Unit Plan Final - The Flipped Calculus Classroom

Unit Plan:
The Flipped Calculus Classroom

Ben Wood
Colorado State University
Contents
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Introduction................................................................................................................ 3
Flipped Classroom Learning........................................................................................ 4
Lesson 1: Limits.......................................................................................................... 7
Lesson 2: Derivatives and Power Rule......................................................................11
Lesson 3: Chain, Product, and Quotient Rules..........................................................17
Lesson 4: Extreme Values......................................................................................... 23
Lesson 5: Indefinite Integrals....................................................................................30
Lesson 6: The Fundamental Theorem of Calculus.....................................................37
Unit Test................................................................................................................... 46
Project...................................................................................................................... 50
Thesis Reflection...................................................................................................... 51
Bibliography............................................................................................................. 57
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Introduction
Over the course of my undergraduate studies at Colorado State University, I have
familiarized myself with a number of ways to teach students of varying grade levels. During my
time in the teacher preparation program I have been able to figure out what methods would work
with my teaching style and how I could best present mathematics to my future students.
Education and teaching methods are constantly evolving due to many different forces, but
technology is one of the most influential. Therefore, with advancements in technology, we
experience advancements in education.
Recently a new style of teaching has emerged, called the flipped classroom. Using the
flipped classroom method, students learn new and basic concepts independently and then work
together in class to build upon these new foundations. This allows teachers to work more closely
with students to ensure their success.
Because of my interest in education, I have decided to center my thesis around teaching
calculus students using the flipped classroom method. In this paper, I will discuss the advantages
and disadvantages of this style of teaching, the obstacles, as well as my own experiences while
going through the process of creating a unit plan. I will discover how to create lesson plans and
videos centered around the flipped classroom and the changes both the students and teachers will
have to make to accommodate this new system. This thesis will provide insight into new and
exciting ways to teach that could be beneficial for schools and their students in the future.
In this thesis, I present 6 lessons related to key areas of introductory calculus, including
limits, derivative rules, extreme values of functions, indefinite integrals, and culminating with
the fundamental theorem of calculus. These lessons involve (1) a YouTube video to be watched
by the students before class and (2) an in-class lesson guide. The in-class lesson guides contain
warm-up problems designed to check students basic understanding of the content of the video,
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practice problems for groups that allow students to dig deeper into the content from the video,
guiding questions for the instructor to use to prompt groups to think more deeply, and possible
student thinking related to the new content along with possible ways for the instructor to build on
the students thinking.
Flipped Classroom Learning

As advancements in technology become more, we see the use of that technology
emerging in classrooms across the country. SMART Boards replace chalkboards, laptops take
over for pencil and paper, and digital projectors have taken the place of overhead projectors. The
ability to use technology appropriately and efficiently can be a teachers strongest asset, and by
engaging students in a flipped classroom, teachers may be able to use this technology to their
advantage.
A flipped classroom, as the name implies, is different from a normal classroom. These
classrooms are described as a pedagogical model in which the typical lecture and homework
elements of a course are reversed, where short video lectures are viewed by students at home
before the class session, while in-class time is devoted to exercises, projects, or discussions.
(EDUCASE, 2012) By flipping the activities done at school and at home, it is believed that
teachers will have more time during class in order to help students more deeply understand the
concepts they were exposed to while watching videos outside of school. Thus, this style of
teaching has been seen to surpass other instructional methods in terms of effectiveness.
(Guymon, 2014) Given the differences from a traditional classroom, a flipped classroom must be
implemented and executed with the following in mind.
Firstly, videos must be created and employed effectively to create a successful flipped
classroom. Depending on a teachers proficiency with technology as well as the teachers content
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area, videos can be filmed in a multitude of ways. Teachers can record videos with a traditional
video camera, or they can use screen capture software to record something they are doing on a
computer, or students can go over material from a teacher made using PowerPoint or other
presentation software. The accompaniment of voice over commentary can also help to engage
students. (Flipped Institute, 2016)
When making videos, teachers should be aware of different aspects of their product. Any
sound that has been captured must be loud and clear for students to listen to. Videos should be
short and concise; only cover a small amount of content in one video. Teachers should think
about what they want their students to know, and then work backwards from there when planning
content. If videos are too long, students may be intimidated or become impatient and skip parts
of the video, if not the whole thing. Scripting before starting a voice over is a helpful tool, but it
should still be as natural and as human as possible. Lastly, videos should be engaging enough
in order for students to offer their undivided attention, so videos can be humorous and enjoyable.
Any effective elements of a normal classroom can still apply to video lectures.
Since students will have learned the basics of a topic at home in a flipped classroom
setting, teachers will have to utilize different learning strategies in the classroom to support
students understanding the material more deeply. The ability to create engaging learning
experiences for students in the classroom while not sacrificing content coverage is one of the
major benefits of the flipped concept. (Flipped Institute) The activities that take place in the
classroom after students have watched lectures at home should link deeply with the content of
the video. Examples and worksheets modeled after what was taught in the video lectures are
great for classes such as math and science where knowing how to solve problems is key.
Individual and collaborative group projects can help students understand where they may apply
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what they have learned in the real world. Teachers may also allow students to create their own
content which, if done in groups, can foster peer teaching and a sense of pride in helping others
to learn. Teachers should participate in copious amounts of circulation in order to answers
questions and facilitate learning during whole class discussions. At the end of each class period,
each week, or each unit, students should reflect on what they have learned, supported by teacher
questioning and discussion in order to make connections to other things they have learned and to
keep content fresh in their minds. (Flipped Institute)
Finally, its important to be able to properly link the content of videos into the new ways
teachers may spend their freed up class time. Often, as a warm-up, teachers can offer students
one or two short problems that they must solve that draw concepts from a required video before
they may begin working on activities for the day. Videos usually give a more generalized view of
concepts in the coming days, so class time should be spent focusing on the specifics of content
and investigating deeper. Teachers will have more time to give students their support and they
shouldnt be afraid to offer students a more personalized learning experience through
differentiation (Miller, 2012).
The flipped classroom is still a new concept to teachers and students alike. Although it is
still an up and coming concept in the world of teaching, its clear benefits make it worth a shot in
many school settings.
Lesson 1: Limits
Accompanying video lecture: https://www.youtube.com/watch?v=rlqGHZhNm0Q
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Warm-up Problems (solutions in red): At the beginning of class, have students work on the
following warm-up problems individually. After they have completed the problems individually,
have them compare their solutions to a partners or group mates.
1. Given the table, fill in the missing values for the function f(x) =
x
1
x1 ln x , and use
x
1
(
)
the table to estimate the value of lim
ln x numerically.
x 1 x 1
x
0.9
0.99
0.999
1.001
1.01
1.1
lim (
x 1
f(x)
0.491222
0.499162
0.499917
5.000833
0.0500829
0.507941
x
1
) =5
x 1 ln x
2. Given the graph of f(x), evaluate the limits:

lim f (x)
a.
= -0.25
x 1.5
b.
lim f ( x )
x 0
lim f (x)
c.
x 2.5
=2
= .75
x4
lim
3. Evaluate the limit algebraically: x 4 x 216
x4
x 4 (x 4)(x +4 )
lim
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lim
x4
1
x+ 4
1
4+ 4
1
8
= .125
Exploration Activity for Groups: Once students begin wrapping up the warm-up, quickly run
through each problem and their solutions. Then, pose the following exploration activity
questions to students. Students should work in groups. While students work in groups, the
teacher should walk around and pose guiding questions to groups of students. A list of possible
guiding questions are presented after the exploration activity questions.
1. A. For the following graph, are we able to compute limits at the following values: x =
5 and x = 9? What are these values? Yes. For x = 5, the limit is approx.. 4.5. For x =
9, the limit is approx.. 1.75. Students answers may fluctuate around these values.
B. Are we able to compute a limit for x = 8? Why or why not? We may not compute a
two-sided limit for x = 8 due to a jump discontinuity.
C. Are there other ways to compute a limit for values like x = 8? We may compute
one-sided limits for x = 8. From the left, the limit of x = 8 is 3.
From the right, the limit of x = 8 is 1.
D. What are the three different limits we may be able to
compute on a single point? One two-sided limit, one right-hand
limit, and one left-hand limit.
2. Consider the following graph, which has vertical asymptote x =

3. Answer the following questions.
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a. Can we compute the two-sided limit at x = 3? Why or

why not? No, because the two sides of the graph do not
converge to the same point at x = 3.
b. What are the left- and right-hand limits at x = 3? Leftside: positive infinity. Right-side: negative infinity.
c. How are left- and right-hand limits helpful for points on
a function at which there are discontinuities or points
where the function is undefined? Students answers will
vary. They can tell us what the graph is going to do at a
specific point, etc
3. Challenge problem: Consider the following graph. What are

the left- and right-side limits at x = 0? Neither limits exist.
Guiding questions: These are possible questions to ask the students as they work on the practice
problems in groups. These questions can be posed to the groups, and then whole class
discussions could center around these questions as well.
What is the graph doing as the function approaches the point?
What is the graph doing on the right/left side as the function approaches the point?
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What is happening to the graph is the function approaches the asymptote from either
side?
Even though the graph may not be defined at that point, what do we know about its
limit as the graph approaches that point?

Where can/cant we evaluate limits on this graph?
Why cant we evaluate the two-sided limit at this point?
Is there a way we can simplify this equation or break it down into smaller parts?
Possible Student Thinking: Here I provide possible student thinking based on my own thinking
about the problems and on my own experience working with students in the tutoring center. I
also provide ways to correct or productively build on student thinking.
If students cannot identify how a graph behaves when reaching a point, approaching an
asymptote, etc. have them follow along the graph with their finger. Their finger should
continue along passed where the graph is drawn to emphasize its behavior.
If students cannot identify why a two-sided limit cannot be evaluated at a point, have
them identify how the graph is behaving on each side of the graph.
If students cannot identify where a limit can/cannot be taken on a graph, have them try to
take limits on different points of the graph or identify the graphs behavior at different
points.
Lesson 2: Derivatives and Power Rule

Accompanying video lecture: https://www.youtube.com/watch?v=1py_zH9evP4
have the compare their solutions to a partners or group mates.
1. Find the derivative of the equation
x 2+ 4 x +7
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x
( x+ h)2+ 4( x +h)+7
( 2+ 4 x+7)
h
lim
h 0
lim
h0
x 2+ 2 xh+h 2+ 4 x +4 h+7x2 4 x7
h
2 xh +h2 +4 h
lim
h
h0
lim (2 x +h+ 4)
h0
2x+4
Exploration Activity for Groups: Once students are finishing up the warm-up, have a student
show their (correct) solution on the board as you prepare the following exercise for the class.
This activity is meant to help students discover the power rule for themselves as well as make
connections between functions and their derivatives. Students should work in groups. While
students work in groups, the teacher should walk around and pose guiding questions to groups of
students. A list of possible guiding questions are presented after the exploration activity
questions.
1. Consider the function
Graph:
1
y=x 3 + x4 . Graph the function and compute its derivative.
2
Derivative:
y=3 x +
1
2
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2. Graph the derivative. Keep taking the derivative and graphing it as many times as you
can.
Graph:
Graph:
Derivative: y = 6x
12
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Graph:
13
Derivative: y = 6
Derivative: y = 0
3. Now, write down the equation with each derivative under it. What do you notice?
3 1
a. Function : x + 2 x4
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2 1
b. Derivative 1: 3 x + 2
c. Derivative 2: 6x
d. Derivative 3: 6
4. How can we compute derivatives more easily? (What is the shortcut?)
Answers should include something about the power rule, but not specifically mentioned by
name. Specifically, answers should make some mention of bringing the power of x down in front
and subtracting the power by one: if f ( x )=x
'
n1
, then f ( x )=n x
.
5. Challenge problem: Observe how the graph of
1
y=x 3 + x4
2
and the graphs of its
derivatives relate to the graph previous to it. (How does the graph of derivative 3 relate to
the graph of derivative 2? How does the graph of derivative 2 relate to the graph of
derivative 1? How does the graph of derivative 1 relate to the graph of the original
function?) Now consider the graph of
y=sin ( x) .
6. We do not know how to compute the derivative using limits or the power rule. Using
what you have observed from the previous graphs and how they relate, can you find the
derivative of
y=sin ( x) ?
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y=cos ( x )
Graph:
Guiding questions: These are possible questions to ask the students as they work on the
practice problems in groups. These questions can be posed to the groups, and then whole
class discussions could center around these questions as well.
Look at each component of the functions when you take the derivative. What happens to
each part?
Try comparing the graphs of the function and its derivative. Sometimes it helps to draw
the graphs on the same plane.

What is happening to the terms that are not multiplied by x? Why do you think that they
disappear? Try thinking about these terms as being multiplied by
x0 .
For the derivative of y = sin(x), think back to when you compared the graphs of the
function and its derivatives. As the function increases/decreases, what is happening to the
graph of the derivative? Can we apply this same occurrence to the graph of y = sin(x)?
n
Does this happen for all functions in terms of the form x ? What must be true of n?
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Possible Student Thinking: Here I provide possible student thinking based on my own thinking
about the problems and on my own experience working with students in the tutoring center. I
also provide ways to correct or productively build on student thinking.
If students cannot identify relationships between a function and its derivative, have them
pay special attention to each part; coefficients, powers, etc.

If students cannot identify relationships between the graph of a functions and the graph of
its derivative, have them pay special attention to the + or side of the graph the
derivative is in and the original functions behavior on the graph.

For incorrect derivatives, students may need to review their work in order to give a
correct answer. Briefly give students ideas of where they may have gone wrong. For
example, you havent yet cancelled all of your terms without hs. or this term wasnt
expanded correctly. Etc.
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Lesson 3: Chain, Product, and Quotient Rules

Accompanying video lecture: https://www.youtube.com/watch?v=Bf6WnWFlu8c
Warm-up: Instead of warm-up problems, assign students into one of three groups (or six for
large classes). Groups will be assigned to one of three stations with one or two groups per
station for 15 minutes before rotating to the next. Stations will be divided up into problems with
chain rule, problems with product rule, and problems with quotient rule. Each station should
have solutions to the given problems. Students should be encouraged to try the problems on their
own before checking the solutions at each station in order to check their work and
understanding. Once all students are assigned to a group, begin the rotation.
Solutions in red or in the following images.
Chain Rule Station:
1. What is the definition of the chain rule? That is, find
Differentiate the following:
2.
y=(3 x+1)2
y = 2 (3 x +1 ) (3 )
y ' =6 ( 3 x+1 )
y ' =18 x+ 6
3.
y= 13 x 25 x +8
Solution:
4.
y=(14 x+7 x 5 )30

Solution:
d
f (g ( x ) ) . f ' ( g ( x ) ) g ' (x )
dx
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5.
18
y=sin ( 5 x)
y ' =cos ( 5 x )( 5 )
y ' =5 cos ( 5 x)
6.
y=ln ( 17x)
y=
1
(1)
17x
y'=
1
x 17
'
Product Rule Station:

1. What is the definition of the product rule? That is, find
d
[f ( x ) g ( x ) ] . Also, write
dx
down the helpful saying from the video that may help you remember the product rule.
f ( x ) g ' ( x )+ f ' ( x ) g(x) . One D two plus two D one.
2.
y=( x3 +7 x1)(5 x+ 2)
Solution: y
3.
y=x 3 lnx
Solution: y
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4.
19
y=5 x + sinxcosx
y ' =10 x+ sinx (sinx )+ ( cosx ) cosx
'
y =10 x+ cos x sin x

5.
3
2
y=6 x tanx
(Note:
dy
2
tanx=sec x
)
dx
Solution: y
6.
y=x (4 +3 x )
Solution: y
Quotient Rule Station:

1. What is the definition of the quotient rule? That is, find
d f (x)
dx g ( x ) . Also, write down
the helpful saying from the video that may help you remember the quotient rule.
g ( x ) f ' ( x )f ( x ) g ' (x )
2
. Low D high minus high D low, all over the square of whats
(g ( x ) )
below.
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2.
y=
2
x+ 1
y'=
( x +1 ) ( 0 )(2)(1)
( x+1)2
'
y=
2
2
(x +1)
2
3.
y=
x
3 x1
Solution: y
4.
y=
4 x 37 x
5 x2 +2
Solution: y
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5.
y=
4 sinx
2 x +cosx
Solution: y
Think of the sayings for each rule. What does each part of the saying stand for? What
does low/high/one/two/D/etc. mean in the saying?

Can each of these rules be used in conjunction with the other rules? If so, how?
Could each of these be solved using the definition of the limit?
How does using each of these rules speed up the process of taking derivatives?
Which rule fits? Why? What kind of function is f(x)?
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Possible Student Thinking: Here I provide possible student thinking based on my own
thinking about the problems and on my own experience working with students in the tutoring
center. I also provide ways to correct or productively build on student thinking.
As this lesson is built around rigorous practice of each rule, students will most likely
make mistakes in algebra, arithmetic, or remembering how to take a derivative.
Without telling students the answer or the next step, ask students about parts of the
problem they are having issues with so they may figure it out for themselves.
Questions may vary from student to student.

Make sure students are using the rules asked of them at their respective stations.
Students are allowed to look at the solutions at each station to check their work,
however they should be encouraged to make an honest attempt at a problem before
doing so.
Lesson 4: Extreme Values

Accompanying video lecture: https://www.youtube.com/watch?v=RDRkceOpWoA
have the compare their solutions to a partners or group mates. The aim of todays warm-up is
to help students familiarize themselves with vocabulary. Fill in the spaces in the sentences using
the correct words from the word box. Some words may be used more than once.
Extreme values
Inflection
Critical values
First derivative
Minimum
Maximum
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By taking the __first derivative__ of a function, we can find its __critical values__. When we set
the __first derivative__ equal to 0, we can identify the type of each of the functions __extreme
values__. We can identify whether the __extreme values__ are __maximums/minimums__,
__maximums/minimums__, or __inflection__ points by observing the behavior of the graph on
either side.
Exploration Activity for Groups: Once students have finished the warm-up, briefly go over the
correct answers and clear up any misconceptions. Then, pose the following exploration activity
questions to students. Students should work in groups. While students work in groups, the
teacher should walk around and pose guiding questions to groups of students. A list of possible
guiding questions are presented after the exploration activity questions.
Work through each of the following problems as you discover more about extreme values.
1. A. Find the critical value(s) of
y=3( x+1)24
y = 6(x + 1)
6(x + 1) = 0
x+1=0
x = -1
B. What is the critical values location on the coordinate plane? (That is, what is its (x,y)
coordinate?)
2
y (1 )=3 ( (1 ) +1) 4=4
(-1,4)
C. Graph the function.
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D. What type of extreme value is this? How do you know?

This is a minimum value because the function is decreasing on the left side of the critical
value and increasing on the right side.
E. Evaluate the functions first and second derivatives at the critical value.
y = 6(x + 1) = 6x + 6
y(-1) = 6(-1) + 6 = 0
y = 6 = y(-1)
2
2. A. Find the critical value(s) of y=2 ( x 5 ) +2
y = -4(x 5)
-4(x 5) = 0
(x 5) = 0
x=5
coordinate?)
2
y (5 )=2 ( (5 )5 ) +2 = 2
(5, 2)
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This is a maximum value because the function is increasing on the left side of the critical
value and decreasing on the right side.
y = -4(x 5) = -4x + 20
y(5) = -4(5) + 20 = 0
y = -4 = y(5)
3
3. A. Find the critical value(s) of y=( x1) +2
y ' =3(x1)2
3( x1)2=0
( x1)2=0
x1=0
x=1
coordinate?)
3
y (1 ) =( ( 1 )1 ) +2=2
(1,2)
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This is an inflection point because the concavity of the function changes on both sides of
the critical point.
2
y ' ( 1 )=3 ( ( 1 ) 1 ) =0
y ' ' =6 ( x 1 )
y ' ' ( 1 )=6 ( ( 1 )1 )=0
4. A. Fill in the following table.
Problem 1
Problem 2
Problem 3
Type of extrema (Part D)

Minimum
Maximum
Inflection point
y(c) (Part E)
0
0
0
y(c) (Part E)
6
-4
0
B. What do you notice about the values in the columns for y(c) and y(c)?
All of the first derivatives evaluated at the critical value are zero. The second derivative
evaluated at the critical value for the minimum is positive. The second derivative
evaluated at the maximum is negative. The second derivative evaluated at the inflection
point is zero.
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C. What you have found for part B should hold true for all extrema. Fill in the following
table with what you have learned.
Type of extrema
Minimum
Maximum
Inflection Point
y(c)
0
0
0
y(c)
Positive
Negative
0
How can we differentiate between minimums, maximums, and inflection points?

Because derivatives help us find the instantaneous rate of change at a point, why
do you think that theyre helpful in finding critical values?

How can the graph of a function help us to find and identify critical values?
Why do you think it might be important to find critical values?
Any incorrect math (taking derivatives, expansion, etc.) can be pointed out by the
teacher with additional guiding questions or hints. (What should happen when
were using the power rule? Does 6 times 4 equal 22? Etc.)
For incorrect identification of critical values, ask students what each type looks
like and how the function behaves on both sides of the critical value for each one.
For 4 part B, make sure students realize that the positive/negative signs differ for
second derivatives of maximums and minimums rather than their values being set
at 6 and -4. If students use this as their answer, point out their differences in signs.
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Lesson 5: Indefinite Integrals

Accompanying video lecture: https://www.youtube.com/watch?v=JtTomBFDPSg
Compute the following indefinite integrals.
1.
3 x 2+ 2 x +7 dx
3 1 2
x + x +7 x+C
4
2.
cosx dx
sinx+C
3.
3 x4x 21 dx
x 3 + x1x+ C
Exploration Activity for Groups: Once students begin to finish the warm-up, have 3 students
volunteer to share their answers on the board with the class. Clear up any misconceptions or
wrong answers before moving on to the following activity, which is meant to help students
discover more about indefinite integrals. Students should work in groups. While students work in
groups, the teacher should walk around and pose guiding questions to groups of students. A list of
possible guiding questions are presented after the exploration activity questions.
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In this activity, you will learn more about indefinite integrals. Follow the instructions for each
problem as you move along.
1. a. Compute the indefinite integral for the function
3
3 x 2 x +3 x+C
y=9 x 24 x+ 3 .
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b. Graph the integral you found when C = 0. Solution:
c. Graph the integral you found two more times, but with different values of C. (You may
choose your own values)
Solutions may vary, but they will all be vertical translations of the previous graph equal
to the amounts of C chosen by the student.
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Although we may not know the value of C after finding the integrals of functions, there are
methods we can use to figure them out.
2. a. Compute the indefinite integral of the function
1 2
x +3 x +C
2
y=x +3 .
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c. Compare the graph you have constructed for part b with the following graph, which
is the graph of the indefinite integral of
C=5
d. What is the integral of
1 2
x +3 x +5
2
y=x +3 with the value you found for C?
3. a. Compute the integral of the equation

2 x 2+ 7 x +C
y=x +3 . What is the value of C?
y=4 x+7 .
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c. Recall that the antiderivative (or the integral) of a function f(x) is often written as
F(x). More often than not, we know values of F(x) rather than the entire graph of
F(x). Suppose we know that F(0) = 3. What is the value of C?
2
3=2 ( 0 ) +7(0)+C
so C = 3.
d. Write down the integral of
y=4 x+7
with the value you found for C and
graph it.
y=2 x2 +7 x +3
Graph:
4.
f ( x )=20 x 4 +3 x 2+ 8 x 8 . F(-1) = 9. What is the integral of f(x)?

4 x 5 +x 3 +4 x 28 x +C
9=4 (1 )5 + (1 )3 + 4 (1 )2 8 (1 ) +C
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9=41+ 4 +8+C
2=C
F ( x )=4 x5 + x 3 +4 x2 8 x+2
How do integrals connect to derivatives? Why is this important?

How does the C value affect the integral? Why do we add a constant C value
when we find integrals?

Why do you think these are called indefinite integrals?
How do the graphs of integrals differ from those of the graph of the original
function?
How many times can you integrate something? Do you ever think there would be
a time where you couldnt take an integral of a function?
If students are having trouble taking integrals, suggest that they think about using
the power rule when taking derivatives. How are these two processes (in the
context of this exercise) similar?

If students do not understand the concept of the constant C, ask them to take the
derivative of a function with a constant C and/or with any other arbitrary constant.
What happens to C or the arbitrary constant? Why is the C important to include
when taking integrals.
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Students having trouble finding the value of C should remember that if we know
the value of an integral at a certain point, its very similar to solving for a variable
in a function. Recall that we can solve for b in
y=mx +b by substituting in
an (x,y) coordinate point, and we can do almost the exact same process to solve
for C.
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Lesson 6: The Fundamental Theorem of Calculus

Accompanying video lecture: https://www.youtube.com/watch?v=4ETGsCEiwXU
Compute the following integrals.
0
1.
( x+5 ) dx
5
( 12 x +5 x +C )
2
0
5
1 2
1
(0) +5 ( 0 ) +C( (5 )2 +5(5)+ C)
2
2
12.5
x 2 +4
() dx
2.
1 3
x +4 x+C )22
3
1 3
1
( 2 ) + 4 ( 2 )+ C(
(2 )3 + 4(2)+ C)
3
3
32
10.667
3
Exploration Activity for Groups: Once students begin finishing the warm-up, have a couple of
students show their solutions on the board. Go through both problems with the class and clear
up any misconceptions or questions. Then, move on to the following activity, which is meant to
wrap up definite integrals and the last part of the fundamental theorem of calculus. Students may
work individually or in small groups. While students work individually or in groups, the teacher
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should walk around and pose guiding questions to groups of students. A list of possible guiding
questions are presented after the exploration activity questions.
For each of the following functions, graph them and approximate the area contained within the
bounds given and the x-axis. You may find the area any way you want (counting squares, finding
areas of smaller shapes, etc.). These problems can be solved more than one way, so possible
solutions are included. Students answers should be similar to those given below.
1.
y=|x +3|+2
-5 x -1
Area of triangle: Base = 4, height = 2.

42
=4
2
2.
y=( x )2+ 9
-3 x 3
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Area of rectangle 4 units wide and 9 units tall.

49=36
3.
y=2 x+ 2
0x1
39
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Area of bottom rectangle + area of top triangle

12
21+
=3
2
4.
y=x 3 +3 x2
-3 x 0
40
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Counting big squares: ~7
Now that you have found the approximate area for each problem, compute the definite integral of
each function using the bounds on x.
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5.
y=|x +3|+2
-5 x -1
(Hint: To compute the definite integral, split the
function into two separate linear functions, one for the left side going upwards and one
for the right side going downwards, and take the integrals separately.)
3
( x+5 ) dx + (x1 ) dx
5
( 12 x +5 x +C )
2
3
5
+(
1 2
x x+C )1
3
2
1
(3 )2(3)+C
2
1
1
2
1
2
(3)2+5 (3 ) +C (5 ) +5 (5 )+ C +
(1 ) (1 ) +C
2
2
2
)( )
=4
6.
y=( x )2+ 9
-3 x 3
x +9
( )dx
3
1 3
3
x +9 x +C) 3
3
1 3
1
( 3 ) + 9 ( 3 )+C( (3 )3 +9(3)+C)
3
3
= 36
7.
y=2 x+ 2
0x1
(2 x +2)dx
0
(x + 2 x +C)0
2
(1) +2 ( 1 ) +C((0) + 2(0)+ C)

=3
42
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y=x 3 +3 x2
8.
43
-3 x 0
( x 3+3 x 2 ) dx
3
1
0
( x 4 + x 3+C )3
4
1 4
1
(0) +(0)3 +C( (3)4 +(3)3 +C )
4
4
6.75
9. What do you notice about your first set of answers compared to your second set of answers?
They are exact/They are similar to each other.
10. Based on this information, what new purpose do you think integrals serve?
We can use integrals to find the area under the curve on a graph.
11. In what situations would using integrals for this purpose be helpful to us?
To find the area under the curve for complex functions.
What kind of shapes can we see in the area of this graph? Can we use those to find
the area in between these bounds?

If we are counting squares and some parts of some of the squares are cut off, what can
we do to get a more accurate answer? (Estimate)

(For #5) Take a look at just one side of this absolute value function. What kind of
function is it? If you were to extend that line, what function would it be? If we are
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splitting the original function in half to take two integrals, well have one answers for
each half. How can we find the total answer then?

What did you do in the first half of the activity? How is it similar to the answers to
the integrals you just found?

Did you get a more exact answer by estimating or by finding the definite integral?
What do you suppose may happen to the enclosed area if the function were to dip
below the x-axis? What if the whole area were under the x-axis?
Students answers in the first and second half of the activity should be similar to each
other. If they cannot provide an answer for #9, ask them to check their work on
problems that do not match up.

Ask students to compare answers for the both halves of the assignment. This may cut
down on errors and make the last 3 questions easier.

The answers for #11 may vary, but ask students to consider uglier graphs, like the
graphs of trig functions or those with weird powers/roots.
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Unit Test
1. Match the following with their limits. (4 pts each)
3
2
lim x + x 16
a.
x4
_____C_______
lim f ( x )
x4
b.
c.
_______B_____
x
x 2
lim
_____D_______
x 2 g( x)
lim
d.
_____A_______
A. -2
B. The limit does not exist
C. 64
D. 2
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2. Using the definition of limits, find the derivative of
46
2
y=x +3 x4 . (11 pts)
( x+ h )2 +3 ( x+h )4( x2 +3 x4 )
lim
h
h0
lim
h0
x 2+ 2 xh+h 2+3 x +3 h4x 23 x+ 4

h
2
h +2 xh+3 h
lim
h
h0
lim h+ 2 x +3
h0
'
y =2 x+3
4 pts for setup and expansion, 4 pts for simplification, 3 pts for final answer. Any limit notation
left off will receive -1 pt.
3. Compute the derivatives for the following functions. -1 pt for each mistake
5 1 4
2
y=20 x + x +3 x +99 x +187 (3 pts)
a.
4
y ' =100 x 4 + x 3+ 6 x +99
b.
y=3 x 2 cos ( x )
'
(4 pts)
y =3 x sin ( x ) +6 x cos ( x)
c.
y=( x +7 sin ( x ) )
(4 pts)
2
y ' =3 ( x 2+ 7 sin ( x ) ) (2 x +7 cos ( x ))

d.
y=
cos ( x ) +sin ( x)
(5 pts)
3 x 3+ 4
( 3 x 3 +4 ) (sin ( x ) +cos ( x ) ) (( cos ( x )+ sin ( x ) ) ( 9 x 2 ))

(3 x 3 + 4)2
4a. Calculate and classify the extreme values for the function
and second derivative tests. (15 pts)
y=x + 1.5 x +3 using the first
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'

2
y =3 x +3 x
3 pts
3 x 2 +3 x=0
1 pt
x=0, 1
2 pts, 1 for each answer
y ( 0 )=( 0 )3 +1.5 ( 0 )2 +3=3

y (1 ) =(1 )3 +1.5 ( 1 )2+ 3=3.5
y ' ' =6 x +3
47
1 pt
1 pt
3 pts
''
y ( 0 )=6 ( 0 )+3=3
3 > 0, so (0, 3) is a minimum
2 pts
y ' ' ( 1 )=6 ( 1 )+ 3=3
-3 < 0, so (1, 3.5) is a maximum
2 pts
b. Classify the extreme values for the following graph. (3 pts each)
A. ___b___
B. ___a___ C. ___d___
a. Local maximum
b. local minimum
e. inflection point
c. global maximum
d. global minimum
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4
3
2
5a. Find the antiderivative of the function f ( x )=5 x +24 x + x + 2 . (8 pts)
5
4 1 3
F ( x )=x + 6 x + x + 2 x +C
3
-1 pt for each mistake

b. Set up and compute the integral of f(x) with the upper bound of 3 and the lower bound of -3.
(10 pts)
3
( 5 x 4 +24 x 3+ x2 +2 ) dx
3
1 pt for integral sign, 1 for each bound, 1 for dx
1
1
(3)5 +6(3)4 + (3)3 +2 (3 )+ C((3)5 +6(3)4 + (3)3 +2(3)+C)
3
3
744+C228C 4 pts for plugging in and simplification
516
3 pts for correct answer
6. Think about limits, derivatives, integrals, and the fundamental theorem of calculus. In your
own words, explain how all of these concepts are connected and how they may be useful in
mathematics or, if possible, other areas in life. (15 pts)
Answers may vary from student to student, but should include the relationships between a
functions derivatives/integrals/antiderivatives. Students may include how a derivative describes
how a function behaves, how derivatives can find and classify extrema, how integrals can find
the area under a curve, how limits can tell us what is happening at certain function values or
what is happening when a function approaches infinity, etc. Students should be graded on level
of critical thinking.
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Project
Project Prompt and Instructions http://realteachingmeansreallearning.blogspot.com/2011/05/calculus-and-justice-system.html
Project Solution - http://realteachingmeansreallearning.blogspot.com/2011/05/solution-tospeeding.html
Students should be split into two teams prosecution and the defense. Each team
will work to find evidence of why the defendant is guilty or not guilty.
Students may use the internet/technology to find evidence that supports their claims.
Students should be able to back up their arguments with calculus.
One class period will be spent gathering and calculating evidence. The second will be
used to finish up synthesizing each sides arguments (if needed), afterwards holding an in
class court case.

Based on the evidence given by the students, the defendant will be named guilty or not
guilty.
Students will be graded on mathematical accuracy, strength of arguments, and amount of
effort/contribution to the groups arguments. The project is worth 50 points.
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Thesis Reflection
The purpose of my thesis, Beginning Calculus Flipped Lesson Plans, was to explore a
new way of creating and teaching lessons. A flipped lesson plan is different from a traditional
lesson plan in that the lecture is given at home in the form of video content while any work that
would have been assigned to be completed at home is instead given in the classroom, usually
worked on in groups with assistance from the teacher. By creating these plans and lecture videos
myself, I discovered the various advantages, disadvantages, and obstacles that comes with
transforming a traditional classroom into a flipped classroom. The following details the processes
and my findings involved as I toiled over my thesis.
Finding a topic to base my thesis off of was a difficult task in itself. I thought that it
would be beneficial to me if the thesis were related to my future degree in mathematics
education. However, there are a wide variety of studies within both the worlds of education and
math. I ruled out the possibility of doing a research project, as research does not interest me, nor
are my writing skills honed enough to present in such a formal environment. I ultimately decided
to follow along with the honors thesis handbook and write up a unit plan. I had already been
creating a traditional unit plan in a group of three in one of my other classes, so creating yet
another traditional plan did not seem to make sense. In many of my education courses did we
discuss new or emerging ways to hold a classroom, and thus the flipped classroom unit plan was
born. The next issue I faced was what level of content I wished to explore, but since I have
always been interested in teaching calculus to high school students, this area of study seemed
like a natural fit.
Before beginning any work on the lesson planning or video lectures, I was advised to do
a small amount of research on the best practices in video creation, how to spend the newly freedup time in the classroom, and how to effectively link these two things together. Through my
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research I found that there have been very little studies done or data gathered from teachers
currently utilizing flipped classrooms. I figured this is probably due to the fact that the flipped
classroom model is still very new. Having arrived with the advancements of technology in the
classroom, it seems that teachers are still experimenting with their methods. Any writings that do
exist online are often very polarized. Some authors praise the model and how teachers have the
opportunity to offer hands-on assistance with their students in class while other condemn the fact
that students will all need access to expensive technology outside of school, a privilege that
many students do not yet have.
From my limited resources, I was able to glean some useful techniques to employ in
creating lessons. These lessons are always taught after the students have watched the lecture
videos at home, usually the day before. Therefore, it is assumed that students are already familiar
with the concepts being expanded upon in class. With the basic foundation set, class time is often
used for exploration of the previously learned concepts through student discovery. This provides
students the opportunity to make meaningful connections with different topics, which may help
them create deeper understandings and recall information during tests.
The lesson plans I created were intended to be detailed enough so, in case I were unable
to teach for the day, a substitute teacher could easily teach off them. The lessons were also built
to be very student guided. They are also flexible enough so that students may work in groups or
individually, however groups are preferable as students may find it more beneficial to be able to
bounce ideas off of one another or share their findings.
Each lesson includes detailed solutions to each problem, a list of guiding questions for
teachers to ask students, and a set of solutions to issues that students may have while working
through the provided activity. Problem solutions allow anyone teaching the lesson a quick
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reference on how to solve the problems given in the lesson plan, which may help substitutes
assist students in finding mistakes or give teachers a helping hand in grading. Teacher guiding
questions give instructors and a list of questions to ask students that will put the students back on
the right track. If a question for a specific situation is not listed, the structure of each question
may provide teachers with an idea of how to ask the right questions, rather than giving students
the answer. Similarly, the solutions to student issues is meant to get students back on the correct
path as well, but these often refer to the more common misconceptions that a student may
encounter, or it could even tackle issues with question comprehension. Each solution comes with
a possible fix to each issue.
While these items are a welcome addition to any lesson plan, working them into a lesson
where every aspect of it is made from scratch is time consuming. Creating a set of plans where
students are discovering concepts on their own is difficult in itself. Bringing in solutions, guiding
questions, and solutions to students issues can easily double the time required to make each one.
I often found myself spending an hour and a half to two full hours making plans for a 50 minute
class period. Most of the time spent after jotting down the activity for the day was spent writing
down math code using Microsoft Words clunky math tools or finding possible holes or areas of
confusion in my lesson plan and editing them or making guiding questions or solutions just in
case the students didnt know what to do next. Although I do not have ample field experience to
argue whether or not these aspects would benefit a teacher in every single lesson plan, I feel that
including guiding questions and solutions to student problems may be excessive in plans in
which a seasoned teacher is giving to the class themselves. However, the experience does prove
useful to consider when planning, as teachers should plan activities for students that are as clear
as possible.
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Once the lesson plan for each class period was finished, I began crafting the video lecture
that would accompany it. The lecture videos replaced the in-class lectures of a traditional
classroom, and were meant to introduce students to a topic. Before students come in for the
following class period, they are expected to be familiar with the concepts introduced in the
videos and demonstrate this familiarity with a warm-up activity at the beginning of class. Videos
vary in length, but are often about 8 to 15 minutes long, which I felt is usually as long as, if not
shorter, than a usual homework assignment. While watching videos, students are able to pause or
skip around to different sections of the lecture as needed while taking notes. They may rewind
the video to re-watch parts that they may not have understood. Students may also pause a video
before a problem starts and attempt it, then continue the video, following along to check their
work. Since the lectures are in video format, they may watch these lectures at their leisure before
class and as many times as they feel they may need to.
Although these lecture videos may seem to have a lot of benefits for the students, there
are drawbacks for students. If any part of a video is unclear for a student, they may be
completely lost during a lecture video. This leads to an inevitable moment of re-teaching, which
completely defeats the purpose of the flipped classroom. Teachers must also consider whether or
not their full class has access to the proper technology in order to watch the videos. There is also
the possibility of students who refuse to watch the videos. While the normal course of action for
students who have not watched the videos, either through refusal or plain forgetfulness, is to
have them watch the video in class, it wastes precious time for the lesson planned for the day.
Furthermore, difficulties with video lectures extend to teachers as well. Video quality
depends heavily on teachers proficiency with technology, and will vary between creators.
Teachers who do not know their way around a piece of video editing software may spend hours
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creating a ten-minute video, which may feel inefficient. The quality and price of software also
varies greatly. Many of the free software are not sophisticated enough for what teachers may
want out of a video while more expensive software, that often can cost more than $100, can be
out of a teachers price range in addition to being too overly complicated to be worth their time
to figure out.
In my experience, making lecture videos almost seemed like more work than it was
worth. I began mocking up video content in SMART Notebook 11 and capturing my screen and
audio input with ezVid. ezVid is advertised as free screen-capturing and video editing software,
but I almost could not get it to work correctly. The software did not allow me to move video clips
around in a sequence, so I was forced to create each video in one take. If I made any mistakes
while filming, I had to resort to redoing the entire video. I also could not record audio unless a
video file was present. ezVid also forces users to choose a music file to play alongside their
video, which teachers likely do not want to use in order to avoid students becoming distracted. I
ended up having to create an MP3 file that played no sound to insert into every video as the
music file. ezVid is also poorly optimized software which eats up a humongous amount of a
computers resources as its capturing video and audio. This caused me to close out every other
process that was running on my computer, including my security software, while recording a
video. The software also only allows you to record up to 720p resolution, which may produce
low quality videos. Finally, when uploading the videos to YouTube, ezVid would often desync
the audio and the video, so that the video would run faster than whatever I was saying. Luckily I
was able to overcome most of these issues due to my proficiency with technology, however I feel
that most teachers may not have the time nor the patience to work past these common issues.
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Eventually I had had it with ezVid and found Open Broadcast Software. OBS is popular
for users that stream games online, but it is also useful for screen capture. With it, I was able to
select an area of my screen to capture and record in any resolution I wanted. I could then take the
video clip that was saved to my computer and upload it straight to YouTube. I still had record my
videos all in one take and the options were more complicated than the (nonexistent) ones in
ezVid, but it was a much better option and one that I may consider to use in future personal
projects.
When I began using SMART Notebook to create the content that ezVid would capture on
my screen, it worked fine, but quickly took a turn for the worse. I had a licensed copy of SMART
Notebook 11. I did not have math tools, so any special notation such as integral signs or Greek
letters had to be ripped from the internet. Without math tools, the formatting and creation of
equations was less than sophisticated, so creating this content often took around a half hour to an
hour and a half. However, after I had completed the first three lessons, SMART Notebook
refused to open at all, and I could not find the reason why. I eventually had to download a free
trial of version 11, and after that ran out, version 16. These issues made for a very frustrating
experience in video creation, and added immensely to my time spent.
My final project consists of a number of elements presented in different formats. An
introduction paper familiarizes the audience with the groundwork of my thesis, followed by a
small research piece detailing how flipped classrooms may be successfully implemented into a
learning curriculum. A set of six detailed lesson plans and six lecture videos are included
afterward to model how a flipped calculus classroom may be used in a school setting,
accompanied by a test and a possible project prompt to deepen student understanding.
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Overall I feel that, although difficult, a flipped style could be successfully implemented
into a real life classroom. Students should be able to learn the basics at their own pace at home
and build upon that basic knowledge together in the classroom to form a mastery of content.
Teachers would have the ability to guide students learning in class and differentiate student
learning. On the other hand, teachers must be able to guarantee student access to lecture videos
in some way while also ensuring that students do their homework by watching the videos as well
as taking part in class activities. Teachers must also be proficient in their use of technology and
classroom management in order for this style of teaching to bear any fruit.
Throughout the experience of creating a flipped classroom unit, I was able to explore a
style of teaching that is still emerging that I may not have been able to explore in a different
setting. I have gained an appreciation for teachers who work hard to plan for their students
education in creative and unexpected ways. I hope to be able to take what I have learned through
this whole process and apply it to my future teaching career.
Bibliography
7 Things you Should Know About Flipped Classrooms EDUCAUSE Learning Initiative. N.p.,
n.d. 17 May 2016
Guymon, Dave. "Is Flipped Learning Really That Effective? You Might Be Surprised." Getting
Smart. N.p., 31 Mar. 2014. Web. 17 May 2016.
"How to Flip Your Classroom." How to Flip the Classroom. Flipped Institute, n.d. Web. 17 May
2016.
Miller, Andrew. "5 Best Practices for the Flipped Classroom." Edutopia. N.p., 24 Feb. 2012.
Web. 17 May 2016.

Unit Plan Final - The Flipped Calculus Classroom

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Unit Plan Final - The Flipped Calculus Classroom

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Unit Plan:

The Flipped Calculus Classroom

The Flipped Calculus Classroom

The Flipped Calculus Classroom

The Flipped Calculus Classroom

Flipped Classroom Learning

The Flipped Calculus Classroom

The Flipped Calculus Classroom

The Flipped Calculus Classroom

2. Given the graph of f(x), evaluate the limits:

The Flipped Calculus Classroom

2. Consider the following graph, which has vertical asymptote x =

The Flipped Calculus Classroom

a. Can we compute the two-sided limit at x = 3? Why or

3. Challenge problem: Consider the following graph. What are

The Flipped Calculus Classroom

limit as the graph approaches that point?

Lesson 2: Derivatives and Power Rule

The Flipped Calculus Classroom

1. Consider the function

The Flipped Calculus Classroom

The Flipped Calculus Classroom

The Flipped Calculus Classroom

5. Challenge problem: Observe how the graph of

and the graphs of its

The Flipped Calculus Classroom

the graphs on the same plane.

The Flipped Calculus Classroom

pay special attention to each part; coefficients, powers, etc.

derivative is in and the original functions behavior on the graph.

The Flipped Calculus Classroom

Lesson 3: Chain, Product, and Quotient Rules

y=(14 x+7 x 5 )30

The Flipped Calculus Classroom

Product Rule Station:

The Flipped Calculus Classroom

y =10 x+ cos x sin x

Quotient Rule Station:

The Flipped Calculus Classroom

The Flipped Calculus Classroom

does low/high/one/two/D/etc. mean in the saying?

The Flipped Calculus Classroom

Questions may vary from student to student.

Lesson 4: Extreme Values

The Flipped Calculus Classroom

The Flipped Calculus Classroom

D. What type of extreme value is this? How do you know?

The Flipped Calculus Classroom

C. Graph the function.

D. What type of extreme value is this? How do you know?

The Flipped Calculus Classroom

C. Graph the function.

D. What type of extreme value is this? How do you know?

Type of extrema (Part D)

The Flipped Calculus Classroom

How can we differentiate between minimums, maximums, and inflection points?

do you think that theyre helpful in finding critical values?

The Flipped Calculus Classroom

Lesson 5: Indefinite Integrals

The Flipped Calculus Classroom

The Flipped Calculus Classroom

b. Graph the integral you found when C = 0. Solution:

The Flipped Calculus Classroom