Worksheet Wednesday - Calculus Quizzes Part I

This week I'll be sharing a few quizzes from my 5-credit Calculus I course that meets three days a week. I have students complete a daily quiz that contains fairly simple questions about the material covered in the previous lecture. My intent is to make sure students put in time daily to practice the material and struggle with concepts in the course. So far it has worked fairly well, students seem more capable this term, they understand the expectations I have of them, and their performance on tests is exceptional. I will be doing some rudimentary comparisons of this class with my previous Calc I, so stay tuned for that.

Below are quizzes for a few of the first sections from Stewart's Calculus: Concepts and Contexts 4th edition. We don't cover epsilon delta arguments so a few of the limit questions may seem a bit rudimentary, and in reality they are. I feel uncomfortable asking students to do a lot with limits since we don't cover what is 'really' going on. Then again can we teach it at this level?

Quiz 1 - Review - In this quiz I have them do a few things they should know how to do that are pre-skills for the course; finding the slope of a line, finding the equation of a line that goes through two points, and finding a parallel line.

Quiz 5 - Continuity -

Quiz 6 - Miscellaneous -

Quiz 8 - Definition of a Derivative -

If you have any feedback, or you use them in your class modified or not, please post a comment below! You can also email me at robert dot weston dot 82 at gmail dot com. Thank you for reading!



Location: Portland, OR, USA

Comments

Post a Comment

Popular posts from this blog

Building Thinking Classrooms: Planning for Winter 2024

 I am hosting a professional learning community for my state-level organization (SBCTC) and am sharing some thoughts on how I am planning my next term, using the Building Thinking Classrooms ( BTC ) framework. Below is the post I made on December 20th 2023 to our internal discussion forum. If you have thoughts, questions, or ideas about the BTC framework, post it below! ------------------------------  I am teaching MATH 104 Finite Mathematics with Support next term, and want to weave thinking questions throughout the course . This corequisite support course allows students can enter the course with below college level placement, and earn college credit in one term instead of two. These students are majoring in business, accounting, or other programs, eventually need to take MATH&148 Business Calculus. The course covers linear equations, systems of linear equations, linear programming, the Simplex method, functions (polynomial, rational, exponential, logarithmic), financial math, a
Read more

Culinary Math and Visual Mnemonics

Image
For the upcoming fall term I've been contracted to teach a culinary math class at a local culinary school. The course deals primarily with units of measure, yields, and recipe costing. Doing my own research into the course content I found an excellent resource in Culinary Math , by Linda Blocker and Julia Hill. Overall it is an excellent introduction into the mathematical topics that are important to cooks and chefs, and the terminology they've developed around them. One aspect of the book that I really enjoyed is its use of visual mnemonics . The first one they use is this one to show the relationship between cups, pints, quarts, and gallons: Within each 'P' there are two 'C's, indicating that there are two cups in every pint, and so on; two pints to a quart, four quarts to a gallon, etc. This has a really nice recursive relationship as well, within each 'Q' there are four 'C's, meaning there are four cups in a quart. The design of it is
Read more