This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This lesson will focus on applying basic math skills to determine current inventory on hand at a business or in the home, and calculate the number of items needed. In addition, learners will determine the costs to replace items and apply the amount to an overall budget.

This lesson unit is intended to help teahcers assess how well students solve problems involving measurement, and in particular, to identify and help students who have the following difficulties; computing measurements using formulas; decomposing compound shapes into simpler ones; using right triangles and their properties to solve real-world problems.

Prior to assigning this activity in lecture, students gather information about their personal energy consumption so that they can calculate their personal carbon footprint. Specifically they need to determine the gas mileage of their vehicle, the average number of miles they drive in a month, and bring to class an electric bill and a natural gas bill from their apartment. I provide the appropriate information for students living in dorms. Their task during the class period is to assemble this information and calculate how much carbon their activities are responsible for generating. Once this portion of the assignment is complete, they investigate options for reducing their carbon emissions and the costs of those options. The pros and cons of carbon-reduction strategies form the basis for the class discussion. Lastly, students are asked to brain storm a list of potential carbon sources that are not included in this simple exercise, such as the carbon required to make the things we buy (computers, edible dinosaurs, q-tips, etc.).

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Published in 1991 by Wellesley-Cambridge Press, the book is a useful resource for educators and self-learners alike. It is well organized, covers single variable and multivariable calculus in depth, and is rich with applications.

In addition to the Textbook, there is also an online Instructor's Manual and a student Study Guide. Prof. Strang has also developed a related series of videos, Highlights of Calculus, on the basic ideas of calculus.

This series of videos focusing on calculus covers sample questions from the A.P, Calculus AB and AC exams (both multiple choice and free answer).

The Calculus BC AP exam is a super set of the AB exam. It covers everything in AB as well as some of the more advanced topics in integration, sequences and function approximation. This tutorial is great practice for anyone looking to test their calculus mettle!

This series of videos focusing on calculus covers minima, maxima, and critical points, rates of change, optimization, rates of change, L'Hopital's Rule, mean value theorem.

A single definite integral can be used to find the area under a curve. with double integrals, we can start thinking about the volume under a surface!

This is about as many integrals we can use before our brains explode. Now we can sum variable quantities in three-dimensions (what is the mass of a 3-D wacky object that has variable mass)!

This course begins with a review of algebra specifically designed to help and prepare the student for the study of calculus, and continues with discussion of functions, graphs, limits, continuity, and derivatives. The appendix provides a large collection of reference facts, geometry, and trigonometry that will assist in solving calculus problems long after the course is over. Upon successful completion of this course, the student will be able to: calculate or estimate limits of functions given by formulas, graphs, or tables by using properties of limits and LĺÎĺ_ĺĚĺ_hopitalĺÎĺ_ĺĚĺ_s Rule; state whether a function given by a graph or formula is continuous or differentiable at a given point or on a given interval and justify the answer; calculate average and instantaneous rates of change in context, and state the meaning and units of the derivative for functions given graphically; calculate derivatives of polynomial, rational, common transcendental functions, and implicitly defined functions; apply the ideas and techniques of derivatives to solve maximum and minimum problems and related rate problems, and calculate slopes and rates for function given as parametric equations; find extreme values of modeling functions given by formulas or graphs; predict, construct, and interpret the shapes of graphs; solve equations using NewtonĺÎĺ_ĺĚĺ_s Method; find linear approximations to functions using differentials; festate in words the meanings of the solutions to applied problems, attaching the appropriate units to an answer; state which parts of a mathematical statement are assumptions, such as hypotheses, and which parts are conclusions. This free course may be completed online at any time. It has been developed through a partnership with the Washington State Board for Community and Technical Colleges; the Saylor Foundation has modified some WSBCTC materials. (Mathematics 005)

This site provides lectures and guided lecture notes for students for a second-semester calculus course.

This is a lesson on finding the difference between an implicit and explicit function and finding the derivative of functions implicitly. It also covers finding the equation of a tangent line from a function in implicit form . There are self check throughout the lesson. The text that I use in my calculus class is Larson Calculus 11th edition. This corresponds to chapter 2 section 5 in that text but Implicit Differentiation is a common topic in any Calculus I or AP Calculus course.

This series of videos focusing on calculus covers indefinite integral as anti-derivative, definite integral as area under a curve, integration by parts, u-substitution, trig substitution.