Intro to Calculus Curriculum Map CCSS - Saugus Public Schools

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$Integrated Math Curriculum Map CCSS - Saugus Public Schools$

Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle, and high school years. Designers of curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathematical content in mathematics instruction. The Standards for Mathematical Content are a balanced combination of procedure and understanding. Expectations that begin with the word “understand” are often especially good opportunities to connect the practices to the content. Students who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices. In this respect, those content standards which set an expectation of understanding are potential “points of intersection” between the Standards for Mathematical Content and the Standards for Mathematical Practice. These points of intersection are intended to be weighted toward central and generative concepts in the school mathematics curriculum that most merit the time, resources, innovative energies, and focus necessary to qualitatively improve the curriculum, instruction, assessment, professional development, and student achievement in mathematics.
Introduction to Calculus Term One Week 1 Common Core Standards F-IF-4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. • What is a Function (F-IF-4) • Basic Functions and Transformations (F-IF-4) • Basic Functions and Transformations (F-IF-4) • Linear Functions (F-IF-4) • Exponential Functions (F-IF-4) Objectives The students will be able to… • understand the nature of a function, including graphs, domain, range, and zeros. • apply transformations to points and sets of points. • identify parent functions from graphs and equations. • write equations for linear functions. • determine if a function is linear. • write exponential equations. • graph exponential equations. • transform exponential functions. Unit One Functions and Graphs Essential Question How does changing the input or the output of a function effect its transformation? Teacher Resources Calculus: Concepts and Calculators ©2006 • Chapter One lessons • Kuta software Media Resources Assessments Homework: To be given daily on each introduced topic. Class Discussion: Students will be expected to be prepared for class, participate in class activities and actively engage in class discussion. Suggested Instructional Practices • Exploration C1. 2012.1 – Linear Functions (See MathShared Resources)
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Intro to Calculus Curriculum Map CCSS - Saugus Public Schools

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