Calculus
Core Code Alignment
Mathematics
Calculus
07040000002: A.P. Calculus (BC) (10-12)
Calculus
07040000002: A.P. Calculus (BC) (10-12)
Recommendation
Recommended Limited
Evaluation
This is a good student resource for extra practice but not recommended as a primary text for an AP course. There is not a clear divide between those topics covered in AP Calculus AB, AP Calculus BC, and Multivariable Calculus. There are chapters not taught in either AP calculus course. The main chapters for AB calculus are chapters 1 - 6 and 8. The main chapters for BC calculus are chapters 1 - 12. Chapters 13 - 16 cover multivariable calculus. Again, the chapters are not a clear divide some sections of chapters may be in AB calculus, while others are in BC calculus. There are additional Teacher manual and student study guides but these are not provided through OER resources.
Educators Using These Materials
No educators found.
Rubric : Mathematics 2025
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | This item has not been graded. | |||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | This item has not been graded. | |||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | This item has not been graded. | |||||
| Free from advertising, e-commerce, or political interest | This item has not been graded. | |||||
Focus and Coherence: Non-Negotiable
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Non-negotiable materials must focus coherently on the Major Work of the grade in a way that is consistent with the progressions in the standards. | Student and teachers using the materials as designed devote the majority of time to the Major Work of the grade. | Supporting Work enhances focus and coherence simultaneously by also engaging students in the Major Work of the grade. | Materials follow the grade-by-grade progressions in the Standards. Content from previous or future grades does not unduly interfere. | Lessons that only include mathematics from previous grades are clearly identified. | ||
| The book contains extra chapters not generally covered in an AP class. It isn't really clear what parts are AB Calculus and which are BC calculus. It also contains chapters on multivariable calculus which is not covered in AP calculus (AB or BC). Some of the chapters are not in a logical order, for example, limits are taught after learning how to find a derivative. | ||||||
Rigor and Balance
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| The materials support the development of students’ conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. | Meets | Partially meets | N/A | Does not meet | ||
| The materials are designed so that students attain the fluencies and procedural skills required by the Standards. | Meets | Partially meets | N/A | Does not meet | ||
| There are exercises for students to practice the procedural skills but not very many, some sections have more rigorous problems while others do not. | ||||||
| The materials are designed so that teachers and students spend sufficient time working with applications, without losing focus on the Major Work of each grade. (Are there single and multi-step contextual problems that develop the mathematics of the grade, afford opportunities for practice, and engage students in problem solving?) | Meets | Partially meets | N/A | Does not meet | ||
| There are very few contextual problems in some sections. | ||||||
Standards for Mathematical Practice
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Materials address the practice standards in such a way as to enrich the Major Work of the grade; practice standards strengthen the focus on Major Work instead of detracting from it, in both teacher and student materials. | Meets | Partially meets | N/A | Does not meet | ||
| Some sections are not covered in AP calculus and detract from the Major work of the course. | ||||||
| Tasks and assessments of student learning are designed to provide evidence of students’ proficiency in the Standards of Mathematical Practice. | Meets | Partially meets | N/A | Does not meet | ||
| Tasks and assessments are not provided as part of the resource. Just the chapters and exercises. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| There is one chapter on applications of derivatives and one chapter on applications of integrals that emphasis mathematical reasoning but not ever chapter and every section does. Many are more algorithmic skill focused. | ||||||
Access to the Standards for All Students
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Support for English Language learners and other special populations is thoughtful (evidence-based) and helps those students meet the same Standards (and rigor) as all other students. The language in which problems are posed is carefully considered. | Meets | Partially meets | N/A | Does not meet | ||
| This reads as many mathematical textbooks where the language is difficult to understand especially for ELL students. | ||||||
| Materials provide scaffolding, differentiation, intervention, and support for a broad range of learners with gradual removal of supports, when needed, to allow students to demonstrated their mathematical understanding independently. | Meets | Partially meets | N/A | Does not meet | ||
| There are no materials provided on scaffolding, differentiation, intervention, and support for a broad range of learners. | ||||||
| Design of lessons incorporates strategies such as using multiple representations, deconstructing/reconstructing the language of problems, providing suggestions for addressing common student difficulties, etc. to ensure grade-level progress for all learners. | Meets | Partially meets | N/A | Does not meet | ||
| Again, this reads like a college mathematics textbook and has nothing beside the material being covered. There are no additional materials that suggest lessons or using any of the above strategies. Each section talks about the material that is being taught and provides exercises on that material. The above strategies are not used. | ||||||
| Ethnic Studies- (Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | This item has not been graded. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
Assessment
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Multiple measurements of individual student progress occur at regular intervals ensuring success of all students. | Meets | Partially meets | N/A | Does not meet | ||
| The only measurements of students understanding of the material is the exercises at the end of each section. There are no measurements to determine students progress and sections are not reviewed in other sections exercises (it does not spiral through topics) | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| No assessments are included besides exercises at the end of each section. | ||||||
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