Calculus for the AP® Course 4E
Core Code Alignment
Mathematics
Calculus
07040000002: A.P. Calculus (BC) (10-12)
Calculus
07040000002: A.P. Calculus (BC) (10-12)
Recommendation
Recommended Primary
Evaluation
This text for use in AP Calculus would be a solid choice, but only if the teacher materials are purchased along with the eBook. The supplementary materials for teachers and students and the daily bell ringers and additional practice problems make these materials shine.
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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 | NA | NA | Does Not Violate Law | May Violate Law | ||
| Looking through all of the teacher, student, and supplmentary materials there was not anything that would violate the law. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | NA | NA | Does Not Violate Law | May Violate Law | ||
| Reviewing the teacher, student, and supplementary materials, here were no discriminatory practices. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | NA | NA | Does Not Violate Law | May Violate Law | ||
| There was no content that violated constitutional freedom in the public schools that was found. | ||||||
| Free from advertising, e-commerce, or political interest | NA | NA | Contains none of the listed items. | Contains one or more of the listed items. | ||
| Many story problems and examples across the chapters were reviewed and there were no findings of any advertising, e-commerce, or political interest. | ||||||
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. | ||
| There was an AP correlation guide mapping where the etextbook was covering the various AP standards. Each chapter in the etext was the same as the AP College Board's standards for AP Calculus AB and BC. | ||||||
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 book itself, and the additional online materials for students and teachers do provide teachers with a robust arsonal of curriculum in which to teach the Calculus material. The student edition includes videos of key concepts, and the teacher edition provides the teacher a video at the beginning of each chapter to give an overview of the chapter and "teaching tips" for each chapter. The book has many exploration opportunities with real-world situation problems and Desmos activities. There are also multiple examples provided in the book for each concept, and practice problems that students can access, with solutions to check their understanding. Each chapter has "Concepualize It!" activities to help the students gain a better understanding of selected skills in the chapter. There are also Desmos activities where the students can do exploration. The text provides students with additional examples to learn material as needed. The e-text has links that will link back to concepts in the PreCalculus chapter to learn per-requisite skills that students may be lacking to be able to learn that key 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 | ||
| Online problems can be assigned for instant feedback, with unlimited attempts, to build fluency. There are also daily pdf bell ringers that the teacher can print and use. Each chapter also includes "skill builder" worksheets, alternate examples, and videos with guided examples. | ||||||
| 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 | ||
| Chapters 4, 5, and 8 all focus on applications of derivatives and integrals. The other chapters also incorporate contextual problems. Each chapter includes a "Conceptualize It" activity where students can engage in problem solving and applications of what they are learning. There are also single step problems to practice and build fluency. | ||||||
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 | ||
| There are multiple resources for both the teacher and student to interact with the textbook and materials. There are examples, practice problems, online assignments, bell ringers, and exploration opportunities. All of these materials appear to focus on the Major Work. The materials focus on the learning of Calculus, but has a very strong goal of preparing students for the AP exam. There are many AP practice problems throughout the book in addition to higher level thinking questions to develop understanding of the material. | ||||||
| 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 | ||
| The break it down guide can help the students make sense of problems and persevere in solving them. Students have to attend to precision with the online practice problems. There is mathematical modeling. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| The Desmos activities and the "Conceptualize It" activities provide opportunities for students to reason and problem solve. There are also goal setting and reflection activities for students to think about what they already know and what they don't know yet, as they are learning new material. | ||||||
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 | ||
| The e-book has a read aloud feature, but it is only in English. The speed that it is read at can be easily adjusted. The text size and background of the e-book can be changed. There were videos with people working out and explaining selected examples, it was possible to turn on closed caption and get a transcript of what was said in the video. You can use Google translate to translate the video transcript into virtually any language you want. Google translate didn't work to translate the e-text book though. These materials have more supports for ELL learners who speak Spanish. The flashcards come in Spanish. It is unclear whether the e-book comes in Spanish or not. The teacher edition does contain teaching "tips" that do include best practices to teach concepts, and sometimes there is mention on how to make the material more accessible to ELL students. Worksheets were not available in Spanish. | ||||||
| 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 were flashcards of important topics for each chapter. The flashcards were in both English and Spanish. Break it down template to help students with problem solving. The e-text book has links to take students to practice problems dealing with the content it was just explaining. The electronic assignment had a hint button the students can click if they need. If a student gets a problem incorrect, it lets the student know right away. The student can then try again and get a hint if needed. There is a dropdown so the student can view all of their attempts on a particular problem. | ||||||
| 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 PowerPoint lessons for each section in the book. There are way more slides in an individual lesson then a teacher would need, so it would be easy for the teacher to remove/delete the pages in the slides that they don't want to use and they can just pick what they feel would be needed for their group of students. The PowerPoint slides show the graphs, tables, and equations as appropriate for the concept being taught. The materials provide so much material for the teacher to use, the teacher would need to sift through it all to design lessons to their teaching style. There are many different strategies, remediation problems and worksheets, and supports to ensure grade-level progress for all learners. | ||||||
| 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, | In addition to the content outlined in “Adequate,” this material offers multiple evidence-based supplemental resources and opportunities for learning about various forms of cultural philosophies and epistemologies from Utah, the United States, and worldwide. The materials provide cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. Some examples may include people with disabilities, various body types, and ages. | This material demonstrates respect for diverse socio-cultural identities. The material provides opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. The material accurately represents the cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications. | The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1). | ||
| At the beginning of each chapter, there is a brief story from a person of how they use math and/or skills learned in AP Calculus to help them be successful in their career. The stories are from people of diverse backgrounds. | ||||||
| Shared Values and Character Traits | The material extends beyond the content outlined in "Adequate", it includes elements that connect Utahns to the world. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. Some examples may include characters with a variety of personalities, education, income, occupation, or behaviors that illustrate character traits. | The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution. | The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204) | ||
| The story problems and stories about people who took calculus, but the material is teaching mathematics only. | ||||||
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 | ||
| Individual student progress could be measured through the bell work, the skill builders, the online or textbook student practice problems, and through the tests. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| The text questions can be filtered by easy, medium, and hard. Custom questions can be created. Tests can be taken using the online program where the teacher can pick the questions types they want. There are also already created paper/pencil tests that can be used. The paper/pencil tests focus more on the skills, there were hardly any application problems on the tests. Didn't notice intervention strategies. Each chapter includes a real life application project that could be used as a summative assessment. | ||||||
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