CK-12 Foundation's Single Variable Calculus FlexBook introduces high school students to the topics covered in the Calculus AB course. Topics include: Limits, Derivatives, and Integration.

CK-12's Texas Instrument Calculus Student Edition is a useful companion to a Calculus course, offering extra assignments and opportunities for students to understand course material through their graphing calculator.

CK-12's Texas Instruments Calculus Teacher's Edition is a useful companion to a Calculus course, offering extra assignments and opportunities for students to understand course material through their graphing calculator.

CK-12 Calculus Teacher's Edition covers tips, common errors, enrichment, differentiated instruction and problem solving for teaching CK-12 Calculus Student Edition. The solution guide is available upon request.

Students find a rule that agrees with a giventable. The mathematics task is intended to be a problem or question that encourages the use of mathematical practices. The dialogue is meant to show how students might engage in the mathematical practices as they work on the task.

In this lesson, students determine a linear function given a verbal description of a linear relationship between two quantities. Students interpret linear functions based on the context of a problem. Students graph linear functions by constructing a table of values, plotting points, and drawing the line.

A Constructed Response Item provided by Smarter Balanced as preliminary examples of the types of items that students might encounter on the summative assessment. The item prompt students to produce a text or numerical response in order to collect evidence about their ability to calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. MAT.HS.CR.1.00FIF.L.614

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This lesson unit is intended to help teachers assess how well students are able to: model a periodic situation, the height of a person on a Ferris wheel, using trigonometric functions; and interpret the constants a, b, c in the formula h = a + b cos ct in terms of the physical situation, where h is the height of the person above the ground and t is the elapsed time.

There is a natural (and complicated!) predator-prey relationship between the fox and rabbit populations, since foxes thrive in the presence of rabbits, and rabbits thrive in the absence of foxes. However, this relationship, as shown in the given table of values, cannot possibly be used to present either population as a function of the other. This task emphasizes the importance of the "every input has exactly one output" clause in the definition of a function, which is violated in the table of values of the two populations.

This task can be played as a game where students have to guess the rule and the instructor gives more and more input output pairs. Giving only three input output pairs might not be enough to clarify the rule.

Given a set of points on a graph, students will find one linear function and one quadratic function which, between them, pass through all the points.

In this lesson, students know that a function assigns to each input exactly one output. Students know that some functions can be expressed by a formula or rule, and when an input is used with the formula, the outcome is the output.

This lesson unit is intended to help teachers assess how well students are able to: articulate verbally the relationships between variables arising in everyday contexts; translate between everyday situations and sketch graphs of relationships between variables; interpret algebraic functions in terms of the contexts in which they arise; and reflect on the domains of everyday functions and in particular whether they should be discrete or continuous.

This unit builds on the student's prior learning of how to find a rule that takes a given input value to exactly one output value. In this unit students will be able to identify when a relation is a function and use proper vocabulary (domain and range) and function notation.

Families of functions will be introduced in this unit including linear, absolute value, exponential and quadratic families of functions. Students will use graphs, tables and equations to identify the parent function and be able make a graph from the information in an equation and vice versa. This unit also introduces students to the concept of functions and their inverses. Students will write expressions for simple, linear functions that have an inverse.

Students will continue to use the concepts learned in this unit throughout the remainder of the course and in high school courses.

In this lesson, students know that the definition of a graph of a function is the set of ordered pairs consisting of an input and the corresponding output. Students understand why the graph of a function is identical to the graph of a certain equation.

In this lesson, students graph a line specified by a linear function. Students graph a line specified by an initial value and rate of change of a function and construct the linear function by interpreting the graph. Students graph a line specified by two points of a linear relationship and provide the linear function.

This is a unit that formalizes the definition of functions. Students will connect the idea of mathematical relationships to the concept of functions. With a mix of direct instruction, guided notes with procedural practice, and individual practice, this unit will ground students in the concept and provide a deep understanding of its usefulness.