Summer Calculus

Approved by the NCAA
All-Gender Course; Prerequisite - Completion of Pre-Calculus; Full-year course credit
COURSE DESCRIPTION
This is an introductory course in the calculus of a single variable. Students practice conceptual reasoning and presenting a solution algebraically, geometrically, numerically and verbally.  Students develop a clear understanding of basic calculus concepts.  By the end of the course, students will be able to read and interpret graphical data accurately; use words to explain their reasoning and provide context for final answers; and understand that they know how to learn online.  Major topics include limits, continuity, derivatives, and integrals. This personalized course features discussions, reflections, and projects that will help students to master skills in an engaging way.  It is designed for the ambitious math student looking to solidify their foundation before springing from pre-calculus to AP® Calculus BC or for a student looking to clear another math credit in the summer.  

Summer courses are for-credit opportunities for ambitious students to get a jump on the next academic year. Students participating in these courses should plan to devote 25-30 hours per week for eight weeks to their course. Students will receive grades and comments in these classes, which are the equivalent of year-long, high-school level courses. Because of the pacing and intensity of for-credit summer courses, there is little flexibility; students must be available and have internet access for all eight weeks of the course. 
WHAT STUDENTS SAY

Calculus is a new summer course at One Schoolhouse. To read what students have said about other One Schoolhouse courses, visit our What Students Say webpage!

WHAT STUDENTS DO
Learning is an active process at One Schoolhouse. Students design, create and apply. And, they engage with classmates and connect with their teachers through discussions, video conferences, and projects. Specifically, in this class students will:
  • Set goals that drive their learning. Students reflect regularly on their growth, and meet on video chat with their online teacher to review progress towards their goals.
  • Have choice in how they learn new content and practice new skills. Students are given agency to determine the best ways for them to learn.
  • Apply what they are learning to the real world. Learning is meaningful and connects to concepts outside the classroom.
  • Practice constructive engagement in a diverse and changing world. Students interact with classmates from across the country and around the world.
  • Gain academic maturity. Online learning takes greater discipline and independence than a traditional face-to-face classroom. Teachers support students to build this skill.
MEET A TEACHER FOR THIS COURSE
SIGNATURE ACTIVITIES
Examples of signature activities and projects for this course are:
  • Students will learn primarily through practice and exploration.  This includes traditional practice problems as well as guided work with Geogebra.
  • Students will apply their skills to events in their world, determining models to actual situations and sharing their findings with classmates.
  • Students will assess their learning through summative and formative assessment, including oral quizzes, partnered quizzes, and self-designed questions.​
Stephen Muratore
Mathematics Teacher
BA Rutgers University​