Shawn Mann

The section numbers correspond to the sections on the College Board course description. The missing sections (2.1: Defining Average and Instantaneous Rate of Change at a Point, and 2.3: Estimating Derivatives of a Function at a Point) are sections I didn't do direct instruction for. We instead did some review activities with slope and some interactive games for estimating that I found online. For the rest, I give my students the blank notes page and project the same blank sheet onto the whiteboa

The section numbers correspond to the sections on the College Board course description. The missing section (4.3: Rates of change in other applied contexts) is a section I didn't do direct instruction for. We instead did practice questions and the pre-made activities from College Board. For 4.1, I had students go through a Khan Academy article ( this one) on their own to fill out the handout. For the rest, I give my students the blank notes page and project the same blank sheet onto the whiteboa

The section numbers correspond to the sections on the College Board course description. The missing sections (3.4: Derivatives of Inverse Trig Functions and 3.5: Selecting Procedures for Calculating Derivatives) are sections I didn't do direct instruction for. We instead did practice questions and the pre-made activities from College Board. For the rest, I give my students the blank notes page and project the same blank sheet onto the whiteboard. Then I go through it with the students, filling i

The section number (2.4) corresponds to the section on the CollegeBoard course description. I give my students the blank notes page and project the same blank sheet onto the whiteboard. Then I go through it with the students, filling it in on the board as they write on their own paper. This is for the direct instruction part of the lesson, but I also make sure to ask them questions and give them time to try the problems themselves before I write it on the board. Sometimes I will have students co

The first page is a compilation of the graphs of 15 essential functions (linear, quadratic, cubic, constant, square root, cube root, exponential (e), logarithmic (ln), absolute value, sine, cosine, tangent, logistic, reciprocal, and greatest integer) without the equations or names. The next 4 pages feature each of these 15 essential functions in a card that includes the name of the function, its graph, and the equation of the parent function (side note: technically there is no single "parent" fu

The section number (2.10) corresponds to the section on the College Board course description. I give my students the blank notes page and project the same blank sheet onto the whiteboard. Then I go through it with the students, filling it in on the board as they write on their own paper. This is for the direct instruction part of the lesson, but I also make sure to ask them questions and give them time to try the problems themselves before I write it on the board. Sometimes I will have students

The section numbers (2.8-2.9) correspond to the sections on the College Board course description. I give my students the blank notes page and project the same blank sheet onto the whiteboard. Then I go through it with the students, filling it in on the board as they write on their own paper. This is for the direct instruction part of the lesson, but I also make sure to ask them questions and give them time to try the problems themselves before I write it on the board. Sometimes I will have stude

The section numbers (2.5-2.7) correspond to the sections on the College Board course description. I give my students the blank notes page and project the same blank sheet onto the whiteboard. Then I go through it with the students, filling it in on the board as they write on their own paper. This is for the direct instruction part of the lesson, but I also make sure to ask them questions and give them time to try the problems themselves before I write it on the board. Sometimes I will have stude

The section number (2.2) corresponds to the section on the CollegeBoard course description. I give my students the blank notes page and project the same blank sheet onto the whiteboard. Then I go through it with the students, filling it in on the board as they write on their own paper. This is for the direct instruction part of the lesson, but I also make sure to ask them questions and give them time to try the problems themselves before I write it on the board. Sometimes I will have students co

This is a handout to use with students to review continuity. It covers the definition of continuous at a point, the definition of continuous on a closed interval, the types of discontinuities, and some examples involving piecewise functions. Possible uses: 1) Display the blank document and fill it out together (like notes), asking for input along the way and checking for understanding as you go 2) Have students fill it out on their own (using their textbook/resources, or from memory if they have

The section number (4.7) corresponds to the section on the College Board course description. I give my students the blank notes page and project the same blank sheet onto the whiteboard. Then I go through it with the students, filling it in on the board as they write on their own paper. This is for the direct instruction part of the lesson, but I also make sure to ask them questions and give them time to try the problems themselves before I write it on the board. Sometimes I will have students c

The section number (4.6) corresponds to the section on the College Board course description. I give my students the blank notes page and project the same blank sheet onto the whiteboard. Then I go through it with the students, filling it in on the board as they write on their own paper. This is for the direct instruction part of the lesson, but I also make sure to ask them questions and give them time to try the problems themselves before I write it on the board. Sometimes I will have students c

The section numbers (4.4-4.5) correspond to the sections on the College Board course description. I give my students the blank notes page and project the same blank sheet onto the whiteboard. Then I go through it with the students, filling it in on the board as they write on their own paper. This is for the direct instruction part of the lesson, but I also make sure to ask them questions and give them time to try the problems themselves before I write it on the board. Sometimes I will have stude

The section number (4.2) corresponds to the section on the College Board course description. I give my students the blank notes page and project the same blank sheet onto the whiteboard. Then I go through it with the students, filling it in on the board as they write on their own paper. This is for the direct instruction part of the lesson, but I also make sure to ask them questions and give them time to try the problems themselves before I write it on the board. Sometimes I will have students c

The section number (3.6) corresponds to the section on the College Board course description. I give my students the blank notes page and project the same blank sheet onto the whiteboard. Then I go through it with the students, filling it in on the board as they write on their own paper. This is for the direct instruction part of the lesson, but I also make sure to ask them questions and give them time to try the problems themselves before I write it on the board. Sometimes I will have students c

The section number (3.3) corresponds to the section on the College Board course description. I give my students the blank notes page and project the same blank sheet onto the whiteboard. Then I go through it with the students, filling it in on the board as they write on their own paper. This is for the direct instruction part of the lesson, but I also make sure to ask them questions and give them time to try the problems themselves before I write it on the board. Sometimes I will have students c

The section number (3.2) corresponds to the section on the College Board course description. I give my students the blank notes page and project the same blank sheet onto the whiteboard. Then I go through it with the students, filling it in on the board as they write on their own paper. This is for the direct instruction part of the lesson, but I also make sure to ask them questions and give them time to try the problems themselves before I write it on the board. Sometimes I will have students c

The section number (3.1) corresponds to the section on the College Board course description. I give my students the blank notes page and project the same blank sheet onto the whiteboard. Then I go through it with the students, filling it in on the board as they write on their own paper. This is for the direct instruction part of the lesson, but I also make sure to ask them questions and give them time to try the problems themselves before I write it on the board. Sometimes I will have students c

This is a notes sheet I created for students to use when reading a Khan Academy article ( this one) to introduce the concepts for unit 4 of AP Calculus. I do this instead of direct instruction for 4.1. The section number (4.1) corresponds to the section on the College Board course description. I am including the filled in version (which is directly from the Khan Academy article).

This is a handout for students to use for a quick review of limits. Ideally this would be used as a review to make sure they know the basics. It has an informal definition, an example with graphical, numerical, verbal, and analytical representations, and a reminder of when a limit might not exist. Answer key included.