Syllabus

Page Name:

Rich Text Content

AP Calculus AB- Syllabus

Instructor	Kathryn Hebert	E-mail	Kathryn.hebert@sfisd.org
Phone	(409) 927-3262	Tutorials	Tuesday and Thursday- 2:45-3:30
Room	D201

Text:

Calculus: Graphical, Numerical, Algebraic: 5^th edition

Finney, Demana, Waits, Kennedy, Broussard

Overview:

The AP Calculus AB Course Description encompasses all topics and subtopics, as identified in the AP College Board Calculus Topic Outline and Course Description, including but not limited to:

Students working with functions, graphs and limits, inclusive of working with functions numerically, graphically, analytically, and when represented verbally.
Students working with derivatives.
Students working with integrals.
Students mastering their explanations of solutions to problems and the rationale for problem-solving strategies and reasonable solutions, using complete, written sentences as well as oral explanations/arguments.
Students mastering the use of graphing calculators for solving problems, experimenting with problem-solving strategies, and to interpret results and/or support conclusions.

Cooperative learning and best practices in study-team strategies are implemented throughout the class, beginning on the first day of school. Students also are encouraged to work together and form study groups outside of class. Thus, students discuss and communicate openly the calculus topics learned and problem-solving strategies used as a normal facet of their learning venue.

Goals:

There are two primary objectives for the Advanced Placement Calculus AB class. The first objective is to insure students are prepared to take the AP Exam in May. The second objective is to insure students leave the halls of SFHS prepared for success in future math courses.

Preparing for the AP Exam:

The expectation is for all students to take the AP exam. This is one of the main goals of the course and we will be working towards this goal all year. It is a great experience, reinforces important calculus concepts, and students may earn college credit.

Pending unforeseen events, there will be 2-3 weeks devoted to AP Exam preparation and practice; inclusive of a complete 3-hour mock exam. During this time, students will work on multiple choice problems as well as free-response questions. The cooperative learning environment remains constant throughout the year so students will continue to dialogue with others, explaining solutions and problem-solving strategies. In addition, the AP grading rubrics will be incorporated into discussions and peer evaluations in order to increase the richness of students’ conversations

The Role of Technology in AP Calculus:

Technology is designed to make our lives as mathematicians easier; yet, technology is not a substitute for mathematical understanding and proficiency. Students are expected, both by the instructor and by College Board, to understand the underlying mathematical concepts associated with the use of technology. Calculator and non-calculator portions on the AP exam emphasize this requirement; as a result, tests in this course will frequently be divided in the same fashion.

A graphing calculator is recommended, but not required.

Grading Policy:

Santa Fe ISD grading policy states major grades must count 60% and daily grades are to count 10%. Major grades consist of tests and projects. Daily grades consist of homework and classwork. Quizzes are 30%.

Evaluation:

Tests will be given roughly every two to three weeks and will always be announced in advance. Quizzes may be given with or without warning and are to be completed in (what the instructor determines to be) a reasonable amount of time.

*Note: Although tests count considerably more than homework in the overall course grade, homework is the most important component of this course. If a student does not complete the assigned homework, she/he will not succeed in this course. Homework will be graded based on a subset of {correctness, completion}. Homework assignments are designed to be challenging. (Often, we can learn more from incorrect solutions than we can from correct ones).

General Course Alignment:

The first part of this course introduces students to derivatives and applications of the derivative.

The second part of the course introduces the rules for integrating standard elementary forms, the definite integral, and application of the definite integral. During the third part of the course we will focus on preparation for the AP Calculus exam by working on real life applications of Calculus and released AP Calculus exam questions.

Recommended Materials:

Lined paper, Graph paper, pencil, eraser, colored pencils/pens, highlighters
Graphing calculator
Spiral notebook and/or 3 ring binder for notes and organization

Calculus is a great human achievement that I hope each of you will come to appreciate this year. I am excited about teaching this course and hope you are as excited about taking it. You have been preparing yourselves for college all your lives. If you do well in this course, you will have an advantage over those admitted to college without AP experiences. I look forward to working closely with each of you throughout the academic year to ensure your success in this course and in your future mathematical education.

I’m looking forward to a great year with each one of you!!!

Allow Comments on this Page

Make Comments Public

HTML Editor

[{:section_type=>"rich_text", :content=>"<h1>AP Calculus AB- Syllabus</h1>\n \n<table width=\"1334\">\n<tbody>\n<tr>\n<td width=\"169\">\nInstructor\n</td>\n<td width=\"424\">\nKathryn Hebert\n</td>\n<td width=\"162\">\nE-mail\n</td>\n<td width=\"579\">\nKathryn.hebert@sfisd.org\n</td>\n</tr>\n<tr>\n<td width=\"169\">\nPhone\n</td>\n<td width=\"424\">\n(409) 927-3262\n</td>\n<td width=\"162\">\nTutorials\n</td>\n<td width=\"579\">\nTuesday and Thursday- 2:45-3:30\n</td>\n</tr>\n<tr>\n<td width=\"169\">\nRoom\n</td>\n<td width=\"424\">\nD201\n</td>\n<td width=\"162\">\n \n</td>\n<td width=\"579\">\n \n</td>\n</tr>\n</tbody>\n</table>\n \n<h3>Text:</h3>\nCalculus: Graphical, Numerical, Algebraic: 5th edition\nFinney, Demana, Waits, Kennedy, Broussard\n<h3>Overview:</h3>\nThe AP Calculus AB Course Description encompasses all topics and subtopics, as identified in the AP College Board Calculus Topic Outline and Course Description, including but not limited to: \n \n<ul>\n<li>Students working with functions, graphs and limits, inclusive of working with functions numerically, graphically, analytically, and when represented verbally.</li>\n<li>Students working with derivatives.</li>\n<li>Students working with integrals.</li>\n<li>Students mastering their explanations of solutions to problems and the rationale for problem-solving strategies and reasonable solutions, using complete, written sentences as well as oral explanations/arguments.</li>\n<li>Students mastering the use of graphing calculators for solving problems, experimenting with problem-solving strategies, and to interpret results and/or support conclusions.</li>\n</ul>\n \nCooperative learning and best practices in study-team strategies are implemented throughout the class, beginning on the first day of school.  Students also are encouraged to work together and form study groups outside of class.  Thus, students discuss and communicate openly the calculus topics learned and problem-solving strategies used as a normal facet of their learning venue.\n \n \n \n \nGoals:\nThere are two primary objectives for the Advanced Placement Calculus AB class.  The first objective is to insure students are prepared to take the AP Exam in May.  The second objective is to insure students leave the halls of SFHS prepared for success in future math courses.\n \nPreparing for the AP Exam:   \nThe expectation is for all students to take the AP exam. This is one of the main goals of the course and we will be working towards this goal all year. It is a great experience, reinforces important calculus concepts, and students may earn college credit.\nPending unforeseen events, there will be 2-3 weeks devoted to AP Exam preparation and practice; inclusive of a complete 3-hour mock exam.  During this time, students will work on multiple choice problems as well as free-response questions.  The cooperative learning environment remains constant throughout the year so students will continue to dialogue with others, explaining solutions and problem-solving strategies. In addition, the AP grading rubrics will be incorporated into discussions and peer evaluations in order to increase the richness of students’ conversations\n \n \nThe Role of Technology in AP Calculus:\nTechnology is designed to make our lives as mathematicians easier; yet, technology is not a substitute for mathematical understanding and proficiency.  Students are expected, both by the instructor and by College Board, to understand the underlying mathematical concepts associated with the use of technology.  Calculator and non-calculator portions on the AP exam emphasize this requirement; as a result, tests in this course will frequently be divided in the same fashion.\nA graphing calculator is recommended, but not required.\n \nGrading Policy:\nSanta Fe ISD grading policy states major grades must count 60% and daily grades are to count 10%.  Major grades consist of tests and projects.  Daily grades consist of homework and classwork.  Quizzes are 30%. \n \n<h3>Evaluation:</h3>\nTests will be given roughly every two to three weeks and will always be announced in advance.  Quizzes may be given with or without warning and are to be completed in (what the instructor determines to be) a reasonable amount of time.\n*Note:  Although tests count considerably more than homework in the overall course grade, homework is the most important component of this course.  If a student does not complete the assigned homework, she/he will not succeed in this course.  Homework will be graded based on a subset of {correctness, completion}.  Homework assignments are designed to be challenging. (Often, we can learn more from incorrect solutions than we can from correct ones).\n \n \nGeneral Course Alignment:\nThe first part of this course introduces students to derivatives and applications of the derivative. \nThe second part of the course introduces the rules for integrating standard elementary forms, the definite integral, and application of the definite integral.  During the third part of the course we will focus on preparation for the AP Calculus exam by working on real life applications of Calculus and released AP Calculus exam questions.\n \n \nRecommended Materials:\n<ul>\n<li>Lined paper, Graph paper, pencil, eraser, colored pencils/pens, highlighters</li>\n<li>Graphing calculator</li>\n<li>Spiral notebook and/or 3 ring binder for notes and organization</li>\n</ul>\n \nCalculus is a great human achievement that I hope each of you will come to appreciate this year.  I am excited about teaching this course and hope you are as excited about taking it.  You have been preparing yourselves for college all your lives.  If you do well in this course, you will have an advantage over those admitted to college without AP experiences.  I look forward to working closely with each of you throughout the academic year to ensure your success in this course and in your future mathematical education.\n \n<ul>\n<li>I’m looking forward to a great year with each one of you!!! </li>\n</ul>\n "}]

Rich Text Content

Ms. Hebert's Pre-Calculus and Calculus

Syllabus

AP Calculus AB- Syllabus

Text:

Overview:

Evaluation:

Page Comments

Using an ePortfolio

Step