Calculus AB course outline
Current course outline · Fall 2020; edition 2026-27
Find a topic or learning goal, choose a lesson, then open a student prompt and its worked answer. The goal statements and codes below retain the official wording for this edition.
“Lesson provided” and “Practice provided” describe the available resources. Use students’ explanations and work to judge understanding. A resource marked as supporting part of a goal keeps that narrower scope.
Browse AP Calculus AB by teaching topic · Teaching guidance
Unit 1: Limits and Continuity
1.1 · Introducing Calculus: Can Change Occur at an Instant?
CHA-1.A · Interpret the rate of change at an instant in terms of average rates of change over intervals containing that instant.
Lesson provided · Practice provided
Course and exam description p. 33
- Teach: Introducing Calculus: Can Change Occur at an Instant?
More teaching passages in this lesson
- Teaching passage: For position s(t), the average rate from t=a to t=a+h is [s(a+h)−s(a)]/h. Its units are position units per time unit. h can be negative: that…
- Teaching passage: Suppose s(t)=t² meters for t seconds. Near t=2, the average rate is [(2+h)²−4]/h=4+h for h≠0. Those rates approach 4 meters per second from both…
- Check understanding: A cart has position s(t)=t²+3t meters. At t=2 seconds, find the average rate from 2 to 2+h (h≠0), then the instantaneous rate suggested by its limit. · Worked answer for A cart has position s(t)=t²+3t meters. At t=2 seconds, find the average rate from 2 to 2+h (h≠0), then the instantaneous rate suggested by its limit.
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Supports part of this goal.
Check understanding: Represent the interval rate and its limiting tangent · part a: Calculate the average rate on [3,6] from endpoint values. Write both [s(3+h) −… · Worked answer for Represent the interval rate and its limiting tangent · part a: Calculate the average rate on [3,6] from endpoint values. Write both [s(3+h) −… (part a)
Required knowledge for CHA-1.A
CHA-1.A.1 · Calculus uses limits to understand and model dynamic change.
CHA-1.A.2 · Because an average rate of change divides the change in one variable by the change in another, the average rate of change is undefined at a point where the change in the independent variable would be zero.
CHA-1.A.3 · The limit concept allows us to define instantaneous rate of change in terms of average rates of change.
1.2 · Defining Limits and Using Limit Notation
LIM-1.A · Represent limits analytically using correct notation.
Lesson provided · Practice provided
Course and exam description p. 34
- Teach: Defining Limits and Using Limit Notation
- Check understanding: Write “the concentration C(t), in milligrams per liter, approaches 8 as t approaches 5 minutes from the left” in limit notation. Explain what this… · Worked answer for Write “the concentration C(t), in milligrams per liter, approaches 8 as t approaches 5 minutes from the left” in limit notation. Explain what this…
- Check understanding: Suppose lim(x→4⁻)f(x)=2, lim(x→4⁺)f(x)=2 and f(4)=−1. State lim(x→4)f(x), and explain why it differs from f(4). · Worked answer for Suppose lim(x→4⁻)f(x)=2, lim(x→4⁺)f(x)=2 and f(4)=−1. State lim(x→4)f(x), and explain why it differs from f(4).
Required knowledge for LIM-1.A
LIM-1.A.1 · Given a function f, the limit of f(x) as x approaches c is a real number R if f(x) can be made arbitrarily close to R by taking x sufficiently close to c (but not equal to c). If the limit exists and is a real number, then the common notation is lim(x→c) f(x)=R.
LIM-1.B · Interpret limits expressed in analytic notation.
Lesson provided · Practice provided
Course and exam description p. 34
- Teach: Defining Limits and Using Limit Notation
- Check understanding: For x≠3, H(x)=(x²−9)/(x−3); H(3) is undefined. Describe its nearby table values at 2.99 and 3.01, the corresponding graph feature, its limit… · Worked answer for For x≠3, H(x)=(x²−9)/(x−3); H(3) is undefined. Describe its nearby table values at 2.99 and 3.01, the corresponding graph feature, its limit…
Required knowledge for LIM-1.B
LIM-1.B.1 · A limit can be expressed in multiple ways, including graphically, numerically, and analytically.
1.3 · Estimating Limit Values from Graphs
LIM-1.C · Estimate limits of functions.
Lesson provided · Practice provided
Course and exam description p. 35, 36
- Teach: Estimating Limit Values from Graphs
- Teach: Estimating Limit Values from Tables
More teaching passages in this lesson
- Teaching passage: The data suggest lim(x→2)f(x)=4. If the rule is f(x)=(x²−4)/(x−2) for x≠2, algebra confirms f(x)=x+2 nearby. A calculator can supply the table,…
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Supports part of this goal.
Teaching passage: A graph supplies nearby heights: follow the curve toward the target from each side before reading any isolated filled point. A filled point gives… -
Supports part of this goal.
Teaching passage: Estimated left, right and two-sided limits are near 2; H(0) = 5. These observations support the estimate but do not prove a limit exists.
- Check understanding: Use the hole graph in Topic 1.3 (text equivalent: f(x)=x+1 for x≠2 and f(2)=5). State the left limit, right limit, two-sided limit and actual… · Worked answer for Use the hole graph in Topic 1.3 (text equivalent: f(x)=x+1 for x≠2 and f(2)=5). State the left limit, right limit, two-sided limit and actual…
- Check understanding: A calculator seems to draw sin(1/x) as a dark band near x=0. Decide whether its limit exists. Explain why the plotting window cannot settle the… · Worked answer for A calculator seems to draw sin(1/x) as a dark band near x=0. Decide whether its limit exists. Explain why the plotting window cannot settle the…
More checks for this goal
- Check understanding: Measured nearby valuesx0.90.991.011.1F(x)2.712.97013.03013.31Estimate lim(x→1)F(x). State whether this finite table alone proves the limit. · Worked answer for Measured nearby valuesx0.90.991.011.1F(x)2.712.97013.03013.31Estimate lim(x→1)F(x). State whether this finite table alone proves the limit.
- Check understanding: Estimate nearby behavior from two displays · part c: State your combined limit estimate from the graph and table, and evaluate the… · Worked answer for Estimate nearby behavior from two displays · part c: State your combined limit estimate from the graph and table, and evaluate the… (part c)
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Supports part of this goal.
Check understanding: Estimate nearby behavior from two displays · part a: Use the graph to estimate the left-hand and right-hand limits at 2, then give a… · Worked answer for Estimate nearby behavior from two displays · part a: Use the graph to estimate the left-hand and right-hand limits at 2, then give a… (part a) -
Supports part of this goal.
Check understanding: Estimate nearby behavior from two displays · part b: Use the table to estimate the limit, explicitly reading both sides in approach… · Worked answer for Estimate nearby behavior from two displays · part b: Use the table to estimate the limit, explicitly reading both sides in approach… (part b)
Required knowledge for LIM-1.C
LIM-1.C.1 · The concept of a limit includes one sided limits.
LIM-1.C.2 · Graphical information about a function can be used to estimate limits.
LIM-1.C.3 · Because of issues of scale, graphical representations of functions may miss important function behavior.
LIM-1.C.4 · A limit might not exist for some functions at particular values of x. Some ways that the limit might not exist are if the function is unbounded, if the function is oscillating near this value, or if the limit from the left does not equal the limit from the right.
LIM-1.C.5 · Numerical information can be used to estimate limits.
1.4 · Estimating Limit Values from Tables
LIM-1.C · Estimate limits of functions.
Lesson provided · Practice provided
Course and exam description p. 35, 36
- Teach: Estimating Limit Values from Graphs
- Teach: Estimating Limit Values from Tables
More teaching passages in this lesson
- Teaching passage: The data suggest lim(x→2)f(x)=4. If the rule is f(x)=(x²−4)/(x−2) for x≠2, algebra confirms f(x)=x+2 nearby. A calculator can supply the table,…
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Supports part of this goal.
Teaching passage: A graph supplies nearby heights: follow the curve toward the target from each side before reading any isolated filled point. A filled point gives… -
Supports part of this goal.
Teaching passage: Estimated left, right and two-sided limits are near 2; H(0) = 5. These observations support the estimate but do not prove a limit exists.
- Check understanding: Use the hole graph in Topic 1.3 (text equivalent: f(x)=x+1 for x≠2 and f(2)=5). State the left limit, right limit, two-sided limit and actual… · Worked answer for Use the hole graph in Topic 1.3 (text equivalent: f(x)=x+1 for x≠2 and f(2)=5). State the left limit, right limit, two-sided limit and actual…
- Check understanding: A calculator seems to draw sin(1/x) as a dark band near x=0. Decide whether its limit exists. Explain why the plotting window cannot settle the… · Worked answer for A calculator seems to draw sin(1/x) as a dark band near x=0. Decide whether its limit exists. Explain why the plotting window cannot settle the…
More checks for this goal
- Check understanding: Measured nearby valuesx0.90.991.011.1F(x)2.712.97013.03013.31Estimate lim(x→1)F(x). State whether this finite table alone proves the limit. · Worked answer for Measured nearby valuesx0.90.991.011.1F(x)2.712.97013.03013.31Estimate lim(x→1)F(x). State whether this finite table alone proves the limit.
- Check understanding: Estimate nearby behavior from two displays · part c: State your combined limit estimate from the graph and table, and evaluate the… · Worked answer for Estimate nearby behavior from two displays · part c: State your combined limit estimate from the graph and table, and evaluate the… (part c)
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Supports part of this goal.
Check understanding: Estimate nearby behavior from two displays · part a: Use the graph to estimate the left-hand and right-hand limits at 2, then give a… · Worked answer for Estimate nearby behavior from two displays · part a: Use the graph to estimate the left-hand and right-hand limits at 2, then give a… (part a) -
Supports part of this goal.
Check understanding: Estimate nearby behavior from two displays · part b: Use the table to estimate the limit, explicitly reading both sides in approach… · Worked answer for Estimate nearby behavior from two displays · part b: Use the table to estimate the limit, explicitly reading both sides in approach… (part b)
Required knowledge for LIM-1.C
LIM-1.C.1 · The concept of a limit includes one sided limits.
LIM-1.C.2 · Graphical information about a function can be used to estimate limits.
LIM-1.C.3 · Because of issues of scale, graphical representations of functions may miss important function behavior.
LIM-1.C.4 · A limit might not exist for some functions at particular values of x. Some ways that the limit might not exist are if the function is unbounded, if the function is oscillating near this value, or if the limit from the left does not equal the limit from the right.
LIM-1.C.5 · Numerical information can be used to estimate limits.
1.5 · Determining Limits Using Algebraic Properties of Limits
LIM-1.D · Determine the limits of functions using limit theorems.
Lesson provided · Practice provided
Course and exam description p. 37
- Teach: Determining Limits Using Algebraic Properties of Limits
- Check understanding: Let f(x)=x² for x<1 and f(x)=2x+1 for x≥1. Find both one-sided limits and decide whether lim(x→1)f(x) exists. · Worked answer for Let f(x)=x² for x<1 and f(x)=2x+1 for x≥1. Find both one-sided limits and decide whether lim(x→1)f(x) exists.
- Check understanding: Evaluate lim(x→−1)(2x²+3)/(x²+4), stating the condition needed for the quotient limit rule. · Worked answer for Evaluate lim(x→−1)(2x²+3)/(x²+4), stating the condition needed for the quotient limit rule.
Required knowledge for LIM-1.D
LIM-1.D.1 · One-sided limits can be determined analytically or graphically.
LIM-1.D.2 · Limits of sums, differences, products, quotients, and composite functions can be found using limit theorems.
1.6 · Determining Limits Using Algebraic Manipulation
LIM-1.E · Determine the limits of functions using equivalent expressions for the function or the squeeze theorem.
Lesson provided · Practice provided
Course and exam description p. 38, 40
- Teach: Determining Limits Using Algebraic Manipulation
More teaching passages in this lesson
- Teaching passage: For (x²−9)/(x−3), factoring gives (x−3)(x+3)/(x−3)=x+3 for x≠3. That restriction is exactly right for a limit at 3. For (√(x+1)−1)/x, multiply…
- Teaching passage: For trig limits use radians. The standard limit sin u/u→1 as u→0 lets us rewrite sin(5x)/x=5·sin(5x)/(5x), which approaches 5. Cancellation is…
- Teach: Determining Limits Using the Squeeze Theorem
- Check understanding: Evaluate lim(x→−2)(x²+x−2)/(x+2). · Worked answer for Evaluate lim(x→−2)(x²+x−2)/(x+2).
- Check understanding: Evaluate lim(x→0)(√(9+x)−3)/x. · Worked answer for Evaluate lim(x→0)(√(9+x)−3)/x.
More checks for this goal
- Check understanding: In radians, evaluate lim(x→0)sin(4x)/(3x). · Worked answer for In radians, evaluate lim(x→0)sin(4x)/(3x).
- Check understanding: Prove lim(x→0)x²cos(1/x)=0 using the squeeze theorem. · Worked answer for Prove lim(x→0)x²cos(1/x)=0 using the squeeze theorem.
- Check understanding: A function satisfies 5−2|x−1|≤g(x)≤5+3|x−1| for 0<|x−1|<0.2. Find lim(x→1)g(x), and explain whether g(1) must be 5. · Worked answer for A function satisfies 5−2|x−1|≤g(x)≤5+3|x−1| for 0<|x−1|<0.2. Find lim(x→1)g(x), and explain whether g(1) must be 5.
Required knowledge for LIM-1.E
LIM-1.E.1 · It may be necessary or helpful to rearrange expressions into equivalent forms before evaluating limits.
LIM-1.E.2 · The limit of a function may be found by using the squeeze theorem.
1.7 · Selecting Procedures for Determining Limits
This topic brings together earlier goals. Teach: Selecting Procedures for Determining Limits · LIM-1.A: Represent limits analytically using correct notation. · LIM-1.B: Interpret limits expressed in analytic notation. · LIM-1.C: Estimate limits of functions. · LIM-1.C: Estimate limits of functions. · LIM-1.D: Determine the limits of functions using limit theorems. · LIM-1.E: Determine the limits of functions using equivalent expressions for the function or the squeeze theorem.
1.8 · Determining Limits Using the Squeeze Theorem
LIM-1.E · Determine the limits of functions using equivalent expressions for the function or the squeeze theorem.
Lesson provided · Practice provided
Course and exam description p. 38, 40
- Teach: Determining Limits Using Algebraic Manipulation
More teaching passages in this lesson
- Teaching passage: For (x²−9)/(x−3), factoring gives (x−3)(x+3)/(x−3)=x+3 for x≠3. That restriction is exactly right for a limit at 3. For (√(x+1)−1)/x, multiply…
- Teaching passage: For trig limits use radians. The standard limit sin u/u→1 as u→0 lets us rewrite sin(5x)/x=5·sin(5x)/(5x), which approaches 5. Cancellation is…
- Teach: Determining Limits Using the Squeeze Theorem
- Check understanding: Evaluate lim(x→−2)(x²+x−2)/(x+2). · Worked answer for Evaluate lim(x→−2)(x²+x−2)/(x+2).
- Check understanding: Evaluate lim(x→0)(√(9+x)−3)/x. · Worked answer for Evaluate lim(x→0)(√(9+x)−3)/x.
More checks for this goal
- Check understanding: In radians, evaluate lim(x→0)sin(4x)/(3x). · Worked answer for In radians, evaluate lim(x→0)sin(4x)/(3x).
- Check understanding: Prove lim(x→0)x²cos(1/x)=0 using the squeeze theorem. · Worked answer for Prove lim(x→0)x²cos(1/x)=0 using the squeeze theorem.
- Check understanding: A function satisfies 5−2|x−1|≤g(x)≤5+3|x−1| for 0<|x−1|<0.2. Find lim(x→1)g(x), and explain whether g(1) must be 5. · Worked answer for A function satisfies 5−2|x−1|≤g(x)≤5+3|x−1| for 0<|x−1|<0.2. Find lim(x→1)g(x), and explain whether g(1) must be 5.
Required knowledge for LIM-1.E
LIM-1.E.1 · It may be necessary or helpful to rearrange expressions into equivalent forms before evaluating limits.
LIM-1.E.2 · The limit of a function may be found by using the squeeze theorem.
1.9 · Connecting Multiple Representations of Limits
This topic brings together earlier goals. Teach: Connecting Multiple Representations of Limits · LIM-1.A: Represent limits analytically using correct notation. · LIM-1.B: Interpret limits expressed in analytic notation. · LIM-1.C: Estimate limits of functions. · LIM-1.C: Estimate limits of functions. · LIM-1.D: Determine the limits of functions using limit theorems. · LIM-1.E: Determine the limits of functions using equivalent expressions for the function or the squeeze theorem. · LIM-1.E: Determine the limits of functions using equivalent expressions for the function or the squeeze theorem.
1.10 · Exploring Types of Discontinuities
LIM-2.A · Justify conclusions about continuity at a point using the definition.
Lesson provided · Practice provided
Course and exam description p. 42, 43
- Teach: Exploring Types of Discontinuities
- Teach: Defining Continuity at a Point
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- Multi-part prompt retained intact; the association is to the relevant requested mathematical action, with no invented subpart ID.
- Check understanding: Let f(x)=2x+1 for x≠2 and f(2)=4. Test all three continuity conditions at 2. · Worked answer for Let f(x)=2x+1 for x≠2 and f(2)=4. Test all three continuity conditions at 2.
More checks for this goal
Required knowledge for LIM-2.A
LIM-2.A.1 · Types of discontinuities include removable discontinuities, jump discontinuities, and discontinuities due to vertical asymptotes.
LIM-2.A.2 · A function f is continuous at x=c provided that f(c) exists, lim(x→c) f(x) exists, and lim(x→c) f(x)=f(c).
1.11 · Defining Continuity at a Point
LIM-2.A · Justify conclusions about continuity at a point using the definition.
Lesson provided · Practice provided
Course and exam description p. 42, 43
- Teach: Exploring Types of Discontinuities
- Teach: Defining Continuity at a Point
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- Multi-part prompt retained intact; the association is to the relevant requested mathematical action, with no invented subpart ID.
- Check understanding: Let f(x)=2x+1 for x≠2 and f(2)=4. Test all three continuity conditions at 2. · Worked answer for Let f(x)=2x+1 for x≠2 and f(2)=4. Test all three continuity conditions at 2.
More checks for this goal
Required knowledge for LIM-2.A
LIM-2.A.1 · Types of discontinuities include removable discontinuities, jump discontinuities, and discontinuities due to vertical asymptotes.
LIM-2.A.2 · A function f is continuous at x=c provided that f(c) exists, lim(x→c) f(x) exists, and lim(x→c) f(x)=f(c).
1.12 · Confirming Continuity over an Interval
LIM-2.B · Determine intervals over which a function is continuous.
Lesson provided · Practice provided
Course and exam description p. 44
- Teach: Confirming Continuity over an Interval
More teaching passages in this lesson
- Teaching passage: For h(x)=ln(x−1)/(x−4), the domain requires x>1 and x≠4. Continuity holds on (1,4) and (4,∞). A graph may help locate the breaks, but the domain…
- Teaching passage: Polynomials are continuous for every real x. Rational functions are continuous wherever their denominators are nonzero. Familiar power,…
- Check understanding: Find the maximal intervals of continuity of R(x)=(x+2)/(x²−4). Does cancelling a factor add x=−2 to the original domain? · Worked answer for Find the maximal intervals of continuity of R(x)=(x+2)/(x²−4). Does cancelling a factor add x=−2 to the original domain?
- Check understanding: On which maximal interval is L(x)=ln(x−2) continuous? Explain the endpoint restriction. · Worked answer for On which maximal interval is L(x)=ln(x−2) continuous? Explain the endpoint restriction.
Required knowledge for LIM-2.B
LIM-2.B.1 · A function is continuous on an interval if the function is continuous at each point in the interval.
LIM-2.B.2 · Polynomial, rational, power, exponential, logarithmic, and trigonometric functions are continuous on all points in their domains.
1.13 · Removing Discontinuities
LIM-2.C · Determine values of x or solve for parameters that make discontinuous functions continuous, if possible.
Lesson provided · Practice provided
Course and exam description p. 45
- Teach: Removing Discontinuities
More teaching passages in this lesson
- Teaching passage: For f(x)=(x²−4)/(x−2) when x≠2, nearby values equal x+2, so define f(2)=4. For a piecewise boundary, set the left limiting expression equal to the…
- Teaching passage: For f(x)=ax+1 when x<2 and f(x)=x²−1 when x≥2, the boundary value is 3. The left limit is 2a+1, so continuity requires 2a+1=3 and a=1. Both pieces…
- Check understanding: Define f(x)=(x³−8)/(x−2) for x≠2. Choose f(2) to make f continuous at 2. · Worked answer for Define f(x)=(x³−8)/(x−2) for x≠2. Choose f(2) to make f continuous at 2.
- Check understanding: Find a so f(x)=ax+2 for x<1 and f(x)=x²+4 for x≥1 is continuous at 1. · Worked answer for Find a so f(x)=ax+2 for x<1 and f(x)=x²+4 for x≥1 is continuous at 1.
Required knowledge for LIM-2.C
LIM-2.C.1 · If the limit of a function exists at a discontinuity in its graph, then it is possible to remove the discontinuity by defining or redefining the value of the function at that point, so it equals the value of the limit of the function as x approaches that point.
LIM-2.C.2 · In order for a piecewise-defined function to be continuous at a boundary to the partition of its domain, the value of the expression defining the function on one side of the boundary must equal the value of the expression defining the other side of the boundary, as well as the value of the function at the boundary.
1.14 · Connecting Infinite Limits and Vertical Asymptotes
LIM-2.D · Interpret the behavior of functions using limits involving infinity.
Lesson provided · Practice provided
Course and exam description p. 46, 47
- Teach: Connecting Infinite Limits and Vertical Asymptotes
More teaching passages in this lesson
- Teaching passage: A vertical asymptote x=c occurs when at least one one-sided limit is +∞ or −∞. Determine the sign on each side. For 1/(x−2), the denominator is…
- Teaching passage: A zero denominator alone does not prove a vertical asymptote: a common factor might cancel and leave a hole. Separate the two-sided finite-limit…
- Teach: Connecting Limits at Infinity and Horizontal Asymptotes
More teaching passages in this lesson
- Teaching passage: For rational functions compare highest powers. Divide numerator and denominator by the highest denominator power:…
- Teaching passage: Keep signs when roots appear: √(x²+1)/x=√(1+1/x²) for positive x, but equals −√(1+1/x²) for negative x because √(x²)=|x|. Growth comparisons use…
- Teaching passage: The same comparison works when rate functions are supplied: if a quadratic model has rate 2x and an exponential model has rate eˣ, the established…
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Supports part of this goal.
Teaching passage: To compare positive function magnitudes as x grows, divide one by the other. If f(x)/g(x) → 0 as x → +∞, f becomes negligible relative to g. This… -
Supports part of this goal.
Teaching passage: Both x²/eˣ and 2x/eˣ tend to zero. The exponential model eventually dominates this quadratic in value and in supplied rate, while the quadratic…
- Check understanding: For V(x)=−2/(x−3), find both one-sided limits at 3 and state the vertical asymptote. · Worked answer for For V(x)=−2/(x−3), find both one-sided limits at 3 and state the vertical asymptote.
- Check understanding: For W(x)=(x+1)/(x−2)², determine the two-sided infinite-limit behavior at 2. Is +∞ a finite real limit? · Worked answer for For W(x)=(x+1)/(x−2)², determine the two-sided infinite-limit behavior at 2. Is +∞ a finite real limit?
More checks for this goal
- Check understanding: Find both limits at infinity and any horizontal asymptote of F(x)=(4x²−3x+1)/(2x²+7). · Worked answer for Find both limits at infinity and any horizontal asymptote of F(x)=(4x²−3x+1)/(2x²+7).
- Check understanding: Find lim(x→∞)√(4x²+1)/x and lim(x→−∞)√(4x²+1)/x. · Worked answer for Find lim(x→∞)√(4x²+1)/x and lim(x→−∞)√(4x²+1)/x.
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Supports part of this goal.
Check understanding: Use a calculator table at x=2,5,10,20 to inspect x²/eˣ. The established limit as x→∞ is 0. Interpret that limit as a growth comparison, and… · Worked answer for Use a calculator table at x=2,5,10,20 to inspect x²/eˣ. The established limit as x→∞ is 0. Interpret that limit as a growth comparison, and… -
Supports part of this goal.
Check understanding: Compare a model and its supplied rate separately · part a: Use the established limit to calculate lim(x → +∞) f(x)/g(x). Interpret the… · Worked answer for Compare a model and its supplied rate separately · part a: Use the established limit to calculate lim(x → +∞) f(x)/g(x). Interpret the… (part a) -
Supports part of this goal.
Check understanding: Compare a model and its supplied rate separately · part b: Rewrite r(x)/s(x) as a product involving x²/eˣ, then use limit laws to calculate… · Worked answer for Compare a model and its supplied rate separately · part b: Rewrite r(x)/s(x) as a product involving x²/eˣ, then use limit laws to calculate… (part b) -
Supports part of this goal.
Check understanding: Compare a model and its supplied rate separately · part c: Use both limit results to summarize the eventual relative magnitudes of the two… · Worked answer for Compare a model and its supplied rate separately · part c: Use both limit results to summarize the eventual relative magnitudes of the two… (part c) -
Supports part of this goal.
Check understanding: What does a vanishing ratio say? · part a: Choose the conclusion justified by both established limits. Distinguish an… · Worked answer for What does a vanishing ratio say? · part a: Choose the conclusion justified by both established limits. Distinguish an… (part a)
Required knowledge for LIM-2.D
LIM-2.D.1 · The concept of a limit can be extended to include infinite limits.
LIM-2.D.2 · Asymptotic and unbounded behavior of functions can be described and explained using limits.
LIM-2.D.3 · The concept of a limit can be extended to include limits at infinity.
LIM-2.D.4 · Limits at infinity describe end behavior.
LIM-2.D.5 · Relative magnitudes of functions and their rates of change can be compared using limits.
1.15 · Connecting Limits at Infinity and Horizontal Asymptotes
LIM-2.D · Interpret the behavior of functions using limits involving infinity.
Lesson provided · Practice provided
Course and exam description p. 46, 47
- Teach: Connecting Infinite Limits and Vertical Asymptotes
More teaching passages in this lesson
- Teaching passage: A vertical asymptote x=c occurs when at least one one-sided limit is +∞ or −∞. Determine the sign on each side. For 1/(x−2), the denominator is…
- Teaching passage: A zero denominator alone does not prove a vertical asymptote: a common factor might cancel and leave a hole. Separate the two-sided finite-limit…
- Teach: Connecting Limits at Infinity and Horizontal Asymptotes
More teaching passages in this lesson
- Teaching passage: For rational functions compare highest powers. Divide numerator and denominator by the highest denominator power:…
- Teaching passage: Keep signs when roots appear: √(x²+1)/x=√(1+1/x²) for positive x, but equals −√(1+1/x²) for negative x because √(x²)=|x|. Growth comparisons use…
- Teaching passage: The same comparison works when rate functions are supplied: if a quadratic model has rate 2x and an exponential model has rate eˣ, the established…
-
Supports part of this goal.
Teaching passage: To compare positive function magnitudes as x grows, divide one by the other. If f(x)/g(x) → 0 as x → +∞, f becomes negligible relative to g. This… -
Supports part of this goal.
Teaching passage: Both x²/eˣ and 2x/eˣ tend to zero. The exponential model eventually dominates this quadratic in value and in supplied rate, while the quadratic…
- Check understanding: For V(x)=−2/(x−3), find both one-sided limits at 3 and state the vertical asymptote. · Worked answer for For V(x)=−2/(x−3), find both one-sided limits at 3 and state the vertical asymptote.
- Check understanding: For W(x)=(x+1)/(x−2)², determine the two-sided infinite-limit behavior at 2. Is +∞ a finite real limit? · Worked answer for For W(x)=(x+1)/(x−2)², determine the two-sided infinite-limit behavior at 2. Is +∞ a finite real limit?
More checks for this goal
- Check understanding: Find both limits at infinity and any horizontal asymptote of F(x)=(4x²−3x+1)/(2x²+7). · Worked answer for Find both limits at infinity and any horizontal asymptote of F(x)=(4x²−3x+1)/(2x²+7).
- Check understanding: Find lim(x→∞)√(4x²+1)/x and lim(x→−∞)√(4x²+1)/x. · Worked answer for Find lim(x→∞)√(4x²+1)/x and lim(x→−∞)√(4x²+1)/x.
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Supports part of this goal.
Check understanding: Use a calculator table at x=2,5,10,20 to inspect x²/eˣ. The established limit as x→∞ is 0. Interpret that limit as a growth comparison, and… · Worked answer for Use a calculator table at x=2,5,10,20 to inspect x²/eˣ. The established limit as x→∞ is 0. Interpret that limit as a growth comparison, and… -
Supports part of this goal.
Check understanding: Compare a model and its supplied rate separately · part a: Use the established limit to calculate lim(x → +∞) f(x)/g(x). Interpret the… · Worked answer for Compare a model and its supplied rate separately · part a: Use the established limit to calculate lim(x → +∞) f(x)/g(x). Interpret the… (part a) -
Supports part of this goal.
Check understanding: Compare a model and its supplied rate separately · part b: Rewrite r(x)/s(x) as a product involving x²/eˣ, then use limit laws to calculate… · Worked answer for Compare a model and its supplied rate separately · part b: Rewrite r(x)/s(x) as a product involving x²/eˣ, then use limit laws to calculate… (part b) -
Supports part of this goal.
Check understanding: Compare a model and its supplied rate separately · part c: Use both limit results to summarize the eventual relative magnitudes of the two… · Worked answer for Compare a model and its supplied rate separately · part c: Use both limit results to summarize the eventual relative magnitudes of the two… (part c) -
Supports part of this goal.
Check understanding: What does a vanishing ratio say? · part a: Choose the conclusion justified by both established limits. Distinguish an… · Worked answer for What does a vanishing ratio say? · part a: Choose the conclusion justified by both established limits. Distinguish an… (part a)
Required knowledge for LIM-2.D
LIM-2.D.1 · The concept of a limit can be extended to include infinite limits.
LIM-2.D.2 · Asymptotic and unbounded behavior of functions can be described and explained using limits.
LIM-2.D.3 · The concept of a limit can be extended to include limits at infinity.
LIM-2.D.4 · Limits at infinity describe end behavior.
LIM-2.D.5 · Relative magnitudes of functions and their rates of change can be compared using limits.
1.16 · Working with the Intermediate Value Theorem (IVT)
FUN-1.A · Explain the behavior of a function on an interval using the Intermediate Value Theorem.
Lesson provided · Practice provided
Course and exam description p. 48
- Teach: Working with the Intermediate Value Theorem (IVT)
- Check understanding: Prove x³−2x−2=0 has at least one solution in (1,2), without finding the solution. · Worked answer for Prove x³−2x−2=0 has at least one solution in (1,2), without finding the solution.
- Check understanding: A continuous tank-temperature function T(t) has T(0)=14°C and T(8)=22°C. Must it reach 19°C during (0,8)? Must it do so exactly once? · Worked answer for A continuous tank-temperature function T(t) has T(0)=14°C and T(8)=22°C. Must it reach 19°C during (0,8)? Must it do so exactly once?
More checks for this goal
- Check understanding: A graph consists of y=−1 for x<0 and y=1 for x≥0. Its endpoint values at −2 and 2 have opposite signs. Explain why IVT cannot establish a zero,… · Worked answer for A graph consists of y=−1 for x<0 and y=1 for x≥0. Its endpoint values at −2 and 2 have opposite signs. Explain why IVT cannot establish a zero,…
Required knowledge for FUN-1.A
FUN-1.A.1 · If f is a continuous function on the closed interval [a, b] and d is a number between f (a) and f (b), then the Intermediate Value Theorem guarantees that there is at least one number c between a and b, such that f(c) = d.
Unit 2: Differentiation: Definition and Fundamental Properties
2.1 · Defining Average and Instantaneous Rates of Change at a Point
CHA-2.A · Determine average rates of change using difference quotients.
Lesson provided · Practice provided
Course and exam description p. 55
- Teach: Defining Average and Instantaneous Rates of Change at a Point
More teaching passages in this lesson
- Teaching passage: The derivative at a can be written in two equivalent ways: f′(a)=lim(h→0)[f(a+h)−f(a)]/h or f′(a)=lim(x→a)[f(x)−f(a)]/(x−a). Setting x=a+h…
- Teaching passage: Compute s(2) = 9 m and s(4) = 33 m. The average rate is (33 − 9)/(4 − 2) = 12 m/s.
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Supports part of this goal.
Teaching passage: The expressions [f(a+h) − f(a)]/h for h ≠ 0 and [f(x) − f(a)]/(x − a) for x ≠ a describe the same secant slopes when x = a+h. They are average… -
Supports part of this goal.
Teaching passage: For h ≠ 0, [s(2+h) − s(2)]/h = [9 + 8h + 2h² − 9]/h = 8 + 2h m/s. -
Supports part of this goal.
Teaching passage: In the alternate form, [s(t) − s(2)]/(t − 2) = 2(t² − 4)/(t − 2) = 2(t+2) m/s for t ≠ 2.
- Check understanding: For s(t)=t²−2t meters, find the average rate on [1,4] seconds and the instantaneous rate at t=1 using a limiting difference quotient. · Worked answer for For s(t)=t²−2t meters, find the average rate on [1,4] seconds and the instantaneous rate at t=1 using a limiting difference quotient.
- Check understanding: Represent the interval rate and its limiting tangent · part a: Calculate the average rate on [3,6] from endpoint values. Write both [s(3+h) −… · Worked answer for Represent the interval rate and its limiting tangent · part a: Calculate the average rate on [3,6] from endpoint values. Write both [s(3+h) −… (part a)
More checks for this goal
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Supports part of this goal.
- Objective/clause-specific scope: The prompt requests the instantaneous derivative B′(3). An average-rate quotient is an intermediate stage in the solution, but no average rate over a nonzero interval is requested.
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Supports part of this goal.
Check understanding: Represent the interval rate and its limiting tangent · part c: On 2 ≤ t ≤ 6, sketch the position curve, the secant through its points at 3 and… · Worked answer for Represent the interval rate and its limiting tangent · part c: On 2 ≤ t ≤ 6, sketch the position curve, the secant through its points at 3 and… (part c)
Required knowledge for CHA-2.A
CHA-2.A.1 · The difference quotients [f(a+h)−f(a)]/h and [f(x)−f(a)]/(x−a) express the average rate of change of a function over an interval.
CHA-2.B · Represent the derivative of a function as the limit of a difference quotient.
Lesson provided · Practice provided
Course and exam description p. 55, 56
- Teach: Defining Average and Instantaneous Rates of Change at a Point
More teaching passages in this lesson
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Supports part of this goal.
Teaching passage: The expressions [f(a+h) − f(a)]/h for h ≠ 0 and [f(x) − f(a)]/(x − a) for x ≠ a describe the same secant slopes when x = a+h. They are average… -
Supports part of this goal.
Teaching passage: Taking either h → 0 or t → 2 gives s′(2) = 8 m/s. The original zero-length quotient has not been evaluated; its nearby slopes have a finite limit.
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- Teach: Defining the Derivative of a Function and Using Derivative Notation
- Check understanding: For s(t)=t²−2t meters, find the average rate on [1,4] seconds and the instantaneous rate at t=1 using a limiting difference quotient. · Worked answer for For s(t)=t²−2t meters, find the average rate on [1,4] seconds and the instantaneous rate at t=1 using a limiting difference quotient.
- Check understanding: Find the derivative of f(x)=x²+1 at x=−2 using lim(x→−2)[f(x)−f(−2)]/(x+2). · Worked answer for Find the derivative of f(x)=x²+1 at x=−2 using lim(x→−2)[f(x)−f(−2)]/(x+2).
More checks for this goal
- Check understanding: Use the derivative definition to find f′(x) for f(x)=x²−3x. · Worked answer for Use the derivative definition to find f′(x) for f(x)=x²−3x.
- Check understanding: Represent the interval rate and its limiting tangent · part b: Represent s′(3) in both limiting difference-quotient forms and evaluate the… · Worked answer for Represent the interval rate and its limiting tangent · part b: Represent s′(3) in both limiting difference-quotient forms and evaluate the… (part b)
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Supports part of this goal.
Check understanding: Represent the interval rate and its limiting tangent · part c: On 2 ≤ t ≤ 6, sketch the position curve, the secant through its points at 3 and… · Worked answer for Represent the interval rate and its limiting tangent · part c: On 2 ≤ t ≤ 6, sketch the position curve, the secant through its points at 3 and… (part c)
Required knowledge for CHA-2.B
CHA-2.B.1 · The instantaneous rate of change of a function at x=a can be expressed by lim(h→0) [f(a+h)−f(a)]/h or lim(x→a) [f(x)−f(a)]/(x−a), provided the limit exists. These are equivalent forms of the definition of the derivative and are denoted f′(a).
CHA-2.B.2 · The derivative of f is the function whose value at x is lim(h→0) [f(x+h)−f(x)]/h, provided this limit exists.
CHA-2.B.3 · For y=f(x), notations for the derivative include dy/dx, f′(x), and y′.
CHA-2.B.4 · The derivative can be represented graphically, numerically, analytically, and verbally.
2.2 · Defining the Derivative of a Function and Using Derivative Notation
CHA-2.B · Represent the derivative of a function as the limit of a difference quotient.
Lesson provided · Practice provided
Course and exam description p. 55, 56
- Teach: Defining Average and Instantaneous Rates of Change at a Point
More teaching passages in this lesson
-
Supports part of this goal.
Teaching passage: The expressions [f(a+h) − f(a)]/h for h ≠ 0 and [f(x) − f(a)]/(x − a) for x ≠ a describe the same secant slopes when x = a+h. They are average… -
Supports part of this goal.
Teaching passage: Taking either h → 0 or t → 2 gives s′(2) = 8 m/s. The original zero-length quotient has not been evaluated; its nearby slopes have a finite limit.
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- Teach: Defining the Derivative of a Function and Using Derivative Notation
- Check understanding: For s(t)=t²−2t meters, find the average rate on [1,4] seconds and the instantaneous rate at t=1 using a limiting difference quotient. · Worked answer for For s(t)=t²−2t meters, find the average rate on [1,4] seconds and the instantaneous rate at t=1 using a limiting difference quotient.
- Check understanding: Find the derivative of f(x)=x²+1 at x=−2 using lim(x→−2)[f(x)−f(−2)]/(x+2). · Worked answer for Find the derivative of f(x)=x²+1 at x=−2 using lim(x→−2)[f(x)−f(−2)]/(x+2).
More checks for this goal
- Check understanding: Use the derivative definition to find f′(x) for f(x)=x²−3x. · Worked answer for Use the derivative definition to find f′(x) for f(x)=x²−3x.
- Check understanding: Represent the interval rate and its limiting tangent · part b: Represent s′(3) in both limiting difference-quotient forms and evaluate the… · Worked answer for Represent the interval rate and its limiting tangent · part b: Represent s′(3) in both limiting difference-quotient forms and evaluate the… (part b)
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Supports part of this goal.
Check understanding: Represent the interval rate and its limiting tangent · part c: On 2 ≤ t ≤ 6, sketch the position curve, the secant through its points at 3 and… · Worked answer for Represent the interval rate and its limiting tangent · part c: On 2 ≤ t ≤ 6, sketch the position curve, the secant through its points at 3 and… (part c)
Required knowledge for CHA-2.B
CHA-2.B.1 · The instantaneous rate of change of a function at x=a can be expressed by lim(h→0) [f(a+h)−f(a)]/h or lim(x→a) [f(x)−f(a)]/(x−a), provided the limit exists. These are equivalent forms of the definition of the derivative and are denoted f′(a).
CHA-2.B.2 · The derivative of f is the function whose value at x is lim(h→0) [f(x+h)−f(x)]/h, provided this limit exists.
CHA-2.B.3 · For y=f(x), notations for the derivative include dy/dx, f′(x), and y′.
CHA-2.B.4 · The derivative can be represented graphically, numerically, analytically, and verbally.
CHA-2.C · Determine the equation of a line tangent to a curve at a given point.
Lesson provided · Practice provided
Course and exam description p. 56
- Teach: Defining the Derivative of a Function and Using Derivative Notation
- Check understanding: For f(x)=x²+2, find the equation of the tangent line at x=−1. · Worked answer for For f(x)=x²+2, find the equation of the tangent line at x=−1.
- Check understanding: A graph of F passes through (2,5), and its tangent there passes through (4,1). Determine F′(2) and the tangent equation. State whether F(4) must… · Worked answer for A graph of F passes through (2,5), and its tangent there passes through (4,1). Determine F′(2) and the tangent equation. State whether F(4) must…
More checks for this goal
- Check understanding: A water-depth function D(t) has D(6)=1.8 meters and D′(6)=−0.12 meters per minute. Explain the meaning of each value and write an equation for the… · Worked answer for A water-depth function D(t) has D(6)=1.8 meters and D′(6)=−0.12 meters per minute. Explain the meaning of each value and write an equation for the…
Required knowledge for CHA-2.C
CHA-2.C.1 · The derivative of a function at a point is the slope of the line tangent to a graph of the function at that point.
2.3 · Estimating Derivatives of a Function at a Point
CHA-2.D · Estimate derivatives.
Lesson provided · Practice provided
Course and exam description p. 57
- Teach: Estimating Derivatives of a Function at a Point
More teaching passages in this lesson
- Teaching passage: The centered slope at 2 is (19.41−18.61)/0.2=4°C/min. The one-sided slopes are 3.9 and 4.1°C/min; agreement suggests a derivative near 4. The…
- Teaching passage: On a graph, estimate the slope of the tangent line using two well-spaced points on that tangent, rather than two far-apart points on the curve.…
- Check understanding: Position measurementst (s)1.82.02.2s(t) (m)5.246.006.84Estimate s′(2) with a centered difference, and explain the units. · Worked answer for Position measurementst (s)1.82.02.2s(t) (m)5.246.006.84Estimate s′(2) with a centered difference, and explain the units.
- Check understanding: A graph of a smooth function has a tangent at x=3 drawn through (1,−2) and (5,6). Estimate f′(3). Explain why choosing distant points on the curve… · Worked answer for A graph of a smooth function has a tangent at x=3 drawn through (1,−2) and (5,6). Estimate f′(3). Explain why choosing distant points on the curve…
More checks for this goal
- Check understanding: Use a calculator in radians to estimate f′(1) for f(x)=e^(−x²), using centered differences with h=0.01 and h=0.001. Round the final estimate to… · Worked answer for Use a calculator in radians to estimate f′(1) for f(x)=e^(−x²), using centered differences with h=0.01 and h=0.001. Round the final estimate to…
Required knowledge for CHA-2.D
CHA-2.D.1 · The derivative at a point can be estimated from information given in tables or graphs.
CHA-2.D.2 · Technology can be used to calculate or estimate the value of a derivative of a function at a point.
2.4 · Connecting Differentiability and Continuity: Determining When Derivatives Do and Do Not Exist
FUN-2.A · Explain the relationship between differentiability and continuity.
Lesson provided · Practice provided
Course and exam description p. 58
- Teach: Connecting Differentiability and Continuity: Determining When Derivatives Do and Do Not Exist
More teaching passages in this lesson
- Teaching passage: To decide differentiability at a piecewise boundary, check continuity first, then compare the one-sided limits of the difference quotient based at…
- Teaching passage: Continuity does not imply differentiability. For |x| at 0, left secant slopes are −1 and right secant slopes are 1, giving a corner. For x^(1/3)…
- Check understanding: A graph follows y=x² for x≠1 but has a filled dot at (1,7). Is the represented function differentiable at 1? Explain without calculating a… · Worked answer for A graph follows y=x² for x≠1 but has a filled dot at (1,7). Is the represented function differentiable at 1? Explain without calculating a…
- Check understanding: Decide whether f(x)=|x−2| is continuous and differentiable at 2. Justify both conclusions. · Worked answer for Decide whether f(x)=|x−2| is continuous and differentiable at 2. Justify both conclusions.
More checks for this goal
Required knowledge for FUN-2.A
FUN-2.A.1 · If a function is differentiable at a point, then it is continuous at that point. In particular, if a point is not in the domain of f, then it is not in the domain of f′.
FUN-2.A.2 · A continuous function may fail to be differentiable at a point in its domain.
2.5 · Applying the Power Rule
FUN-3.A · Calculate derivatives of familiar functions.
Lesson provided · Practice provided
Course and exam description p. 59, 60, 61
- Teach: Applying the Power Rule
More teaching passages in this lesson
- Teaching passage: For x² the quotient becomes 2x+h and tends to 2x. For x³ expansion gives 3x²+3xh+h² and tends to 3x². The general rule also handles negative and…
- Teaching passage: Domain and endpoint behavior matter. √x is defined and right-continuous at 0 but has no finite derivative there; x^(1/3) is defined for negative…
- Teach: Derivative Rules: Constant, Sum, Difference, and Constant Multiple
- Teach: Derivatives of cos x, sin x, e^x, and ln x
- Check understanding: Differentiate f(x)=x⁷ and evaluate f′(−1). · Worked answer for Differentiate f(x)=x⁷ and evaluate f′(−1).
- Check understanding: Differentiate f(x)=1/x⁴ and state its domain. · Worked answer for Differentiate f(x)=1/x⁴ and state its domain.
More checks for this goal
- Check understanding: Differentiate f(x)=x^(3/2) for x>0. Find the right-hand limiting difference quotient at 0 if f(0)=0; explain the distinction between this endpoint… · Worked answer for Differentiate f(x)=x^(3/2) for x>0. Find the right-hand limiting difference quotient at 0 if f(0)=0; explain the distinction between this endpoint…
- Check understanding: Differentiate P(x)=5x⁴−3x²+2x−11. · Worked answer for Differentiate P(x)=5x⁴−3x²+2x−11.
- Check understanding: Let A(x)=2x³−4x+9 and B(x)=x²−3. Find the derivative of 3A−2B at x=1. · Worked answer for Let A(x)=2x³−4x+9 and B(x)=x²−3. Find the derivative of 3A−2B at x=1.
- Check understanding: Differentiate f(x)=3sin x−2cos x+eˣ+ln x, giving the domain of the formula. · Worked answer for Differentiate f(x)=3sin x−2cos x+eˣ+ln x, giving the domain of the formula.
Required knowledge for FUN-3.A
FUN-3.A.1 · Direct application of the definition of the derivative and specific rules can be used to calculate the derivative for functions of the form f(x)=x^r.
FUN-3.A.2 · Sums, differences, and constant multiples of functions can be differentiated using derivative rules.
FUN-3.A.3 · The power rule combined with sum, difference, and constant multiple properties can be used to find the derivatives for polynomial functions.
FUN-3.A.4 · Specific rules can be used to find the derivatives for sine, cosine, exponential, and logarithmic functions.
2.6 · Derivative Rules: Constant, Sum, Difference, and Constant Multiple
FUN-3.A · Calculate derivatives of familiar functions.
Lesson provided · Practice provided
Course and exam description p. 59, 60, 61
- Teach: Applying the Power Rule
More teaching passages in this lesson
- Teaching passage: For x² the quotient becomes 2x+h and tends to 2x. For x³ expansion gives 3x²+3xh+h² and tends to 3x². The general rule also handles negative and…
- Teaching passage: Domain and endpoint behavior matter. √x is defined and right-continuous at 0 but has no finite derivative there; x^(1/3) is defined for negative…
- Teach: Derivative Rules: Constant, Sum, Difference, and Constant Multiple
- Teach: Derivatives of cos x, sin x, e^x, and ln x
- Check understanding: Differentiate f(x)=x⁷ and evaluate f′(−1). · Worked answer for Differentiate f(x)=x⁷ and evaluate f′(−1).
- Check understanding: Differentiate f(x)=1/x⁴ and state its domain. · Worked answer for Differentiate f(x)=1/x⁴ and state its domain.
More checks for this goal
- Check understanding: Differentiate f(x)=x^(3/2) for x>0. Find the right-hand limiting difference quotient at 0 if f(0)=0; explain the distinction between this endpoint… · Worked answer for Differentiate f(x)=x^(3/2) for x>0. Find the right-hand limiting difference quotient at 0 if f(0)=0; explain the distinction between this endpoint…
- Check understanding: Differentiate P(x)=5x⁴−3x²+2x−11. · Worked answer for Differentiate P(x)=5x⁴−3x²+2x−11.
- Check understanding: Let A(x)=2x³−4x+9 and B(x)=x²−3. Find the derivative of 3A−2B at x=1. · Worked answer for Let A(x)=2x³−4x+9 and B(x)=x²−3. Find the derivative of 3A−2B at x=1.
- Check understanding: Differentiate f(x)=3sin x−2cos x+eˣ+ln x, giving the domain of the formula. · Worked answer for Differentiate f(x)=3sin x−2cos x+eˣ+ln x, giving the domain of the formula.
Required knowledge for FUN-3.A
FUN-3.A.1 · Direct application of the definition of the derivative and specific rules can be used to calculate the derivative for functions of the form f(x)=x^r.
FUN-3.A.2 · Sums, differences, and constant multiples of functions can be differentiated using derivative rules.
FUN-3.A.3 · The power rule combined with sum, difference, and constant multiple properties can be used to find the derivatives for polynomial functions.
FUN-3.A.4 · Specific rules can be used to find the derivatives for sine, cosine, exponential, and logarithmic functions.
2.7 · Derivatives of cos x, sin x, e^x, and ln x
FUN-3.A · Calculate derivatives of familiar functions.
Lesson provided · Practice provided
Course and exam description p. 59, 60, 61
- Teach: Applying the Power Rule
More teaching passages in this lesson
- Teaching passage: For x² the quotient becomes 2x+h and tends to 2x. For x³ expansion gives 3x²+3xh+h² and tends to 3x². The general rule also handles negative and…
- Teaching passage: Domain and endpoint behavior matter. √x is defined and right-continuous at 0 but has no finite derivative there; x^(1/3) is defined for negative…
- Teach: Derivative Rules: Constant, Sum, Difference, and Constant Multiple
- Teach: Derivatives of cos x, sin x, e^x, and ln x
- Check understanding: Differentiate f(x)=x⁷ and evaluate f′(−1). · Worked answer for Differentiate f(x)=x⁷ and evaluate f′(−1).
- Check understanding: Differentiate f(x)=1/x⁴ and state its domain. · Worked answer for Differentiate f(x)=1/x⁴ and state its domain.
More checks for this goal
- Check understanding: Differentiate f(x)=x^(3/2) for x>0. Find the right-hand limiting difference quotient at 0 if f(0)=0; explain the distinction between this endpoint… · Worked answer for Differentiate f(x)=x^(3/2) for x>0. Find the right-hand limiting difference quotient at 0 if f(0)=0; explain the distinction between this endpoint…
- Check understanding: Differentiate P(x)=5x⁴−3x²+2x−11. · Worked answer for Differentiate P(x)=5x⁴−3x²+2x−11.
- Check understanding: Let A(x)=2x³−4x+9 and B(x)=x²−3. Find the derivative of 3A−2B at x=1. · Worked answer for Let A(x)=2x³−4x+9 and B(x)=x²−3. Find the derivative of 3A−2B at x=1.
- Check understanding: Differentiate f(x)=3sin x−2cos x+eˣ+ln x, giving the domain of the formula. · Worked answer for Differentiate f(x)=3sin x−2cos x+eˣ+ln x, giving the domain of the formula.
Required knowledge for FUN-3.A
FUN-3.A.1 · Direct application of the definition of the derivative and specific rules can be used to calculate the derivative for functions of the form f(x)=x^r.
FUN-3.A.2 · Sums, differences, and constant multiples of functions can be differentiated using derivative rules.
FUN-3.A.3 · The power rule combined with sum, difference, and constant multiple properties can be used to find the derivatives for polynomial functions.
FUN-3.A.4 · Specific rules can be used to find the derivatives for sine, cosine, exponential, and logarithmic functions.
LIM-3.A · Interpret a limit as a definition of a derivative.
Lesson provided · Practice provided
Course and exam description p. 61
- Teach: Derivatives of cos x, sin x, e^x, and ln x
- Check understanding: Evaluate lim(h→0)[sin(π/6+h)−sin(π/6)]/h without a calculator. · Worked answer for Evaluate lim(h→0)[sin(π/6+h)−sin(π/6)]/h without a calculator.
- Check understanding: Evaluate lim(x→2)[ln x−ln 2]/(x−2), and identify the function and base input. · Worked answer for Evaluate lim(x→2)[ln x−ln 2]/(x−2), and identify the function and base input.
Required knowledge for LIM-3.A
LIM-3.A.1 · In some cases, recognizing an expression for the definition of the derivative of a function whose derivative is known offers a strategy for determining a limit.
2.8 · The Product Rule
FUN-3.B · Calculate derivatives of products and quotients of differentiable functions.
Lesson provided · Practice provided
Course and exam description p. 62, 63, 64
- Teach: The Product Rule
More teaching passages in this lesson
- Teaching passage: For x²sin x, the derivative is 2x sin x+x²cos x. Multiplying 2x by cos x misses the two contributions. A quick check with x·x makes the error…
- Teaching passage: The same rule works with data. If f(2)=3, f′(2)=−1, g(2)=4 and g′(2)=5, then (fg)′(2)=−1·4+3·5=11. Make sure the four values all use the same input.
- Teach: The Quotient Rule
More teaching passages in this lesson
- Teaching passage: For (x²+1)/(x−1), the derivative is [2x(x−1)−(x²+1)]/(x−1)²=(x²−2x−1)/(x−1)², with x≠1. Keep the denominator squared and retain the original…
- Teaching passage: Sometimes rewriting is cleaner: (x²+1)/x=x+1/x for x≠0, so its derivative is 1−1/x². Choose a form that makes the reasoning easy, and check that…
- Teach: Finding the Derivatives of Tangent, Cotangent, Secant, and/or Cosecant Functions
More teaching passages in this lesson
- Teaching passage: Write sec x=1/cos x and csc x=1/sin x. The quotient rule gives (sec x)′=sec x tan x and (csc x)′=−csc x cot x. The signs pair up: tangent and…
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Supports part of this goal.
Teaching passage: Assume x is measured in radians and use the known rules (sin x)′ = cos x, (cos x)′ = −sin x, and (1)′ = 0. Rewrite tan x = sin x/cos x, cot x =… -
Supports part of this goal.
Teaching passage: For tan x = sin x/cos x, the quotient rule gives [cos x·cos x − sin x·(−sin x)]/cos²x = (cos²x + sin²x)/cos²x = sec²x, where cos x ≠ 0. -
Supports part of this goal.
Teaching passage: For cot x = cos x/sin x, it gives [(−sin x)·sin x − cos x·cos x]/sin²x = −(sin²x + cos²x)/sin²x = −csc²x, where sin x ≠ 0. -
Supports part of this goal.
Teaching passage: For sec x = 1/cos x, it gives [0·cos x − 1·(−sin x)]/cos²x = sin x/cos²x = sec x tan x, where cos x ≠ 0. -
Supports part of this goal.
Teaching passage: For csc x = 1/sin x, it gives [0·sin x − 1·cos x]/sin²x = −cos x/sin²x = −csc x cot x, where sin x ≠ 0.
- Check understanding: Differentiate f(x)=x²cos x. · Worked answer for Differentiate f(x)=x²cos x.
- Check understanding: Differentiable functions at one inputQuantityValuef(2)−1f′(2)3g(2)4g′(2)−2Find (fg)′(2). · Worked answer for Differentiable functions at one inputQuantityValuef(2)−1f′(2)3g(2)4g′(2)−2Find (fg)′(2).
More checks for this goal
- Check understanding: A rectangular sheet has length L(t) and width W(t). At t=3 seconds, L=5 cm, W=2 cm, L′=−0.4 cm/s and W′=0.6 cm/s. Find the instantaneous area rate. · Worked answer for A rectangular sheet has length L(t) and width W(t). At t=3 seconds, L=5 cm, W=2 cm, L′=−0.4 cm/s and W′=0.6 cm/s. Find the instantaneous area rate.
- Check understanding: Differentiate f(x)=(x²+2)/(x+1), stating the domain. · Worked answer for Differentiate f(x)=(x²+2)/(x+1), stating the domain.
- Check understanding: Values of differentiable functionsQuantityValuef(1)6f′(1)−2g(1)3g′(1)4Find (f/g)′(1). · Worked answer for Values of differentiable functionsQuantityValuef(1)6f′(1)−2g(1)3g′(1)4Find (f/g)′(1).
- Check understanding: Find the derivative of R(x)=(x²+1)/x by first rewriting it. Verify the result with the quotient rule. · Worked answer for Find the derivative of R(x)=(x²+1)/x by first rewriting it. Verify the result with the quotient rule.
-
Supports part of this goal.
Check understanding: Differentiate f(x)=tan x−cot x and evaluate f′(π/4). · Worked answer for Differentiate f(x)=tan x−cot x and evaluate f′(π/4). -
Supports part of this goal.
Check understanding: Differentiate f(x)=sec x+csc x. Evaluate f′(π/6) exactly and state the excluded inputs. · Worked answer for Differentiate f(x)=sec x+csc x. Evaluate f′(π/6) exactly and state the excluded inputs. -
Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part a: Rewrite tan x, cot x, sec x and csc x as quotients involving only sin x, cos x… · Worked answer for Derive the complete reciprocal-trig suite · part a: Rewrite tan x, cot x, sec x and csc x as quotients involving only sin x, cos x… (part a) -
Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part b: Evaluate the four derivatives exactly at x = π/3. Then explain which original… · Worked answer for Derive the complete reciprocal-trig suite · part b: Evaluate the four derivatives exactly at x = π/3. Then explain which original… (part b) -
Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part c: Use csc x = 1/sin x and its quotient-derived derivative to find the value and… · Worked answer for Derive the complete reciprocal-trig suite · part c: Use csc x = 1/sin x and its quotient-derived derivative to find the value and… (part c) -
Supports part of this goal.
Check understanding: Diagnose a quotient sign or domain error · part a: Choose the line that correctly derives the cosecant derivative from this identity… · Worked answer for Diagnose a quotient sign or domain error · part a: Choose the line that correctly derives the cosecant derivative from this identity… (part a)
Required knowledge for FUN-3.B
FUN-3.B.1 · Derivatives of products of differentiable functions can be found using the product rule.
FUN-3.B.2 · Derivatives of quotients of differentiable functions can be found using the quotient rule.
FUN-3.B.3 · Rearranging tangent, cotangent, secant, and cosecant functions using identities allows differentiation using derivative rules.
2.9 · The Quotient Rule
FUN-3.B · Calculate derivatives of products and quotients of differentiable functions.
Lesson provided · Practice provided
Course and exam description p. 62, 63, 64
- Teach: The Product Rule
More teaching passages in this lesson
- Teaching passage: For x²sin x, the derivative is 2x sin x+x²cos x. Multiplying 2x by cos x misses the two contributions. A quick check with x·x makes the error…
- Teaching passage: The same rule works with data. If f(2)=3, f′(2)=−1, g(2)=4 and g′(2)=5, then (fg)′(2)=−1·4+3·5=11. Make sure the four values all use the same input.
- Teach: The Quotient Rule
More teaching passages in this lesson
- Teaching passage: For (x²+1)/(x−1), the derivative is [2x(x−1)−(x²+1)]/(x−1)²=(x²−2x−1)/(x−1)², with x≠1. Keep the denominator squared and retain the original…
- Teaching passage: Sometimes rewriting is cleaner: (x²+1)/x=x+1/x for x≠0, so its derivative is 1−1/x². Choose a form that makes the reasoning easy, and check that…
- Teach: Finding the Derivatives of Tangent, Cotangent, Secant, and/or Cosecant Functions
More teaching passages in this lesson
- Teaching passage: Write sec x=1/cos x and csc x=1/sin x. The quotient rule gives (sec x)′=sec x tan x and (csc x)′=−csc x cot x. The signs pair up: tangent and…
-
Supports part of this goal.
Teaching passage: Assume x is measured in radians and use the known rules (sin x)′ = cos x, (cos x)′ = −sin x, and (1)′ = 0. Rewrite tan x = sin x/cos x, cot x =… -
Supports part of this goal.
Teaching passage: For tan x = sin x/cos x, the quotient rule gives [cos x·cos x − sin x·(−sin x)]/cos²x = (cos²x + sin²x)/cos²x = sec²x, where cos x ≠ 0. -
Supports part of this goal.
Teaching passage: For cot x = cos x/sin x, it gives [(−sin x)·sin x − cos x·cos x]/sin²x = −(sin²x + cos²x)/sin²x = −csc²x, where sin x ≠ 0. -
Supports part of this goal.
Teaching passage: For sec x = 1/cos x, it gives [0·cos x − 1·(−sin x)]/cos²x = sin x/cos²x = sec x tan x, where cos x ≠ 0. -
Supports part of this goal.
Teaching passage: For csc x = 1/sin x, it gives [0·sin x − 1·cos x]/sin²x = −cos x/sin²x = −csc x cot x, where sin x ≠ 0.
- Check understanding: Differentiate f(x)=x²cos x. · Worked answer for Differentiate f(x)=x²cos x.
- Check understanding: Differentiable functions at one inputQuantityValuef(2)−1f′(2)3g(2)4g′(2)−2Find (fg)′(2). · Worked answer for Differentiable functions at one inputQuantityValuef(2)−1f′(2)3g(2)4g′(2)−2Find (fg)′(2).
More checks for this goal
- Check understanding: A rectangular sheet has length L(t) and width W(t). At t=3 seconds, L=5 cm, W=2 cm, L′=−0.4 cm/s and W′=0.6 cm/s. Find the instantaneous area rate. · Worked answer for A rectangular sheet has length L(t) and width W(t). At t=3 seconds, L=5 cm, W=2 cm, L′=−0.4 cm/s and W′=0.6 cm/s. Find the instantaneous area rate.
- Check understanding: Differentiate f(x)=(x²+2)/(x+1), stating the domain. · Worked answer for Differentiate f(x)=(x²+2)/(x+1), stating the domain.
- Check understanding: Values of differentiable functionsQuantityValuef(1)6f′(1)−2g(1)3g′(1)4Find (f/g)′(1). · Worked answer for Values of differentiable functionsQuantityValuef(1)6f′(1)−2g(1)3g′(1)4Find (f/g)′(1).
- Check understanding: Find the derivative of R(x)=(x²+1)/x by first rewriting it. Verify the result with the quotient rule. · Worked answer for Find the derivative of R(x)=(x²+1)/x by first rewriting it. Verify the result with the quotient rule.
-
Supports part of this goal.
Check understanding: Differentiate f(x)=tan x−cot x and evaluate f′(π/4). · Worked answer for Differentiate f(x)=tan x−cot x and evaluate f′(π/4). -
Supports part of this goal.
Check understanding: Differentiate f(x)=sec x+csc x. Evaluate f′(π/6) exactly and state the excluded inputs. · Worked answer for Differentiate f(x)=sec x+csc x. Evaluate f′(π/6) exactly and state the excluded inputs. -
Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part a: Rewrite tan x, cot x, sec x and csc x as quotients involving only sin x, cos x… · Worked answer for Derive the complete reciprocal-trig suite · part a: Rewrite tan x, cot x, sec x and csc x as quotients involving only sin x, cos x… (part a) -
Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part b: Evaluate the four derivatives exactly at x = π/3. Then explain which original… · Worked answer for Derive the complete reciprocal-trig suite · part b: Evaluate the four derivatives exactly at x = π/3. Then explain which original… (part b) -
Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part c: Use csc x = 1/sin x and its quotient-derived derivative to find the value and… · Worked answer for Derive the complete reciprocal-trig suite · part c: Use csc x = 1/sin x and its quotient-derived derivative to find the value and… (part c) -
Supports part of this goal.
Check understanding: Diagnose a quotient sign or domain error · part a: Choose the line that correctly derives the cosecant derivative from this identity… · Worked answer for Diagnose a quotient sign or domain error · part a: Choose the line that correctly derives the cosecant derivative from this identity… (part a)
Required knowledge for FUN-3.B
FUN-3.B.1 · Derivatives of products of differentiable functions can be found using the product rule.
FUN-3.B.2 · Derivatives of quotients of differentiable functions can be found using the quotient rule.
FUN-3.B.3 · Rearranging tangent, cotangent, secant, and cosecant functions using identities allows differentiation using derivative rules.
2.10 · Finding the Derivatives of Tangent, Cotangent, Secant, and/or Cosecant Functions
FUN-3.B · Calculate derivatives of products and quotients of differentiable functions.
Lesson provided · Practice provided
Course and exam description p. 62, 63, 64
- Teach: The Product Rule
More teaching passages in this lesson
- Teaching passage: For x²sin x, the derivative is 2x sin x+x²cos x. Multiplying 2x by cos x misses the two contributions. A quick check with x·x makes the error…
- Teaching passage: The same rule works with data. If f(2)=3, f′(2)=−1, g(2)=4 and g′(2)=5, then (fg)′(2)=−1·4+3·5=11. Make sure the four values all use the same input.
- Teach: The Quotient Rule
More teaching passages in this lesson
- Teaching passage: For (x²+1)/(x−1), the derivative is [2x(x−1)−(x²+1)]/(x−1)²=(x²−2x−1)/(x−1)², with x≠1. Keep the denominator squared and retain the original…
- Teaching passage: Sometimes rewriting is cleaner: (x²+1)/x=x+1/x for x≠0, so its derivative is 1−1/x². Choose a form that makes the reasoning easy, and check that…
- Teach: Finding the Derivatives of Tangent, Cotangent, Secant, and/or Cosecant Functions
More teaching passages in this lesson
- Teaching passage: Write sec x=1/cos x and csc x=1/sin x. The quotient rule gives (sec x)′=sec x tan x and (csc x)′=−csc x cot x. The signs pair up: tangent and…
-
Supports part of this goal.
Teaching passage: Assume x is measured in radians and use the known rules (sin x)′ = cos x, (cos x)′ = −sin x, and (1)′ = 0. Rewrite tan x = sin x/cos x, cot x =… -
Supports part of this goal.
Teaching passage: For tan x = sin x/cos x, the quotient rule gives [cos x·cos x − sin x·(−sin x)]/cos²x = (cos²x + sin²x)/cos²x = sec²x, where cos x ≠ 0. -
Supports part of this goal.
Teaching passage: For cot x = cos x/sin x, it gives [(−sin x)·sin x − cos x·cos x]/sin²x = −(sin²x + cos²x)/sin²x = −csc²x, where sin x ≠ 0. -
Supports part of this goal.
Teaching passage: For sec x = 1/cos x, it gives [0·cos x − 1·(−sin x)]/cos²x = sin x/cos²x = sec x tan x, where cos x ≠ 0. -
Supports part of this goal.
Teaching passage: For csc x = 1/sin x, it gives [0·sin x − 1·cos x]/sin²x = −cos x/sin²x = −csc x cot x, where sin x ≠ 0.
- Check understanding: Differentiate f(x)=x²cos x. · Worked answer for Differentiate f(x)=x²cos x.
- Check understanding: Differentiable functions at one inputQuantityValuef(2)−1f′(2)3g(2)4g′(2)−2Find (fg)′(2). · Worked answer for Differentiable functions at one inputQuantityValuef(2)−1f′(2)3g(2)4g′(2)−2Find (fg)′(2).
More checks for this goal
- Check understanding: A rectangular sheet has length L(t) and width W(t). At t=3 seconds, L=5 cm, W=2 cm, L′=−0.4 cm/s and W′=0.6 cm/s. Find the instantaneous area rate. · Worked answer for A rectangular sheet has length L(t) and width W(t). At t=3 seconds, L=5 cm, W=2 cm, L′=−0.4 cm/s and W′=0.6 cm/s. Find the instantaneous area rate.
- Check understanding: Differentiate f(x)=(x²+2)/(x+1), stating the domain. · Worked answer for Differentiate f(x)=(x²+2)/(x+1), stating the domain.
- Check understanding: Values of differentiable functionsQuantityValuef(1)6f′(1)−2g(1)3g′(1)4Find (f/g)′(1). · Worked answer for Values of differentiable functionsQuantityValuef(1)6f′(1)−2g(1)3g′(1)4Find (f/g)′(1).
- Check understanding: Find the derivative of R(x)=(x²+1)/x by first rewriting it. Verify the result with the quotient rule. · Worked answer for Find the derivative of R(x)=(x²+1)/x by first rewriting it. Verify the result with the quotient rule.
-
Supports part of this goal.
Check understanding: Differentiate f(x)=tan x−cot x and evaluate f′(π/4). · Worked answer for Differentiate f(x)=tan x−cot x and evaluate f′(π/4). -
Supports part of this goal.
Check understanding: Differentiate f(x)=sec x+csc x. Evaluate f′(π/6) exactly and state the excluded inputs. · Worked answer for Differentiate f(x)=sec x+csc x. Evaluate f′(π/6) exactly and state the excluded inputs. -
Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part a: Rewrite tan x, cot x, sec x and csc x as quotients involving only sin x, cos x… · Worked answer for Derive the complete reciprocal-trig suite · part a: Rewrite tan x, cot x, sec x and csc x as quotients involving only sin x, cos x… (part a) -
Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part b: Evaluate the four derivatives exactly at x = π/3. Then explain which original… · Worked answer for Derive the complete reciprocal-trig suite · part b: Evaluate the four derivatives exactly at x = π/3. Then explain which original… (part b) -
Supports part of this goal.
Check understanding: Derive the complete reciprocal-trig suite · part c: Use csc x = 1/sin x and its quotient-derived derivative to find the value and… · Worked answer for Derive the complete reciprocal-trig suite · part c: Use csc x = 1/sin x and its quotient-derived derivative to find the value and… (part c) -
Supports part of this goal.
Check understanding: Diagnose a quotient sign or domain error · part a: Choose the line that correctly derives the cosecant derivative from this identity… · Worked answer for Diagnose a quotient sign or domain error · part a: Choose the line that correctly derives the cosecant derivative from this identity… (part a)
Required knowledge for FUN-3.B
FUN-3.B.1 · Derivatives of products of differentiable functions can be found using the product rule.
FUN-3.B.2 · Derivatives of quotients of differentiable functions can be found using the quotient rule.
FUN-3.B.3 · Rearranging tangent, cotangent, secant, and cosecant functions using identities allows differentiation using derivative rules.
Unit 3: Differentiation: Composite, Implicit, and Inverse Functions
3.1 · The Chain Rule
FUN-3.C · Calculate derivatives of compositions of differentiable functions.
Lesson provided · Practice provided
Course and exam description p. 70
- Teach: The Chain Rule
More teaching passages in this lesson
- Teaching passage: For y=(3x²+1)⁴, the outside rule gives 4(3x²+1)³ and the inside rate is 6x, so y′=24x(3x²+1)³. For y=sin(x²), y′=cos(x²)·2x. For y=e^(−x),…
- Teaching passage: More layers mean more factors. For y=ln(1+e^(2x)), the layers are log, addition, exponential and 2x. The derivative is [1/(1+e^(2x))]·e^(2x)·2.…
- Check understanding: Differentiate f(x)=(2x³−1)⁵. · Worked answer for Differentiate f(x)=(2x³−1)⁵.
- Check understanding: Differentiate y=cos(4x²+1). · Worked answer for Differentiate y=cos(4x²+1).
More checks for this goal
- Check understanding: Differentiate f(x)=ln(x²+3). State its real domain. · Worked answer for Differentiate f(x)=ln(x²+3). State its real domain.
- Check understanding: Differentiate f(x)=e^(sin(3x)). · Worked answer for Differentiate f(x)=e^(sin(3x)).
- Check understanding: Values needed for a compositionQuantityValueg(2)4g′(2)−3f′(2)7f′(4)5The functions are differentiable at the relevant inputs. Find (f∘g)′(2) and… · Worked answer for Values needed for a compositionQuantityValueg(2)4g′(2)−3f′(2)7f′(4)5The functions are differentiable at the relevant inputs. Find (f∘g)′(2) and…
- Check understanding: A sensor converts volume V liters into height H(V) meters. At t=5 minutes, V=8 L and V′=−0.6 L/min. The graph of H has tangent slope 0.25 m/L at… · Worked answer for A sensor converts volume V liters into height H(V) meters. At t=5 minutes, V=8 L and V′=−0.6 L/min. The graph of H has tangent slope 0.25 m/L at…
- Check understanding: For f(x)=ln(1+eˣ), find f′(x) analytically, then use a calculator to evaluate f′(1) to six decimals. Confirm it with a centered numerical… · Worked answer for For f(x)=ln(1+eˣ), find f′(x) analytically, then use a calculator to evaluate f′(1) to six decimals. Confirm it with a centered numerical…
Required knowledge for FUN-3.C
FUN-3.C.1 · The chain rule provides a way to differentiate composite functions.
3.2 · Implicit Differentiation
FUN-3.D · Calculate derivatives of implicitly defined functions.
Lesson provided · Practice provided
Course and exam description p. 71
- Teach: Implicit Differentiation
More teaching passages in this lesson
- Teaching passage: For x²+y²=25, differentiation gives 2x+2y y′=0, so y′=−x/y when y≠0. At (3,4) the slope is −3/4. The equation describes two branches, so a…
- Teaching passage: Products involving x and y need both the product and chain rules: d(xy)/dx=y+x y′. Check that the requested point actually lies on the curve…
- Check understanding: For x²+y²=25, find dy/dx and the tangent line at (3,4). · Worked answer for For x²+y²=25, find dy/dx and the tangent line at (3,4).
- Check understanding: For x²+xy+y²=7, find dy/dx at (1,2). · Worked answer for For x²+xy+y²=7, find dy/dx at (1,2).
More checks for this goal
Required knowledge for FUN-3.D
FUN-3.D.1 · The chain rule is the basis for implicit differentiation.
3.3 · Differentiating Inverse Functions
FUN-3.E · Calculate derivatives of inverse and inverse trigonometric functions.
Lesson provided · Practice provided
Course and exam description p. 72, 73
- Teach: Differentiating Inverse Functions
More teaching passages in this lesson
- Teaching passage: In familiar smooth one-to-one models, a nonzero local slope gives the inverse a reciprocal slope. State the inverse or one-to-one interval,…
- Teaching passage: If f(2)=7 and f′(2)=4, then (f⁻¹)′(7)=1/4. It is not 1/f′(7). A zero original slope prevents use of a finite reciprocal derivative. For x³, the…
- Teach: Differentiating Inverse Trigonometric Functions
More teaching passages in this lesson
- Teaching passage: Derive the sine-inverse rule rather than memorizing blindly. If y=arcsin x with −π/2≤y≤π/2, then sin y=x. Differentiating gives cos y·y′=1. On…
- Teaching passage: Compositions still need the chain rule. For y=arcsin(2x), y′=2/√(1−4x²) on −1/2
- Teaching passage: Other inverse-trig conventions should be stated explicitly. On arccot x∈(0,π), the derivative is −1/(1+x²). On arcsec x∈[0,π] excluding π/2, the…
- Check understanding: Values of a one-to-one smooth function with differentiable inversexf(x)f′(x)18−225−430−6Use the table to find f⁻¹(5) and (f⁻¹)′(5). · Worked answer for Values of a one-to-one smooth function with differentiable inversexf(x)f′(x)18−225−430−6Use the table to find f⁻¹(5) and (f⁻¹)′(5).
- Check understanding: For f(x)=3x+2, find its inverse g and verify the inverse derivative formula at input 8. · Worked answer for For f(x)=3x+2, find its inverse g and verify the inverse derivative formula at input 8.
More checks for this goal
- Check understanding: On x≥0, f(x)=x²+1 has inverse g(x)=√(x−1). Find g′(10) by the inverse derivative rule and confirm with the explicit formula. · Worked answer for On x≥0, f(x)=x²+1 has inverse g(x)=√(x−1). Find g′(10) by the inverse derivative rule and confirm with the explicit formula.
-
- Multi-part prompt retained intact; the association is to the relevant requested mathematical action, with no invented subpart ID.
- Check understanding: For f(x)=x³ with inverse g(x)=x^(1/3), decide whether g′(0) exists as a finite number. Why is 1/f′(0) not a valid numeric answer? · Worked answer for For f(x)=x³ with inverse g(x)=x^(1/3), decide whether g′(0) exists as a finite number. Why is 1/f′(0) not a valid numeric answer?
- Check understanding: Differentiate y=arcsin(2x). State its real function domain and the domain of its finite derivative. · Worked answer for Differentiate y=arcsin(2x). State its real function domain and the domain of its finite derivative.
- Check understanding: Differentiate y=arccos(x²). Evaluate y′(1/2) exactly and state where the formula is finite. · Worked answer for Differentiate y=arccos(x²). Evaluate y′(1/2) exactly and state where the formula is finite.
- Check understanding: Differentiate y=arctan(√x) for x>0. Does this formula give a finite right derivative at x=0? · Worked answer for Differentiate y=arctan(√x) for x>0. Does this formula give a finite right derivative at x=0?
- Check understanding: Use implicit differentiation to derive the derivative of y=arctan x on its principal branch −π/2<y<π/2. · Worked answer for Use implicit differentiation to derive the derivative of y=arctan x on its principal branch −π/2<y<π/2.
-
- Multi-part prompt retained intact; the association is to the relevant requested mathematical action, with no invented subpart ID.
Required knowledge for FUN-3.E
FUN-3.E.1 · The chain rule and definition of an inverse function can be used to find the derivative of an inverse function, provided the derivative exists.
FUN-3.E.2 · The chain rule applied with the definition of an inverse function, or the formula for the derivative of an inverse function, can be used to find the derivatives of inverse trigonometric functions.
3.4 · Differentiating Inverse Trigonometric Functions
FUN-3.E · Calculate derivatives of inverse and inverse trigonometric functions.
Lesson provided · Practice provided
Course and exam description p. 72, 73
- Teach: Differentiating Inverse Functions
More teaching passages in this lesson
- Teaching passage: In familiar smooth one-to-one models, a nonzero local slope gives the inverse a reciprocal slope. State the inverse or one-to-one interval,…
- Teaching passage: If f(2)=7 and f′(2)=4, then (f⁻¹)′(7)=1/4. It is not 1/f′(7). A zero original slope prevents use of a finite reciprocal derivative. For x³, the…
- Teach: Differentiating Inverse Trigonometric Functions
More teaching passages in this lesson
- Teaching passage: Derive the sine-inverse rule rather than memorizing blindly. If y=arcsin x with −π/2≤y≤π/2, then sin y=x. Differentiating gives cos y·y′=1. On…
- Teaching passage: Compositions still need the chain rule. For y=arcsin(2x), y′=2/√(1−4x²) on −1/2
- Teaching passage: Other inverse-trig conventions should be stated explicitly. On arccot x∈(0,π), the derivative is −1/(1+x²). On arcsec x∈[0,π] excluding π/2, the…
- Check understanding: Values of a one-to-one smooth function with differentiable inversexf(x)f′(x)18−225−430−6Use the table to find f⁻¹(5) and (f⁻¹)′(5). · Worked answer for Values of a one-to-one smooth function with differentiable inversexf(x)f′(x)18−225−430−6Use the table to find f⁻¹(5) and (f⁻¹)′(5).
- Check understanding: For f(x)=3x+2, find its inverse g and verify the inverse derivative formula at input 8. · Worked answer for For f(x)=3x+2, find its inverse g and verify the inverse derivative formula at input 8.
More checks for this goal
- Check understanding: On x≥0, f(x)=x²+1 has inverse g(x)=√(x−1). Find g′(10) by the inverse derivative rule and confirm with the explicit formula. · Worked answer for On x≥0, f(x)=x²+1 has inverse g(x)=√(x−1). Find g′(10) by the inverse derivative rule and confirm with the explicit formula.
-
- Multi-part prompt retained intact; the association is to the relevant requested mathematical action, with no invented subpart ID.
- Check understanding: For f(x)=x³ with inverse g(x)=x^(1/3), decide whether g′(0) exists as a finite number. Why is 1/f′(0) not a valid numeric answer? · Worked answer for For f(x)=x³ with inverse g(x)=x^(1/3), decide whether g′(0) exists as a finite number. Why is 1/f′(0) not a valid numeric answer?
- Check understanding: Differentiate y=arcsin(2x). State its real function domain and the domain of its finite derivative. · Worked answer for Differentiate y=arcsin(2x). State its real function domain and the domain of its finite derivative.
- Check understanding: Differentiate y=arccos(x²). Evaluate y′(1/2) exactly and state where the formula is finite. · Worked answer for Differentiate y=arccos(x²). Evaluate y′(1/2) exactly and state where the formula is finite.
- Check understanding: Differentiate y=arctan(√x) for x>0. Does this formula give a finite right derivative at x=0? · Worked answer for Differentiate y=arctan(√x) for x>0. Does this formula give a finite right derivative at x=0?
- Check understanding: Use implicit differentiation to derive the derivative of y=arctan x on its principal branch −π/2<y<π/2. · Worked answer for Use implicit differentiation to derive the derivative of y=arctan x on its principal branch −π/2<y<π/2.
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- Multi-part prompt retained intact; the association is to the relevant requested mathematical action, with no invented subpart ID.
Required knowledge for FUN-3.E
FUN-3.E.1 · The chain rule and definition of an inverse function can be used to find the derivative of an inverse function, provided the derivative exists.
FUN-3.E.2 · The chain rule applied with the definition of an inverse function, or the formula for the derivative of an inverse function, can be used to find the derivatives of inverse trigonometric functions.
3.5 · Selecting Procedures for Calculating Derivatives
This topic brings together earlier goals. Teach: Selecting Procedures for Calculating Derivatives · CHA-2.A: Determine average rates of change using difference quotients. · CHA-2.B: Represent the derivative of a function as the limit of a difference quotient. · CHA-2.B: Represent the derivative of a function as the limit of a difference quotient. · CHA-2.C: Determine the equation of a line tangent to a curve at a given point. · CHA-2.D: Estimate derivatives. · FUN-2.A: Explain the relationship between differentiability and continuity. · FUN-3.A: Calculate derivatives of familiar functions. · FUN-3.A: Calculate derivatives of familiar functions. · FUN-3.A: Calculate derivatives of familiar functions. · LIM-3.A: Interpret a limit as a definition of a derivative. · FUN-3.B: Calculate derivatives of products and quotients of differentiable functions. · FUN-3.B: Calculate derivatives of products and quotients of differentiable functions. · FUN-3.B: Calculate derivatives of products and quotients of differentiable functions. · FUN-3.C: Calculate derivatives of compositions of differentiable functions. · FUN-3.D: Calculate derivatives of implicitly defined functions. · FUN-3.E: Calculate derivatives of inverse and inverse trigonometric functions. · FUN-3.E: Calculate derivatives of inverse and inverse trigonometric functions.
3.6 · Calculating Higher-Order Derivatives
FUN-3.F · Determine higher order derivatives of a function.
Lesson provided · Practice provided
Course and exam description p. 75
- Teach: Calculating Higher-Order Derivatives
More teaching passages in this lesson
- Teaching passage: For f(x)=x⁴, f′=4x³, f″=12x², f‴=24x and f⁽⁴⁾=24. For sine, derivatives cycle: sin x, cos x, −sin x, −cos x, sin x. Each stage needs the same rule…
- Teaching passage: In a position model s(t), s′ is velocity and s″ is acceleration; units change from meters to meters/second to meters/second². When y is defined…
- Check understanding: For f(x)=x⁵−2x³+7, find f′, f″ and f‴. Evaluate f‴(1). · Worked answer for For f(x)=x⁵−2x³+7, find f′, f″ and f‴. Evaluate f‴(1).
- Check understanding: A particle has position s(t)=sin(2t) meters, with t in seconds. Find velocity and acceleration and evaluate acceleration at t=π/4 seconds. · Worked answer for A particle has position s(t)=sin(2t) meters, with t in seconds. Find velocity and acceleration and evaluate acceleration at t=π/4 seconds.
More checks for this goal
- Check understanding: For f(x)=eˣsin x, find f″ and f‴. · Worked answer for For f(x)=eˣsin x, find f″ and f‴.
- Check understanding: For the upper local branch of x²+y²=25, find y″ at (3,4). Use the differentiated equation rather than treating y as a constant. · Worked answer for For the upper local branch of x²+y²=25, find y″ at (3,4). Use the differentiated equation rather than treating y as a constant.
Required knowledge for FUN-3.F
FUN-3.F.1 · Differentiating f ′ produces the second derivative f ″, provided the derivative of f ′ exists; repeating this process produces higher-order derivatives of f .
FUN-3.F.2 · Higher-order derivatives are represented with a variety of notations. For y=f(x), notations for the second derivative include d²y/dx², f″(x), and y″. Higher-order derivatives can be denoted dⁿy/dxⁿ or f⁽ⁿ⁾(x).
Unit 4: Contextual Applications of Differentiation
4.1 · Interpreting the Meaning of the Derivative in Context
CHA-3.A · Interpret the meaning of a derivative in context.
Lesson provided · Practice provided
Course and exam description p. 82
- Teach: Interpreting the Meaning of the Derivative in Context
More teaching passages in this lesson
- Teaching passage: Build an interpretation with four pieces: the quantity, the instant or input value, the signed rate, and the units. If W is measured in liters and…
- Teaching passage: On a graph, the derivative is the tangent slope. From a table, a nearby secant slope estimates that tangent slope. A small interval does not make…
- Check understanding: W(t) is water in liters, t is minutes, and W′(6) = −2.5. Interpret this derivative. Can you determine W(6)? · Worked answer for W(t) is water in liters, t is minutes, and W′(6) = −2.5. Interpret this derivative. Can you determine W(6)?
- Check understanding: Use the table to estimate T′(3) with a centered secant. Interpret the result. T is °C and t is minutes.Temperature… · Worked answer for Use the table to estimate T′(3) with a centered secant. Interpret the result. T is °C and t is minutes.Temperature…
More checks for this goal
- Check understanding: B(T) is a battery’s operating time in hours at temperature T in °C. B′(20) = −0.08. Explain its units and estimate the change when temperature… · Worked answer for B(T) is a battery’s operating time in hours at temperature T in °C. B′(20) = −0.08. Explain its units and estimate the change when temperature…
- Check understanding: The graph of a differentiable quantity P has a horizontal tangent at t = 4 and lies above the horizontal axis there. What do P(4) > 0 and P′(4) =… · Worked answer for The graph of a differentiable quantity P has a horizontal tangent at t = 4 and lies above the horizontal axis there. What do P(4) > 0 and P′(4) =…
Required knowledge for CHA-3.A
CHA-3.A.1 · The derivative of a function can be interpreted as the instantaneous rate of change with respect to its independent variable.
CHA-3.A.2 · The derivative can be used to express information about rates of change in applied contexts.
CHA-3.A.3 · The unit for f'(x) is the unit for f divided by the unit for x.
4.2 · Straight-Line Motion: Connecting Position, Velocity, and Acceleration
CHA-3.B · Calculate rates of change in applied contexts.
Lesson provided · Practice provided
Course and exam description p. 83
- Teach: Straight-Line Motion: Connecting Position, Velocity, and Acceleration
More teaching passages in this lesson
- Teaching passage: Speed is |v(t)|, so it never carries a direction. Where v ≠ 0, speed increases when v and a have the same sign, and decreases when they have…
- Teaching passage: A particle changes direction when velocity changes sign. A zero of v is only a candidate: v(t) = (t − 2)² touches zero but stays positive. On a…
- Check understanding: For s(t) = t³ − 6t² + 9t meters, find velocity, acceleration, direction, and speed at t = 2 seconds. · Worked answer for For s(t) = t³ − 6t² + 9t meters, find velocity, acceleration, direction, and speed at t = 2 seconds.
- Check understanding: A velocity graph is the straight line through (0,−4), (2,0), and (4,4), with seconds and m/s. Determine acceleration and describe motion on (0,2)… · Worked answer for A velocity graph is the straight line through (0,−4), (2,0), and (4,4), with seconds and m/s. Determine acceleration and describe motion on (0,2)…
More checks for this goal
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Supports part of this goal.
- Objective/clause-specific scope: Determining slowing requires acceleration-sign reasoning, but the prompt requests a rest time/direction/trend, not a calculated rate value or expression.
Required knowledge for CHA-3.B
CHA-3.B.1 · The derivative can be used to solve rectilinear motion problems involving position, speed, velocity, and acceleration.
4.3 · Rates of Change in Applied Contexts Other Than Motion
CHA-3.C · Interpret rates of change in applied contexts.
Lesson provided · Practice provided
Course and exam description p. 84
- Teach: Rates of Change in Applied Contexts Other Than Motion
More teaching passages in this lesson
- Teaching passage: Suppose C(q) = 200 + 5q + 0.01q² dollars. Then C′(q) = 5 + 0.02q dollars per item. At q = 100, the model predicts about $7 more for an extra item.…
- Teaching passage: Rates may depend on an input other than time. If B(T) is a battery’s operating time in hours as a function of temperature T in °C, B′(20) has…
- Check understanding: A cost model is C(q) = 100 + 8q + 0.02q² dollars. Find marginal cost at q = 50 and the exact model cost of increasing from 50 to 51 items. Compare… · Worked answer for A cost model is C(q) = 100 + 8q + 0.02q² dollars. Find marginal cost at q = 50 and the exact model cost of increasing from 50 to 51 items. Compare…
- Check understanding: A concentration model is A(t) = 5e^(−0.3t) + 0.2t mg/L, t in hours. Use a numerical derivative or the derivative formula to find and interpret… · Worked answer for A concentration model is A(t) = 5e^(−0.3t) + 0.2t mg/L, t in hours. Use a numerical derivative or the derivative formula to find and interpret…
More checks for this goal
- Check understanding: A population N is measured in people and t in years. At t = 2, N′(2) = 40 and N″(2) = −3. Interpret both values and explain how the population can… · Worked answer for A population N is measured in people and t in years. At t = 2, N′(2) = 40 and N″(2) = −3. Interpret both values and explain how the population can…
Required knowledge for CHA-3.C
CHA-3.C.1 · The derivative can be used to solve problems involving rates of change in applied contexts.
4.4 · Introduction to Related Rates
CHA-3.D · Calculate related rates in applied contexts.
Lesson provided · Practice provided
Course and exam description p. 85
- Teach: Introduction to Related Rates
More teaching passages in this lesson
- Teaching passage: Separate permanent constraints from snapshots. A ladder of fixed length L satisfies x² + y² = L² at every instant. “The foot is 3 meters from the…
- Teaching passage: For a circle, A = πr² gives dA/dt = 2πr·dr/dt. For a rectangle, A = xy gives dA/dt = x·dy/dt + y·dx/dt by the product rule. For a ratio R = x/y,…
- Check understanding: A rectangle has x = 8 cm, y = 5 cm, x′ = −0.5 cm/s, y′ = 0.8 cm/s. Find and interpret the area rate. · Worked answer for A rectangle has x = 8 cm, y = 5 cm, x′ = −0.5 cm/s, y′ = 0.8 cm/s. Find and interpret the area rate.
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Supports part of this goal.
- Objective/clause-specific scope: The prompt elicits a symbolic rate equation or correction of premature substitution; it omits an applied context and does not request a rate of a contextual quantity. The differentiation EK evidence is direct.
More checks for this goal
-
Supports part of this goal.
- Objective/clause-specific scope: The prompt elicits a symbolic rate equation or correction of premature substitution; it omits an applied context and does not request a rate of a contextual quantity. The differentiation EK evidence is direct.
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Supports part of this goal.
- Objective/clause-specific scope: The task calculates a rate of the ratio of abstract time-dependent variables, with no applied meanings or units for those variables. It covers the calculation stage but not the applied-context clause.
Required knowledge for CHA-3.D
CHA-3.D.1 · The chain rule is the basis for differentiating variables in a related rates problem with respect to the same independent variable.
CHA-3.D.2 · Other differentiation rules, such as the product rule and the quotient rule, may also be necessary to differentiate all variables with respect to the same independent variable.
4.5 · Solving Related Rates Problems
CHA-3.E · Interpret related rates in applied contexts.
Lesson provided · Practice provided
Course and exam description p. 86
- Teach: Solving Related Rates Problems
More teaching passages in this lesson
- Teaching passage: For a 5-meter ladder, x is the foot’s horizontal distance from the wall and y is its top’s height. The equation is x² + y² = 25. When x = 3, y =…
- Teaching passage: Sometimes geometry supplies a missing relation. In a conical tank, similar triangles can express radius in terms of water depth. Those are the…
- Check understanding: A 10-ft ladder leans against a vertical wall. Its foot moves away at 2 ft/s. When its foot is 6 ft from the wall, how fast is the top moving? · Worked answer for A 10-ft ladder leans against a vertical wall. Its foot moves away at 2 ft/s. When its foot is 6 ft from the wall, how fast is the top moving?
- Check understanding: Air expands a spherical balloon at dV/dt = 24π cm³/s. Find dr/dt when r = 2 cm, using V = (4/3)πr³. · Worked answer for Air expands a spherical balloon at dV/dt = 24π cm³/s. Find dr/dt when r = 2 cm, using V = (4/3)πr³.
More checks for this goal
- Check understanding: A conical tank is 12 ft high with top radius 4 ft. Water enters at 2π ft³/min. Find the rate of depth increase when h = 3 ft. · Worked answer for A conical tank is 12 ft high with top radius 4 ft. Water enters at 2π ft³/min. Find the rate of depth increase when h = 3 ft.
- Check understanding: A 6-ft person walks away from a 15-ft lamp at 4 ft/s. Let x be the lamp-to-person distance and s the shadow length. Find s′ and the speed of the… · Worked answer for A 6-ft person walks away from a 15-ft lamp at 4 ft/s. Let x be the lamp-to-person distance and s the shadow length. Find s′ and the speed of the…
- Check understanding: At an instant, one car is 3 miles east of an intersection and travels east at 40 mph. Another is 4 miles north and travels north at 30 mph. How… · Worked answer for At an instant, one car is 3 miles east of an intersection and travels east at 40 mph. Another is 4 miles north and travels north at 30 mph. How…
Required knowledge for CHA-3.E
CHA-3.E.1 · The derivative can be used to solve related rates problems; that is, finding a rate at which one quantity is changing by relating it to other quantities whose rates of change are known.
4.6 · Approximating Values of a Function Using Local Linearity and Linearization
CHA-3.F · Approximate a value on a curve using the equation of a tangent line.
Lesson provided · Practice provided
Course and exam description p. 87
- Teach: Approximating Values of a Function Using Local Linearity and Linearization
More teaching passages in this lesson
- Teaching passage: For f(x) = √x near a = 9, f(9) = 3 and f′(9) = 1/6. Thus √9.12 ≈ 3 + 0.12/6 = 3.02. The true curve is concave down for positive x because f″(x) =…
- Teaching passage: Concave up gives a tangent underestimate; concave down gives an overestimate, provided the concavity holds between the anchor and target. If all…
- Check understanding: Use linearization at a = 16 to estimate √16.32 and justify overestimate or underestimate. · Worked answer for Use linearization at a = 16 to estimate √16.32 and justify overestimate or underestimate.
- Check understanding: A differentiable function has f(2) = 5 and f′(2) = −3. It is concave up throughout [2,2.1]. Approximate f(2.1) and state the error direction. · Worked answer for A differentiable function has f(2) = 5 and f′(2) = −3. It is concave up throughout [2,2.1]. Approximate f(2.1) and state the error direction.
More checks for this goal
- Check understanding: A circle has measured radius 10 cm with a small increase of 0.02 cm. Use a differential to estimate the area increase, then find the exact increase. · Worked answer for A circle has measured radius 10 cm with a small increase of 0.02 cm. Use a differential to estimate the area increase, then find the exact increase.
- Check understanding: Use the tangent to f(x) = eˣ at 0 to estimate e^0.08. Use a calculator to find the actual value and absolute error to six decimals. Explain the… · Worked answer for Use the tangent to f(x) = eˣ at 0 to estimate e^0.08. Use a calculator to find the actual value and absolute error to six decimals. Explain the…
Required knowledge for CHA-3.F
CHA-3.F.1 · The tangent line is the graph of a locally linear approximation of the function near the point of tangency.
CHA-3.F.2 · For a tangent line approximation, the function’s behavior near the point of tangency may determine whether a tangent line value is an underestimate or an overestimate of the corresponding function value.
4.7 · Using L’Hospital’s Rule for Determining Limits of Indeterminate Forms
LIM-4.A · Determine limits of functions that result in indeterminate forms.
Lesson provided · Practice provided
Course and exam description p. 88
- Teach: Using L’Hospital’s Rule for Determining Limits of Indeterminate Forms
More teaching passages in this lesson
- Teaching passage: Never apply the rule to 1/0 merely because the denominator vanishes. For (x + 1)/x as x → 0⁺, the original quotient tends to +∞, whereas its…
- Teaching passage: L’Hospital’s Rule compares the rates at which the numerator and denominator change. For a quotient f(x)/g(x), first verify a required…
- Teaching passage: For lim as x → 0 of (eˣ − 1)/x, substitution gives 0/0 and the derivative quotient eˣ/1 tends to 1. For lim as x → ∞ of ln x/x, the…
- Check understanding: Find lim as x → 0 of (e^(2x) − 1)/x and justify the method. · Worked answer for Find lim as x → 0 of (e^(2x) − 1)/x and justify the method.
- Check understanding: Find lim as x → ∞ of ln x/x², stating its initial form. · Worked answer for Find lim as x → ∞ of ln x/x², stating its initial form.
More checks for this goal
- Check understanding: Find lim as x → 0 of (1 − cos(3x))/x² using justified applications of L’Hospital’s Rule. · Worked answer for Find lim as x → 0 of (1 − cos(3x))/x² using justified applications of L’Hospital’s Rule.
- Check understanding: Evaluate lim as x → 1 of (x² − 1)/(x − 1) two ways. Explain why L’Hospital is valid but unnecessary. · Worked answer for Evaluate lim as x → 1 of (x² − 1)/(x − 1) two ways. Explain why L’Hospital is valid but unnecessary.
Required knowledge for LIM-4.A
LIM-4.A.1 · When the ratio of two functions tends to 0/0 or ∞/∞ in the limit, such forms are said to be indeterminate.
LIM-4.A.2 · Limits of the indeterminate forms 0/0 or ∞/∞ may be evaluated using L’Hospital’s Rule.
Unit 5: Analytical Applications of Differentiation
5.1 · Using the Mean Value Theorem
FUN-1.B · Justify conclusions about functions by applying the Mean Value Theorem over an interval.
Lesson provided · Practice provided
Course and exam description p. 94
- Teach: Using the Mean Value Theorem
More teaching passages in this lesson
- Teaching passage: Continuity includes the endpoints; differentiability is required only inside the interval. A smooth polynomial qualifies on every closed finite…
- Teaching passage: For f(x) = x² on [1,3], the average rate is (9 − 1)/2 = 4. Solve 2c = 4 to find c = 2. That computation illustrates the guarantee, but many…
- Teaching passage: A graph makes the comparison visible: the secant through the endpoints is parallel to a tangent at c. A table with only endpoints supplies the…
- Check understanding: Verify MVT for f(x) = x² on [1,3], and find every c in the open interval satisfying its conclusion. · Worked answer for Verify MVT for f(x) = x² on [1,3], and find every c in the open interval satisfying its conclusion.
- Check understanding: Can MVT be applied to f(x) = |x| on [−1,1]? Does any interior derivative equal the endpoint secant slope? · Worked answer for Can MVT be applied to f(x) = |x| on [−1,1]? Does any interior derivative equal the endpoint secant slope?
More checks for this goal
- Check understanding: A temperature function is continuous on [2,6] and differentiable on (2,6). T(2) = 30°C and T(6) = 20°C, with t in minutes. What instantaneous rate… · Worked answer for A temperature function is continuous on [2,6] and differentiable on (2,6). T(2) = 30°C and T(6) = 20°C, with t in minutes. What instantaneous rate…
Required knowledge for FUN-1.B
FUN-1.B.1 · If a function f is continuous over the interval [a, b] and differentiable over the interval (a, b), then the Mean Value Theorem guarantees a point within that open interval where the instantaneous rate of change equals the average rate of change over the interval.
5.2 · Extreme Value Theorem, Global Versus Local Extrema, and Critical Points
FUN-1.C · Justify conclusions about functions by applying the Extreme Value Theorem.
Lesson provided · Practice provided
Course and exam description p. 95
- Teach: Extreme Value Theorem, Global Versus Local Extrema, and Critical Points
- Check understanding: Compare f(x) = x on [0,1] and on (0,1). Give their absolute extrema, and explain why the domain changes the answer. · Worked answer for Compare f(x) = x on [0,1] and on (0,1). Give their absolute extrema, and explain why the domain changes the answer.
Required knowledge for FUN-1.C
FUN-1.C.1 · If a function f is continuous over the interval [a, b], then the Extreme Value Theorem guarantees that f has at least one minimum value and at least one maximum value on [a, b].
FUN-1.C.2 · A point on a function where the first derivative equals zero or fails to exist is a critical point of the function.
FUN-1.C.3 · All local (relative) extrema occur at critical points of a function, though not all critical points are local extrema.
5.3 · Determining Intervals on Which a Function Is Increasing or Decreasing
FUN-4.A · Justify conclusions about the behavior of a function based on the behavior of its derivatives.
Lesson provided · Practice provided
Course and exam description p. 96, 97, 98, 99, 100, 101, 102
- Teach: Determining Intervals on Which a Function Is Increasing or Decreasing
More teaching passages in this lesson
- Teaching passage: Make a sign chart by splitting the domain at derivative zeros, points where the derivative is undefined, and domain breaks. Determine the sign on…
- Teaching passage: For f′(x) = (x + 1)(x − 2), both factors are negative on x < −1, their signs differ between −1 and 2, and both are positive for x > 2. Thus f…
- Teaching passage: An isolated zero derivative does not force a flat interval. The function x³ is strictly increasing through zero even though f′(0) = 0. If f′ is…
- Teach: Using the First Derivative Test to Determine Relative (Local) Extrema
More teaching passages in this lesson
- Teaching passage: The first derivative test works at a corner too, provided f is continuous at the point and differentiable on suitable nearby sides. For |x|, the…
- Teaching passage: For f′(x) = x²(x − 3), the derivative is negative on both sides of zero but switches from negative to positive at 3. The critical number zero is…
- Teach: Using the Candidates Test to Determine Absolute (Global) Extrema
More teaching passages in this lesson
- Teaching passage: Do not discard nondifferentiable interior points. For a continuous absolute-value or piecewise function, a corner may be the smallest value. Do…
- Teaching passage: A calculator can solve f′ = 0 numerically and evaluate candidates for a complicated model. Record all roots in the interval and enough precision…
- Teach: Determining Concavity of Functions over Their Domains
More teaching passages in this lesson
- Teaching passage: An inflection point is a point of the function where concavity changes. A zero or undefined value of f″ is a candidate, not a finished answer.…
- Teaching passage: A second derivative need not exist at an inflection point. The continuous function x^(1/3) is concave up for x < 0 and concave down for x > 0, so…
- Teach: Using the Second Derivative Test to Determine Extrema
More teaching passages in this lesson
- Teaching passage: If f″(c) = 0 or is unavailable, this test is inconclusive. Go back to derivative sign changes or direct comparison. The functions x⁴, −x⁴, and x³…
- Teaching passage: Local and absolute conclusions still need different evidence. The CED also includes a useful one-critical-point case: when a continuous function…
- Teaching passage: For f(x) = x + 4/x on (0,∞), f′ = 1 − 4/x² has only c = 2, and f″ = 8/x³ > 0. It is a local minimum; the unique-critical-point criterion makes it…
- Teach: Sketching Graphs of Functions and Their Derivatives
More teaching passages in this lesson
- Teaching passage: When sketching f′ from f, its height at x is the tangent slope of f. A horizontal tangent of f produces a derivative zero. A sharp corner of f…
- Teaching passage: When sketching f from f′, use the derivative’s sign for increase/decrease and its slope for concavity. A known f-value fixes vertical placement.…
- Teach: Connecting a Function, Its First Derivative, and Its Second Derivative
More teaching passages in this lesson
- Teaching passage: To match three graphs, look for landmarks that survive this chain. Extrema of f usually align with sign-changing zeros of f′. Extrema of f′ often…
- Teaching passage: For f(x) = x³, f′ = 3x² is nonnegative and touches zero at the origin, while f″ = 6x crosses zero there. The function increases through its…
- Check understanding: A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals. · Worked answer for A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals.
- Check understanding: A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing… · Worked answer for A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing…
More checks for this goal
- Check understanding: For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test. · Worked answer for For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test.
- Check understanding: A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in… · Worked answer for A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in…
- Check understanding: Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison. · Worked answer for Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison.
- Check understanding: Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate. · Worked answer for Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate.
- Check understanding: A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the… · Worked answer for A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the…
- Check understanding: Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives. · Worked answer for Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives.
- Check understanding: Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values. · Worked answer for Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values.
- Check understanding: Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens? · Worked answer for Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens?
- Check understanding: For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval. · Worked answer for For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval.
- Check understanding: For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior. · Worked answer for For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior.
- Check understanding: The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.… · Worked answer for The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.…
- Check understanding: These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each… · Worked answer for These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each…
- Check understanding: A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,… · Worked answer for A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,…
- Check understanding: On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f? · Worked answer for On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f?
Required knowledge for FUN-4.A
FUN-4.A.1 · The first derivative of a function can provide information about the function and its graph, including intervals where the function is increasing or decreasing.
FUN-4.A.2 · The first derivative of a function can determine the location of relative (local) extrema of the function.
FUN-4.A.3 · Absolute (global) extrema of a function on a closed interval can only occur at critical points or at endpoints.
FUN-4.A.4 · The graph of a function is concave up (down) on an open interval if the function’s derivative is increasing (decreasing) on that interval.
FUN-4.A.5 · The second derivative of a function provides information about the function and its graph, including intervals of upward or downward concavity.
FUN-4.A.6 · The second derivative of a function may be used to locate points of inflection for the graph of the original function.
FUN-4.A.7 · The second derivative of a function may determine whether a critical point is the location of a relative (local) maximum or minimum.
FUN-4.A.8 · When a continuous function has only one critical point on an interval on its domain and the critical point corresponds to a relative (local) extremum of the function on the interval, then that critical point also corresponds to the absolute (global) extremum of the function on the interval.
FUN-4.A.9 · Key features of functions and their derivatives can be identified and related to their graphical, numerical, and analytical representations.
FUN-4.A.10 · Graphical, numerical, and analytical information from f' and f" can be used to predict and explain the behavior of f.
FUN-4.A.11 · Key features of the graphs of f, f', and f" are related to one another.
5.4 · Using the First Derivative Test to Determine Relative (Local) Extrema
FUN-4.A · Justify conclusions about the behavior of a function based on the behavior of its derivatives.
Lesson provided · Practice provided
Course and exam description p. 96, 97, 98, 99, 100, 101, 102
- Teach: Determining Intervals on Which a Function Is Increasing or Decreasing
More teaching passages in this lesson
- Teaching passage: Make a sign chart by splitting the domain at derivative zeros, points where the derivative is undefined, and domain breaks. Determine the sign on…
- Teaching passage: For f′(x) = (x + 1)(x − 2), both factors are negative on x < −1, their signs differ between −1 and 2, and both are positive for x > 2. Thus f…
- Teaching passage: An isolated zero derivative does not force a flat interval. The function x³ is strictly increasing through zero even though f′(0) = 0. If f′ is…
- Teach: Using the First Derivative Test to Determine Relative (Local) Extrema
More teaching passages in this lesson
- Teaching passage: The first derivative test works at a corner too, provided f is continuous at the point and differentiable on suitable nearby sides. For |x|, the…
- Teaching passage: For f′(x) = x²(x − 3), the derivative is negative on both sides of zero but switches from negative to positive at 3. The critical number zero is…
- Teach: Using the Candidates Test to Determine Absolute (Global) Extrema
More teaching passages in this lesson
- Teaching passage: Do not discard nondifferentiable interior points. For a continuous absolute-value or piecewise function, a corner may be the smallest value. Do…
- Teaching passage: A calculator can solve f′ = 0 numerically and evaluate candidates for a complicated model. Record all roots in the interval and enough precision…
- Teach: Determining Concavity of Functions over Their Domains
More teaching passages in this lesson
- Teaching passage: An inflection point is a point of the function where concavity changes. A zero or undefined value of f″ is a candidate, not a finished answer.…
- Teaching passage: A second derivative need not exist at an inflection point. The continuous function x^(1/3) is concave up for x < 0 and concave down for x > 0, so…
- Teach: Using the Second Derivative Test to Determine Extrema
More teaching passages in this lesson
- Teaching passage: If f″(c) = 0 or is unavailable, this test is inconclusive. Go back to derivative sign changes or direct comparison. The functions x⁴, −x⁴, and x³…
- Teaching passage: Local and absolute conclusions still need different evidence. The CED also includes a useful one-critical-point case: when a continuous function…
- Teaching passage: For f(x) = x + 4/x on (0,∞), f′ = 1 − 4/x² has only c = 2, and f″ = 8/x³ > 0. It is a local minimum; the unique-critical-point criterion makes it…
- Teach: Sketching Graphs of Functions and Their Derivatives
More teaching passages in this lesson
- Teaching passage: When sketching f′ from f, its height at x is the tangent slope of f. A horizontal tangent of f produces a derivative zero. A sharp corner of f…
- Teaching passage: When sketching f from f′, use the derivative’s sign for increase/decrease and its slope for concavity. A known f-value fixes vertical placement.…
- Teach: Connecting a Function, Its First Derivative, and Its Second Derivative
More teaching passages in this lesson
- Teaching passage: To match three graphs, look for landmarks that survive this chain. Extrema of f usually align with sign-changing zeros of f′. Extrema of f′ often…
- Teaching passage: For f(x) = x³, f′ = 3x² is nonnegative and touches zero at the origin, while f″ = 6x crosses zero there. The function increases through its…
- Check understanding: A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals. · Worked answer for A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals.
- Check understanding: A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing… · Worked answer for A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing…
More checks for this goal
- Check understanding: For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test. · Worked answer for For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test.
- Check understanding: A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in… · Worked answer for A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in…
- Check understanding: Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison. · Worked answer for Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison.
- Check understanding: Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate. · Worked answer for Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate.
- Check understanding: A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the… · Worked answer for A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the…
- Check understanding: Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives. · Worked answer for Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives.
- Check understanding: Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values. · Worked answer for Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values.
- Check understanding: Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens? · Worked answer for Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens?
- Check understanding: For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval. · Worked answer for For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval.
- Check understanding: For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior. · Worked answer for For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior.
- Check understanding: The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.… · Worked answer for The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.…
- Check understanding: These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each… · Worked answer for These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each…
- Check understanding: A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,… · Worked answer for A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,…
- Check understanding: On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f? · Worked answer for On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f?
Required knowledge for FUN-4.A
FUN-4.A.1 · The first derivative of a function can provide information about the function and its graph, including intervals where the function is increasing or decreasing.
FUN-4.A.2 · The first derivative of a function can determine the location of relative (local) extrema of the function.
FUN-4.A.3 · Absolute (global) extrema of a function on a closed interval can only occur at critical points or at endpoints.
FUN-4.A.4 · The graph of a function is concave up (down) on an open interval if the function’s derivative is increasing (decreasing) on that interval.
FUN-4.A.5 · The second derivative of a function provides information about the function and its graph, including intervals of upward or downward concavity.
FUN-4.A.6 · The second derivative of a function may be used to locate points of inflection for the graph of the original function.
FUN-4.A.7 · The second derivative of a function may determine whether a critical point is the location of a relative (local) maximum or minimum.
FUN-4.A.8 · When a continuous function has only one critical point on an interval on its domain and the critical point corresponds to a relative (local) extremum of the function on the interval, then that critical point also corresponds to the absolute (global) extremum of the function on the interval.
FUN-4.A.9 · Key features of functions and their derivatives can be identified and related to their graphical, numerical, and analytical representations.
FUN-4.A.10 · Graphical, numerical, and analytical information from f' and f" can be used to predict and explain the behavior of f.
FUN-4.A.11 · Key features of the graphs of f, f', and f" are related to one another.
5.5 · Using the Candidates Test to Determine Absolute (Global) Extrema
FUN-4.A · Justify conclusions about the behavior of a function based on the behavior of its derivatives.
Lesson provided · Practice provided
Course and exam description p. 96, 97, 98, 99, 100, 101, 102
- Teach: Determining Intervals on Which a Function Is Increasing or Decreasing
More teaching passages in this lesson
- Teaching passage: Make a sign chart by splitting the domain at derivative zeros, points where the derivative is undefined, and domain breaks. Determine the sign on…
- Teaching passage: For f′(x) = (x + 1)(x − 2), both factors are negative on x < −1, their signs differ between −1 and 2, and both are positive for x > 2. Thus f…
- Teaching passage: An isolated zero derivative does not force a flat interval. The function x³ is strictly increasing through zero even though f′(0) = 0. If f′ is…
- Teach: Using the First Derivative Test to Determine Relative (Local) Extrema
More teaching passages in this lesson
- Teaching passage: The first derivative test works at a corner too, provided f is continuous at the point and differentiable on suitable nearby sides. For |x|, the…
- Teaching passage: For f′(x) = x²(x − 3), the derivative is negative on both sides of zero but switches from negative to positive at 3. The critical number zero is…
- Teach: Using the Candidates Test to Determine Absolute (Global) Extrema
More teaching passages in this lesson
- Teaching passage: Do not discard nondifferentiable interior points. For a continuous absolute-value or piecewise function, a corner may be the smallest value. Do…
- Teaching passage: A calculator can solve f′ = 0 numerically and evaluate candidates for a complicated model. Record all roots in the interval and enough precision…
- Teach: Determining Concavity of Functions over Their Domains
More teaching passages in this lesson
- Teaching passage: An inflection point is a point of the function where concavity changes. A zero or undefined value of f″ is a candidate, not a finished answer.…
- Teaching passage: A second derivative need not exist at an inflection point. The continuous function x^(1/3) is concave up for x < 0 and concave down for x > 0, so…
- Teach: Using the Second Derivative Test to Determine Extrema
More teaching passages in this lesson
- Teaching passage: If f″(c) = 0 or is unavailable, this test is inconclusive. Go back to derivative sign changes or direct comparison. The functions x⁴, −x⁴, and x³…
- Teaching passage: Local and absolute conclusions still need different evidence. The CED also includes a useful one-critical-point case: when a continuous function…
- Teaching passage: For f(x) = x + 4/x on (0,∞), f′ = 1 − 4/x² has only c = 2, and f″ = 8/x³ > 0. It is a local minimum; the unique-critical-point criterion makes it…
- Teach: Sketching Graphs of Functions and Their Derivatives
More teaching passages in this lesson
- Teaching passage: When sketching f′ from f, its height at x is the tangent slope of f. A horizontal tangent of f produces a derivative zero. A sharp corner of f…
- Teaching passage: When sketching f from f′, use the derivative’s sign for increase/decrease and its slope for concavity. A known f-value fixes vertical placement.…
- Teach: Connecting a Function, Its First Derivative, and Its Second Derivative
More teaching passages in this lesson
- Teaching passage: To match three graphs, look for landmarks that survive this chain. Extrema of f usually align with sign-changing zeros of f′. Extrema of f′ often…
- Teaching passage: For f(x) = x³, f′ = 3x² is nonnegative and touches zero at the origin, while f″ = 6x crosses zero there. The function increases through its…
- Check understanding: A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals. · Worked answer for A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals.
- Check understanding: A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing… · Worked answer for A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing…
More checks for this goal
- Check understanding: For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test. · Worked answer for For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test.
- Check understanding: A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in… · Worked answer for A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in…
- Check understanding: Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison. · Worked answer for Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison.
- Check understanding: Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate. · Worked answer for Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate.
- Check understanding: A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the… · Worked answer for A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the…
- Check understanding: Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives. · Worked answer for Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives.
- Check understanding: Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values. · Worked answer for Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values.
- Check understanding: Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens? · Worked answer for Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens?
- Check understanding: For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval. · Worked answer for For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval.
- Check understanding: For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior. · Worked answer for For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior.
- Check understanding: The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.… · Worked answer for The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.…
- Check understanding: These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each… · Worked answer for These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each…
- Check understanding: A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,… · Worked answer for A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,…
- Check understanding: On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f? · Worked answer for On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f?
Required knowledge for FUN-4.A
FUN-4.A.1 · The first derivative of a function can provide information about the function and its graph, including intervals where the function is increasing or decreasing.
FUN-4.A.2 · The first derivative of a function can determine the location of relative (local) extrema of the function.
FUN-4.A.3 · Absolute (global) extrema of a function on a closed interval can only occur at critical points or at endpoints.
FUN-4.A.4 · The graph of a function is concave up (down) on an open interval if the function’s derivative is increasing (decreasing) on that interval.
FUN-4.A.5 · The second derivative of a function provides information about the function and its graph, including intervals of upward or downward concavity.
FUN-4.A.6 · The second derivative of a function may be used to locate points of inflection for the graph of the original function.
FUN-4.A.7 · The second derivative of a function may determine whether a critical point is the location of a relative (local) maximum or minimum.
FUN-4.A.8 · When a continuous function has only one critical point on an interval on its domain and the critical point corresponds to a relative (local) extremum of the function on the interval, then that critical point also corresponds to the absolute (global) extremum of the function on the interval.
FUN-4.A.9 · Key features of functions and their derivatives can be identified and related to their graphical, numerical, and analytical representations.
FUN-4.A.10 · Graphical, numerical, and analytical information from f' and f" can be used to predict and explain the behavior of f.
FUN-4.A.11 · Key features of the graphs of f, f', and f" are related to one another.
5.6 · Determining Concavity of Functions over Their Domains
FUN-4.A · Justify conclusions about the behavior of a function based on the behavior of its derivatives.
Lesson provided · Practice provided
Course and exam description p. 96, 97, 98, 99, 100, 101, 102
- Teach: Determining Intervals on Which a Function Is Increasing or Decreasing
More teaching passages in this lesson
- Teaching passage: Make a sign chart by splitting the domain at derivative zeros, points where the derivative is undefined, and domain breaks. Determine the sign on…
- Teaching passage: For f′(x) = (x + 1)(x − 2), both factors are negative on x < −1, their signs differ between −1 and 2, and both are positive for x > 2. Thus f…
- Teaching passage: An isolated zero derivative does not force a flat interval. The function x³ is strictly increasing through zero even though f′(0) = 0. If f′ is…
- Teach: Using the First Derivative Test to Determine Relative (Local) Extrema
More teaching passages in this lesson
- Teaching passage: The first derivative test works at a corner too, provided f is continuous at the point and differentiable on suitable nearby sides. For |x|, the…
- Teaching passage: For f′(x) = x²(x − 3), the derivative is negative on both sides of zero but switches from negative to positive at 3. The critical number zero is…
- Teach: Using the Candidates Test to Determine Absolute (Global) Extrema
More teaching passages in this lesson
- Teaching passage: Do not discard nondifferentiable interior points. For a continuous absolute-value or piecewise function, a corner may be the smallest value. Do…
- Teaching passage: A calculator can solve f′ = 0 numerically and evaluate candidates for a complicated model. Record all roots in the interval and enough precision…
- Teach: Determining Concavity of Functions over Their Domains
More teaching passages in this lesson
- Teaching passage: An inflection point is a point of the function where concavity changes. A zero or undefined value of f″ is a candidate, not a finished answer.…
- Teaching passage: A second derivative need not exist at an inflection point. The continuous function x^(1/3) is concave up for x < 0 and concave down for x > 0, so…
- Teach: Using the Second Derivative Test to Determine Extrema
More teaching passages in this lesson
- Teaching passage: If f″(c) = 0 or is unavailable, this test is inconclusive. Go back to derivative sign changes or direct comparison. The functions x⁴, −x⁴, and x³…
- Teaching passage: Local and absolute conclusions still need different evidence. The CED also includes a useful one-critical-point case: when a continuous function…
- Teaching passage: For f(x) = x + 4/x on (0,∞), f′ = 1 − 4/x² has only c = 2, and f″ = 8/x³ > 0. It is a local minimum; the unique-critical-point criterion makes it…
- Teach: Sketching Graphs of Functions and Their Derivatives
More teaching passages in this lesson
- Teaching passage: When sketching f′ from f, its height at x is the tangent slope of f. A horizontal tangent of f produces a derivative zero. A sharp corner of f…
- Teaching passage: When sketching f from f′, use the derivative’s sign for increase/decrease and its slope for concavity. A known f-value fixes vertical placement.…
- Teach: Connecting a Function, Its First Derivative, and Its Second Derivative
More teaching passages in this lesson
- Teaching passage: To match three graphs, look for landmarks that survive this chain. Extrema of f usually align with sign-changing zeros of f′. Extrema of f′ often…
- Teaching passage: For f(x) = x³, f′ = 3x² is nonnegative and touches zero at the origin, while f″ = 6x crosses zero there. The function increases through its…
- Check understanding: A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals. · Worked answer for A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals.
- Check understanding: A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing… · Worked answer for A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing…
More checks for this goal
- Check understanding: For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test. · Worked answer for For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test.
- Check understanding: A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in… · Worked answer for A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in…
- Check understanding: Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison. · Worked answer for Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison.
- Check understanding: Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate. · Worked answer for Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate.
- Check understanding: A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the… · Worked answer for A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the…
- Check understanding: Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives. · Worked answer for Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives.
- Check understanding: Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values. · Worked answer for Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values.
- Check understanding: Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens? · Worked answer for Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens?
- Check understanding: For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval. · Worked answer for For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval.
- Check understanding: For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior. · Worked answer for For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior.
- Check understanding: The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.… · Worked answer for The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.…
- Check understanding: These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each… · Worked answer for These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each…
- Check understanding: A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,… · Worked answer for A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,…
- Check understanding: On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f? · Worked answer for On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f?
Required knowledge for FUN-4.A
FUN-4.A.1 · The first derivative of a function can provide information about the function and its graph, including intervals where the function is increasing or decreasing.
FUN-4.A.2 · The first derivative of a function can determine the location of relative (local) extrema of the function.
FUN-4.A.3 · Absolute (global) extrema of a function on a closed interval can only occur at critical points or at endpoints.
FUN-4.A.4 · The graph of a function is concave up (down) on an open interval if the function’s derivative is increasing (decreasing) on that interval.
FUN-4.A.5 · The second derivative of a function provides information about the function and its graph, including intervals of upward or downward concavity.
FUN-4.A.6 · The second derivative of a function may be used to locate points of inflection for the graph of the original function.
FUN-4.A.7 · The second derivative of a function may determine whether a critical point is the location of a relative (local) maximum or minimum.
FUN-4.A.8 · When a continuous function has only one critical point on an interval on its domain and the critical point corresponds to a relative (local) extremum of the function on the interval, then that critical point also corresponds to the absolute (global) extremum of the function on the interval.
FUN-4.A.9 · Key features of functions and their derivatives can be identified and related to their graphical, numerical, and analytical representations.
FUN-4.A.10 · Graphical, numerical, and analytical information from f' and f" can be used to predict and explain the behavior of f.
FUN-4.A.11 · Key features of the graphs of f, f', and f" are related to one another.
5.7 · Using the Second Derivative Test to Determine Extrema
FUN-4.A · Justify conclusions about the behavior of a function based on the behavior of its derivatives.
Lesson provided · Practice provided
Course and exam description p. 96, 97, 98, 99, 100, 101, 102
- Teach: Determining Intervals on Which a Function Is Increasing or Decreasing
More teaching passages in this lesson
- Teaching passage: Make a sign chart by splitting the domain at derivative zeros, points where the derivative is undefined, and domain breaks. Determine the sign on…
- Teaching passage: For f′(x) = (x + 1)(x − 2), both factors are negative on x < −1, their signs differ between −1 and 2, and both are positive for x > 2. Thus f…
- Teaching passage: An isolated zero derivative does not force a flat interval. The function x³ is strictly increasing through zero even though f′(0) = 0. If f′ is…
- Teach: Using the First Derivative Test to Determine Relative (Local) Extrema
More teaching passages in this lesson
- Teaching passage: The first derivative test works at a corner too, provided f is continuous at the point and differentiable on suitable nearby sides. For |x|, the…
- Teaching passage: For f′(x) = x²(x − 3), the derivative is negative on both sides of zero but switches from negative to positive at 3. The critical number zero is…
- Teach: Using the Candidates Test to Determine Absolute (Global) Extrema
More teaching passages in this lesson
- Teaching passage: Do not discard nondifferentiable interior points. For a continuous absolute-value or piecewise function, a corner may be the smallest value. Do…
- Teaching passage: A calculator can solve f′ = 0 numerically and evaluate candidates for a complicated model. Record all roots in the interval and enough precision…
- Teach: Determining Concavity of Functions over Their Domains
More teaching passages in this lesson
- Teaching passage: An inflection point is a point of the function where concavity changes. A zero or undefined value of f″ is a candidate, not a finished answer.…
- Teaching passage: A second derivative need not exist at an inflection point. The continuous function x^(1/3) is concave up for x < 0 and concave down for x > 0, so…
- Teach: Using the Second Derivative Test to Determine Extrema
More teaching passages in this lesson
- Teaching passage: If f″(c) = 0 or is unavailable, this test is inconclusive. Go back to derivative sign changes or direct comparison. The functions x⁴, −x⁴, and x³…
- Teaching passage: Local and absolute conclusions still need different evidence. The CED also includes a useful one-critical-point case: when a continuous function…
- Teaching passage: For f(x) = x + 4/x on (0,∞), f′ = 1 − 4/x² has only c = 2, and f″ = 8/x³ > 0. It is a local minimum; the unique-critical-point criterion makes it…
- Teach: Sketching Graphs of Functions and Their Derivatives
More teaching passages in this lesson
- Teaching passage: When sketching f′ from f, its height at x is the tangent slope of f. A horizontal tangent of f produces a derivative zero. A sharp corner of f…
- Teaching passage: When sketching f from f′, use the derivative’s sign for increase/decrease and its slope for concavity. A known f-value fixes vertical placement.…
- Teach: Connecting a Function, Its First Derivative, and Its Second Derivative
More teaching passages in this lesson
- Teaching passage: To match three graphs, look for landmarks that survive this chain. Extrema of f usually align with sign-changing zeros of f′. Extrema of f′ often…
- Teaching passage: For f(x) = x³, f′ = 3x² is nonnegative and touches zero at the origin, while f″ = 6x crosses zero there. The function increases through its…
- Check understanding: A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals. · Worked answer for A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals.
- Check understanding: A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing… · Worked answer for A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing…
More checks for this goal
- Check understanding: For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test. · Worked answer for For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test.
- Check understanding: A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in… · Worked answer for A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in…
- Check understanding: Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison. · Worked answer for Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison.
- Check understanding: Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate. · Worked answer for Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate.
- Check understanding: A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the… · Worked answer for A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the…
- Check understanding: Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives. · Worked answer for Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives.
- Check understanding: Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values. · Worked answer for Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values.
- Check understanding: Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens? · Worked answer for Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens?
- Check understanding: For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval. · Worked answer for For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval.
- Check understanding: For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior. · Worked answer for For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior.
- Check understanding: The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.… · Worked answer for The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.…
- Check understanding: These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each… · Worked answer for These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each…
- Check understanding: A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,… · Worked answer for A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,…
- Check understanding: On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f? · Worked answer for On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f?
Required knowledge for FUN-4.A
FUN-4.A.1 · The first derivative of a function can provide information about the function and its graph, including intervals where the function is increasing or decreasing.
FUN-4.A.2 · The first derivative of a function can determine the location of relative (local) extrema of the function.
FUN-4.A.3 · Absolute (global) extrema of a function on a closed interval can only occur at critical points or at endpoints.
FUN-4.A.4 · The graph of a function is concave up (down) on an open interval if the function’s derivative is increasing (decreasing) on that interval.
FUN-4.A.5 · The second derivative of a function provides information about the function and its graph, including intervals of upward or downward concavity.
FUN-4.A.6 · The second derivative of a function may be used to locate points of inflection for the graph of the original function.
FUN-4.A.7 · The second derivative of a function may determine whether a critical point is the location of a relative (local) maximum or minimum.
FUN-4.A.8 · When a continuous function has only one critical point on an interval on its domain and the critical point corresponds to a relative (local) extremum of the function on the interval, then that critical point also corresponds to the absolute (global) extremum of the function on the interval.
FUN-4.A.9 · Key features of functions and their derivatives can be identified and related to their graphical, numerical, and analytical representations.
FUN-4.A.10 · Graphical, numerical, and analytical information from f' and f" can be used to predict and explain the behavior of f.
FUN-4.A.11 · Key features of the graphs of f, f', and f" are related to one another.
5.8 · Sketching Graphs of Functions and Their Derivatives
FUN-4.A · Justify conclusions about the behavior of a function based on the behavior of its derivatives.
Lesson provided · Practice provided
Course and exam description p. 96, 97, 98, 99, 100, 101, 102
- Teach: Determining Intervals on Which a Function Is Increasing or Decreasing
More teaching passages in this lesson
- Teaching passage: Make a sign chart by splitting the domain at derivative zeros, points where the derivative is undefined, and domain breaks. Determine the sign on…
- Teaching passage: For f′(x) = (x + 1)(x − 2), both factors are negative on x < −1, their signs differ between −1 and 2, and both are positive for x > 2. Thus f…
- Teaching passage: An isolated zero derivative does not force a flat interval. The function x³ is strictly increasing through zero even though f′(0) = 0. If f′ is…
- Teach: Using the First Derivative Test to Determine Relative (Local) Extrema
More teaching passages in this lesson
- Teaching passage: The first derivative test works at a corner too, provided f is continuous at the point and differentiable on suitable nearby sides. For |x|, the…
- Teaching passage: For f′(x) = x²(x − 3), the derivative is negative on both sides of zero but switches from negative to positive at 3. The critical number zero is…
- Teach: Using the Candidates Test to Determine Absolute (Global) Extrema
More teaching passages in this lesson
- Teaching passage: Do not discard nondifferentiable interior points. For a continuous absolute-value or piecewise function, a corner may be the smallest value. Do…
- Teaching passage: A calculator can solve f′ = 0 numerically and evaluate candidates for a complicated model. Record all roots in the interval and enough precision…
- Teach: Determining Concavity of Functions over Their Domains
More teaching passages in this lesson
- Teaching passage: An inflection point is a point of the function where concavity changes. A zero or undefined value of f″ is a candidate, not a finished answer.…
- Teaching passage: A second derivative need not exist at an inflection point. The continuous function x^(1/3) is concave up for x < 0 and concave down for x > 0, so…
- Teach: Using the Second Derivative Test to Determine Extrema
More teaching passages in this lesson
- Teaching passage: If f″(c) = 0 or is unavailable, this test is inconclusive. Go back to derivative sign changes or direct comparison. The functions x⁴, −x⁴, and x³…
- Teaching passage: Local and absolute conclusions still need different evidence. The CED also includes a useful one-critical-point case: when a continuous function…
- Teaching passage: For f(x) = x + 4/x on (0,∞), f′ = 1 − 4/x² has only c = 2, and f″ = 8/x³ > 0. It is a local minimum; the unique-critical-point criterion makes it…
- Teach: Sketching Graphs of Functions and Their Derivatives
More teaching passages in this lesson
- Teaching passage: When sketching f′ from f, its height at x is the tangent slope of f. A horizontal tangent of f produces a derivative zero. A sharp corner of f…
- Teaching passage: When sketching f from f′, use the derivative’s sign for increase/decrease and its slope for concavity. A known f-value fixes vertical placement.…
- Teach: Connecting a Function, Its First Derivative, and Its Second Derivative
More teaching passages in this lesson
- Teaching passage: To match three graphs, look for landmarks that survive this chain. Extrema of f usually align with sign-changing zeros of f′. Extrema of f′ often…
- Teaching passage: For f(x) = x³, f′ = 3x² is nonnegative and touches zero at the origin, while f″ = 6x crosses zero there. The function increases through its…
- Check understanding: A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals. · Worked answer for A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals.
- Check understanding: A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing… · Worked answer for A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing…
More checks for this goal
- Check understanding: For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test. · Worked answer for For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test.
- Check understanding: A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in… · Worked answer for A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in…
- Check understanding: Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison. · Worked answer for Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison.
- Check understanding: Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate. · Worked answer for Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate.
- Check understanding: A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the… · Worked answer for A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the…
- Check understanding: Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives. · Worked answer for Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives.
- Check understanding: Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values. · Worked answer for Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values.
- Check understanding: Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens? · Worked answer for Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens?
- Check understanding: For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval. · Worked answer for For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval.
- Check understanding: For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior. · Worked answer for For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior.
- Check understanding: The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.… · Worked answer for The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.…
- Check understanding: These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each… · Worked answer for These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each…
- Check understanding: A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,… · Worked answer for A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,…
- Check understanding: On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f? · Worked answer for On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f?
Required knowledge for FUN-4.A
FUN-4.A.1 · The first derivative of a function can provide information about the function and its graph, including intervals where the function is increasing or decreasing.
FUN-4.A.2 · The first derivative of a function can determine the location of relative (local) extrema of the function.
FUN-4.A.3 · Absolute (global) extrema of a function on a closed interval can only occur at critical points or at endpoints.
FUN-4.A.4 · The graph of a function is concave up (down) on an open interval if the function’s derivative is increasing (decreasing) on that interval.
FUN-4.A.5 · The second derivative of a function provides information about the function and its graph, including intervals of upward or downward concavity.
FUN-4.A.6 · The second derivative of a function may be used to locate points of inflection for the graph of the original function.
FUN-4.A.7 · The second derivative of a function may determine whether a critical point is the location of a relative (local) maximum or minimum.
FUN-4.A.8 · When a continuous function has only one critical point on an interval on its domain and the critical point corresponds to a relative (local) extremum of the function on the interval, then that critical point also corresponds to the absolute (global) extremum of the function on the interval.
FUN-4.A.9 · Key features of functions and their derivatives can be identified and related to their graphical, numerical, and analytical representations.
FUN-4.A.10 · Graphical, numerical, and analytical information from f' and f" can be used to predict and explain the behavior of f.
FUN-4.A.11 · Key features of the graphs of f, f', and f" are related to one another.
5.9 · Connecting a Function, Its First Derivative, and Its Second Derivative
FUN-4.A · Justify conclusions about the behavior of a function based on the behavior of its derivatives.
Lesson provided · Practice provided
Course and exam description p. 96, 97, 98, 99, 100, 101, 102
- Teach: Determining Intervals on Which a Function Is Increasing or Decreasing
More teaching passages in this lesson
- Teaching passage: Make a sign chart by splitting the domain at derivative zeros, points where the derivative is undefined, and domain breaks. Determine the sign on…
- Teaching passage: For f′(x) = (x + 1)(x − 2), both factors are negative on x < −1, their signs differ between −1 and 2, and both are positive for x > 2. Thus f…
- Teaching passage: An isolated zero derivative does not force a flat interval. The function x³ is strictly increasing through zero even though f′(0) = 0. If f′ is…
- Teach: Using the First Derivative Test to Determine Relative (Local) Extrema
More teaching passages in this lesson
- Teaching passage: The first derivative test works at a corner too, provided f is continuous at the point and differentiable on suitable nearby sides. For |x|, the…
- Teaching passage: For f′(x) = x²(x − 3), the derivative is negative on both sides of zero but switches from negative to positive at 3. The critical number zero is…
- Teach: Using the Candidates Test to Determine Absolute (Global) Extrema
More teaching passages in this lesson
- Teaching passage: Do not discard nondifferentiable interior points. For a continuous absolute-value or piecewise function, a corner may be the smallest value. Do…
- Teaching passage: A calculator can solve f′ = 0 numerically and evaluate candidates for a complicated model. Record all roots in the interval and enough precision…
- Teach: Determining Concavity of Functions over Their Domains
More teaching passages in this lesson
- Teaching passage: An inflection point is a point of the function where concavity changes. A zero or undefined value of f″ is a candidate, not a finished answer.…
- Teaching passage: A second derivative need not exist at an inflection point. The continuous function x^(1/3) is concave up for x < 0 and concave down for x > 0, so…
- Teach: Using the Second Derivative Test to Determine Extrema
More teaching passages in this lesson
- Teaching passage: If f″(c) = 0 or is unavailable, this test is inconclusive. Go back to derivative sign changes or direct comparison. The functions x⁴, −x⁴, and x³…
- Teaching passage: Local and absolute conclusions still need different evidence. The CED also includes a useful one-critical-point case: when a continuous function…
- Teaching passage: For f(x) = x + 4/x on (0,∞), f′ = 1 − 4/x² has only c = 2, and f″ = 8/x³ > 0. It is a local minimum; the unique-critical-point criterion makes it…
- Teach: Sketching Graphs of Functions and Their Derivatives
More teaching passages in this lesson
- Teaching passage: When sketching f′ from f, its height at x is the tangent slope of f. A horizontal tangent of f produces a derivative zero. A sharp corner of f…
- Teaching passage: When sketching f from f′, use the derivative’s sign for increase/decrease and its slope for concavity. A known f-value fixes vertical placement.…
- Teach: Connecting a Function, Its First Derivative, and Its Second Derivative
More teaching passages in this lesson
- Teaching passage: To match three graphs, look for landmarks that survive this chain. Extrema of f usually align with sign-changing zeros of f′. Extrema of f′ often…
- Teaching passage: For f(x) = x³, f′ = 3x² is nonnegative and touches zero at the origin, while f″ = 6x crosses zero there. The function increases through its…
- Check understanding: A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals. · Worked answer for A differentiable function has f′(x) = (x + 1)(x − 2). Determine all increasing and decreasing intervals.
- Check understanding: A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing… · Worked answer for A differentiable function has exact derivative values in the table. What can you conclude at each listed input, and can the table prove increasing…
More checks for this goal
- Check understanding: For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test. · Worked answer for For a differentiable function with f′(x) = (x − 1)²(x + 2), classify the critical numbers by the first derivative test.
- Check understanding: A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in… · Worked answer for A continuous derivative graph passes linearly through (−1,2), (0,0), (1,−2), (2,0), and (3,2). Classify the relative extrema of f in…
- Check understanding: Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison. · Worked answer for Find all absolute extrema of f(x) = x³ − 3x on [−2,3]. Show a complete candidates comparison.
- Check understanding: Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate. · Worked answer for Find all absolute extrema of f(x) = |x − 1| on [−1,3]. Include the nondifferentiable candidate.
- Check understanding: A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the… · Worked answer for A twice-differentiable function on the real line has f″(x) = x(x − 2). Determine concavity intervals, where f′ increases/decreases, and the…
- Check understanding: Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives. · Worked answer for Compare the origin for f(x) = x⁴ and g(x) = x^(1/3). Which has an inflection there? Explain using concavity, including any undefined derivatives.
- Check understanding: Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values. · Worked answer for Use the second derivative test to classify critical points of f(x) = x³ − 3x, including their function values.
- Check understanding: Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens? · Worked answer for Both f(x) = x⁴ and g(x) = x³ have f′(0) = g′(0) = 0 and f″(0) = g″(0) = 0. What does the second derivative test say, and what actually happens?
- Check understanding: For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval. · Worked answer for For f(x) = x + 9/x on (0,∞), find and justify the absolute minimum. State why a local conclusion extends to the entire interval.
- Check understanding: For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior. · Worked answer for For f(x) = x³ − 3x, give the labeled features needed for a calculus sketch: intercepts, extrema, concavity, and end behavior.
- Check understanding: The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.… · Worked answer for The derivative is f′(x) = |x| − 1, with the graph shown. f(0) = 2. Describe extrema, concavity, the inflection, and the anchor for a sketch of f.…
- Check understanding: These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each… · Worked answer for These are exact instantaneous values, and f′ and f″ are continuous near each listed input. Classify the local direction and concavity near each…
- Check understanding: A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,… · Worked answer for A differentiable function has f′(x) = sin x on [0,2π]. Determine increasing/decreasing intervals, interior relative extrema, concavity intervals,…
- Check understanding: On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f? · Worked answer for On an interval, f′ > 0 and f″ < 0. Explain the behavior of f and f′. Can you determine the sign of f?
Required knowledge for FUN-4.A
FUN-4.A.1 · The first derivative of a function can provide information about the function and its graph, including intervals where the function is increasing or decreasing.
FUN-4.A.2 · The first derivative of a function can determine the location of relative (local) extrema of the function.
FUN-4.A.3 · Absolute (global) extrema of a function on a closed interval can only occur at critical points or at endpoints.
FUN-4.A.4 · The graph of a function is concave up (down) on an open interval if the function’s derivative is increasing (decreasing) on that interval.
FUN-4.A.5 · The second derivative of a function provides information about the function and its graph, including intervals of upward or downward concavity.
FUN-4.A.6 · The second derivative of a function may be used to locate points of inflection for the graph of the original function.
FUN-4.A.7 · The second derivative of a function may determine whether a critical point is the location of a relative (local) maximum or minimum.
FUN-4.A.8 · When a continuous function has only one critical point on an interval on its domain and the critical point corresponds to a relative (local) extremum of the function on the interval, then that critical point also corresponds to the absolute (global) extremum of the function on the interval.
FUN-4.A.9 · Key features of functions and their derivatives can be identified and related to their graphical, numerical, and analytical representations.
FUN-4.A.10 · Graphical, numerical, and analytical information from f' and f" can be used to predict and explain the behavior of f.
FUN-4.A.11 · Key features of the graphs of f, f', and f" are related to one another.
5.10 · Introduction to Optimization Problems
FUN-4.B · Calculate minimum and maximum values in applied contexts or analysis of functions.
Lesson provided · Practice provided
Course and exam description p. 103
- Teach: Introduction to Optimization Problems
More teaching passages in this lesson
- Teaching passage: For a rectangular pen with 60 meters of fencing on all four sides, 2x + 2y = 60 gives y = 30 − x. Its area is A(x) = x(30 − x), with 0 < x < 30…
- Teaching passage: Other contexts share the same structure: cost under a production constraint, volume under material restrictions, or distance to a curve. If the…
- Check understanding: A rectangular garden borders a wall, so only three sides need fencing. With 96 m of fencing, let x be a perpendicular side. Build the area model,… · Worked answer for A rectangular garden borders a wall, so only three sides need fencing. With 96 m of fencing, let x be a perpendicular side. Build the area model,…
- Check understanding: A closed cylinder must hold 54π cm³. Minimize its surface area S = 2πr² + 2πrh, with positive dimensions. Give radius, height, area, and a global… · Worked answer for A closed cylinder must hold 54π cm³. Minimize its surface area S = 2πr² + 2πrh, with positive dimensions. Give radius, height, area, and a global…
More checks for this goal
- Check understanding: A rectangle must have area 100 m². Find positive side lengths that minimize its perimeter, with a global justification. · Worked answer for A rectangle must have area 100 m². Find positive side lengths that minimize its perimeter, with a global justification.
- Check understanding: For the box model V(h) = h(20 − 2h)(12 − 2h), 0 < h < 6, find the maximizing h numerically to three decimals and the volume to three decimals.… · Worked answer for For the box model V(h) = h(20 − 2h)(12 − 2h), 0 < h < 6, find the maximizing h numerically to three decimals and the volume to three decimals.…
- Check understanding: Find all points on y = x² closest to (0,3). Minimize squared distance and give the actual minimum distance, with a global justification. · Worked answer for Find all points on y = x² closest to (0,3). Minimize squared distance and give the actual minimum distance, with a global justification.
Required knowledge for FUN-4.B
FUN-4.B.1 · The derivative can be used to solve optimization problems; that is, finding a minimum or maximum value of a function on a given interval.
5.11 · Solving Optimization Problems
FUN-4.C · Interpret minimum and maximum values calculated in applied contexts.
Lesson provided · Practice provided
Course and exam description p. 104
- Teach: Solving Optimization Problems
More teaching passages in this lesson
- Teaching passage: For a continuous objective on a closed interval, compare all critical-point and endpoint values. For an open or unbounded interval, the EVT does…
- Teaching passage: Consider a closed cylinder with fixed volume 16π cm³. Volume gives h = 16/r² for r > 0. Surface area becomes S(r) = 2πr² + 32π/r. Then S′ = 4πr −…
- Check understanding: A closed cylinder must hold 54π cm³. Minimize its surface area S = 2πr² + 2πrh, with positive dimensions. Give radius, height, area, and a global… · Worked answer for A closed cylinder must hold 54π cm³. Minimize its surface area S = 2πr² + 2πrh, with positive dimensions. Give radius, height, area, and a global…
- Check understanding: A rectangle must have area 100 m². Find positive side lengths that minimize its perimeter, with a global justification. · Worked answer for A rectangle must have area 100 m². Find positive side lengths that minimize its perimeter, with a global justification.
More checks for this goal
- Check understanding: For the box model V(h) = h(20 − 2h)(12 − 2h), 0 < h < 6, find the maximizing h numerically to three decimals and the volume to three decimals.… · Worked answer for For the box model V(h) = h(20 − 2h)(12 − 2h), 0 < h < 6, find the maximizing h numerically to three decimals and the volume to three decimals.…
- Check understanding: Find all points on y = x² closest to (0,3). Minimize squared distance and give the actual minimum distance, with a global justification. · Worked answer for Find all points on y = x² closest to (0,3). Minimize squared distance and give the actual minimum distance, with a global justification.
Required knowledge for FUN-4.C
FUN-4.C.1 · Minimum and maximum values of a function take on specific meanings in applied contexts.
5.12 · Exploring Behaviors of Implicit Relations
FUN-4.D · Determine critical points of implicit relations.
Lesson provided · Practice provided
Course and exam description p. 105
- Teach: Exploring Behaviors of Implicit Relations
- Check understanding: On the upper branch of x² + y² = 25, with −5 < x < 5, find the interior critical point and classify it using implicit derivative evidence. · Worked answer for On the upper branch of x² + y² = 25, with −5 < x < 5, find the interior critical point and classify it using implicit derivative evidence.
- Check understanding: Near (0,1), the relation y² = x³ + 1 uses its positive branch. Show that the point is critical, explain why the second derivative test is… · Worked answer for Near (0,1), the relation y² = x³ + 1 uses its positive branch. Show that the point is critical, explain why the second derivative test is…
Required knowledge for FUN-4.D
FUN-4.D.1 · A point on an implicit relation where the first derivative equals zero or does not exist is a critical point of the function.
FUN-4.E · Justify conclusions about the behavior of an implicitly defined function based on evidence from its derivatives.
Lesson provided · Practice provided
Course and exam description p. 105
- Teach: Exploring Behaviors of Implicit Relations
More teaching passages in this lesson
- Teaching passage: For x² + y² = 25, implicit differentiation gives y′ = −x/y when y ≠ 0. On the upper branch, the point (0,5) has y′ = 0. At (±5,0), the slope…
- Teaching passage: Differentiate again carefully: 2 + 2(y′)² + 2yy″ = 0, giving y″ = −[1 + (y′)²]/y. Second derivatives of implicit relations can contain x, y, and…
- Check understanding: On the upper branch of x² + y² = 25, with −5 < x < 5, find the interior critical point and classify it using implicit derivative evidence. · Worked answer for On the upper branch of x² + y² = 25, with −5 < x < 5, find the interior critical point and classify it using implicit derivative evidence.
- Check understanding: The implicit relation y² + xy = 6 passes through (1,2). Find y′ and y″ there and describe the local direction and concavity. · Worked answer for The implicit relation y² + xy = 6 passes through (1,2). Find y′ and y″ there and describe the local direction and concavity.
More checks for this goal
- Check understanding: Near (0,1), the relation y² = x³ + 1 uses its positive branch. Show that the point is critical, explain why the second derivative test is… · Worked answer for Near (0,1), the relation y² = x³ + 1 uses its positive branch. Show that the point is critical, explain why the second derivative test is…
Required knowledge for FUN-4.E
FUN-4.E.1 · Applications of derivatives can be extended to implicitly defined functions.
FUN-4.E.2 · Second derivatives involving implicit differentiation may be relations of x, y, and dy/dx.
Unit 6: Integration and Accumulation of Change
6.1 · Exploring Accumulations of Change
CHA-4.A · Interpret the meaning of areas associated with the graph of a rate of change in context.
Lesson provided · Practice provided
Course and exam description p. 113
- Teach: Exploring Accumulations of Change
- Check understanding: A tank contains 40 L at t=0. Its net filling rate is 3 L/min for 0≤t≤4 and −2 L/min for 4<t≤7. How much water is in the tank at t=7? · Worked answer for A tank contains 40 L at t=0. Its net filling rate is 3 L/min for 0≤t≤4 and −2 L/min for 4<t≤7. How much water is in the tank at t=7?
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- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
Required knowledge for CHA-4.A
CHA-4.A.1 · The area of the region between the graph of a rate of change function and the x axis gives the accumulation of change.
CHA-4.A.2 · In some cases, accumulation of change can be evaluated by using geometry.
CHA-4.A.3 · If a rate of change is positive (negative) over an interval, then the accumulated change is positive (negative).
CHA-4.A.4 · The unit for the area of a region defined by rate of change is the unit for the rate of change multiplied by the unit for the independent variable.
6.2 · Approximating Areas with Riemann Sums
LIM-5.A · Approximate a definite integral using geometric and numerical methods.
Lesson provided · Practice provided
Course and exam description p. 114
- Teach: Approximating Areas with Riemann Sums
More teaching passages in this lesson
- Teaching passage: Here left = 2(1)+4(2)=10, right = 4(1)+8(2)=20, and trapezoidal = ½(2+4)(1)+½(4+8)(2)=15 liters. For an increasing function, left underestimates…
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Supports part of this goal.
Teaching passage: For a continuous function supplied only as a curved graph, a definite integral usually cannot be replaced by an exact triangle or circle area.… -
Supports part of this goal.
Teaching passage: Two errors can enter a graph estimate. Quadrature error comes from replacing the curve by rectangles or chords. Reading error comes from… -
Supports part of this goal.
Teaching passage: The partition 0,1,2,3,4 has four widths of 1. The left heights give L₄ = 1(1.0 + 2.0 + 2.4 + 2.7) = 8.1. The right heights give R₄ = 1(2.0 + 2.4 +… -
Supports part of this goal.
Teaching passage: With exact heights, increasing behavior gives L₄ < ∫₀⁴ f < R₄, while concave-down behavior gives T₄ < ∫₀⁴ f < M₄. The rounded sums are not those… -
Supports part of this goal.
Teaching passage: For the formula, two midpoint rectangles have width 1 and heights r(0.5) = 1.25 and r(1.5) = 3.25, giving M₂ = 4.5 liters. Since r is concave up,… -
Supports part of this goal.
Teaching passage: For the verbally described rate, the exact endpoint values give T₂ = 1(1 + 2)/2 + 1(2 + 4)/2 = 4.5 liters. The stated whole-interval strict…
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- The fixed line and sine models do not require students to calculate a non-exact integral approximation from a supplied graph. This visual teaching evidence does not close the assessed representation gap.
- Source-only review; rendered plot acceptance remains parent-owned.
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- Objective/clause-specific scope: The task explicitly calculates a definite-integral approximation using rectangular/trapezoidal numerical geometry. Missing representation breadth under EK LIM-5.A.1 does not prevent direct support of this narrower objective.
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- Objective/clause-specific scope: The task explicitly calculates a definite-integral approximation using rectangular/trapezoidal numerical geometry. Missing representation breadth under EK LIM-5.A.1 does not prevent direct support of this narrower objective.
More checks for this goal
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- Objective/clause-specific scope: The task explicitly calculates a definite-integral approximation using rectangular/trapezoidal numerical geometry. Missing representation breadth under EK LIM-5.A.1 does not prevent direct support of this narrower objective.
- Check understanding: Use a calculator’s numerical-integration feature to approximate ∫₀¹ e^(−x²)dx to three decimal places. Write the expression entered. · Worked answer for Use a calculator’s numerical-integration feature to approximate ∫₀¹ e^(−x²)dx to three decimal places. Write the expression entered.
- Check understanding: Estimate a supplied curved graph and qualify the result · part c: As an analytic transfer, let r(t) = 1 + t² liters per minute for 0 ≤ t ≤ 2. Use… · Worked answer for Estimate a supplied curved graph and qualify the result · part c: As an analytic transfer, let r(t) = 1 + t² liters per minute for 0 ≤ t ≤ 2. Use… (part c)
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Supports part of this goal.
- Objective/clause-specific scope: The task compares already-defined Riemann sums with the integral. It elicits an over/under bound, but not calculation of an approximation. Preserve direct LIM-5.A.4 support.
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Supports part of this goal.
Check understanding: Estimate a supplied curved graph and qualify the result · part a: Using the supplied curved graph readings, write the partition and width for four… · Worked answer for Estimate a supplied curved graph and qualify the result · part a: Using the supplied curved graph readings, write the partition and width for four… (part a) -
Supports part of this goal.
Check understanding: Estimate a supplied curved graph and qualify the result · part b: Compute the two-subinterval trapezoidal estimate using x = 0,2,4 and compare it… · Worked answer for Estimate a supplied curved graph and qualify the result · part b: Compute the two-subinterval trapezoidal estimate using x = 0,2,4 and compare it… (part b) -
Supports part of this goal.
Check understanding: Diagnose an estimate from a verbal rate description · part a: Which choice gives the two-trapezoid estimate of the accumulated volume and a… · Worked answer for Diagnose an estimate from a verbal rate description · part a: Which choice gives the two-trapezoid estimate of the accumulated volume and a… (part a) -
Supports part of this goal.
Check understanding: Accumulate a nonuniform rate table under a stated model · part a: Construct the defining definite integral for G(x), the accumulated net change in… · Worked answer for Accumulate a nonuniform rate table under a stated model · part a: Construct the defining definite integral for G(x), the accumulated net change in… (part a)
Required knowledge for LIM-5.A
LIM-5.A.1 · Definite integrals can be approximated for functions that are represented graphically, numerically, analytically, and verbally.
LIM-5.A.2 · Definite integrals can be approximated using a left Riemann sum, a right Riemann sum, a midpoint Riemann sum, or a trapezoidal sum; approximations can be computed using either uniform or nonuniform partitions.
LIM-5.A.3 · Definite integrals can be approximated using numerical methods, with or without technology.
LIM-5.A.4 · Depending on the behavior of a function, it may be possible to determine whether an approximation for a definite integral is an underestimate or overestimate for the value of the definite integral.
6.3 · Riemann Sums, Summation Notation, and Definite Integral Notation
LIM-5.B · Interpret the limiting case of the Riemann sum as a definite integral.
Lesson provided · Practice provided
Course and exam description p. 115
- Teach: Riemann Sums, Summation Notation, and Definite Integral Notation
- Check understanding: Write ∫₂⁵ cos x dx as a limit of right Riemann sums with n equal subintervals. · Worked answer for Write ∫₂⁵ cos x dx as a limit of right Riemann sums with n equal subintervals.
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- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
Required knowledge for LIM-5.B
LIM-5.B.1 · The limit of an approximating Riemann sum can be interpreted as a definite integral.
LIM-5.B.2 · A Riemann sum, which requires a partition of an interval I, is the sum of products, each of which is the value of the function at a point in a subinterval multiplied by the length of that subinterval of the partition.
LIM-5.C · Represent the limiting case of the Riemann sum as a definite integral.
Lesson provided · Practice provided
Course and exam description p. 115
- Teach: Riemann Sums, Summation Notation, and Definite Integral Notation
- Check understanding: Write ∫₂⁵ cos x dx as a limit of right Riemann sums with n equal subintervals. · Worked answer for Write ∫₂⁵ cos x dx as a limit of right Riemann sums with n equal subintervals.
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- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
Required knowledge for LIM-5.C
LIM-5.C.1 · The definite integral of a continuous function f over the interval [a,b], denoted by ∫ₐᵇ f(x) dx, is the limit of Riemann sums as the widths of the subintervals approach 0. That is, ∫ₐᵇ f(x) dx = lim(max Δxᵢ→0) Σᵢ₌₁ⁿ f(xᵢ*)Δxᵢ, where n is the number of subintervals, Δxᵢ is the width of the ith subinterval, and xᵢ* is a value in the ith subinterval.
LIM-5.C.2 · A definite integral can be translated into the limit of a related Riemann sum, and the limit of a Riemann sum can be written as a definite integral.
6.4 · The Fundamental Theorem of Calculus and Accumulation Functions
FUN-5.A · Represent accumulation functions using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 116, 117
- Teach: The Fundamental Theorem of Calculus and Accumulation Functions
- Teach: Interpreting the Behavior of Accumulation Functions Involving Area
More teaching passages in this lesson
- Teaching passage: To find G at a point, add signed areas from the starting point; do not read the height of f as the height of G. For absolute extrema on a closed…
- Teaching passage: If a continuous function f represents a signed rate, its net accumulation from a fixed reference a to a variable endpoint x is G(x) = ∫ₐˣ f(t) dt.…
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Supports part of this goal.
Teaching passage: For a supplied integrand graph, signed area determines the height G(x); the integrand’s height determines the slope G′(x); and the integrand’s… -
Supports part of this goal.
Teaching passage: The same definition G(x) = ∫ₐˣ f(t) dt works when f is given by a graph, a numerical table with a stated model, a formula, or a verbal… -
Supports part of this goal.
Teaching passage: Because G′ = f, G increases on (0,1.5) and (4.5,5), and decreases on (1.5,4.5). Its absolute maximum is 2.25 at 1.5; its absolute minimum is −2.25… -
Supports part of this goal.
Teaching passage: The first segment crosses zero at t = 1, so G(1) = −(1/2)(1)(1) = −0.5 liters. The model is negative on (0,1) and positive on (1,5). Therefore G… -
Supports part of this goal.
Teaching passage: FTC gives H′(x) = h(x) = x(x − 2). Thus H decreases on (0,2) and increases on (2,3). Since h decreases on (0,1) and increases on (1,3), H is…
- Check understanding: Give a solution to y′=e^(−x²), y(0)=2, using an accumulation function, and verify it. · Worked answer for Give a solution to y′=e^(−x²), y(0)=2, using an accumulation function, and verify it.
- Check understanding: Build an accumulation function from an integrand graph · part a: Before computing areas or inferring behavior, construct defining… · Worked answer for Build an accumulation function from an integrand graph · part a: Before computing areas or inferring behavior, construct defining… (part a)
More checks for this goal
- Check understanding: Accumulate a nonuniform rate table under a stated model · part a: Construct the defining definite integral for G(x), the accumulated net change in… · Worked answer for Accumulate a nonuniform rate table under a stated model · part a: Construct the defining definite integral for G(x), the accumulated net change in… (part a)
- Check understanding: Transfer accumulation reasoning to a formula and words · part a: First construct H(x) as a definite integral of the supplied formula from the… · Worked answer for Transfer accumulation reasoning to a formula and words · part a: First construct H(x) as a definite integral of the supplied formula from the… (part a)
- Check understanding: Transfer accumulation reasoning to a formula and words · part c: For the verbally described rate r, construct S(x), its net accumulation from time… · Worked answer for Transfer accumulation reasoning to a formula and words · part c: For the verbally described rate r, construct S(x), its net accumulation from time… (part c)
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Supports part of this goal.
- Objective/clause-specific scope: The integral representation is supplied; the task derives an explicit formula and derivative rather than representing an accumulation by a definite integral. It supports manipulating an existing representation, with a limited match to the objective.
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Supports part of this goal.
Check understanding: Build an accumulation function from an integrand graph · part b: Use signed areas from the supplied integrand graph to compute G(0), G(1), G(2),… · Worked answer for Build an accumulation function from an integrand graph · part b: Use signed areas from the supplied integrand graph to compute G(0), G(1), G(2),… (part b) -
Supports part of this goal.
Check understanding: Build an accumulation function from an integrand graph · part c: Using the graph of f and the Fundamental Theorem of Calculus, determine where G… · Worked answer for Build an accumulation function from an integrand graph · part c: Using the graph of f and the Fundamental Theorem of Calculus, determine where G… (part c) -
Supports part of this goal.
Check understanding: Build an accumulation function from an integrand graph · part d: Sketch G on [0,6]. Label the five points found in part b, the horizontal tangents… · Worked answer for Build an accumulation function from an integrand graph · part d: Sketch G on [0,6]. Label the five points found in part b, the horizontal tangents… (part d) -
Supports part of this goal.
Check understanding: Accumulate a nonuniform rate table under a stated model · part b: Using only the supplied table and the stated linear-interpolation model, locate… · Worked answer for Accumulate a nonuniform rate table under a stated model · part b: Using only the supplied table and the stated linear-interpolation model, locate… (part b) -
Supports part of this goal.
Check understanding: Accumulate a nonuniform rate table under a stated model · part c: Now remove the interpolation assumption and retain only continuity and the four… · Worked answer for Accumulate a nonuniform rate table under a stated model · part c: Now remove the interpolation assumption and retain only continuity and the four… (part c) -
Supports part of this goal.
Check understanding: Transfer accumulation reasoning to a formula and words · part b: From the analytic integrand h, determine where H increases and decreases, its… · Worked answer for Transfer accumulation reasoning to a formula and words · part b: From the analytic integrand h, determine where H increases and decreases, its… (part b) -
Supports part of this goal.
Check understanding: Transfer accumulation reasoning to a formula and words · part d: Use the whole-interval verbal hypotheses to determine the sign of S(x) for x > 2,… · Worked answer for Transfer accumulation reasoning to a formula and words · part d: Use the whole-interval verbal hypotheses to determine the sign of S(x) for x > 2,… (part d) -
Supports part of this goal.
Check understanding: Diagnose what raw rate samples establish · part a: Which conclusion is justified by these hypotheses? Explain your choice using the… · Worked answer for Diagnose what raw rate samples establish · part a: Which conclusion is justified by these hypotheses? Explain your choice using the… (part a)
Required knowledge for FUN-5.A
FUN-5.A.1 · The definite integral can be used to define new functions.
FUN-5.A.2 · If f is a continuous function on an interval containing a, then d/dx {∫ₐˣ f(t) dt}=f(x), where x is in the interval.
FUN-5.A.3 · Graphical, numerical, analytical, and verbal representations of a function f provide information about the function g defined as g(x)=∫ₐˣ f(t) dt.
6.5 · Interpreting the Behavior of Accumulation Functions Involving Area
FUN-5.A · Represent accumulation functions using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 116, 117
- Teach: The Fundamental Theorem of Calculus and Accumulation Functions
- Teach: Interpreting the Behavior of Accumulation Functions Involving Area
More teaching passages in this lesson
- Teaching passage: To find G at a point, add signed areas from the starting point; do not read the height of f as the height of G. For absolute extrema on a closed…
- Teaching passage: If a continuous function f represents a signed rate, its net accumulation from a fixed reference a to a variable endpoint x is G(x) = ∫ₐˣ f(t) dt.…
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Supports part of this goal.
Teaching passage: For a supplied integrand graph, signed area determines the height G(x); the integrand’s height determines the slope G′(x); and the integrand’s… -
Supports part of this goal.
Teaching passage: The same definition G(x) = ∫ₐˣ f(t) dt works when f is given by a graph, a numerical table with a stated model, a formula, or a verbal… -
Supports part of this goal.
Teaching passage: Because G′ = f, G increases on (0,1.5) and (4.5,5), and decreases on (1.5,4.5). Its absolute maximum is 2.25 at 1.5; its absolute minimum is −2.25… -
Supports part of this goal.
Teaching passage: The first segment crosses zero at t = 1, so G(1) = −(1/2)(1)(1) = −0.5 liters. The model is negative on (0,1) and positive on (1,5). Therefore G… -
Supports part of this goal.
Teaching passage: FTC gives H′(x) = h(x) = x(x − 2). Thus H decreases on (0,2) and increases on (2,3). Since h decreases on (0,1) and increases on (1,3), H is…
- Check understanding: Give a solution to y′=e^(−x²), y(0)=2, using an accumulation function, and verify it. · Worked answer for Give a solution to y′=e^(−x²), y(0)=2, using an accumulation function, and verify it.
- Check understanding: Build an accumulation function from an integrand graph · part a: Before computing areas or inferring behavior, construct defining… · Worked answer for Build an accumulation function from an integrand graph · part a: Before computing areas or inferring behavior, construct defining… (part a)
More checks for this goal
- Check understanding: Accumulate a nonuniform rate table under a stated model · part a: Construct the defining definite integral for G(x), the accumulated net change in… · Worked answer for Accumulate a nonuniform rate table under a stated model · part a: Construct the defining definite integral for G(x), the accumulated net change in… (part a)
- Check understanding: Transfer accumulation reasoning to a formula and words · part a: First construct H(x) as a definite integral of the supplied formula from the… · Worked answer for Transfer accumulation reasoning to a formula and words · part a: First construct H(x) as a definite integral of the supplied formula from the… (part a)
- Check understanding: Transfer accumulation reasoning to a formula and words · part c: For the verbally described rate r, construct S(x), its net accumulation from time… · Worked answer for Transfer accumulation reasoning to a formula and words · part c: For the verbally described rate r, construct S(x), its net accumulation from time… (part c)
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Supports part of this goal.
- Objective/clause-specific scope: The integral representation is supplied; the task derives an explicit formula and derivative rather than representing an accumulation by a definite integral. It supports manipulating an existing representation, with a limited match to the objective.
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Supports part of this goal.
Check understanding: Build an accumulation function from an integrand graph · part b: Use signed areas from the supplied integrand graph to compute G(0), G(1), G(2),… · Worked answer for Build an accumulation function from an integrand graph · part b: Use signed areas from the supplied integrand graph to compute G(0), G(1), G(2),… (part b) -
Supports part of this goal.
Check understanding: Build an accumulation function from an integrand graph · part c: Using the graph of f and the Fundamental Theorem of Calculus, determine where G… · Worked answer for Build an accumulation function from an integrand graph · part c: Using the graph of f and the Fundamental Theorem of Calculus, determine where G… (part c) -
Supports part of this goal.
Check understanding: Build an accumulation function from an integrand graph · part d: Sketch G on [0,6]. Label the five points found in part b, the horizontal tangents… · Worked answer for Build an accumulation function from an integrand graph · part d: Sketch G on [0,6]. Label the five points found in part b, the horizontal tangents… (part d) -
Supports part of this goal.
Check understanding: Accumulate a nonuniform rate table under a stated model · part b: Using only the supplied table and the stated linear-interpolation model, locate… · Worked answer for Accumulate a nonuniform rate table under a stated model · part b: Using only the supplied table and the stated linear-interpolation model, locate… (part b) -
Supports part of this goal.
Check understanding: Accumulate a nonuniform rate table under a stated model · part c: Now remove the interpolation assumption and retain only continuity and the four… · Worked answer for Accumulate a nonuniform rate table under a stated model · part c: Now remove the interpolation assumption and retain only continuity and the four… (part c) -
Supports part of this goal.
Check understanding: Transfer accumulation reasoning to a formula and words · part b: From the analytic integrand h, determine where H increases and decreases, its… · Worked answer for Transfer accumulation reasoning to a formula and words · part b: From the analytic integrand h, determine where H increases and decreases, its… (part b) -
Supports part of this goal.
Check understanding: Transfer accumulation reasoning to a formula and words · part d: Use the whole-interval verbal hypotheses to determine the sign of S(x) for x > 2,… · Worked answer for Transfer accumulation reasoning to a formula and words · part d: Use the whole-interval verbal hypotheses to determine the sign of S(x) for x > 2,… (part d) -
Supports part of this goal.
Check understanding: Diagnose what raw rate samples establish · part a: Which conclusion is justified by these hypotheses? Explain your choice using the… · Worked answer for Diagnose what raw rate samples establish · part a: Which conclusion is justified by these hypotheses? Explain your choice using the… (part a)
Required knowledge for FUN-5.A
FUN-5.A.1 · The definite integral can be used to define new functions.
FUN-5.A.2 · If f is a continuous function on an interval containing a, then d/dx {∫ₐˣ f(t) dt}=f(x), where x is in the interval.
FUN-5.A.3 · Graphical, numerical, analytical, and verbal representations of a function f provide information about the function g defined as g(x)=∫ₐˣ f(t) dt.
6.6 · Applying Properties of Definite Integrals
FUN-6.A · Calculate a definite integral using areas and properties of definite integrals.
Lesson provided · Practice provided
Course and exam description p. 118
- Teach: Applying Properties of Definite Integrals
- Check understanding: Evaluate ∫₋₂² √(4−x²)dx using geometry. · Worked answer for Evaluate ∫₋₂² √(4−x²)dx using geometry.
- Check understanding: Given ∫₀² f=3 and ∫₂⁵ f=−1, define G(x)=∫₂ˣ f(t)dt. Find G(0) and G(5). · Worked answer for Given ∫₀² f=3 and ∫₂⁵ f=−1, define G(x)=∫₂ˣ f(t)dt. Find G(0) and G(5).
More checks for this goal
- Check understanding: Given ∫₀² f=3 and ∫₂⁵ f=−1, evaluate ∫₅⁰ [2f(x)+1]dx. · Worked answer for Given ∫₀² f=3 and ∫₂⁵ f=−1, evaluate ∫₅⁰ [2f(x)+1]dx.
- Check understanding: Define f(x)=1 for 0≤x<1, f(1)=100, and f(x)=3 for 1<x≤2. Find ∫₀² f(x)dx. · Worked answer for Define f(x)=1 for 0≤x<1, f(1)=100, and f(x)=3 for 1<x≤2. Find ∫₀² f(x)dx.
Required knowledge for FUN-6.A
FUN-6.A.1 · In some cases, a definite integral can be evaluated by using geometry and the connection between the definite integral and area.
FUN-6.A.2 · Properties of definite integrals include the integral of a constant times a function, the integral of the sum of two functions, reversal of limits of integration, and the integral of a function over adjacent intervals.
FUN-6.A.3 · The definition of the definite integral may be extended to functions with removable or jump discontinuities.
6.7 · The Fundamental Theorem of Calculus and Definite Integrals
FUN-6.B · Evaluate definite integrals analytically using the Fundamental Theorem of Calculus.
Lesson provided · Practice provided
Course and exam description p. 119
- Teach: The Fundamental Theorem of Calculus and Definite Integrals
- Check understanding: Let F(x)=∫₁ˣ (t²+2t)dt. Find F′(x), F(1), and an explicit formula for F(x). · Worked answer for Let F(x)=∫₁ˣ (t²+2t)dt. Find F′(x), F(1), and an explicit formula for F(x).
- Check understanding: Evaluate ∫₀^(π/2) cos x dx. · Worked answer for Evaluate ∫₀^(π/2) cos x dx.
More checks for this goal
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- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
Required knowledge for FUN-6.B
FUN-6.B.1 · An antiderivative of a function f is a function g whose derivative is f.
FUN-6.B.2 · If a function f is continuous on an interval containing a, the function defined by F(x)=∫ₐˣ f(t) dt is an antiderivative of f for x in the interval.
FUN-6.B.3 · If f is continuous on the interval [a,b] and F is an antiderivative of f, then ∫ₐᵇ f(x) dx=F(b)−F(a).
6.8 · Finding Antiderivatives and Indefinite Integrals: Basic Rules and Notation
FUN-6.C · Determine antiderivatives of functions and indefinite integrals, using knowledge of derivatives.
Lesson provided · Practice provided
Course and exam description p. 120
- Teach: Finding Antiderivatives and Indefinite Integrals: Basic Rules and Notation
- Check understanding: Find the antiderivative F on x>0 satisfying F′(x)=3/x+cos x and F(1)=2. · Worked answer for Find the antiderivative F on x>0 satisfying F′(x)=3/x+cos x and F(1)=2.
- Check understanding: Find ∫sin x cos x dx. · Worked answer for Find ∫sin x cos x dx.
More checks for this goal
- Check understanding: Find an antiderivative of sec²(3x) and verify it. · Worked answer for Find an antiderivative of sec²(3x) and verify it.
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Supports part of this goal.
- Objective/clause-specific scope: The absence of an elementary antiderivative is supplied as a premise. The task asks existence of a definite integral and an approximation method, not determination of an antiderivative using derivatives. Preserve direct closed-form-absence EK context.
Required knowledge for FUN-6.C
FUN-6.C.1 · ∫ f(x) dx is an indefinite integral of the function f and can be expressed as ∫ f(x) dx=F(x)+C, where F′(x)=f(x) and C is any constant.
FUN-6.C.2 · Differentiation rules provide the foundation for finding antiderivatives.
FUN-6.C.3 · Many functions do not have closed-form antiderivatives.
6.9 · Integrating Using Substitution
FUN-6.D · For integrands requiring substitution or rearrangements into equivalent forms: (a) Determine indefinite integrals. (b) Evaluate definite integrals.
Lesson provided · Practice provided
Course and exam description p. 121, 122
- Teach: Integrating Using Substitution
- Teach: Integrating Functions Using Long Division and Completing the Square
- Check understanding: Find an antiderivative of sec²(3x) and verify it. · Worked answer for Find an antiderivative of sec²(3x) and verify it.
- Check understanding: Find ∫sin x cos x dx. · Worked answer for Find ∫sin x cos x dx.
More checks for this goal
- Check understanding: Evaluate ∫₀² (x²+1)/(x+2)dx. Check that the interval is permitted before integrating. · Worked answer for Evaluate ∫₀² (x²+1)/(x+2)dx. Check that the interval is permitted before integrating.
- Check understanding: Select and carry out a method for ∫x²/(x+1)dx. · Worked answer for Select and carry out a method for ∫x²/(x+1)dx.
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- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
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- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
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- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
Required knowledge for FUN-6.D
FUN-6.D.1 · Substitution of variables is a technique for finding antiderivatives.
FUN-6.D.2 · For a definite integral, substitution of variables requires corresponding changes to the limits of integration.
FUN-6.D.3 · Techniques for finding antiderivatives include rearrangements into equivalent forms, such as long division and completing the square.
6.10 · Integrating Functions Using Long Division and Completing the Square
FUN-6.D · For integrands requiring substitution or rearrangements into equivalent forms: (a) Determine indefinite integrals. (b) Evaluate definite integrals.
Lesson provided · Practice provided
Course and exam description p. 121, 122
- Teach: Integrating Using Substitution
- Teach: Integrating Functions Using Long Division and Completing the Square
- Check understanding: Find an antiderivative of sec²(3x) and verify it. · Worked answer for Find an antiderivative of sec²(3x) and verify it.
- Check understanding: Find ∫sin x cos x dx. · Worked answer for Find ∫sin x cos x dx.
More checks for this goal
- Check understanding: Evaluate ∫₀² (x²+1)/(x+2)dx. Check that the interval is permitted before integrating. · Worked answer for Evaluate ∫₀² (x²+1)/(x+2)dx. Check that the interval is permitted before integrating.
- Check understanding: Select and carry out a method for ∫x²/(x+1)dx. · Worked answer for Select and carry out a method for ∫x²/(x+1)dx.
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- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
-
- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
-
- This unit-practice prompt explicitly asks reconstruction of already displayed lesson reasoning. It elicits written recall and reconstruction; it is not independent transfer evidence. The stable question/content identity and practice destination are retained.
Required knowledge for FUN-6.D
FUN-6.D.1 · Substitution of variables is a technique for finding antiderivatives.
FUN-6.D.2 · For a definite integral, substitution of variables requires corresponding changes to the limits of integration.
FUN-6.D.3 · Techniques for finding antiderivatives include rearrangements into equivalent forms, such as long division and completing the square.
6.14 · Selecting Techniques for Antidifferentiation
This topic brings together earlier goals. Teach: Selecting Techniques for Antidifferentiation · FUN-6.C: Determine antiderivatives of functions and indefinite integrals, using knowledge of derivatives. · FUN-6.D: For integrands requiring substitution or rearrangements into equivalent forms: (a) Determine indefinite integrals. (b) Evaluate definite integrals. · FUN-6.D: For integrands requiring substitution or rearrangements into equivalent forms: (a) Determine indefinite integrals. (b) Evaluate definite integrals.
Unit 7: Differential Equations
7.1 · Modeling Situations with Differential Equations
FUN-7.A · Interpret verbal statements of problems as differential equations involving a derivative expression.
Lesson provided · Practice provided
Course and exam description p. 132
- Teach: Modeling Situations with Differential Equations
- Check understanding: A tank’s inflow is 5 L/min. Outflow is proportional to its current volume V with coefficient 0.1 min⁻¹. Write a differential equation and find the… · Worked answer for A tank’s inflow is 5 L/min. Outflow is proportional to its current volume V with coefficient 0.1 min⁻¹. Write a differential equation and find the…
- Check understanding: A body’s temperature T moves toward a room temperature of 20°C at a rate proportional to the temperature difference, with positive coefficient k.… · Worked answer for A body’s temperature T moves toward a room temperature of 20°C at a rate proportional to the temperature difference, with positive coefficient k.…
More checks for this goal
- Check understanding: A particle’s acceleration is 2t m/s² at time t seconds, and its initial velocity is 3 m/s. Write an initial-value problem for velocity. · Worked answer for A particle’s acceleration is 2t m/s² at time t seconds, and its initial velocity is 3 m/s. Write an initial-value problem for velocity.
Required knowledge for FUN-7.A
FUN-7.A.1 · Differential equations relate a function of an independent variable and the function’s derivatives.
7.2 · Verifying Solutions for Differential Equations
FUN-7.B · Verify solutions to differential equations.
Lesson provided · Practice provided
Course and exam description p. 133
- Teach: Verifying Solutions for Differential Equations
- Check understanding: Verify that y=3e^(2x) solves y′=2y and y(0)=3. · Worked answer for Verify that y=3e^(2x) solves y′=2y and y(0)=3.
- Check understanding: Does y=x²+1 solve y′=2x and y(0)=0? · Worked answer for Does y=x²+1 solve y′=2x and y(0)=0?
More checks for this goal
- Check understanding: Verify that y=Ceˣ is a family of solutions to y′=y. Which member satisfies y(0)=−2? · Worked answer for Verify that y=Ceˣ is a family of solutions to y′=y. Which member satisfies y(0)=−2?
- Check understanding: Does y=eˣ+x solve y′=y? Explain without using a graph. · Worked answer for Does y=eˣ+x solve y′=y? Explain without using a graph.
Required knowledge for FUN-7.B
FUN-7.B.1 · Derivatives can be used to verify that a function is a solution to a given differential equation.
FUN-7.B.2 · There may be infinitely many solutions to a differential equation.
7.3 · Sketching Slope Fields
FUN-7.C · Estimate solutions to differential equations.
Lesson provided · Practice provided
Course and exam description p. 134, 135, 136
- Teach: Sketching Slope Fields
More teaching passages in this lesson
- Teaching passage: A slope field gives local tangent directions at a finite set of points. For y′ = 2 − y, every plotted point at the same height has the same slope:…
- Teaching passage: The completed key shows a rising concave-down curve from 0.5 and a falling concave-up curve from 3.5. Both approach 2 as x increases. For checking…
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Supports part of this goal.
- Objective/clause-specific scope: This paragraph teaches local field-segment calculation/construction and explicitly says a segment is not an entire solution. It supplies local direction data but stops before estimating a solution curve from an initial point.
- Teach: Reasoning Using Slope Fields
More teaching passages in this lesson
- Teaching passage: A slope field represents a family of possible functions, not one answer. To infer concavity, differentiate the differential equation using the…
- Teaching passage: In y′ = x − y, zero-slope segments lie on the diagonal y = x. That diagonal is a collection of locations where a solution would have a horizontal…
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Supports part of this goal.
Teaching passage: Both members satisfy the differential equation: y = x − 1 + 2e^(−x) passes through (0,1), and y = x − 1 + 3e^(−x) passes through (0,2). Their…
- Check understanding: Observed slope fieldFive columns repeat the same slopes: at y equals minus two, minus one, zero, one and two the slopes are respectively minus… · Worked answer for Observed slope fieldFive columns repeat the same slopes: at y equals minus two, minus one, zero, one and two the slopes are respectively minus…
- Check understanding: For y′=2−y, identify the equilibrium and describe a solution starting at y(0)=1 for x≥0. · Worked answer for For y′=2−y, identify the equilibrium and describe a solution starting at y(0)=1 for x≥0.
More checks for this goal
- Check understanding: For y′=2−y, describe a solution starting at y(0)=3 for x≥0. · Worked answer for For y′=2−y, describe a solution starting at y(0)=3 for x≥0.
- Check understanding: Estimate two members of a solution family · part b: Draw a smooth estimated solution curve through (0,0.5) for 0 ≤ x ≤ 3 on the… · Worked answer for Estimate two members of a solution family · part b: Draw a smooth estimated solution curve through (0,0.5) for 0 ≤ x ≤ 3 on the… (part b)
- Check understanding: Estimate two members of a solution family · part c: On the same field, sketch the solution through (0,3.5) and compare its direction… · Worked answer for Estimate two members of a solution family · part c: On the same field, sketch the solution through (0,3.5) and compare its direction… (part c)
- Check understanding: Follow a turning curve through a two-coordinate field · part b: Sketch a smooth estimated solution through (0,1) over the supplied domain. Mark… · Worked answer for Follow a turning curve through a two-coordinate field · part b: Sketch a smooth estimated solution through (0,1) over the supplied domain. Mark… (part b)
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Supports part of this goal.
- Objective/clause-specific scope: Computing and orienting slopes at isolated points supplies local field data, but the task does not estimate a solution function/curve from an initial value. Preserve direct descriptive slope-field EK support.
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Supports part of this goal.
Check understanding: Estimate two members of a solution family · part a: Calculate slopes at (0,0.5), (1,2) and (2,3.5), and draw a short… · Worked answer for Estimate two members of a solution family · part a: Calculate slopes at (0,0.5), (1,2) and (2,3.5), and draw a short… (part a) -
Supports part of this goal.
Check understanding: Follow a turning curve through a two-coordinate field · part a: Locate the line of horizontal field segments. Decide whether that line is itself… · Worked answer for Follow a turning curve through a two-coordinate field · part a: Locate the line of horizontal field segments. Decide whether that line is itself… (part a) -
Supports part of this goal.
Check understanding: Follow a turning curve through a two-coordinate field · part c: Differentiate the differential equation to find y″ in terms of y′. Calculate y′… · Worked answer for Follow a turning curve through a two-coordinate field · part c: Differentiate the differential equation to find y″ in terms of y′. Calculate y′… (part c)
Required knowledge for FUN-7.C
FUN-7.C.1 · A slope field is a graphical representation of a differential equation on a finite set of points in the plane.
FUN-7.C.2 · Slope fields provide information about the behavior of solutions to first-order differential equations.
FUN-7.C.3 · Solutions to differential equations are functions or families of functions.
7.4 · Reasoning Using Slope Fields
FUN-7.C · Estimate solutions to differential equations.
Lesson provided · Practice provided
Course and exam description p. 134, 135, 136
- Teach: Sketching Slope Fields
More teaching passages in this lesson
- Teaching passage: A slope field gives local tangent directions at a finite set of points. For y′ = 2 − y, every plotted point at the same height has the same slope:…
- Teaching passage: The completed key shows a rising concave-down curve from 0.5 and a falling concave-up curve from 3.5. Both approach 2 as x increases. For checking…
-
Supports part of this goal.
- Objective/clause-specific scope: This paragraph teaches local field-segment calculation/construction and explicitly says a segment is not an entire solution. It supplies local direction data but stops before estimating a solution curve from an initial point.
- Teach: Reasoning Using Slope Fields
More teaching passages in this lesson
- Teaching passage: A slope field represents a family of possible functions, not one answer. To infer concavity, differentiate the differential equation using the…
- Teaching passage: In y′ = x − y, zero-slope segments lie on the diagonal y = x. That diagonal is a collection of locations where a solution would have a horizontal…
-
Supports part of this goal.
Teaching passage: Both members satisfy the differential equation: y = x − 1 + 2e^(−x) passes through (0,1), and y = x − 1 + 3e^(−x) passes through (0,2). Their…
- Check understanding: Observed slope fieldFive columns repeat the same slopes: at y equals minus two, minus one, zero, one and two the slopes are respectively minus… · Worked answer for Observed slope fieldFive columns repeat the same slopes: at y equals minus two, minus one, zero, one and two the slopes are respectively minus…
- Check understanding: For y′=2−y, identify the equilibrium and describe a solution starting at y(0)=1 for x≥0. · Worked answer for For y′=2−y, identify the equilibrium and describe a solution starting at y(0)=1 for x≥0.
More checks for this goal
- Check understanding: For y′=2−y, describe a solution starting at y(0)=3 for x≥0. · Worked answer for For y′=2−y, describe a solution starting at y(0)=3 for x≥0.
- Check understanding: Estimate two members of a solution family · part b: Draw a smooth estimated solution curve through (0,0.5) for 0 ≤ x ≤ 3 on the… · Worked answer for Estimate two members of a solution family · part b: Draw a smooth estimated solution curve through (0,0.5) for 0 ≤ x ≤ 3 on the… (part b)
- Check understanding: Estimate two members of a solution family · part c: On the same field, sketch the solution through (0,3.5) and compare its direction… · Worked answer for Estimate two members of a solution family · part c: On the same field, sketch the solution through (0,3.5) and compare its direction… (part c)
- Check understanding: Follow a turning curve through a two-coordinate field · part b: Sketch a smooth estimated solution through (0,1) over the supplied domain. Mark… · Worked answer for Follow a turning curve through a two-coordinate field · part b: Sketch a smooth estimated solution through (0,1) over the supplied domain. Mark… (part b)
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Supports part of this goal.
- Objective/clause-specific scope: Computing and orienting slopes at isolated points supplies local field data, but the task does not estimate a solution function/curve from an initial value. Preserve direct descriptive slope-field EK support.
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Supports part of this goal.
Check understanding: Estimate two members of a solution family · part a: Calculate slopes at (0,0.5), (1,2) and (2,3.5), and draw a short… · Worked answer for Estimate two members of a solution family · part a: Calculate slopes at (0,0.5), (1,2) and (2,3.5), and draw a short… (part a) -
Supports part of this goal.
Check understanding: Follow a turning curve through a two-coordinate field · part a: Locate the line of horizontal field segments. Decide whether that line is itself… · Worked answer for Follow a turning curve through a two-coordinate field · part a: Locate the line of horizontal field segments. Decide whether that line is itself… (part a) -
Supports part of this goal.
Check understanding: Follow a turning curve through a two-coordinate field · part c: Differentiate the differential equation to find y″ in terms of y′. Calculate y′… · Worked answer for Follow a turning curve through a two-coordinate field · part c: Differentiate the differential equation to find y″ in terms of y′. Calculate y′… (part c)
Required knowledge for FUN-7.C
FUN-7.C.1 · A slope field is a graphical representation of a differential equation on a finite set of points in the plane.
FUN-7.C.2 · Slope fields provide information about the behavior of solutions to first-order differential equations.
FUN-7.C.3 · Solutions to differential equations are functions or families of functions.
7.6 · Finding General Solutions Using Separation of Variables
FUN-7.D · Determine general solutions to differential equations.
Lesson provided · Practice provided
Course and exam description p. 137
- Teach: Finding General Solutions Using Separation of Variables
- Check understanding: Find the general solution of y′=2xy, including any equilibrium lost by division. · Worked answer for Find the general solution of y′=2xy, including any equilibrium lost by division.
- Check understanding: Find the general solution of y′=x(1+y²). · Worked answer for Find the general solution of y′=x(1+y²).
More checks for this goal
Required knowledge for FUN-7.D
FUN-7.D.1 · Some differential equations can be solved by separation of variables.
FUN-7.D.2 · Antidifferentiation can be used to find general solutions to differential equations.
7.7 · Finding Particular Solutions Using Initial Conditions and Separation of Variables
FUN-7.E · Determine particular solutions to differential equations.
Lesson provided · Practice provided
Course and exam description p. 138
- Teach: Finding Particular Solutions Using Initial Conditions and Separation of Variables
- Check understanding: Solve y′=xy with y(0)=2. · Worked answer for Solve y′=xy with y(0)=2.
- Check understanding: Solve y′=y² with y(0)=1 and give the largest interval containing 0 on which the solution is defined. · Worked answer for Solve y′=y² with y(0)=1 and give the largest interval containing 0 on which the solution is defined.
More checks for this goal
- Check understanding: Solve y′=y/x with y(1)=3 and give a connected domain containing the initial point. · Worked answer for Solve y′=y/x with y(1)=3 and give a connected domain containing the initial point.
- Check understanding: Solve y′=2xy with y(0)=0. · Worked answer for Solve y′=2xy with y(0)=0.
- Check understanding: Solve y′=−x/y with y(0)=2 and give the interval of this branch. · Worked answer for Solve y′=−x/y with y(0)=2 and give the interval of this branch.
- Check understanding: Give a solution to y′=e^(−x²), y(0)=2, using an accumulation function, and verify it. · Worked answer for Give a solution to y′=e^(−x²), y(0)=2, using an accumulation function, and verify it.
Required knowledge for FUN-7.E
FUN-7.E.1 · A general solution may describe infinitely many solutions to a differential equation. There is only one particular solution passing through a given point.
FUN-7.E.2 · The function F defined by F(x)=y₀+∫ₐˣ f(t) dt is a particular solution to the differential equation dy/dx=f(x), satisfying F(a)=y₀.
FUN-7.E.3 · Solutions to differential equations may be subject to domain restrictions.
7.8 · Exponential Models with Differential Equations
FUN-7.F · Interpret the meaning of a differential equation and its variables in context.
Lesson provided · Practice provided
Course and exam description p. 139
- Teach: Exponential Models with Differential Equations
- Check understanding: A substance has half-life 4 days and starts at 80 g. Give its differential equation and its amount after 12 days. · Worked answer for A substance has half-life 4 days and starts at 80 g. Give its differential equation and its amount after 12 days.
- Check understanding: A cooling model is T′=−0.2(T−20), T(0)=80, with T in °C and time in minutes. Find T(t) and its limiting temperature. · Worked answer for A cooling model is T′=−0.2(T−20), T(0)=80, with T in °C and time in minutes. Find T(t) and its limiting temperature.
More checks for this goal
- Check understanding: A particle has acceleration a(t)=2t m/s² and velocity v(0)=3 m/s. Find v(t) and its velocity at 2 s. · Worked answer for A particle has acceleration a(t)=2t m/s² and velocity v(0)=3 m/s. Find v(t) and its velocity at 2 s.
- Check understanding: A population follows P′=kP, P(0)=100, P(3)=200, with t in hours. Find k and P(6). · Worked answer for A population follows P′=kP, P(0)=100, P(3)=200, with t in hours. Find k and P(6).
- Check understanding: For y′=0.05y with y(0)=100, use a calculator to find y(10) and the doubling time, to three decimals. · Worked answer for For y′=0.05y with y(0)=100, use a calculator to find y(10) and the doubling time, to three decimals.
- Check understanding: A positive quantity has a continuous relative rate k=0.05 per year. Explain why its one-year percent increase is not exactly 5%, and calculate it… · Worked answer for A positive quantity has a continuous relative rate k=0.05 per year. Explain why its one-year percent increase is not exactly 5%, and calculate it…
Required knowledge for FUN-7.F
FUN-7.F.1 · Specific applications of finding general and particular solutions to differential equations include motion along a line and exponential growth and decay.
FUN-7.F.2 · The model for exponential growth and decay that arises from the statement “The rate of change of a quantity is proportional to the size of the quantity” is dy/dt=ky.
FUN-7.G · Determine general and particular solutions for problems involving differential equations in context.
Lesson provided · Practice provided
Course and exam description p. 139
- Teach: Exponential Models with Differential Equations
- Check understanding: A population follows P′=kP, P(0)=100, P(3)=200, with t in hours. Find k and P(6). · Worked answer for A population follows P′=kP, P(0)=100, P(3)=200, with t in hours. Find k and P(6).
- Check understanding: A substance has half-life 4 days and starts at 80 g. Give its differential equation and its amount after 12 days. · Worked answer for A substance has half-life 4 days and starts at 80 g. Give its differential equation and its amount after 12 days.
More checks for this goal
- Check understanding: For y′=0.05y with y(0)=100, use a calculator to find y(10) and the doubling time, to three decimals. · Worked answer for For y′=0.05y with y(0)=100, use a calculator to find y(10) and the doubling time, to three decimals.
- Check understanding: A cooling model is T′=−0.2(T−20), T(0)=80, with T in °C and time in minutes. Find T(t) and its limiting temperature. · Worked answer for A cooling model is T′=−0.2(T−20), T(0)=80, with T in °C and time in minutes. Find T(t) and its limiting temperature.
- Check understanding: A positive quantity has a continuous relative rate k=0.05 per year. Explain why its one-year percent increase is not exactly 5%, and calculate it… · Worked answer for A positive quantity has a continuous relative rate k=0.05 per year. Explain why its one-year percent increase is not exactly 5%, and calculate it…
Required knowledge for FUN-7.G
FUN-7.G.1 · The exponential growth and decay model, dy/dt=ky, with initial condition y=y₀ when t=0, has solutions of the form y=y₀e^(kt).
Unit 8: Applications of Integration
8.1 · Finding the Average Value of a Function on an Interval
CHA-4.B · Determine the average value of a function using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 147
- Teach: Finding the Average Value of a Function on an Interval
- Check understanding: Find the average value of f(x)=x² on [0,3] and a point where f takes that value. · Worked answer for Find the average value of f(x)=x² on [0,3] and a point where f takes that value.
- Check understanding: Temperature samplest (min)025T(t) (°C)101420Use trapezoidal approximation to estimate the average temperature on [0,5]. · Worked answer for Temperature samplest (min)025T(t) (°C)101420Use trapezoidal approximation to estimate the average temperature on [0,5].
Required knowledge for CHA-4.B
CHA-4.B.1 · The average value of a continuous function f over an interval [a,b] is [1/(b−a)]∫ₐᵇ f(x) dx.
8.2 · Connecting Position, Velocity, and Acceleration of Functions Using Integrals
CHA-4.C · Determine values for positions and rates of change using definite integrals in problems involving rectilinear motion.
Lesson provided · Practice provided
Course and exam description p. 148
- Teach: Connecting Position, Velocity, and Acceleration of Functions Using Integrals
- Check understanding: A particle has v(t)=2t−2 m/s on [0,3] and s(0)=5 m. Find its final position and total distance. · Worked answer for A particle has v(t)=2t−2 m/s on [0,3] and s(0)=5 m. Find its final position and total distance.
- Check understanding: Acceleration is a(t)=6t m/s² and v(0)=−2 m/s. Find v(2) and the first nonnegative time the particle changes direction. · Worked answer for Acceleration is a(t)=6t m/s² and v(0)=−2 m/s. Find v(2) and the first nonnegative time the particle changes direction.
More checks for this goal
- Check understanding: A velocity graph consists of a triangle above the axis on [0,2] with height 4 m/s and a triangle below on [2,5] with depth 2 m/s. Find… · Worked answer for A velocity graph consists of a triangle above the axis on [0,2] with height 4 m/s and a triangle below on [2,5] with depth 2 m/s. Find…
Required knowledge for CHA-4.C
CHA-4.C.1 · For a particle in rectilinear motion over an interval of time, the definite integral of velocity represents the particle’s displacement over the interval of time, and the definite integral of speed represents the particle’s total distance traveled over the interval of time.
8.3 · Using Accumulation Functions and Definite Integrals in Applied Contexts
CHA-4.D · Interpret the meaning of a definite integral in accumulation problems.
Lesson provided · Practice provided
Course and exam description p. 149
- Teach: Using Accumulation Functions and Definite Integrals in Applied Contexts
- Check understanding: A rate r(t) is measured in dollars/day. Explain the meaning and units of ∫₂⁷ r(t)dt, and how to use it if the account balance at day 2 is $100. · Worked answer for A rate r(t) is measured in dollars/day. Explain the meaning and units of ∫₂⁷ r(t)dt, and how to use it if the account balance at day 2 is $100.
- Check understanding: A tank starts with 10 L and has net rate 6−2t L/min for 0≤t≤4. Find its maximum volume and the time it occurs. · Worked answer for A tank starts with 10 L and has net rate 6−2t L/min for 0≤t≤4. Find its maximum volume and the time it occurs.
More checks for this goal
Required knowledge for CHA-4.D
CHA-4.D.1 · A function defined as an integral represents an accumulation of a rate of change.
CHA-4.D.2 · The definite integral of the rate of change of a quantity over an interval gives the net change of that quantity over that interval.
CHA-4.E · Determine net change using definite integrals in applied contexts.
Lesson provided · Practice provided
Course and exam description p. 149
- Teach: Using Accumulation Functions and Definite Integrals in Applied Contexts
- Check understanding: A tank starts with 10 L and has net rate 6−2t L/min for 0≤t≤4. Find its maximum volume and the time it occurs. · Worked answer for A tank starts with 10 L and has net rate 6−2t L/min for 0≤t≤4. Find its maximum volume and the time it occurs.
- Check understanding: Inventory starts at 50 items. Inflow is 5t items/hour and outflow is 2 items/hour on [0,3]. Find the inventory at hour 3. · Worked answer for Inventory starts at 50 items. Inflow is 5t items/hour and outflow is 2 items/hour on [0,3]. Find the inventory at hour 3.
Required knowledge for CHA-4.E
CHA-4.E.1 · The definite integral can be used to express information about accumulation and net change in many applied contexts.
8.4 · Finding the Area Between Curves Expressed as Functions of x
CHA-5.A · Calculate areas in the plane using the definite integral.
Lesson provided · Practice provided
Course and exam description p. 150, 151, 152
- Teach: Finding the Area Between Curves Expressed as Functions of x
- Teach: Finding the Area Between Curves Expressed as Functions of y
- Teach: Finding the Area Between Curves That Intersect at More Than Two Points
More teaching passages in this lesson
- Check understanding: Find the area enclosed by y=x and y=x². · Worked answer for Find the area enclosed by y=x and y=x².
- Check understanding: Find the area enclosed by y=4 and y=x². · Worked answer for Find the area enclosed by y=4 and y=x².
More checks for this goal
- Check understanding: Use a calculator to find the area between y=e^(−x²) and y=x on [0,1], to three decimal places. Show the intersection and the integral setup. · Worked answer for Use a calculator to find the area between y=e^(−x²) and y=x on [0,1], to three decimal places. Show the intersection and the integral setup.
- Check understanding: Find the area between x=y and x=y² using horizontal strips. · Worked answer for Find the area between x=y and x=y² using horizontal strips.
- Check understanding: Find the area of the region 0≤y≤2, 0≤x≤y². · Worked answer for Find the area of the region 0≤y≤2, 0≤x≤y².
- Check understanding: Find the total area between y=x and y=x³ on [−1,1]. · Worked answer for Find the total area between y=x and y=x³ on [−1,1].
- Check understanding: Find the area between y=sin x and the x-axis on [0,2π]. Also give the signed integral. · Worked answer for Find the area between y=sin x and the x-axis on [0,2π]. Also give the signed integral.
Required knowledge for CHA-5.A
CHA-5.A.1 · Areas of regions in the plane can be calculated with definite integrals.
CHA-5.A.2 · Areas of regions in the plane can be calculated using functions of either x or y.
CHA-5.A.3 · Areas of certain regions in the plane may be calculated using a sum of two or more definite integrals or by evaluating a definite integral of the absolute value of the difference of two functions.
8.5 · Finding the Area Between Curves Expressed as Functions of y
CHA-5.A · Calculate areas in the plane using the definite integral.
Lesson provided · Practice provided
Course and exam description p. 150, 151, 152
- Teach: Finding the Area Between Curves Expressed as Functions of x
- Teach: Finding the Area Between Curves Expressed as Functions of y
- Teach: Finding the Area Between Curves That Intersect at More Than Two Points
More teaching passages in this lesson
- Check understanding: Find the area enclosed by y=x and y=x². · Worked answer for Find the area enclosed by y=x and y=x².
- Check understanding: Find the area enclosed by y=4 and y=x². · Worked answer for Find the area enclosed by y=4 and y=x².
More checks for this goal
- Check understanding: Use a calculator to find the area between y=e^(−x²) and y=x on [0,1], to three decimal places. Show the intersection and the integral setup. · Worked answer for Use a calculator to find the area between y=e^(−x²) and y=x on [0,1], to three decimal places. Show the intersection and the integral setup.
- Check understanding: Find the area between x=y and x=y² using horizontal strips. · Worked answer for Find the area between x=y and x=y² using horizontal strips.
- Check understanding: Find the area of the region 0≤y≤2, 0≤x≤y². · Worked answer for Find the area of the region 0≤y≤2, 0≤x≤y².
- Check understanding: Find the total area between y=x and y=x³ on [−1,1]. · Worked answer for Find the total area between y=x and y=x³ on [−1,1].
- Check understanding: Find the area between y=sin x and the x-axis on [0,2π]. Also give the signed integral. · Worked answer for Find the area between y=sin x and the x-axis on [0,2π]. Also give the signed integral.
Required knowledge for CHA-5.A
CHA-5.A.1 · Areas of regions in the plane can be calculated with definite integrals.
CHA-5.A.2 · Areas of regions in the plane can be calculated using functions of either x or y.
CHA-5.A.3 · Areas of certain regions in the plane may be calculated using a sum of two or more definite integrals or by evaluating a definite integral of the absolute value of the difference of two functions.
8.6 · Finding the Area Between Curves That Intersect at More Than Two Points
CHA-5.A · Calculate areas in the plane using the definite integral.
Lesson provided · Practice provided
Course and exam description p. 150, 151, 152
- Teach: Finding the Area Between Curves Expressed as Functions of x
- Teach: Finding the Area Between Curves Expressed as Functions of y
- Teach: Finding the Area Between Curves That Intersect at More Than Two Points
More teaching passages in this lesson
- Check understanding: Find the area enclosed by y=x and y=x². · Worked answer for Find the area enclosed by y=x and y=x².
- Check understanding: Find the area enclosed by y=4 and y=x². · Worked answer for Find the area enclosed by y=4 and y=x².
More checks for this goal
- Check understanding: Use a calculator to find the area between y=e^(−x²) and y=x on [0,1], to three decimal places. Show the intersection and the integral setup. · Worked answer for Use a calculator to find the area between y=e^(−x²) and y=x on [0,1], to three decimal places. Show the intersection and the integral setup.
- Check understanding: Find the area between x=y and x=y² using horizontal strips. · Worked answer for Find the area between x=y and x=y² using horizontal strips.
- Check understanding: Find the area of the region 0≤y≤2, 0≤x≤y². · Worked answer for Find the area of the region 0≤y≤2, 0≤x≤y².
- Check understanding: Find the total area between y=x and y=x³ on [−1,1]. · Worked answer for Find the total area between y=x and y=x³ on [−1,1].
- Check understanding: Find the area between y=sin x and the x-axis on [0,2π]. Also give the signed integral. · Worked answer for Find the area between y=sin x and the x-axis on [0,2π]. Also give the signed integral.
Required knowledge for CHA-5.A
CHA-5.A.1 · Areas of regions in the plane can be calculated with definite integrals.
CHA-5.A.2 · Areas of regions in the plane can be calculated using functions of either x or y.
CHA-5.A.3 · Areas of certain regions in the plane may be calculated using a sum of two or more definite integrals or by evaluating a definite integral of the absolute value of the difference of two functions.
8.7 · Volumes with Cross Sections: Squares and Rectangles
CHA-5.B · Calculate volumes of solids with known cross sections using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 153, 154
- Teach: Volumes with Cross Sections: Squares and Rectangles
- Teach: Volumes with Cross Sections: Triangles and Semicircles
More teaching passages in this lesson
- Teaching passage: Other specified shapes work the same way: a circle of radius r has A=πr², or the problem may supply A(x) directly. A funnel with circular sections…
- Teaching passage: A base region gives a slice length, not a slice area. For a vertical base segment between y = f(x) and y = g(x), where f ≥ g on [a,b], set s(x) =…
- Teaching passage: The triangular solid has volume 9/4 cm³; the semicircular solid has volume 9π/8 cm³. The same base and bounds do not imply equal volume because…
- Check understanding: The base lies between y=x and y=x² on [0,1]. Cross sections perpendicular to the x-axis are squares. Find the volume. · Worked answer for The base lies between y=x and y=x² on [0,1]. Cross sections perpendicular to the x-axis are squares. Find the volume.
- Check understanding: On 0≤x≤2, each rectangular cross section has base 2−x and height three times its base. Find the volume. · Worked answer for On 0≤x≤2, each rectangular cross section has base 2−x and height three times its base. Find the volume.
More checks for this goal
- Check understanding: The base lies between y=x and y=x² on [0,1]. Perpendicular-to-x slices are equilateral triangles with this vertical segment as a side. Find the… · Worked answer for The base lies between y=x and y=x² on [0,1]. Perpendicular-to-x slices are equilateral triangles with this vertical segment as a side. Find the…
- Check understanding: The base lies between y=0 and y=2−x on [0,2]. Perpendicular-to-x sections are semicircles with diameter 2−x. Find the volume. · Worked answer for The base lies between y=0 and y=2−x on [0,2]. Perpendicular-to-x sections are semicircles with diameter 2−x. Find the volume.
- Check understanding: A solid has circular cross sections perpendicular to the x-axis, with radius √x for 0≤x≤2. Find its volume. · Worked answer for A solid has circular cross sections perpendicular to the x-axis, with radius √x for 0≤x≤2. Find its volume.
- Check understanding: Build a triangular solid from a curved base · part b: Construct the full definite integral for the solid’s volume with its actual… · Worked answer for Build a triangular solid from a curved base · part b: Construct the full definite integral for the solid’s volume with its actual… (part b)
- Check understanding: Build a triangular solid from a curved base · part c: A second solid uses the same base and slice direction but triangle height equal… · Worked answer for Build a triangular solid from a curved base · part c: A second solid uses the same base and slice direction but triangle height equal… (part c)
- Check understanding: A diameter makes a semicircular volume · part b: Construct and evaluate the full definite integral for the semicircular solid’s… · Worked answer for A diameter makes a semicircular volume · part b: Construct and evaluate the full definite integral for the semicircular solid’s… (part b)
- Check understanding: A diameter makes a semicircular volume · part c: For a different solid on the same base and interval, suppose each cross section… · Worked answer for A diameter makes a semicircular volume · part c: For a different solid on the same base and interval, suppose each cross section… (part c)
-
Supports part of this goal.
- Objective/clause-specific scope: The task constructs cross-sectional area formulas only. No integral, bounds, thickness, volume setup or volume calculation is requested.
-
Supports part of this goal.
Check understanding: Build a triangular solid from a curved base · part a: Sketch and label a representative triangular cross section at x = 1, including… · Worked answer for Build a triangular solid from a curved base · part a: Sketch and label a representative triangular cross section at x = 1, including… (part a) -
Supports part of this goal.
Check understanding: A diameter makes a semicircular volume · part a: Use the supplied base figure to determine the diameter s(x), radius r(x) and… · Worked answer for A diameter makes a semicircular volume · part a: Use the supplied base figure to determine the diameter s(x), radius r(x) and… (part a)
Required knowledge for CHA-5.B
CHA-5.B.1 · Volumes of solids with square and rectangular cross sections can be found using definite integrals and the area formulas for these shapes.
CHA-5.B.2 · Volumes of solids with triangular cross sections can be found using definite integrals and the area formulas for these shapes.
CHA-5.B.3 · Volumes of solids with semicircular and other geometrically defined cross sections can be found using definite integrals and the area formulas for these shapes.
8.8 · Volumes with Cross Sections: Triangles and Semicircles
CHA-5.B · Calculate volumes of solids with known cross sections using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 153, 154
- Teach: Volumes with Cross Sections: Squares and Rectangles
- Teach: Volumes with Cross Sections: Triangles and Semicircles
More teaching passages in this lesson
- Teaching passage: Other specified shapes work the same way: a circle of radius r has A=πr², or the problem may supply A(x) directly. A funnel with circular sections…
- Teaching passage: A base region gives a slice length, not a slice area. For a vertical base segment between y = f(x) and y = g(x), where f ≥ g on [a,b], set s(x) =…
- Teaching passage: The triangular solid has volume 9/4 cm³; the semicircular solid has volume 9π/8 cm³. The same base and bounds do not imply equal volume because…
- Check understanding: The base lies between y=x and y=x² on [0,1]. Cross sections perpendicular to the x-axis are squares. Find the volume. · Worked answer for The base lies between y=x and y=x² on [0,1]. Cross sections perpendicular to the x-axis are squares. Find the volume.
- Check understanding: On 0≤x≤2, each rectangular cross section has base 2−x and height three times its base. Find the volume. · Worked answer for On 0≤x≤2, each rectangular cross section has base 2−x and height three times its base. Find the volume.
More checks for this goal
- Check understanding: The base lies between y=x and y=x² on [0,1]. Perpendicular-to-x slices are equilateral triangles with this vertical segment as a side. Find the… · Worked answer for The base lies between y=x and y=x² on [0,1]. Perpendicular-to-x slices are equilateral triangles with this vertical segment as a side. Find the…
- Check understanding: The base lies between y=0 and y=2−x on [0,2]. Perpendicular-to-x sections are semicircles with diameter 2−x. Find the volume. · Worked answer for The base lies between y=0 and y=2−x on [0,2]. Perpendicular-to-x sections are semicircles with diameter 2−x. Find the volume.
- Check understanding: A solid has circular cross sections perpendicular to the x-axis, with radius √x for 0≤x≤2. Find its volume. · Worked answer for A solid has circular cross sections perpendicular to the x-axis, with radius √x for 0≤x≤2. Find its volume.
- Check understanding: Build a triangular solid from a curved base · part b: Construct the full definite integral for the solid’s volume with its actual… · Worked answer for Build a triangular solid from a curved base · part b: Construct the full definite integral for the solid’s volume with its actual… (part b)
- Check understanding: Build a triangular solid from a curved base · part c: A second solid uses the same base and slice direction but triangle height equal… · Worked answer for Build a triangular solid from a curved base · part c: A second solid uses the same base and slice direction but triangle height equal… (part c)
- Check understanding: A diameter makes a semicircular volume · part b: Construct and evaluate the full definite integral for the semicircular solid’s… · Worked answer for A diameter makes a semicircular volume · part b: Construct and evaluate the full definite integral for the semicircular solid’s… (part b)
- Check understanding: A diameter makes a semicircular volume · part c: For a different solid on the same base and interval, suppose each cross section… · Worked answer for A diameter makes a semicircular volume · part c: For a different solid on the same base and interval, suppose each cross section… (part c)
-
Supports part of this goal.
- Objective/clause-specific scope: The task constructs cross-sectional area formulas only. No integral, bounds, thickness, volume setup or volume calculation is requested.
-
Supports part of this goal.
Check understanding: Build a triangular solid from a curved base · part a: Sketch and label a representative triangular cross section at x = 1, including… · Worked answer for Build a triangular solid from a curved base · part a: Sketch and label a representative triangular cross section at x = 1, including… (part a) -
Supports part of this goal.
Check understanding: A diameter makes a semicircular volume · part a: Use the supplied base figure to determine the diameter s(x), radius r(x) and… · Worked answer for A diameter makes a semicircular volume · part a: Use the supplied base figure to determine the diameter s(x), radius r(x) and… (part a)
Required knowledge for CHA-5.B
CHA-5.B.1 · Volumes of solids with square and rectangular cross sections can be found using definite integrals and the area formulas for these shapes.
CHA-5.B.2 · Volumes of solids with triangular cross sections can be found using definite integrals and the area formulas for these shapes.
CHA-5.B.3 · Volumes of solids with semicircular and other geometrically defined cross sections can be found using definite integrals and the area formulas for these shapes.
8.9 · Volume with Disc Method: Revolving Around the x- or y-Axis
CHA-5.C · Calculate volumes of solids of revolution using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 155, 156, 157, 158
- Teach: Volume with Disc Method: Revolving Around the x- or y-Axis
- Teach: Volume with Disc Method: Revolving Around Other Axes
- Teach: Volume with Washer Method: Revolving Around the x- or y-Axis
More teaching passages in this lesson
- Teaching passage: For x≤y≤2 on 0≤x≤2 rotated about the x-axis, outer radius R=2 and inner radius r=x. The volume is π∫₀²(4−x²)dx=16π/3. If the identity of the…
- Teaching passage: A perpendicular segment rotated around an axis forms a washer only if it leaves a gap from that axis. Measure the farther boundary distance R and…
- Teaching passage: V = 4π/3 cm³. Squaring the thickness 1 − x would instead describe a filled disc of a different radius, not this ring.
- Teach: Volume with Washer Method: Revolving Around Other Axes
- Check understanding: Rotate the region 0≤y≤√x, 0≤x≤4, about the x-axis. Find the volume. · Worked answer for Rotate the region 0≤y≤√x, 0≤x≤4, about the x-axis. Find the volume.
- Check understanding: Rotate the region 0≤x≤√y, 0≤y≤4, about the y-axis. Find the volume. · Worked answer for Rotate the region 0≤x≤√y, 0≤y≤4, about the y-axis. Find the volume.
More checks for this goal
- Check understanding: Rotate the region 1≤y≤1+x, 0≤x≤2, about y=1. Find the volume. · Worked answer for Rotate the region 1≤y≤1+x, 0≤x≤2, about y=1. Find the volume.
- Check understanding: Rotate the region −1≤x≤y−1, 0≤y≤2, about x=−1. Find the volume. · Worked answer for Rotate the region −1≤x≤y−1, 0≤y≤2, about x=−1. Find the volume.
- Check understanding: Rotate the region x≤y≤2, 0≤x≤2, about the x-axis. Find the volume. · Worked answer for Rotate the region x≤y≤2, 0≤x≤2, about the x-axis. Find the volume.
- Check understanding: Rotate the region y²≤x≤y, 0≤y≤1, about the y-axis. Find the volume. · Worked answer for Rotate the region y²≤x≤y, 0≤y≤1, about the y-axis. Find the volume.
- Check understanding: Rotate the region x≤y≤2, 0≤x≤2, about y=3. Find the volume. · Worked answer for Rotate the region x≤y≤2, 0≤x≤2, about y=3. Find the volume.
- Check understanding: Rotate the region y²≤x≤y, 0≤y≤1, about x=−1. Find the volume. · Worked answer for Rotate the region y²≤x≤y, 0≤y≤1, about x=−1. Find the volume.
- Check understanding: Rotate one actual base about two axes · part b: Construct and evaluate the full volume integral for rotation about the x-axis.… · Worked answer for Rotate one actual base about two axes · part b: Construct and evaluate the full volume integral for rotation about the x-axis.… (part b)
- Check understanding: Rotate one actual base about two axes · part c: For rotation about the y-axis, rewrite the same base with horizontal slices and… · Worked answer for Rotate one actual base about two axes · part c: For rotation about the y-axis, rewrite the same base with horizontal slices and… (part c)
- Check understanding: Does the rotating segment actually leave a hole? · part a: Rotate 0 ≤ x ≤ 2 and x − 1 ≤ y ≤ x + 1 about the x-axis. Which complete volume… · Worked answer for Does the rotating segment actually leave a hole? · part a: Rotate 0 ≤ x ≤ 2 and x − 1 ≤ y ≤ x + 1 about the x-axis. Which complete volume… (part a)
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Supports part of this goal.
- Objective/clause-specific scope: The task corrects one washer’s area in square units. It provides an ingredient for volume but requests no integral or volume.
-
Supports part of this goal.
Check understanding: Rotate one actual base about two axes · part a: For rotation about the x-axis, sketch a representative vertical base slice and… · Worked answer for Rotate one actual base about two axes · part a: For rotation about the x-axis, sketch a representative vertical base slice and… (part a)
Required knowledge for CHA-5.C
CHA-5.C.1 · Volumes of solids of revolution around the x-or y-axis may be found by using definite integrals with the disc method.
CHA-5.C.2 · Volumes of solids of revolution around any horizontal or vertical line in the plane may be found by using definite integrals with the disc method.
CHA-5.C.3 · Volumes of solids of revolution around the x-or y-axis whose cross sections are ring shaped may be found using definite integrals with the washer method.
CHA-5.C.4 · Volumes of solids of revolution around any horizontal or vertical line whose cross sections are ring shaped may be found using definite integrals with the washer method.
8.10 · Volume with Disc Method: Revolving Around Other Axes
CHA-5.C · Calculate volumes of solids of revolution using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 155, 156, 157, 158
- Teach: Volume with Disc Method: Revolving Around the x- or y-Axis
- Teach: Volume with Disc Method: Revolving Around Other Axes
- Teach: Volume with Washer Method: Revolving Around the x- or y-Axis
More teaching passages in this lesson
- Teaching passage: For x≤y≤2 on 0≤x≤2 rotated about the x-axis, outer radius R=2 and inner radius r=x. The volume is π∫₀²(4−x²)dx=16π/3. If the identity of the…
- Teaching passage: A perpendicular segment rotated around an axis forms a washer only if it leaves a gap from that axis. Measure the farther boundary distance R and…
- Teaching passage: V = 4π/3 cm³. Squaring the thickness 1 − x would instead describe a filled disc of a different radius, not this ring.
- Teach: Volume with Washer Method: Revolving Around Other Axes
- Check understanding: Rotate the region 0≤y≤√x, 0≤x≤4, about the x-axis. Find the volume. · Worked answer for Rotate the region 0≤y≤√x, 0≤x≤4, about the x-axis. Find the volume.
- Check understanding: Rotate the region 0≤x≤√y, 0≤y≤4, about the y-axis. Find the volume. · Worked answer for Rotate the region 0≤x≤√y, 0≤y≤4, about the y-axis. Find the volume.
More checks for this goal
- Check understanding: Rotate the region 1≤y≤1+x, 0≤x≤2, about y=1. Find the volume. · Worked answer for Rotate the region 1≤y≤1+x, 0≤x≤2, about y=1. Find the volume.
- Check understanding: Rotate the region −1≤x≤y−1, 0≤y≤2, about x=−1. Find the volume. · Worked answer for Rotate the region −1≤x≤y−1, 0≤y≤2, about x=−1. Find the volume.
- Check understanding: Rotate the region x≤y≤2, 0≤x≤2, about the x-axis. Find the volume. · Worked answer for Rotate the region x≤y≤2, 0≤x≤2, about the x-axis. Find the volume.
- Check understanding: Rotate the region y²≤x≤y, 0≤y≤1, about the y-axis. Find the volume. · Worked answer for Rotate the region y²≤x≤y, 0≤y≤1, about the y-axis. Find the volume.
- Check understanding: Rotate the region x≤y≤2, 0≤x≤2, about y=3. Find the volume. · Worked answer for Rotate the region x≤y≤2, 0≤x≤2, about y=3. Find the volume.
- Check understanding: Rotate the region y²≤x≤y, 0≤y≤1, about x=−1. Find the volume. · Worked answer for Rotate the region y²≤x≤y, 0≤y≤1, about x=−1. Find the volume.
- Check understanding: Rotate one actual base about two axes · part b: Construct and evaluate the full volume integral for rotation about the x-axis.… · Worked answer for Rotate one actual base about two axes · part b: Construct and evaluate the full volume integral for rotation about the x-axis.… (part b)
- Check understanding: Rotate one actual base about two axes · part c: For rotation about the y-axis, rewrite the same base with horizontal slices and… · Worked answer for Rotate one actual base about two axes · part c: For rotation about the y-axis, rewrite the same base with horizontal slices and… (part c)
- Check understanding: Does the rotating segment actually leave a hole? · part a: Rotate 0 ≤ x ≤ 2 and x − 1 ≤ y ≤ x + 1 about the x-axis. Which complete volume… · Worked answer for Does the rotating segment actually leave a hole? · part a: Rotate 0 ≤ x ≤ 2 and x − 1 ≤ y ≤ x + 1 about the x-axis. Which complete volume… (part a)
-
Supports part of this goal.
- Objective/clause-specific scope: The task corrects one washer’s area in square units. It provides an ingredient for volume but requests no integral or volume.
-
Supports part of this goal.
Check understanding: Rotate one actual base about two axes · part a: For rotation about the x-axis, sketch a representative vertical base slice and… · Worked answer for Rotate one actual base about two axes · part a: For rotation about the x-axis, sketch a representative vertical base slice and… (part a)
Required knowledge for CHA-5.C
CHA-5.C.1 · Volumes of solids of revolution around the x-or y-axis may be found by using definite integrals with the disc method.
CHA-5.C.2 · Volumes of solids of revolution around any horizontal or vertical line in the plane may be found by using definite integrals with the disc method.
CHA-5.C.3 · Volumes of solids of revolution around the x-or y-axis whose cross sections are ring shaped may be found using definite integrals with the washer method.
CHA-5.C.4 · Volumes of solids of revolution around any horizontal or vertical line whose cross sections are ring shaped may be found using definite integrals with the washer method.
8.11 · Volume with Washer Method: Revolving Around the x- or y-Axis
CHA-5.C · Calculate volumes of solids of revolution using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 155, 156, 157, 158
- Teach: Volume with Disc Method: Revolving Around the x- or y-Axis
- Teach: Volume with Disc Method: Revolving Around Other Axes
- Teach: Volume with Washer Method: Revolving Around the x- or y-Axis
More teaching passages in this lesson
- Teaching passage: For x≤y≤2 on 0≤x≤2 rotated about the x-axis, outer radius R=2 and inner radius r=x. The volume is π∫₀²(4−x²)dx=16π/3. If the identity of the…
- Teaching passage: A perpendicular segment rotated around an axis forms a washer only if it leaves a gap from that axis. Measure the farther boundary distance R and…
- Teaching passage: V = 4π/3 cm³. Squaring the thickness 1 − x would instead describe a filled disc of a different radius, not this ring.
- Teach: Volume with Washer Method: Revolving Around Other Axes
- Check understanding: Rotate the region 0≤y≤√x, 0≤x≤4, about the x-axis. Find the volume. · Worked answer for Rotate the region 0≤y≤√x, 0≤x≤4, about the x-axis. Find the volume.
- Check understanding: Rotate the region 0≤x≤√y, 0≤y≤4, about the y-axis. Find the volume. · Worked answer for Rotate the region 0≤x≤√y, 0≤y≤4, about the y-axis. Find the volume.
More checks for this goal
- Check understanding: Rotate the region 1≤y≤1+x, 0≤x≤2, about y=1. Find the volume. · Worked answer for Rotate the region 1≤y≤1+x, 0≤x≤2, about y=1. Find the volume.
- Check understanding: Rotate the region −1≤x≤y−1, 0≤y≤2, about x=−1. Find the volume. · Worked answer for Rotate the region −1≤x≤y−1, 0≤y≤2, about x=−1. Find the volume.
- Check understanding: Rotate the region x≤y≤2, 0≤x≤2, about the x-axis. Find the volume. · Worked answer for Rotate the region x≤y≤2, 0≤x≤2, about the x-axis. Find the volume.
- Check understanding: Rotate the region y²≤x≤y, 0≤y≤1, about the y-axis. Find the volume. · Worked answer for Rotate the region y²≤x≤y, 0≤y≤1, about the y-axis. Find the volume.
- Check understanding: Rotate the region x≤y≤2, 0≤x≤2, about y=3. Find the volume. · Worked answer for Rotate the region x≤y≤2, 0≤x≤2, about y=3. Find the volume.
- Check understanding: Rotate the region y²≤x≤y, 0≤y≤1, about x=−1. Find the volume. · Worked answer for Rotate the region y²≤x≤y, 0≤y≤1, about x=−1. Find the volume.
- Check understanding: Rotate one actual base about two axes · part b: Construct and evaluate the full volume integral for rotation about the x-axis.… · Worked answer for Rotate one actual base about two axes · part b: Construct and evaluate the full volume integral for rotation about the x-axis.… (part b)
- Check understanding: Rotate one actual base about two axes · part c: For rotation about the y-axis, rewrite the same base with horizontal slices and… · Worked answer for Rotate one actual base about two axes · part c: For rotation about the y-axis, rewrite the same base with horizontal slices and… (part c)
- Check understanding: Does the rotating segment actually leave a hole? · part a: Rotate 0 ≤ x ≤ 2 and x − 1 ≤ y ≤ x + 1 about the x-axis. Which complete volume… · Worked answer for Does the rotating segment actually leave a hole? · part a: Rotate 0 ≤ x ≤ 2 and x − 1 ≤ y ≤ x + 1 about the x-axis. Which complete volume… (part a)
-
Supports part of this goal.
- Objective/clause-specific scope: The task corrects one washer’s area in square units. It provides an ingredient for volume but requests no integral or volume.
-
Supports part of this goal.
Check understanding: Rotate one actual base about two axes · part a: For rotation about the x-axis, sketch a representative vertical base slice and… · Worked answer for Rotate one actual base about two axes · part a: For rotation about the x-axis, sketch a representative vertical base slice and… (part a)
Required knowledge for CHA-5.C
CHA-5.C.1 · Volumes of solids of revolution around the x-or y-axis may be found by using definite integrals with the disc method.
CHA-5.C.2 · Volumes of solids of revolution around any horizontal or vertical line in the plane may be found by using definite integrals with the disc method.
CHA-5.C.3 · Volumes of solids of revolution around the x-or y-axis whose cross sections are ring shaped may be found using definite integrals with the washer method.
CHA-5.C.4 · Volumes of solids of revolution around any horizontal or vertical line whose cross sections are ring shaped may be found using definite integrals with the washer method.
8.12 · Volume with Washer Method: Revolving Around Other Axes
CHA-5.C · Calculate volumes of solids of revolution using definite integrals.
Lesson provided · Practice provided
Course and exam description p. 155, 156, 157, 158
- Teach: Volume with Disc Method: Revolving Around the x- or y-Axis
- Teach: Volume with Disc Method: Revolving Around Other Axes
- Teach: Volume with Washer Method: Revolving Around the x- or y-Axis
More teaching passages in this lesson
- Teaching passage: For x≤y≤2 on 0≤x≤2 rotated about the x-axis, outer radius R=2 and inner radius r=x. The volume is π∫₀²(4−x²)dx=16π/3. If the identity of the…
- Teaching passage: A perpendicular segment rotated around an axis forms a washer only if it leaves a gap from that axis. Measure the farther boundary distance R and…
- Teaching passage: V = 4π/3 cm³. Squaring the thickness 1 − x would instead describe a filled disc of a different radius, not this ring.
- Teach: Volume with Washer Method: Revolving Around Other Axes
- Check understanding: Rotate the region 0≤y≤√x, 0≤x≤4, about the x-axis. Find the volume. · Worked answer for Rotate the region 0≤y≤√x, 0≤x≤4, about the x-axis. Find the volume.
- Check understanding: Rotate the region 0≤x≤√y, 0≤y≤4, about the y-axis. Find the volume. · Worked answer for Rotate the region 0≤x≤√y, 0≤y≤4, about the y-axis. Find the volume.
More checks for this goal
- Check understanding: Rotate the region 1≤y≤1+x, 0≤x≤2, about y=1. Find the volume. · Worked answer for Rotate the region 1≤y≤1+x, 0≤x≤2, about y=1. Find the volume.
- Check understanding: Rotate the region −1≤x≤y−1, 0≤y≤2, about x=−1. Find the volume. · Worked answer for Rotate the region −1≤x≤y−1, 0≤y≤2, about x=−1. Find the volume.
- Check understanding: Rotate the region x≤y≤2, 0≤x≤2, about the x-axis. Find the volume. · Worked answer for Rotate the region x≤y≤2, 0≤x≤2, about the x-axis. Find the volume.
- Check understanding: Rotate the region y²≤x≤y, 0≤y≤1, about the y-axis. Find the volume. · Worked answer for Rotate the region y²≤x≤y, 0≤y≤1, about the y-axis. Find the volume.
- Check understanding: Rotate the region x≤y≤2, 0≤x≤2, about y=3. Find the volume. · Worked answer for Rotate the region x≤y≤2, 0≤x≤2, about y=3. Find the volume.
- Check understanding: Rotate the region y²≤x≤y, 0≤y≤1, about x=−1. Find the volume. · Worked answer for Rotate the region y²≤x≤y, 0≤y≤1, about x=−1. Find the volume.
- Check understanding: Rotate one actual base about two axes · part b: Construct and evaluate the full volume integral for rotation about the x-axis.… · Worked answer for Rotate one actual base about two axes · part b: Construct and evaluate the full volume integral for rotation about the x-axis.… (part b)
- Check understanding: Rotate one actual base about two axes · part c: For rotation about the y-axis, rewrite the same base with horizontal slices and… · Worked answer for Rotate one actual base about two axes · part c: For rotation about the y-axis, rewrite the same base with horizontal slices and… (part c)
- Check understanding: Does the rotating segment actually leave a hole? · part a: Rotate 0 ≤ x ≤ 2 and x − 1 ≤ y ≤ x + 1 about the x-axis. Which complete volume… · Worked answer for Does the rotating segment actually leave a hole? · part a: Rotate 0 ≤ x ≤ 2 and x − 1 ≤ y ≤ x + 1 about the x-axis. Which complete volume… (part a)
-
Supports part of this goal.
- Objective/clause-specific scope: The task corrects one washer’s area in square units. It provides an ingredient for volume but requests no integral or volume.
-
Supports part of this goal.
Check understanding: Rotate one actual base about two axes · part a: For rotation about the x-axis, sketch a representative vertical base slice and… · Worked answer for Rotate one actual base about two axes · part a: For rotation about the x-axis, sketch a representative vertical base slice and… (part a)
Required knowledge for CHA-5.C
CHA-5.C.1 · Volumes of solids of revolution around the x-or y-axis may be found by using definite integrals with the disc method.
CHA-5.C.2 · Volumes of solids of revolution around any horizontal or vertical line in the plane may be found by using definite integrals with the disc method.
CHA-5.C.3 · Volumes of solids of revolution around the x-or y-axis whose cross sections are ring shaped may be found using definite integrals with the washer method.
CHA-5.C.4 · Volumes of solids of revolution around any horizontal or vertical line whose cross sections are ring shaped may be found using definite integrals with the washer method.
About this outline
AP Calculus AB · Fall 2020; pinned ap-calculus-2026-27. Official source: Course and exam description (College Board). The current outline uses the accepted teaching and practice mappings for this edition. Individual resources retain their own scope.
Activities and teaching plans support classroom preparation. They do not establish students’ mastery or actual classroom laboratory time.
Detailed mappings and prior review records remain available at their existing edition-specific addresses.