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Calculus 12
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Big Ideas
Grandes idées
The concept of a limit is foundational to calculus.
concept of a limit
- Differentiation and integration are defined using limits.
- Sample questions to support inquiry with students:
- Why is a limit useful?
- How can we use historical examples (e.g., Achilles and the tortoise) to describe a limit?
Differential calculus develops the concept of instantaneous rate of change.
instantaneous rate of change
- developing rate of change from average to instantaneous
- Sample questions to support inquiry with students:
- How can a rate of change be instantaneous?
- When do we use rate of change?
Integral calculus develops the concept of determining a product involving a continuously changing quantity over an interval.
continuously changing
- area (height x width) under a curve where the height of the region is changing; volume of a solid (area x length) where cross-sectional area is changing; work (force x distance) where force is changing
- Finding these products requires finding an infinite sum.
- Sample questions to support inquiry with students:
- What is the value of using rectangles to approximate the area under a curve?
- Why is the fundamental theorem of calculus so fundamental?
Derivatives and integrals are inversely related.
inversely related
- The fundamental theorem of calculus describes the relationship between integrals and antiderivatives.
- Sample questions to support inquiry with students:
- How are derivatives and integrals related?
- Why are antiderivatives important?
- What is the difference between an antiderivative and an integral?
Learning Standards
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Curricular Competencies
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Students are expected to be able to do the following:
Reasoning and modelling
Develop thinking strategies to solve puzzles and play games
thinking strategies
- using reason to determine winning strategies
- generalizing and extending
Explore, analyze, and apply mathematical ideas using reason, technology, and other tools
analyze
- examine the structure of and connections between mathematical ideas (e.g., limits, derivatives, integrals)
reason
- inductive and deductive reasoning
- predictions, generalizations, conclusions drawn from experiences (e.g., in puzzles, games, coding)
technology
- graphing technology, dynamic geometry, calculators, virtual manipulatives, concept-based apps
- can be used for a wide variety of purposes, including:
- exploring and demonstrating mathematical relationships
- organizing and displaying data
- generating and testing inductive conjectures
- mathematical modelling
other tools
- manipulatives such as algebra tiles and other concrete materials
Estimate reasonably and demonstrate fluent, flexible, and strategic thinking about number
Estimate reasonably
- be able to defend the reasonableness of an estimate across mathematical contexts
fluent, flexible, and strategic thinking
- includes:
- using known facts and benchmarks, partitioning, applying number strategies to approximate limits, derivatives, and integrals
- choosing from different ways to think of a number or operation (e.g., Which will be the most strategic or efficient?)
Model with mathematics in situational contexts
Model
- use mathematical concepts and tools to solve problems and make decisions (e.g., in real-life and/or abstract scenarios)
- take a complex, essentially non-mathematical scenario and figure out what mathematical concepts and tools are needed to make sense of it
situational contexts
- including real-life scenarios and open-ended challenges that connect mathematics with everyday life
Think creatively and with curiosity and wonder when exploring problems
Think creatively
- by being open to trying different strategies
- refers to creative and innovative mathematical thinking rather than to representing math in a creative way, such as through art or music
curiosity and wonder
- asking questions to further understanding or to open other avenues of investigation
Understanding and solving
Develop, demonstrate, and apply conceptual understanding of mathematical ideas through play, story, inquiry, and problem solving
inquiry
- includes structured, guided, and open inquiry
- noticing and wondering
- determining what is needed to make sense of and solve problems
Visualize to explore and illustrate mathematical concepts and relationships
Visualize
- create and use mental images to support understanding
- Visualization can be supported using dynamic materials (e.g., graphical relationships and simulations), concrete materials, drawings, and diagrams.
Apply flexible and strategic approaches to solve problems
flexible and strategic approaches
- deciding which mathematical tools to use to solve a problem
- choosing an effective strategy to solve a problem (e.g., guess and check, model, solve a simpler problem, use a chart, use diagrams, role-play)
solve problems
- interpret a situation to identify a problem
- apply mathematics to solve the problem
- analyze and evaluate the solution in terms of the initial context
- repeat this cycle until a solution makes sense
Solve problems with persistence and a positive disposition
persistence and a positive disposition
- not giving up when facing a challenge
- problem solving with vigour and determination
Engage in problem-solving experiences connected with place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures
connected
- through daily activities, local and traditional practices, popular media and news events, cross-curricular integration
- by posing and solving problems or asking questions about place, stories, and cultural practices
Communicating and representing
Explain and justify mathematical ideas and decisions in many ways
Explain and justify
- using mathematical arguments to convince
- includes anticipating consequences
decisions
- Have students explore which of two scenarios they would choose and then defend their choice.
many ways
- including oral, written, visual, use of technology
- communicating effectively according to what is being communicated and to whom
Represent mathematical ideas in concrete, pictorial, and symbolic forms
Represent
- using models, tables, graphs, words, numbers, symbols
- connecting meanings among various representations
Use mathematical vocabulary and language to contribute to discussions in the classroom
discussions
- partner talks, small-group discussions, teacher-student conferences
Take risks when offering ideas in classroom discourse
discourse
- is valuable for deepening understanding of concepts
- can help clarify students’ thinking, even if they are not sure about an idea or have misconceptions
Connecting and reflecting
Reflect on mathematical thinking
Reflect
- share the mathematical thinking of self and others, including evaluating strategies and solutions, extending, posing new problems and questions
Connect mathematical concepts with each other, other areas, and personal interests
Connect mathematical concepts
- to develop a sense of how mathematics helps us understand ourselves and the world around us (e.g., daily activities, local and traditional practices, popular media and news events, social justice, cross-curricular integration)
Use mistakes as opportunities to advance learning
mistakes
- range from calculation errors to misconceptions
opportunities to advance learning
- by:
- analyzing errors to discover misunderstandings
- making adjustments in further attempts
- identifying not only mistakes but also parts of a solution that are correct
Incorporate First Peoples worldviews, perspectives, knowledge, and practices to make connections with mathematical concepts
Incorporate
- by:
- collaborating with Elders and knowledge keepers among local First Peoples
- exploring the First Peoples Principles of Learning (http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-Princip... e.g., Learning is holistic, reflexive, reflective, experiential, and relational [focused on connectedness, on reciprocal relationships, and a sense of place]; Learning involves patience and time)
- making explicit connections with learning mathematics
- exploring cultural practices and knowledge of local First Peoples and identifying mathematical connections
knowledge
- local knowledge and cultural practices that are appropriate to share and that are non-appropriated
practices
- Bishop’s cultural practices: counting, measuring, locating, designing, playing, explaining (http://www.csus.edu/indiv/o/oreyd/ACP.htm_files/abishop.htm)
- Aboriginal Education Resources (www.aboriginaleducation.ca)
- Teaching Mathematics in a First Nations Context, FNESC (http://www.fnesc.ca/resources/math-first-peoples/)
Content
Students are expected to know the following:
functions and graphs
functions
- parent functions from Pre-Calculus 12
- piecewise functions
- inverse trigonometric functions
limits:
limits
- from table of values, graphically, and algebraically
- one-sided versus two-sided
- end behaviour
- intermediate value theorem
- left and right limits
- limits to infinity
- continuity
differentiation:
differentiation
- history
- definition of derivative
- notation
- rate of changerate of change
- average versus instantaneous
- slope of secant and tangent lines
- differentiation rulesdifferentiation rules
- power, product; quotient and chain
- transcendental functions: logarithmic, exponential, trigonometric
- higher order, implicit
- applicationsapplications
- relating graph of f(x) to f'(x) and f''(x)
- increasing/decreasing, concavity
- differentiability, mean value theorem
- Newton’s method
- problems in contextual situations, including related rates and optimization problems
integration:
integration
- definition of an integral
- notation
- definite and indefinite
- approximationsapproximations
- Riemann sum, rectangle approximation method, trapezoidal method
- fundamental theorem of calculus
- methods of integrationmethods of integration
- antiderivatives of functions
- substitution
- by parts
- applicationsapplications
- area under a curve, volume of solids, average value of functions
- differential equations
- initial value problems
- slope fields
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.