Calculus of a Single Variable AP Edition, 12E
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 goal of this text is to achieve a passing score on the AP Calculus exam. There are extensive teaching notes to guide a teacher through the text and accompanying online platform to help achieve this goal. The text is well written with colorful examples and graphics. All calculus concepts are accounted for, and there are many practice problems in the text and on the online program. The online program includes BC calculus concepts as well.
Educators Using These Materials
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Material Categories
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Rubric : Mathematics 2025
Final recommendation published; partial rubric scores available.
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 have many examples that are well illustrated, theorems that are well explained, and problem sets that are scaffold and varied. | ||||||
| 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 | ||
| The materials provide a high level of practice as well as a high quantity of practice. Using the online system teachers can assign and design their own problem sets to meet student needs. | ||||||
| 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 | ||
| The text and materials have many application problems as well as problems that can be done as tasks in the classroom. Students and teachers can spend amble time working on applications related to calculus. | ||||||
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 | ||
| Working through the AP Calculus course naturally lends itself to using the mathematical practice standards. As these materials were meant to teach calculus this will be a result. | ||||||
| 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 | ||
| Tests and assessments are teacher created so they will only be as powerful of a tool as the teacher makes. However, there are many items in the item bank to choose from to create assessments. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| Mathematical reasoning is a main goal of these materials. | ||||||
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 | ||
| There are EL supports in the online program, but the text is written to a more advanced mathematical audience overall. | ||||||
| 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 | ||
| The homework sections are divided up into subgroups and are scaffolded with application problems at the end of the homework sets. However, using the online platform teachers can assign homework sets in any order. | ||||||
| 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 | ||
| There are many hints in the materials for teachers to help with common student misconceptions as the goal is the pass the AP Calculus test and the materials seem to be heavily written to achieve that goal. | ||||||
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 | ||
| Success for all students in the class is a main goal of these materials. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| The task bank is large to make assessments, but teachers create the assessments themselves. | ||||||
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