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

In this project, an evil city is planning on destroying Nawfolk using a Tsunami simulator. It is up to the AP Calculus team to find the location of the simulator in order to save the city. This activity covers topics from accumulation to the FTC and is good to use as either a post AP test project, or practice for FRQ's

This witty project has the students utilize a number of Calculus concepts such as: Riemann sums, over/under approximations, the FTC, accumulation, average value and average rate of change. It has the students analyze student reading abilities and see whether the new computer program geared towards helping students read is more effective than the famous English teacher Mrs. Kreat! This is great after the AP test, but would also be useful before hand in preparing for free response questions.

Notecards that can be printed or cut out and matched. Very useful in reviewing Calculus in general or for preparing for the AP Calculus test. Topics span all of AP Calculus.

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

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

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