These OpenStax Calculus I ancillary materials, including guided notes and questions using Edfinity, were developed as a result of a Round 17 Affordable Materials Grant.

This sample shell is produced by the California Community Colleges CVC-OEI to support faculty in the use of Open Educational Resources and development of courses aligned to the OEI Course Design Rubric. The shell may be used for online, hybrid, &/or face-to-face classes. The shell is available for all faculty, not just those faculty in the CCC system. The team producing this shell includes Helen Graves, Liezl Madrona, Cyrus Helf, Nicole Woolley & Barbara Illowsky. If you are having challenges importing the shell, here are some steps to take. (1) Create an empty shell in your sandbox. (2) Import the Canvas Commons course into your shell. (3) Adapt the content as you wish. (4) If all else fails, contact your college IT person or Canvas administrator.

This collection of worksheets, homework assignments, and study skills exercises was created through a Round 14 Textbook Transformation Grant. The worksheets supplement the following topics as covered in OpenStax Precalculus: Functions, domain and range, rates of change, inverse functions, exponential functions, logarithmic functions, exponential growth modeling, angles, sine and cosine, right triangles, sum identities, and difference identities. Study skills exercises include growth mindset and metacognition activities.

Optimal, Integral, Likely is a free, open-source textbook intended for UBC’s course MATH 105: Integral Calculus with Applications to Commerce and Social Sciences. It is shared under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Igor Baryakhtar's Presentation at NEMATYC 2022 Conference, 4/09/2022.The presentation is a comparison of three types of learning materials• paper and pencil• word processor document, Microsoft Word etc.• web page.  Outline • Introduction: types of learning materials• How to present formulas? Tools available• Student project implementations.

These thoroughly illustrated sheets make use of multiple representations and can be used for unit-end summaries in inquiry-based/modeling-style courses as well as for direct instruction in didactic courses.

This OER course using a new textbook is based a section of MAT103 Pre-Calculus. It is a preparatory course for Calculus. It builds upon the intermediate level of Algebra and makes intensive use of technology to conceptualize functions and methods of function manipulation with emphasis on quantitative change. All course content written by Fahmil Shah. Added to OER Commons by Victoria Vidal.

Prior to 1990, the performance of a student in precalculus at the University of Washington was not a predictor of success in calculus. For this reason, the mathematics department set out to create a new course with a specific set of goals in mind:

A review of the essential mathematics needed to succeed in calculus.
An emphasis on problem solving, the idea being to gain both experience and confidence in working with a particular set of mathematical tools.
This text was created to achieve these goals and the 2004-05 academic year marks the eleventh year in which it has been used. Several thousand students have successfully passed through the course.

This book is full of worked out examples. We use the the notation “Soluion.” to indicate where the reasoning for a problem begins; the symbol ?? is used to indicate the end of the solution to a problem. There is a Table of Contents that is useful in helping you find a topic treated earlier in the course. It is also a good rough outline when it comes time to study for the final examination. The book also includes an index at the end. Finally, there is an appendix at the end of the text with ”answers” to most of the problems in the text. It should be emphasized these are ”answers” as opposed to ”solutions”. Any homework problems you may be asked to turn in will require you include all your work; in other words, a detailed solution. Simply writing down the answer from the back of the text would never be sufficient; the answers are intended to be a guide to help insure you are on the right track.

A preparation for MAT 201 and the physical sciences. Students study principles, properties, and

applications of functions and their graphs. They revisit functions introduced in MAT 107 and expand

their knowledge of them. The course focuses heavily on circular trigonometric functions and introduces

conic sections. Laboratory activities place particular emphasis on the use of functions to model real

problems. Computers and/or graphing calculators are used to enhance the study of mathematics.

Prerequisites: A grade of C- or better in MAT 107 or a score of 71 or higher on the College Level Math

placement test; ENG 090 and ENG 094 (COL 090), or satisfactory placement test scores.

From the preface, "These are notes for a course in precalculus, as it is taught at New York City College of Technology - CUNY (where it is offered under the course number MAT 1375). Our approach is calculator based. For this, we will use the currently standard TI-84 calculator, and in particular, many of the examples will be explained and solved with it. However, we want to point out that there are also many other calculators that are suitable for the purpose of this course and many of these alternatives have similar functionalities as the calculator that we have chosen to use. An introduction to the TI-84 calculator together with the most common applications needed for this course is provided in appendix A. In the future we may expand on this by providing introductions to other calculators or computer algebra systems."

Precalculus: An Investigation of Functions is a free, open textbook covering a two-quarter pre-calculus sequence including trigonometry. The first portion of the book is an investigation of functions, exploring the graphical behavior of, interpretation of, and solutions to problems involving linear, polynomial, rational, exponential, and logarithmic functions. An emphasis is placed on modeling and interpretation, as well as the important characteristics needed in calculus.

Open Textbooks for Rural Arizona participants are invited to remix this template to share their courses, textbooks, and other OER material on our Hub.

The goals of this course are to give students a greater knowledge and understanding of mathematics and to help students develop new skills and concepts and enhance their problem-solving ability, all of which are necessary for the study of a science and engineering oriented calculus. MAT 196 is also designed to help students further develop and extend their critical thinking skills in a contextualized environment. You will achieve this goal by applying strategies presented by the instructor which are designed to help you interpret, analyze, evaluate, infer, and synthesize concepts studied in preparation for Calculus.

This Project has been completed as part of a standard 10 weeks Calculus 1 asynchronous online course with optional WebEx sessions during Summer 2021 Semester at MassBay Community College, Wellesley Hills, MA.

This course covers the fundamentals of mathematical analysis: convergence of sequences and series, continuity, differentiability, Riemann integral, sequences and series of functions, uniformity, and the interchange of limit operations. It shows the utility of abstract concepts through a study of real numbers, and teaches an understanding and construction of proofs.

This course covers the fundamentals of mathematical analysis: convergence of sequences and series, continuity, differentiability, Riemann integral, sequences and series of functions, uniformity, and the interchange of limit operations. It shows the utility of abstract concepts and teaches an understanding and construction of proofs. MIT students may choose to take one of three versions of Real Analysis; this version offers three additional units of credit for instruction and practice in written and oral presentation.
The three options for 18.100:

Option A (18.100A) chooses less abstract definitions and proofs, and gives applications where possible.
Option B (18.100B) is more demanding and for students with more mathematical maturity; it places more emphasis from the beginning on point-set topology and n-space, whereas Option A is concerned primarily with analysis on the real line, saving for the last weeks work in 2-space (the plane) and its point-set topology.
Option C (18.100C) is a 15-unit variant of Option B, with further instruction and practice in written and oral communication. This fulfills the MIT CI requirement.

This Project has been completed as part of a standard 10 weeks Calculus 1 asynchronous online course with optional WebEx sessions during Summer 2021 Semester at MassBay Community College, Wellesley Hills, MA.