Summer Calculus

All-Gender Course; Prerequisite - Completion of Pre-Calculus; Full-year course credit

COURSE DESCRIPTION
This is an introductory course in single variable calculus. Students practice conceptual reasoning and learn how to present a solution algebraically, geometrically, numerically and tabularly. 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. Major topics include limits, derivatives, integrals and their applications. 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 advancing from Pre-Calculus to AP® Calculus BC, or for a student looking to preview the calculus curriculum and its applications and progress their studies over 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

"I just want to thank Mr. Muratore for being so flexible and helpful throughout this course. He was so upbeat about the material and was willing to do whatever was necessary for his students to understand the material."

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​