WHS Math - Calculus

This course uses a standards ­based approach to the study of calculus. The course surveys the main topics of calculus dealing with differential calculus, some integral calculus, and analytical geometry in the plane. It leans heavily on the intuitive approach with an emphasis on physical applications. Use of a graphing calculator is required. Connections to real world and cross­-curricular applications will be made

Learning Goals

WHS Instructional Priority: Students engage in cognitively demanding tasks that promote evidence-based discussion


Identities: You will  learn something about yourselves and/or others who are different than you


Skills: You will learn skills within the content that can be applied in multiple settings


Intellect: You will gain knowledge and awareness about the subject throughout this course 


Criticality:  You will engage with your classmates and me about your thinking about power, equity, and anti-oppression in course materials, in society, and in the world

Curriculum  Frameworks  

  • The course is structured around the enduring understandings within:

  • CR1a- Big Idea 1: Limits.

  • CR1b-Big Idea 2: Derivatives.

  • CR1c-Big Idea 3: Integrals and the Fundamental Theorem of Calculus. 

  • CR1d-Big Idea 4: Series.


  •  The course provides opportunities for students to

    • CR2a- reason with definitions and theorems. 

    • CR2b-connect concepts and processes. 

    • CR2c-implement algebraic/computational processes. 

    • CR2d-engage with graphical, numerical, analytical, and verbal representations and demonstrate connections among them. 

    • CR2e-build notational fluency. 

    • CR2f-communicate mathematical ideas in words, both orally and in writing. 

Unit 0

Pre-Calculus Review

Essential Question(s)

Standard(s) to be addressed in the Unit

  • CR2b-connect concepts and processes. 

  • CR2c-implement algebraic/computational processes. 

  • CR2d-engage with graphical, numerical, analytical, and verbal representations and demonstrate connections among them. 

  • CR2e-build notational fluency. 

  • CR2f-communicate mathematical ideas in words, both orally and in writing.

Primary Indicators

 (How will the student be able to demonstrate proficiency in their learning? These will be formally assessed.)

Transferable Skills

(What are the big picture understandings that are transferable across contexts, places, and times?)

Unit 1

Limits and Continuity

Essential Question(s)

(These are related to the enduring 

In this unit we will define limits of functions. We will evaluate limits using substitution, graphical investigation, numerical approximation,  and algebra. We will also differentiate between continuous and discontinuous graphs. 

Standard(s) to be addressed in the Unit

  • CR1a- Big Idea 1: Limits.

  • CR2a- reason with definitions and theorems. 

  • CR2b-connect concepts and processes. 

  • CR2c-implement algebraic/computational processes. 

  • CR2d-engage with graphical, numerical, analytical, and verbal representations and demonstrate connections among them. 

  • CR2e-build notational fluency. 

  • CR2f-communicate mathematical ideas in words, both orally and in writing. 

Unit 2

Differentiation

Essential Question(s)

(These are related to the enduring 

In this unit we will explore the concept of the derivative or instantaneous rate of change. We will learn different techniques of finding the derivative which include using the Power Rule, Product Rule, Quotient Rule, Chain Rule, and Implicit Differentiation.

Standard(s) to be addressed in the Unit

  • CR1b-Big Idea 2: Derivatives.

  • CR2a- reason with definitions and theorems. 

  • CR2b-connect concepts and processes. 

  • CR2c-implement algebraic/computational processes. 

  • CR2d-engage with graphical, numerical, analytical, and verbal representations and demonstrate connections among them. 

  • CR2e-build notational fluency. 

Unit 3

Applications of the Derivative

Essential Question(s)

(These are related to the enduring 

In this unit we will draw conclusions from the derivative. With the help of the derivative, we will investigate functions and sketching their graphs, We will optimize various systems and modes of operations, simplify algebraic expressions, and approximate calculations in real world situations

Standard(s) to be addressed in the Unit

  • CR1b-Big Idea 2: Derivatives.

  • CR2a- reason with definitions and theorems. 

  • CR2b-connect concepts and processes. 

  • CR2c-implement algebraic/computational processes. 

  • CR2d-engage with graphical, numerical, analytical, and verbal representations and demonstrate connections among them. 

  • CR2e-build notational fluency. 

Unit 4

Integration of Algebraic Functions*(given enough time)

Essential Question(s)

(These are related to the enduring

In this unit we explore the basic concepts of Integral Calculus.  We will utilize the necessary tools to find the area under a curve and the length of a curve. We will explore the idea of adding infinitely many infinitely small things.

Assessments Retake


  • Students have the opportunity to retake assessments.

  • The student must submit a retake form to the teacher within five (5) class sessions

from the date that the assessment was scored was reported to the student.

  • A minimum score of 75 for any retake 

  • The student shall  only be reassessed on concepts not mastered

  • Students who have an ESL, SPED, or 504 plan, the modification page of their plan will supersede the syllabus assessment retake.



Please note this assessment policy is a draft, and this is the pilot year.