Calculus Lesson Plans I Love calculus Fun activities for learning math, even The calculus Page Problems List- About 20 Calc. teach-nology - The Art and Science of teaching with http://www.teach-nology.com/teachers/lesson_plans/math/calculus/
Extractions: Downloads ... Professional Development Enter your email address for FREE weekly teaching tips! Home Teacher Resources Lesson Plans Math ... AP Calculus Lessons - Online lessons for students. Archive of Reform Calculus Resources - Over 20 projects and activities. - About 30 lessons to choose from. Calculus Lesson Plans and Worksheets - In this site you will find worksheets, puzzles, tips, and other ideas for calculus. Calculus Reform: Sample Materials - Syllabi, homework, exams, handouts from the four terms of Calculus, as taught at Stony Brook. Calculus.net - A web portal for calculus teachers. CBL# Activities for Pre-Calculus / Trigonometry - Tons of activities from Texas Instruments. CCP Materials for Differential Calculus - Three quality activities. CCP Materials for Integral Calculus Continuous and Yet Undifferentiable - This lesson explores the behavior of a function near critical points where the derivative is undefined. Difference Equations to Differential Equations - A full on-line text.
Laboratory Manual For Calculus Laboratory Manual for calculus. Computer activities. with Mathcad and Maple V Note that this includes using these materials in a class you teach http://www.math.odu.edu/~bogacki/labman
Extractions: This page provides access to the preliminary edition of the Laboratory Manual for Calculus, developed under the Old Dominion University calculus project We intended the manual to be useful to the students in several ways: as a lab assignment guide Activity sections are included in almost all the chapters. Nearly all the activities involve Mathcad (version 5.0 for Windows). Several activities also require Maple V (release 3 for Windows). as a self-study guide Homework Help sections are designed to allow the student to use technology while solving homework problems from the text (Calculus with Analytic Geometry, Larson, Hostetler and Edwards; D.C. Heath, 5th Edition). Some chapters also include a Questions section, intended to help the student assess the insight he or she gained into the visual and numerical aspects of the calculus concepts discussed. as a reference While this guide is not intended to be a software manual, it provides useful information to aid the student in the use of the software during the calculus course(s), as well as afterwards. Software-related information, most of which is given in the course of the activities, is fully indexed for convenience. Appendix A contains a summary of Mathcad operations and functions. Appendix B includes a list of common problems encountered by students while working with Mathcad.
The MATHMAN Don s Materials Will teach You To Infinite Series ; Videotape 2 Iteration ; A Map to calculus Science to math activities The nontrivial use of Calculators http://www.shout.net/~mathman/
Extractions: The above is a copy of Don's watercolor painting of The Nautilus shell; it is Don's logo. The shell is beautiful, its shape a mathematical curve, and can be obtained from Shell World, at http://www.seashellworld.com/seashells/nautilus.htm . Also see the equation for the shell making a spiral IES java applet making a Nautilus, Xah Lee's work on spirals (and other curves) and student work on the growth of the Nautilus (chapter 6). WELCOME ! Refreshing insights into the learning and doing of some important mathematics, by young people (while doing lots of arithmetic, using many hands-on materials, science to math activities, and the non-trivial use of calculators and computers) for children, as well as adults. Don assumes only that a student can count. Don shows sample problems and solutions from his works, below. Exciting news- all the time! Don added something new to his website- he is giving you the ability to search his site with an Atomz search engine, if you want to. Like you can put in the word fractions and you will find all the pages that show how Don gets his students working on fractions and why he thinks this is important.
Algebra Lesson Plans to offer a nontraditional way to teach graphing and The subjects covered range from PreAlgebra to calculus. I use a lot of hands on activities and start off http://www.teach-nology.com/teachers/lesson_plans/math/algebra/
Extractions: Downloads ... Professional Development Enter your email address for FREE weekly teaching tips! Home Teacher Resources Lesson Plans Math ... Algebra: Fun with Calendars - Uses a fun mathematical puzzle to demonstrate solving a simple linear equation. Algebra Game: Activity - Visual simple equation solving. Algebra I: Graphing - Students will be introduced the concept of ordered pairs through the following activity. Algebra/Chemistry Mixture Problems - This lesson will cover the topic of solving mixture problems in algebra and Chemistry. It is intended for Algebra and Chemistry classes at the high school level, but can be used as enrichment or remediation at other levels. Algebraic Addition - To get the student to realize the rules of signs without the turnoff that he/she may have gotten previously. Algebraic Factoring - To show the geometric basis of algebraic factoring.
Academic Activities Academic activities. I am particularly interested in using appropriate technology to find better ways to teach calculus to undergraduate students majoring in http://www.mste.uiuc.edu/users/Murphy/Work.html
Extractions: I am a graduate student in Mathematics Education at the University of Illinois at Urbana-Champaign . My advisor is Kenneth J. Travers . (Ken's advisees generally think he walks on water, and we're a pretty perceptive bunch.) I am particularly interested in using appropriate technology to find better ways to teach calculus to undergraduate students majoring in engineering and physics. I have written a few papers, which are available on the web. These papers are mostly about calculus instruction in one way or another, with a lot of attention to the use of technology to increase understanding. My dissertation is a comparison of two ways of using technology to introduce the derivative in a first-semester calculus course. This is the part of my site that should be changing most rapidly this semesterbut hasn't been. I'll try to do better. Really, Mom, I'm working on it. One of the instructional methods in my study uses a computer and an ultrasonic motion detector, produced by Vernier Software . As the student walks back and forth in front of the detector, the computer displays a graph of the student's motion. Motion detectors have been used successfully to teach graphing concepts to students from middle school through college. I am using the motion detector to help the students see how the speed of the motion is represented by the slope of the distance graph and the height of the velocity graph. Once this conceptual link between the slope of one graph and the magnitude of another is established, it forms a foundation for understanding the derivative.
Introduction To The Derivative Project project, I used the lesson packet to teach two calculus by using volunteers from firstsemester calculus classes at a Back to Lisa s Academic activities page. http://www.mste.uiuc.edu/users/Murphy/Project.html
Extractions: I developed an instructional unit that uses a motion sensor and related software to introduce the concept of a derivative. I tested this unit in a first-semester calculus class, with very good results. I am now engaged in expanding this project in two ways: I want to teach a wider variety of calculus concepts, and I am testing a version of this project that can be used by students without access to a motion sensor. The first version of this project uses a motion sensor and related software, available from Vernier Software . As the students walk back and forth in front of the sensor, they can watch the computer create, in real time, a graph of their distance from the sensor as a function of time. This helps the students understand how the graph represents motion. In particular, it helps them get past the popular "road map" (or "graph-as-picture") misconception, in which the graph is interpreted as a map, with the vertical axis representing north/south motion and the horizontal axis representing east/west motion. After working with the motion sensor for a while, all of the students in my study appeared to have a very strong understanding of the horizontal axis as representing time. Students work through a packet of questions and problems, using the motion sensors to test their hypotheses. The goal is to develop an understanding of how motion is represented by the graph. Students should be able to identify from the graph whether the person is moving toward or away from the sensor, moving quickly or slowly, speeding up or slowing down, or stopping or changing direction. When the students have made a firm mental connection between the speed and direction of the motion and the slope of the graph, they are led to quantify this in various ways and then move on to a more formal definition of the derivative.
Calculus Activities She is currently teaching AP* calculus, Precalculus, AP on effective strategies to teach mathematics and of Modeling Motion High School activities with the CBR http://education.ti.com/us/product/book/calc_activities.html
Extractions: Calculus Activities contains 19 activities appropriate for students in any calculus course. The primary focus of the activities is supporting student learning and understanding of the mathematics through the use of the TI-83 Plus or TI-84 Plus family of graphing products. Programs Table of Contents View Sample Activities: Activity 12: Graphing Relationships (263 KB)* * For additional activities, see our online activity subscriptions Top Table of Contents Activity 1: Approaching Limits Activity 2: Is There a Limit to Which Side You Can Take? Activity 3: To Infinity and Beyond! Activity 4: Graphical Consequences of Continuity Activity 5: Average Rate of Change, Difference Quotients, and Approximate Instantaneous Rate of Change Activity 6: Local Linearity, Differentiability, and Limits of Difference Quotients Activity 7: Graphs of Functions and Their Derivatives Activity 8: Move My Way-A CBR Analysis of Rates of Change Activity 9: Back and Forth-Analysis of Spring Motion Activity 10: Analysis of a Bouncing Ball Activity 11: Investigating the Derivatives of Some Common Functions Activity 12: Graphing Relationships Activity 13: Introduction to Slope Fields Activity 14: Using Slope Fields Activity 15: Approximating Integrals with Riemann Sums Activity 16: Accumulation Functions Activity 17: Fundamental Theorem of Calculus Activity 18: Exploring Infinite Series Activity 19: Taylor Polynomials Appendix A: Introduction to Graphing Piecewise (Split-Defined) Functions
WACky Calculus For Science And Engineering Majors WACky calculus for Science and Engineering Majors These assignments and activities teach, develop, and enhance organization, synthesis and summarizing skills http://www.okc.cc.ok.us/coehrlein/amatyc/wkshp.htm
AP Calculus Introduction The primary focus of the activities is to explore calculus concepts and in new and innovative ways to effectively teach mathematics using http://education.ti.com/us/training/inperson/high/highcalc.html
Extractions: Who should attend: Secondary mathematics teachers currently teaching or preparing to teach Calculus. Much of the Institute will be devoted to investigating the current AP Calculus syllabus. Calculus reform materials that utilize technology in a balanced program of reasoning, connections, and communication will also be examined and discussed. The objectives of the AP Calculus Institute are: To develop familiarity with the concepts and goals of calculus as described in the current AP course syllabus. To facilitate a focus on the new curriculum, pedagogy, and technology as supported by NCTM and the College Board. To develop teaching strategies and resource materials that reflect the course description. To implement a multi-representational approach to calculus with concepts, results, and problems expressed geometrically, numerically, analytically, and/or verbally. To use technology regularly to reinforce relationships among the multiple representations. To support analytic work, to implement experimentation, and/or to interpret results. Introduction: The primary focus of the activities is to explore calculus concepts and problems using TI handhelds and computer technology as tools for teaching and learning. Participants will learn new teaching strategies and will have opportunities for hands-on experience. The goal of the institute's program is to instruct teachers in new and innovative ways to effectively teach mathematics using technology. This workshop is intended for new users of the TI-89 and Voyage 200, however, experienced users are also welcome.
Focus On Calculus the social sciences; and Math10B, for noncalculus-bound students in the form of in-class activities or homework and prepare what and how they were to teach. http://www.wiley.com/college/math/mathem/calcnews/athan.html
Extractions: Sixth Conference on the Teaching of Mathematics Upcoming Workshops From the Publisher About this Newsletter In the Fall of 1995, the Department of Mathematics at the University of Missouri in Columbia began the process of revising its college algebra course. Starting in the Fall of 1997, the number of class periods necessary to cover college algebra will increase from 45 to 75 per semester to allow time for incorporating technology, in-class explorations, and new emphasis on applications and problem-solving. College algebra will be split into two courses: Math10A, focusing on preparing students for business calculus or calculus for the social sciences; and Math10B, for non-calculus-bound students, such as those majoring in elementary education, journalism, and the liberal arts. The chosen text is Explorations in College Algebra by Linda Kime and Judith Clark.
Focus On Calculus Writing in an Applied calculus Course Linda Hackett. to further strengthen the way we teach mathematics to source of quality problemsolving activities was a http://www.wiley.com/college/cch/Newsletters/Calc15HTML/johnson.html
Extractions: From the Publisher About this Newsletter Santa Barbara provides several programs targeted for underrepresented and/or first-generation college students. Two of these programs are the Summer Transition Education Program (STEP) and the Summer Institute in Mathematics and Science (SIMS). The STEP/SIMS programs include three-weeks of intensive studies in mathematics, writing, and sciences. They also provide a general introduction to university life, such as workshops on financial aid, housing and interpersonal relations, academic advising, social activities, and opportunities to interact with UCSB students and faculty. Typically, 200 incoming freshmen participate in the two-week STEP program. STEP participants, interested in mathematics or science, may elect to enroll for an additional week in the SIMS program, a program supported by student fees, university funding, and the National Science Foundation through the California Alliance for Minority Participation (CAMP). This latter program is limited to 30 students.
Math Resources for teachers who are teaching pi, or want to have activities for pi day. Interactive calculus activities. 3/13/02 M2T2 Mathematics Materials for Tomorrow's teach. 3/13/02 http://ua1vm.ua.edu/~hardi001/mathresources.html
The CAS In Multivariable Calculus new technology to help students understand the concepts of calculus better. this paper, I share two of the laboratory activities we have used to teach them http://archives.math.utk.edu/ICTCM/EP-8/C16/html/paper.html
Extractions: It was three years ago that my colleague, Tim Sipka, and I decided to begin incorporating computer algebra system (CAS) technology into our calculus program. We opted to use the CAS, not to supplant hand computation altogether as some good programs have done, but instead to supplement our existing traditional program. Our simple guiding goal, we decided, would be to try to find ways to use the new technology to help students understand the concepts of calculus better. After experimenting with a few systems, we chose Maple and began developing laboratory assignments which students would carry out in groups of two or three. Of the sixteen topics we've used Maple to teach, I've found that the ones which are most enhanced by the technology are the multivariable topics. In this paper, I share two of the laboratory activities we have used to teach them. Also, I share the results of a student opinion survey about our project. The first of these is the topic of space curves. The purpose of the lab we wrote on this was to help students visualize three-dimensional curves by
Extractions: By Topic: Arithmetic Lesson Plans Collections Algebra Lesson Plans Collections Geometry Lesson Plans Collections Pre-Calculus Lesson Plans Collections Calculus Lesson Plans Collections Prob/Stat Lesson Plans Collections Discrete Math Lesson Plans Collections By Level: Elementary Lesson Plans Collections PreK-2 Lesson Plans Collections Lesson Plans Collections Middle School Lesson Plans Collections High School Lesson Plans Collections There are so many items in this category that we recommend using the keyword search and math topic or grade level menus to narrow down your results. What is Infiltration? Math objectives: 1. Define the term "percent." 2. Solve problems using percentages. Energy objectives: 1. Define infiltration. 2. Describe the major areas of infiltration in the home. An activity guide from the Energy Conservation ...more>> 100th Day of School Celebration - Loogootee Community Schools, Loogootee, Indiana
IMP To Calculus school, we will not let a nonIMP teacher teach the. Pre-calculus course for this very reason ways to provide additional, advanced activities for students who need/want more http://www.gphillymath.org/ListServes/IMPtoCalculus.pdf
Math Forum: Teacher2Teacher - Q&A #122 I teach calculus, Trig, and Algebra I. We have been on a many activities but am always looking for new activities for math classes, especially calculus. http://mathforum.org/t2t/message.taco?thread=122&message=1
Course Organization FAQ Answer While the theoretical side of calculus is taught We still teach the formal definition of continuity The activities and projects serve the same purposes http://www.ithaca.edu/hs/mathcs/calculus/coursqst.htm
Index In addition, students often work on activities in the Focus clearly on the central concepts of calculus and have teach the students to be good problem solvers. http://www.ithaca.edu/hs/mcs/calc1/
Mathematics With The Car & Ramp Newton developed the calculus (simultaneous with Leibnitz) from very similar experiments Most of the activities teach students how to arrange observations into http://www.cpo.com/CPOCatalog/CR/cr_math.htm
Extractions: as well as linear and quadratic equations . The relationship between the graphical and algebraic representation of a straight line is especially valuable. Problem Solving Most of the activities teach students how to arrange observations into graphical and/or algebraic models that can be used to solve problems of predicting