AP Calculus AB Syllabus

Instructor: Cassie Bustamante

Room: A114
Contact information: 480-344-9898; [email protected]
Website: http://mrsbustamanteala.weebly.com

Course Description: The overall goal of this course is to help students understand and apply the three big
ideas of AB Calculus: limits, derivatives, and integrals and the Fundamental Theorem of Calculus. Imbedded
throughout the big ideas are the mathematical practices for AP Calculus: reasoning with definitions and
theorems, connecting concepts, implementing algebraic/computational processes, connecting multiple
representations, building notational fluency, and communicating mathematics orally and in well-written
sentences. All students are required to complete summer work reviewing precalculus and Algebra 2
concepts prior to entry in the course. You will be required to have a TI-84 graphing calculator that you will
use every day.

Rules and Expectations: Be Proactive!

1. Be here and be ready to participate.
2. Be considerate and kind: keep objects, including hands and feet, to yourself. Treat others kindly.
3. Food and electronics are NOT permitted in class. Remember, a phone cannot be used in class even
as a calculator.

Consequences:
Standard consequences will apply: warning, move seat, contact parent, refer to administration. Small
infractions will receive a yellow card. Any serious offense will have a severe consequence. I have confidence
that we can work together to resolve any issues before they become serious.

Grading Policy (for all high school math courses):

Homework (10%)
Classwork (20%)
Assessments (Quizzes, Tests, Midterms, Final Exams) (70% total)
 Quizzes and Tests 50%
 Midterm and Final Exams 20%

Materials: Students who are successful bring their materials EVERY DAY
(Stock up now, while prices are LOW, for 2nd semester items)
We’ll use the items in the standard school supply list. Additional supplies needed for this class:
1. Notebook for this class only.
2. TI-84 Graphing Calculator! (Other graphing calculators are acceptable but you will need to learn
how to use them)
3. White board marker for personal use (Ultra fine tip is ideal)
4. Pens and Pencils (erasers)
5. Paper for homework
6. Folder or Binder for keeping papers and assignments for the class

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Class Structure:
The text is Calculus Graphical Numerical Algebraic 4th edition. Students may check out a book from Charai Allen if
they are unable to access the online book. Students will take notes and do practice problems with me, and
participate in discussions.

Preparation for class every day:

Students should participate fully in class including taking notes, working examples with the class, doing
homework and classwork, and studying for test. Students should complete homework consistently, check their
homework, and ask questions daily. Students should bring their calculator and notebook to class daily.

Attendance:
The expectation is for all students to attend class as much as possible. When missing class in unavoidable, it is
essential to have the absence properly excused. As per school policy, assignments that are missing as a result of an
unexcused absence may not necessarily be re-given for makeup and may result in receiving a zero for the assignment.

Homework and Classwork): Put First Things First!

Homework is an essential part of a math class. Expect homework every day, to help with learning. Homework
in upper level math courses is based only upon completion. It is your responsibility to check your answers for
correctness. All homework should be completed the day it is assigned, unless otherwise specified

Quizzes (10 points): Every week you will have an assessment. Most weeks you will have a quiz on Friday that covers
the work for that week as well as skills from previous weeks. It is important to be prepared for your quizzes each
week by completing all homework and classwork in a timely manner. Quizzes are used to assess your progress within
a unit.

Tests (100 points): Tests are used to assess your mastery of a topic. You may take each test only once, however, you
may do test corrections to earn back partial credit on the problems you missed. Opportunities to make corrections
will happen on a case by case basis. Please see me if you would like to discuss test corrections. At the end of this
year you will be taking the AP test.

Late work: Late work will only be accepted if it is turned in within 3 days of the due date. For this course, because
you are an upper level class, all assignments are due on the Monday after it is assigned, even though it is in your best
interest NOT to wait until the end of the week to do all the work. You are still held accountable for the material on
weekly quizzes and/or tests, and therefore waiting to do the assignments will affect your assessment grades. The 3
day penalty will apply after the Monday deadline. If you have an unexcused absence, you will not be given extra
time. Missed quizzes and tests must be made up the day you return to school. Missing assignments from unexcused
absences will be subject to the late work policy.

Communication: The easiest way to contact me is through email.

Grades: All grades are updated at least once a week. Students and parents should check grades often using
infinite campus. I am available before and after school each day by appointment, both for tutoring and for a
discussion about grades. The best way for parents to reach me quickly is by email. If you have questions or
concerns about your student, please let me know.

No matter what career field you choose, from doctor to car mechanic to full-time parent, you will benefit from the
ability to think things through, use procedures, and solve problems. Those are the skills that you will learn in a
challenging math course like this.

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Curricular Requirements
An outline of the topics discussed and practiced in the course.
1) Limits and Continuity [CR1a]
a) Evaluating limits
i) Limits evaluated from tables
ii) Limits evaluated from graphs
iii) Limits evaluated with technology
iv) Limits evaluated algebraically
2) Algebraic techniques
3) ii. The Squeeze Theorem
i) Limits that fail to exist
b) Limits at a point
i) Properties of limits
ii) Two-sided limits
iii) One-sided limits
c) Continuity
i) Defining continuity in terms of limits
ii) Discontinuous functions
i. Removable discontinuity
ii. Jump discontinuity
iii. Infinite discontinuity
b. Properties of continuous functions
i. The Intermediate Value Theorem
ii. The Extreme Value Theorem
d) Limits involving infinity
i) Asymptotic behavior
ii) End behavior
4) [CR1a] — The course is structured around the enduring understandings within Big Idea 1: Limits.
5) Differential Calculus [CR1b: derivatives]
a) Introduction to derivatives
i) Average rate of change and secant lines
ii) Instantaneous rate of change and tangent lines
iii) Defining the derivative as the limit of the difference quotient
iv) Approximating rates of change from tables and graphs
b) Relating the graph of a function and its derivative
c) Differentiability
i) Relationship between continuity and differentiability
ii) When a function fails to have a derivative
d) Rules for differentiation
i) Polynomial and rational functions
ii) Trigonometric functions
iii) Exponential and logarithmic functions
iv) Inverse trigonometric functions
v) Second derivatives
e) Methods of differentiation
i) The chain rule
ii) Implicit differentiation
iii) Logarithmic differentiation
f) Applications of derivatives
i) Velocity, acceleration, and other rates of change
ii) Related rates

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 iii) The Mean Value Theorem [CR1b: Mean Value Theorem]
iv) Increasing and decreasing functions
v) Extreme values of functions
vi) Local (relative) extrema
vii) Global (absolute) extrema
viii) Concavity
ix) Modeling and optimization
x) Linearization
xi) Newton’s method
xii) L’Hospital’s Rule
6) [CR1b] — The course is structured around the enduring understandings within Big Idea 2: Derivatives.
7) Integral Calculus [CR1c: integrals]
a) Antiderivatives and indefinite integrals
b) Approximating areas
i) The rectangle approximation method
ii) Riemann sums
iii) The trapezoidal rule
c) Definite integrals and their properties
d) The Fundamental Theorem of Calculus
i) The First Fundamental Theorem of Calculus [CR1c: Fundamental Theorem of Calculus part
8) 1]
i) The Second Fundamental Theorem of Calculus [CR1c: Fundamental Theorem of Calculus
9) part 2]
i) The Mean Value Theorem for integrals
ii) Average value of a function
b) Methods of integration
i) Algebraic manipulation
ii) Integration by substitution
c) Solving differential equations
i) Separation of variables
ii) Slope fields
d) Applications
i) Exponential growth and decay
ii) Particle motion
iii) Area between two curves
iv) Volumes
i. Volumes of solids with known cross sections
ii. Volumes of solids of revolution
10) [CR1c] — The course is structured around the enduring understandings within Big Idea 3: Integrals and the
11) Fundamental Theorem of Calculus.
Mathematical Practices
The following is a brief description of some of the activities included in the course.
I. Reasoning with definitions and theorems LO 1.2B - In problems where students practice applying the
results of key theorems (e.g., Intermediate Value Theorem, Mean Value Theorems, and/or
L’Hospital’s Rule), students are required for each problem to demonstrate verbally and/or in writing
that the hypotheses of the theorems are met in order to justify the use of the appropriate theorem. For
example, in an in-class activity, students are given a worksheet that contains a set of functions on
specified domains on which they must determine whether they can apply the Mean Value Theorem.
There are cases where some of the problems do not meet the hypotheses in one or more ways. [CR2a]
II. Connecting concepts and processes LO 3.3A - Students are provided with the graph of a function and
a second function defined as the definite integral of the graphed function with a variable upper limit.

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 Using differentiation and antidifferentiation, students evaluate specific values of the second function
and then find the intervals where the integral function is increasing, decreasing, concave up, and
concave down. They use this information to sketch a rough graph of the second function. [CR2b]
[CR2d: graphical]
III. Implementing algebraic/computational processes LO 3.2B - Students are presented with a table of
observations collected over time periods of different lengths (e.g., temperatures or stock prices).
Students use Riemann sums to numerically approximate the average value of the readings over the
given time period and interpret the meaning of that value. [CR2c] [CR2d: numerical] [CR2c] — The
course provides opportunities for students to implement algebraic/computational processes. [CR2d]
— The course provides opportunities for students to engage with graphical, numerical, analytical, and
verbal representations and demonstrate connections among them.
IV. Connecting multiple representations LO 2.3C - Students are presented with numerous functions
modeling velocity and time for objects in motion. These functions are presented numerically,
graphically, analytically (in the form of a formula), and verbally (as a description in words of how the
function behaves). Many of these functions are distinct, but some represent the same function (e.g.,
one of the functions presented verbally is the same as one of the functions presented analytically).
Given some initial conditions, students calculate or approximate displacement, total distance
travelled, and acceleration for these functions (both by hand and with a graphing calculator), and
determine which representations are the same function. Students evaluate how each representation
was useful for solving the problems. [CR2d: connection between analytical and verbal] [CR3b]
V. Building notational fluency LO 3.5B - Students are given a variety of growth and decay word
problems where the rate of change of the dependent variable is proportional to the same variable (e.g.,
population growth, radioactive decay, continuously compounded interest, and/or Newton’s law of
cooling). Students are asked to translate the problem situation into a differential equation using proper
notation. Students show the steps in solving the differential equation, continuing to use proper
notation for each step (e.g., when to keep or remove absolute value). In a later activity, students will
vary initial conditions and use their calculators to graph the resulting solutions so that students can
explore the effect of these changes.
VI. Communicating Throughout the course, students are required to present solutions to homework
problems both orally and on the board to the rest of the class. On at least one question on each quiz
and test, students are explicitly instructed to include clearly written justifications in complete
sentences for their solutions.

Disclaimer: This syllabus and class schedule may be altered at the discretion of the instructor. Any changes will be
reviewed in class.

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Parent/Guardian and student signature:

AP Calculus AB: I have read and understand the syllabus and grading procedure. I will also adhere to all of the
agreements to make this a safe learning environment.

Student Print name: ___________________________

Student Signature: ____________________________

Parent Signature: _____________________________

Parent Phone #: _______________________________

Email Address: ________________________________

Any Additional comments you’d like to provide:

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