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Goals : students will introduce themselves and explore limits numerically graphically analytically
Agenda:
1. Entry ticket Flipgrid Intro. 5 min
https://flip.com/e44fdff5

2. Review of average rate of change and Intro to limits Investigation in breakout rooms. 20 min (teacher circulates in different rooms)
https://docs.google.com/document/d/1wchf4EakczYqM9J-FYwRyA84uBuMy4P492XUg-JLSWM/edit?usp=sharing

3. Debrief intro to limits and conclusion about informal limit definition of a function near x=c, limits with substitution so the students can see why the limit at x=c is not necessarily the same as the value at x=c, add to notes. 5 min
video explanation https://web.microsoftstream.com/video/722ef1e0-fac9-4a37-b206-f6c43daceead
Notes https://docs.google.com/document/d/1qXTMIsy1qvxdaFqYPhFk31tE7fEK5Qp5sQNbRhDqcIY/edit?usp=sharing
Video link: https://vimeo.com/734539401

4. Application and practice. 15 min
https://tinyurl.com/limits-by-gfactoring

5. Q&A  regarding the practice problems. 3 min to be continued day 2

6. Exit ticket day 1.  2 min
https://www.menti.com/z4htaicncq

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Which kitten is the cutest?

Which kitten is the cutest?

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Goals: students will apply factoring techniques to evaluate limits analytically
Agenda:
1. Entry ticket 3 min
https://www.menti.com/6b3k3a3s26

2. Class discussion and teacher feedback/clarification on entry ticket and previous day practice. 5 min

3. Differentiated review on factoring techniques with factoring quadratics, synthetic division, simplifying rational expressions or multiplying with a conjugate. 10-15 min
In my experience many students need this additional practice and whatever they do not complete becomes asynchronous work. Questions will be answered in class but the full answer key will be made available to students after the practice is complete.
https://docs.google.com/document/d/10-MMBoRl_yQEvDoWDhwUSWhFB7axMGqC6xuKTTcEeZI/edit?usp=sharing

4. Checkpoint limits  analytically about 25 min
https://docs.google.com/document/d/1mS3_So_Oxmw_z2RagDnD6J7sDGRwGOKunsXpiBUUNp4/edit?usp=sharing
If students need extra time they can turn it in asynchronously or come in for tutoring

5. Exit ticket about 5 min
This is a goggle doc, but it is from college board (CB) which I use a lot in my classroom. Students in AP will have to have access to the CB link and get instant feedback because they  register for the AP early.
https://docs.google.com/document/d/1bgX-WXdxqjk8yrLm7ckWkGSrtlS6FRRy2R_1xauXabU/edit?usp=sharing

6. Asynchronous hwk 1 limits all exercises
https://drive.google.com/file/d/1TMNG_JynEo_UYUrijMVQh7HligpQq7Gs/view?usp=sharing

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Goals: students will evaluate limits analytically and explore limits graphically, connect to continuity
Agenda:
ppt
1. Check in SEL 2 min
https://www.menti.com/bv8bxvjp2q

2. Feedback checkpt 1 limits analytically. 10 min
Answer key will be uploaded, I will grade it overnight, and students will have the opportunity to ask questions and revise prior work and resubmit the assignment for full credit. Possibly issues with negatives in question 7, and students being challenged with q5,q8,q9.

3. Homework q&a, answer key will be uploaded, notes about special trig limits and squeeze  5-7 min

4. Holes graphically, Side limits, types of discontinuities, continuity definitions in notes  5 min

5. Interactive Assessment whiteboard app with Teams or Zoom   10 min
otherwise an easy website that students can do on their phone too: https://app.ziteboard.com/
Students will share their drawings. Class discussion and Q&A. Teacher feedback and clarifying misconceptions ( students usually confuse values of fct with the limit).
https://docs.google.com/document/d/1OZ2GFj11orcW8VKDbbDhdMqW_HAXvNbT5Ggg5IEyAHg/edit?usp=sharing

6. Side limits and continuity with piecewise fct  10 min
Students can use whiteboard app with Teams or Zoom
otherwise using https://app.ziteboard.com/. Students will be asked to brainstorm to create piecewise functions that have a removable discontinuity, are continuous, have a jump discontinuity , have an infinite discontinuity, class discussions.
https://docs.google.com/document/d/1Ql5EPRGJlZ_y-BTfyGxKmqzfPCRgycWMa08ocpqKiu8/edit?usp=sharing

6. Exit ticket   2 min
https://www.menti.com/kmbtxh1npk

7. Asynchronous hw 2  only the problems named in the title of the document
https://drive.google.com/file/d/1NN5I1ZtyDDikGe5lLydmMEOE1OQq5liM/view?usp=sharing

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Goals: students will evaluate side limits graphically and numerically/analytically with piecewise fct.
Agenda
1. Entry ticket  3 min
https://www.menti.com/uxrnry39fv

2. Hw q&a answer key will be uploaded  5 min

3. Practice types of side limits and discontinuities graphically  20-25 min
https://tinyurl.com/limits-graphically
https://tinyurl.com/side-limits-graphically

3. Check for understanding checkpt 2 limits side limits and continuity   20 min
https://docs.google.com/document/d/1ryBaBSd5q6d-qBD_1LVlTSDy-KQc35W9hrg8bup6tSA/edit?usp=sharing

4. Exit ticket 2min
https://www.menti.com/tdv7ojn12h

5. Asynchronous hwk 3 only the problems named in the title of the document .this hwk is large, it will be due on Monday the following week
https://drive.google.com/file/d/1lOw7gB8ezUk8RAagXMxR4ck8ZXCaawV_/view?usp=sharing

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Limits and continuity | AP®︎/College Calculus AB | Math | Khan Academy

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Goals: students will review limits, side limits ,continuity numerically graphically analitically
Agenda
1. Entry ticket 2 min
https:
//www.menti.com/ipin1er9oc

2. Check for understanding on side limits numerically graphically, analytically  checkpt 2 CB ? 20 min

3. Review kahoot  10 min
https://create.kahoot.it/my-library/kahoots/fcdc5208-e189-424b-8338-9b8ea7e71478

4. Review playlist 18 min
The playlist is student directed, students will choose topics they want to work more on. If a students is in need of more practice they can do all of them asynchronously and come in for help 1-1.
Playlist blended learning limits and continuity.ppt

5. Exit ticket rating the activities included in review playlist ppt

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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https://drive.google.com/file/d/1MgRiz4xS7LG9VkWK-IqWIR2DqjPhh0ML/view?usp=sharing
Thank you once again for this opportunity. This is a challenging accelerated curriculum that I have designed that supports students' critical thinking, creativity and needs while preparing them to be at the highest level. Over the past 10-11 years my students have gotten mostly 5's and 94% or more passed the AP AB test. I usually teach 100-150 AP Calculus students per year, and I have proof of my scores. Let me know if you would like to see that too.  I ask a lot but I offer a lot too, which motivates us all to do so well.  The lesson plan I am presenting here is adjusted to students needs, is differentiated either with a playlist or review on factoring, stimulates creativity and has open ended practices with whiteboard or ziteboard, collaboration and share-out's or extra time 1-1. This plan has a lot of synchronous formative assessments with timely feedback and opportunities for corrections such as checkpoints or online practices and posted keys( let me know if you would like the answer keys to activities that do not have it) or asynchronously with homework, homework keys and practice links that can be revisited. I usually make summary videos or small videos or what I anticipate are challenging problems and post them, but I did not want to overcrowd this task today. I am getting to know my students and checking in with them daily either on content or SEL needs, offering them 1-1 time either in or out of class, asking them to rate my curriculum and share out their thoughts frequently to support them and reward their work.