coffee. The students have already researched the McDonald’s 1992 hot coffee lawsuit so we are there to find out if anything has changed since that time. We return to school and finish the “field trip” in the comput

Your students can practice on some of the basic antiderivative rules (power, constant multiple, sum/difference, absolute value, trig) before going into the more complicated integration of composite functions. Our textbook covers transcendental functions in chapter 5 so there are no logarithmic, exponential, or inverse trig functions in this foldable. All my foldables are self-guided which allows the students to start the foldable in class for about 10 to 15 minutes then complete the AP style ex

Engage your students with something new while they review the definition of continuity, removable and nonremovable discontinuities, and how to prove a function is not continuous. All my foldables are self-guided which allow the students to start the foldable in class for about 10 to 15 minutes then complete the AP style examples at home. This foldable can be used alone or glued into an Interactive Notebook the size of a 9½ by 7½ composition book. Hope this is helpful. Enjoy! This is the secon

Students state the two fundamental theorems of Calculus. (I call them First and Second Fundamental Theorems, but different textbooks teach them in different orders – same theorems!!!) The students then work lots of examples with each – symbolically, graphically, abstractly, using a tabular function and in an application problem. Comparing them side by side reinforces that one of them is the integral of a derivative and the other is the derivative of an integral. The examples do not involve the

Students confuse the two Mean Value Theorems - the Mean Value Theorem for Derivatives and the Mean Value Theorem for Integrals. Comparing them side by side reinforces that one deals with slope and one deals with net area, Algebra I vs. Geometry. In this foldable the students list the conditions to apply the theorems and the symbolic theorem, discuss the geometric interpretations of the theorems, and work examples symbolically, with a tabular function, and graphically. The examples do not involve

This file holds two quizzes to be given during the Unit on Limits for formative assessments. I refer to small formative assessments in the middle of a unit as “Quizzes” and the summative assessment at the end of a unit as a “Test”. (The Limit Test is a bonus file in my Limit Unit Bundle. I do not want to make it too easily accessible for your students.) Quiz 1 is entitled “Using Strategies for Finding Limits”. It is a 15 pt. quiz which first asks for the three reasons limits do not exist. Th

Students practice five different strategies to transform an integrand into a form that the natural logarithm function is the antiderivative. They discuss the rules and work examples of each. All my foldables are self-guided which allow the students to start the foldable in class for about 10 to 15 minutes then complete the AP style examples at home. This foldable can be used alone or glued into an Interactive Notebook the size of a 9½ by 7½ composition book. Hope this is helpful. Enjoy! T

In this foldable, the natural logarithm function is defined as the area under the f(t) = 1/t curve from 1 to x. The students then discuss for what x’s ln x is +, -, or 0 based on the integral and the area under f(t). This definition reinforces the students understanding of a function defined as an integral and will eventually lead to finding the derivative of ln x. All my foldables are self-guided which allow the students to start the foldable in class for about 10 to 15 minutes then comple

Understanding the difference in the definite integral of a function and the area enclosed by a function and the x-axis is basic when students first learn definite integrals. The students work and explain both in this foldable. All my foldables are self-guided which allows the students to start the foldable in class for about 10 to 15 minutes then complete the AP style examples at home. This foldable can be used alone or glued into an Interactive Notebook the size of a 9½ by 7½ composition book.

Students review the concepts of polar functions: finding polar and rectangular coordinates, extrema, tangent lines, area, and arc length. (Yes, I realize polar arc length is not on the BC Calculus test, but parametric arc length is so polar arc length is fair game and its formula is easier to use than the parametric formula when applied to polar curves!) The students complete all the formulas on the outside of the foldable and work an example of each inside the foldable. The examples are calcula

Calculus students seem to have problems with this concept that we as calculus teachers think is so easy. This foldable takes them through the process of approximating a value on a curve using a tangent line step by step finding the approximation analytically and displaying the solution graphically. My students encounter this in the Larson Calculus textbook in Ch. 2 on Differentiations thus the numbering 2-4. Hope this is helpful. Enjoy!!!. This foldable can be used alone or glued into an Inte