Opening
Chapter 1 Opening
Section 1.1
1.1.1
Applying Rates and Distance
Section 1.2
1.2.1
Piecewise-Defined Functions and Continuity
1.2.2
End Behavior and Asymptotes
1.2.3
Holes, Vertical Asymptotes, and Approach Statements
1.2.4
Composite Functions and Inverse Functions
1.2.5
Attributes of Even and Odd Functions
1.2.6
Design a Flag
Section 1.3
1.3.1
Finite Differences
1.3.2
Slope Statements and Finite Differences of Non-Polynomials
1.3.3
The Slope Walk
Section 1.4
1.4.1
Distance and Velocity
1.4.2
Average Velocity on a Position Graph
1.4.3
Average Velocity on a Velocity Graph
1.4.4
Acceleration
Section 1.5
1.5.1
Area and Slope
Opening
Chapter 2 Opening
Section 2.1
2.1.1
Area Under the Curve Using Trapezoids
2.1.2
Methods to Calculate Area Under a Curve
2.1.3
Area Under the Curve as a Riemann Sum
Section 2.2
2.2.1
Introduction to Limits as Predictions
2.2.2
Intuitive Ideas of Continuity
2.2.3
Definition of Continuity
2.2.4
Evaluating Limits
2.2.5s
Squeezing Limits
Section 2.3
2.3.1
Ramp Lab
2.3.2
Sudden Impact
2.3.3
Local Linearity
Section 2.4
2.4.1
Improving Approximation
Opening
Chapter 3 Opening
Section 3.1
3.1.1
The Power Rule
3.1.2
Secants to Tangents, AROC to IROC
Section 3.2
3.2.1
Definition of a Derivative
3.2.2
Derivatives Using Multiple Strategies
3.2.3
Derivatives of Sine and Cosine
Section 3.3
3.3.1
Curve Constructor: Part One
3.3.2
The Shape of a Curve
3.3.3
Curve Sketching: Derivatives
3.3.4
Ways to Describe f‘ and f“
Section 3.4
3.4.1
Conditions for Differentiability
3.4.2
Curve Constructor: Part Two
3.4.3
Differentiablility of Specific Functions
3.4.4
Intersection of Tangents
Opening
Chapter 4 Opening
Section 4.1
4.1.1
Definite Integrals
4.1.2
Numerical Cases of Definite Integrals
4.1.3
More Properties of Definite Integrals
Section 4.2
4.2.1
Deriving “Area Functions”
4.2.2
Indefinite and Definite Integrals
4.2.3
The Fundamental Theorem of Calculus
4.2.4
The Fundamental Theorem of Calculus
4.2.5
Integrals as Accumulators
Section 4.3
4.3.1
Fast Times: Parts One & Two
4.3.2
Fast Times: Parts Three & Four
4.3.3
Fast Times: Part Five
Section 4.4
4.4.1
Area Between Curves
4.4.2
More Area Between Curves
4.4.3
Multiple Methods for Calculating Area Between Curves
Section 4.5
4.5.1
Newton’s Method
Opening
Chapter 5 Opening
Section 5.1
5.1.1
Distance, Velocity, and Acceleration Functions
5.1.2
Optimization
5.1.3
Using the Frist and Second Derivatives
5.1.4
Applying the First and Second Derivative Tests
Section 5.2
5.2.1
The Product Rule
5.2.2
Chain Rule and Application: Part One
5.2.3
Chain Rule and Application: Part Two
5.2.4
The Quotient Rule
5.2.5
More Trigonometric Derivatives
Section 5.3
5.3.1
Optimization Problems: Part One
5.3.2
Optimization Problems: Part Two
5.3.3
Optimization Problems: Part Three
Section 5.4
5.4.1
Chain Rule Extension of the Fundamental Theorem of Calculus
Section 5.5
5.5.1
Evaluating LImits of Indeterminate Forms
5.5.2
Using l’Hôpital’s Rule
Opening
Chapter 6 Opening
Section 6.1
6.1.1
Exponential Functions
6.1.2
Derivatives of Exponential Functions
6.1.3
Derivatives Using Multiple Tools
6.1.4
Integrals of Exponential Functions
Section 6.2
6.2.1
Implicit Differentiation
6.2.2
Implicit Differentiation Practice
Section 6.3
6.3.1
Inverse Trigonometric Derivatives
6.3.2
Derivatives of Natural Logarithms
6.3.3
Derivatives of Inverse Functions
Section 6.4
6.4.1
Mean Value
6.4.2
Mean Value Theorem
6.4.3
Mean Value Theorem: Applications
Section 6.5
6.5.1
Improper Integrals
Opening
Chapter 7 Opening
Section 7.1
7.1.1
Related Rates Introduction
7.1.2
Related Rates Application: The Pythagorean Theorem
7.1.3
Related Rates Application: Similar Triangles
7.1.4
Related Rates Application: Choosing the Best Formula
7.1.5
Related Rates Application: Trigonometry
Section 7.2
7.2.1
Undoing the Chain Rule
7.2.2
Integration With u-Substitution
7.2.3
Definite Integrals and u-Substitution
7.2.4
Varied Integration Techniques
Section 7.3
7.3.1
Solving Differential Equations
7.3.2
Newton’s Law of Cooling
7.3.3
Solving Separable Differential Equations
7.3.4
Slope Fields with Parallel Tangents
7.3.5
Plotting Slope Efficiently
7.3.6
Differential Equation and Slope Field Applications
Section 7.4
7.4.1
Euler’s Method
7.4.2
Integration by Parts
7.4.3
Integration by Parts with Substitution
7.4.4
Integration by Partial Fractions
Opening
Chapter 8 Opening
Section 8.1
8.1.1
Volumes by Slicing
8.1.2
The Disk Method
8.1.3
The Washer Method
8.1.4
Revolution about Horizontal and Vertical Lines
8.1.5
Changing the Axis of Rotation
8.1.6
Disk and Washer Problems
Section 8.2
8.2.1
Shell Lab
8.2.2
Comparing the Disk and Shell Methods
8.2.3
Using an Appropriate Method to Calculate Volume
Section 8.3
8.3.1
Cross-Sections Lab: General Case
8.3.2
Cross-Sections Lab: Functions Given
8.3.3
Cross-Section Problems
Section 8.4
8.4.1
Arc Length
Opening
Chapter 9 Opening
Section 9.1
9.1.1
Infinite Geometric Series
9.1.2
More Infinite Geometric Series
9.1.3
Convergence and Divergence
Section 9.2
9.2.1
Parametric Equations
9.2.2
Converting Between Parametric and Rectilinear Form
Section 9.3
9.3.1
Introduction to Vectors
9.3.2
Vector Operations
Section 9.4
9.4.1
Graphs of Polar Equations
9.4.2
Converting Between Polar and Rectilinear Form
9.4.3
Polar Families
Opening
Chapter Opening
Section 10.1
10.1.1
Convergence of Series
10.1.2
The Divergence Test
10.1.3
The Alternating Series Test
10.1.4
The Integral Test
10.1.5
The p-Series Test
10.1.6
The Comparison Test
10.1.7
The Limit Comparison Test
10.1.8
The Ratio Test
Section 10.2
10.2.1
The Cootie Lab
10.2.2
More Logistic Differential Equations
Section 10.3
10.3.1
Power Series Convergence
10.3.2
Using Polynomials to Approximate Curves
Section 10.4
10.4.1
Absolute Convergence
10.4.2
Regrouping and Rearranging Series
Opening
Chapter 11 Opening
Section 11.1
11.1.1
Area Bounded by a Polar Curve
11.1.2
More Polar Area
11.1.3
Area Between Polar Curves
Section 11.2
11.2.1
Applied Calculus in Component Form
11.2.2
Second Derivatives in Component Form
11.2.3
Total Distance and Arc Length
Section 11.3
11.3.1
Slopes of Polar Curves
11.3.2
More Slopes of Polar Curves
Section 11.4
11.4.1
Battling Robots
Opening
Chapter 12 Opening
Section 12.1
12.1.1
Approximating with Polynomial Functions
12.1.2
Taylor Polynomials About x = 0
12.1.3
Taylor Polynomials About x = c
12.1.4
Taylor Series
12.1.5
Building Taylor Series Using Substitution
Section 12.2
12.2.1
Interval of Convergence Using Technology
12.2.2
Interval of Convergence Analytically
Section 12.3
12.3.1
Error Bound for Alternating Taylor Polynomials
12.3.2
Lagrange Error Bound
Section 12.4
12.4.1
Evaluating Indeterminate Forms Using Taylor Series
This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.
Page 2 of the Professional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course, but have previously attended Foundations for Implementation, can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.
The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.
In Building on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my own math identity and cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.
In Building on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle of mastery over time as well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will develop strategies to monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.
In Building on Discourse, participants will improve their ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments. Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supporting productive struggle, and facilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.