Smits Docs

In trying to bridge the gap between our textbooks and the AP Calculus expectations, I felt that another unit needed to be created. For this reason, I developed this "Intro. to Calc." unit that takes place directly after a short "prerequisites" unit and right before introducing actual differentiation rules. I felt as if concepts like tangent/secant lines went hand-in-hand with concepts like the Mean Value Theorem and could be introduced conceptually without getting bogged down in the mechanics

This exploration allows students to discover what various changes in the standard form of an absolute value equation will do to the graph. This should be used right before absolute value graphs and before graphic transformations have been taught. (ideal after an introductory unit for Algebra 2 as a post assessment)

In trying to bridge the gap between our textbooks and the AP Calculus expectations, I felt that another unit needed to be created. For this reason, I developed this "Intro. to Calc." unit that takes place directly after a short "prerequisites" unit and right before introducing actual differentiation rules. I felt as if concepts like tangent/secant lines went hand-in-hand with concepts like the Mean Value Theorem and could be introduced conceptually without getting bogged down in the mechanics

This assignment was created in order to supplement topics that we felt our textbooks didn't cover adequately. This is an assignment that covers various aspects of polynomial graphs including: intercepts, end behavior, max/mins, domain/range, intervals of increasing/decreasing, transformations, and real/imaginary roots. It should be used after graphs of polynomials and their characteristics have been covered completely.

In trying to bridge the gap between our textbooks and the AP Calculus expectations, I felt that another unit needed to be created. For this reason, I developed this "Intro. to Calc." unit that takes place directly after a short "prerequisites" unit and right before introducing actual differentiation rules. I felt as if concepts like tangent/secant lines went hand-in-hand with concepts like the Mean Value Theorem and could be introduced conceptually without getting bogged down in the mechanics

An assignment on constructing secant and tangent lines. There are also questions eluding to horizontal tangents as well as the Mean Value Theorem (informally). This should be given after a lesson on constructing secant lines, the limit definition of the derivative, as well as tangent lines (90-180 minutes of instruction). This is an assignment that reviews the limit definition of the derivative, tangent lines and introduces linear approximations. This assignment also eludes to the Mean Value

In trying to bridge the gap between our textbooks and the AP Calculus expectations, I felt that another unit needed to be created. For this reason, I developed this "Intro. to Calc." unit that takes place directly after a short "prerequisites" unit and right before introducing actual differentiation rules. I felt as if concepts like tangent/secant lines went hand-in-hand with concepts like the Mean Value Theorem and could be introduced conceptually without getting bogged down in the mechanics

The textbook necessarily overcomplicates conic sections. For this reason, I created a quick reader friendly notes page that can help students identify how to determine the shape and orientation of a conic given its equation.

This is a fun and quick way for students to begin to understand exponential decay and the complex concepts behind horizontal asymptotes. It should be given after some instruction on exponential growth, but before decay is every mentioned.

This is a graphic organizer that not only shows students the thought process behind knowing when to use which method of factoring, but also provides them with examples on how to do so.