Calculus 30 is a 100-hour course. The content of the Calculus 30 curriculum guide has been divided into nine units:
A. Introduction
B. Functions
C. Limits and Continuity
D. Differentiation
E. Applications of Derivatives to Curve Sketching
F. Practical Applications of Derivatives
G. Derivatives of the Transcendental Functions
H. Integration
I. The Fundamental Theorem of Calculus
Many of the units contain both compulsory and optional learning objectives. The optional learning objectives have been included to indicate other possible topics for interested or advanced students and are found in Appendix A. The optional learning objectives should only be used with the full class if time permits. These objectives should not be addressed at the expense of any of the compulsory learning objectives.
As in the other K-12 mathematics curricula, problem solving is an integral component of all units. Moreover, problem solving should not only be used with reference to translational application problems and the related learning objectives, it should also be incorporated as a means of developing understanding and processes through the use of process and open-ended problems.
A variety of resources and materials should be incorporated into the teaching and learning of Calculus 30 so that activities and content complement student learning styles, individual teaching styles, and the philosophy of the curriculum. Any single resource will not cover all of the concepts and skills of this curriculum guide. Resources and activities should be selected to provide a range of instructional and assessment approaches.
There are many ways that the Adaptive Dimension can be incorporated into Calculus 30. They include:
· alter the instructional approach to meet individual student needs
· alter the setting (environment) so that students may benefit more fully from instruction
· alter the pacing of lessons
· alter the method in which students are required to respond to the teacher or other students
· alter the type of assessment used for different students
· alter the type of resource being used.
It should be remembered that the less rigid the setting and the approach, the easier it is to adapt. Any method, or some combination of methods is acceptable. Suggested ideas are provided for helping students to achieve various skills/objectives in this guide in Instructional Notes and in the Suggestions/Extensions column. Additional ideas are provided in Instructional Approaches: A Framework for Instructional Practice (Saskatchewan Education, 1991) and The Adaptive Dimension in Core Curriculum (Saskatchewan Education, 1992).
The sequencing of the units and learning objectives is at the discretion of the teacher. However, a logical order that emphasizes the interrelatedness of various units and learning objectives should be used. This can be achieved by carefully selecting examples and activities that can be revisited and expanded at different times in the course.