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Larry Peterson earned his B.S. in Mathematics Education from Utah State University and his M. Ed. from Weber State University. He began teaching AP Calculus in 1976, retiring from Northridge High School in Layton, Utah in 2018.
Larry’s experience with Advanced Placement ranges from Calculus to Computer Science to Statistics. He has been a reader for the AP Calculus exam since 1993, serving as a Table Leader for many years. In 2003 and 2004 Larry was also a Question Leader. He is also a regular presenter at state, regional, national, and international conventions in mathematics and technology and has published materials for both AP Calculus and AP Statistics. He has been a member of numerous mathematics and education committees at the local, state, and national levels. In the past 25 years, Larry has enjoyed facilitating over 100 AP Summer Institutes Larry currently serves on the Instructional Design Team for AP Calculus. In addition to his work as a consultant for The College Board and The National Math and Science Initiative, Larry served a six- year term as a member of the Board of Directors of the National Board for Professional Teaching Standards. His awards include: Milken Educator, Tandy Scholar, Disney American Teacher Award winner, and Utah Teacher of the Year. |
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LARRY PETERSON
COURSE DESCRIPTION
AP CALCULUS AB COURSE DESCRIPTION
The calculus session will cover all topics on the Calculus AB syllabus which includes limits and continuity, definition of derivative, applications of the derivative, rate of change, Mean Value Theorem, Riemann sums, average value, integration, applications of integration, Fundamental Theorem of Calculus, slope fields, applications of antidifferentiation and separable differential equations.
This institute is designed to focus on the content knowledge described in the AP Calculus Course Description including the Mathematical Practices of AP Calculus as well as techniques and ideas for developing a successful AP program. We will cover topic content, strategies, and teaching techniques for presenting the material for student understanding will be shared. We will use multiple representations - graphical, numerical, analytic, and verbal - to foster a more complete understanding of calculus. Sample problems from previous AP exams will be given and solved together to develop an understanding of the material and the College Board philosophy. Participants will also receive a variety of classroom-tested activities and calculator programs to enhance their own teaching. We will discuss ways to prepare students for the AP exam.
AGENDAThis Institute will focus on the Calculus curriculum as outlined by The College Board. It will include a study of the four major components: limits, rates of change, indefinite integrals, and accumulation using definite integrals. We will discuss the new framework for AP Calculus as outlined by the College Board.
We will investigate the concepts using numerical, graphical, symbolic, and verbal perspectives. Concepts and lessons that promote student understanding of major ideas will be emphasized. Each participant will receive classroom-tested worksheets, programs, and activities. Special attention will be given to assessment of written student responses in light of current AP scoring standards. The TI-83/84 graphing calculator will be used for instruction. Each participant should have access to his/her text and a graphing calculator.
Teachers new to AP should create a College Board AP account through their school’s AP coordinator prior to the institute.
Day 1 – Resources, Limits, and Derivatives
Introduction to The AP Calculus Course and Exam Description
Introduction to limits using the Rule of Three
The 20 Minute Ride
The 29 Minute Derivative
Lies my calculator told me
College Board resources
Derivative rules and the Chain Rule
Derivatives of functions and their inverses
College Board resources
Day 2 - Applications of Differential Calculus
Card sort for f, f’, and f”
Related rates
The Mean Value Theorem
L’Hospital’s Rule
Introduction to AP Classroom
Substitution Roundtable
Slope Fields
Slope Field card match
Day 3 – Antiderivatives
More slope fields
Fundamental Theorem of Calculus
Rewriting a Riemann sum as a definite integral
Areas and volumes
Making models
Rates and accumulation
Designing your course
Personal Progress Checks
Day 4 – Helping Our Students Learn
Equity and Access
Sentence starters
AP Exam preparation materials
Anticipating student errors
Writing correct justifications
The latest AP Calculus Exam
Being an AP Reader
Joining the AP Teacher Community
The calculus session will cover all topics on the Calculus AB syllabus which includes limits and continuity, definition of derivative, applications of the derivative, rate of change, Mean Value Theorem, Riemann sums, average value, integration, applications of integration, Fundamental Theorem of Calculus, slope fields, applications of antidifferentiation and separable differential equations.
This institute is designed to focus on the content knowledge described in the AP Calculus Course Description including the Mathematical Practices of AP Calculus as well as techniques and ideas for developing a successful AP program. We will cover topic content, strategies, and teaching techniques for presenting the material for student understanding will be shared. We will use multiple representations - graphical, numerical, analytic, and verbal - to foster a more complete understanding of calculus. Sample problems from previous AP exams will be given and solved together to develop an understanding of the material and the College Board philosophy. Participants will also receive a variety of classroom-tested activities and calculator programs to enhance their own teaching. We will discuss ways to prepare students for the AP exam.
AGENDAThis Institute will focus on the Calculus curriculum as outlined by The College Board. It will include a study of the four major components: limits, rates of change, indefinite integrals, and accumulation using definite integrals. We will discuss the new framework for AP Calculus as outlined by the College Board.
We will investigate the concepts using numerical, graphical, symbolic, and verbal perspectives. Concepts and lessons that promote student understanding of major ideas will be emphasized. Each participant will receive classroom-tested worksheets, programs, and activities. Special attention will be given to assessment of written student responses in light of current AP scoring standards. The TI-83/84 graphing calculator will be used for instruction. Each participant should have access to his/her text and a graphing calculator.
Teachers new to AP should create a College Board AP account through their school’s AP coordinator prior to the institute.
Day 1 – Resources, Limits, and Derivatives
Introduction to The AP Calculus Course and Exam Description
Introduction to limits using the Rule of Three
The 20 Minute Ride
The 29 Minute Derivative
Lies my calculator told me
College Board resources
Derivative rules and the Chain Rule
Derivatives of functions and their inverses
College Board resources
Day 2 - Applications of Differential Calculus
Card sort for f, f’, and f”
Related rates
The Mean Value Theorem
L’Hospital’s Rule
Introduction to AP Classroom
Substitution Roundtable
Slope Fields
Slope Field card match
Day 3 – Antiderivatives
More slope fields
Fundamental Theorem of Calculus
Rewriting a Riemann sum as a definite integral
Areas and volumes
Making models
Rates and accumulation
Designing your course
Personal Progress Checks
Day 4 – Helping Our Students Learn
Equity and Access
Sentence starters
AP Exam preparation materials
Anticipating student errors
Writing correct justifications
The latest AP Calculus Exam
Being an AP Reader
Joining the AP Teacher Community