AP Calculus 3rd Edition
Core Code Alignment
Mathematics
Calculus
07040000001: A.P. Calculus (AB) (10-12)
Calculus
07040000001: A.P. Calculus (AB) (10-12)
Recommendation
Recommended Primary
Evaluation
The lessons support mathematical practices with instruction and activities that encourage mathematical thinking and problem solving. Group and individual work is part of each lesson giving students to work collaboratively as well as individually. CPM books are not designed for direct instruction. Rather, they rely on a skilled teacher who organizes effective student groups who work together through carefully chosen tasks. The teacher is meant to circulate and provide hints and gentle guidance. The teacher notes say, “Avoid giving too much away.” This means that this book is not recommended for independent study or for teachers who are not ready to embrace more constructivist learning methods.
Materials support conceptual understanding and application. Homework includes spiral review in every lesson to allow students to develop procedural fluency and prevent students forgetting what they have learned. There is a good sequence and progression of standards.
Supports for students include homework help, math notes, math casts, and interactive tools to aid in understanding.
Many suggestions and strategies are provided in the teacher materials to support English Language learners and students in need of other supports. Differentiation is included in each lesson and other suggestions are provided in the teacher materials.
Major works and standards for mathematical practices are all embedded in each lesson.
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. | ||
| Concepts are connected to each other with frequent review and all major works are covered and build to conceptual understanding. The progression of standards is good, especially since it is not required for students to have something mastered after the first day of introducing a concept. | ||||||
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 | ||
| Concepts are connected to each other with frequent review and all major works are covered and build toward conceptual understanding. The progression of standards is good, especially since it is not required of students to have something mastered after the first day of introducing a concept. | ||||||
| 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 | ||
| Application activities check for conceptual understanding. There is a focus on procedure. | ||||||
| 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 | ||
| Spiral review and strategies to check answers for errors and then correct the errors are presented. Students are asked to work in groups to discuss solutions to problems and discuss different ideas and solutions. | ||||||
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 | ||
| Problems and questions span DOK levels and there are multiple problem types. Group and individual work are included in the activities. There is an emphasis on problem solving, collaborative work, locating and correcting errors and reasoning. | ||||||
| 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 | ||
| Students must work in groups and develop ideas together. This provides deep opportunities to assess and demonstrate student proficiency in the content standards, and strongly supports the practice standards. Multiple methods are presented at differing DOK levels. Students are asked to problem solve, apply concepts, investigate concepts, and other demonstrations of mathematical practice. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Multiple methods are presented at differing DOK levels. Students are asked to problem solve, apply concepts, investigate concepts, and other demonstrations of mathematical practice. | ||||||
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 | ||
| Multiple supports are provided to students including homework help, math notes, and math casts. Teacher materials include research based suggestions and strategies for supporting students with needs for language support or reading support and other types of supports. | ||||||
| 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 | ||
| Activities are scaffolded. Homework help provides additional scaffolding. DIfferentiation strategies are included in the teacher materials. Students are placed in groups with students of varying ability levels so they can learn from each other. | ||||||
| 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 | ||
| Lessons include multiple representations, multiple problem-solving strategies, and multiple instructional strategies. Common misconceptions are addressed in lessons and additional support is available in the teacher materials. | ||||||
| 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 | ||
| Multiple assessment methods in Review and Preview sections and during group work, the teacher is observing students and understanding their thinking. Assessment tool does not appear to include calculus questions. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Multiple assessment methods in Review and Preview sections, these are present in each lesson, and during group work, the teacher observes students and understands their thinking. Assessment tool does not appear to include calculus questions. | ||||||
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