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Unit Title: Building a Rollercoaster Amusement Park: How this relates Name: Emily Rumaldo
to Riemann Sums
Content Area: Mathematics Grade Level:12
CA Content Standard(s)/Common Core Standard(s):
CA CCSSM C.9.0 Students use differentiation to sketch, by hand, graphs of functions. They can identify maxima, minima, inflection
points, and intervals in which the function is increasing and decreasing.
CA CCSSM C.13.0 Students know the definition of the definite integral by using Riemann sums. They use this definition to approximate
integrals.
Unit Summary:
This unit is designed to touch on prior knowledge from Calculus AB and building on/up that foundation to be able to continue to evaluate
functions in their entirety. Students will be able to collaborate in different methods by communicating with one another on what
information is needed to sketch the graph of a function and then transition into figuring out the area under the curve. We will take a look
at left, right, midpoint, and the trapezoidal rule to figure out estimates of the area in question, and then compare that knowledge to the
exact area which is given by the integral. Students will use items such as online graphing websites, google docs (or an equivalent
platform), and will use these lesson to then in turn create their own roller coaster amusement park. This not only shows the students a real
world application, but it gives them some exposure as to how math impacts our everyday lives.
Assessment Plan:
Entry-Level: Formative: Summative:
1. Anticipation Guide- With this anticipation 1. Kahoot – With Kahoot they will be able to 1. Presentation – Students will be asked to
guide the focus will be on area and to see review the topic “ sketching a graph” get in groups of 2-3 people so that they can
what my students expect from the lessons individually so that I can touch on the put together a proposal for their ideal
we will cover, but most importantly how subtopics that need refreshing, but we will rollercoaster amusement park and walk
they see area being utilized. also break off into teams at a later time to the class through their design.
2. Brainstorming- Students will go over the again see their understanding and see if as 2. Peer Review & Self- Reflection – Students
essential questions for each lesson and a group they can clarify any will provide feedback on group
start a discussion on the first lesson’s misunderstandings for each other. presentations and each group member will
question to get them engaged. 2. Google Doc Check-ins – While students provide their own reflection on their
3. Poll Everwhere (Word Wall) – I want to learn about Riemann Sums & different project and if they would have changed
create a word wall where my students techniques that they can use, each member anything about their project after giving
submit in their fears/hesitations for the of their group will type up a response in their presentation.
current lesson and address them so that two column not format and the title of the
we don’t start off with a stressful start. columns will be “What I learned” & “What I
need more Clarification on” and a little
section at the bottom for feedback on the
lesson so I know how to improve it for the
next time I do it.
3. Survey Monkey – I would like to use survey
monkey before I assign homework on
Riemann Sums because I want to make
sure that they know how to use the left,
right, midpoint, and trapezoidal rule. I’ll
put different questions to check how they
are feeling and what their problem area so
that I can modify the homework.
4. Venn Diagram – After they finish their
graphic organizer I want them to compare
with two other people what they found, to
see the similarities they all had in common
on the topic, but also to see what else they
contributed individually. It also puts it in
another form so that if the Concept Map
wasn’t their favorite they can change it to a
Venn Diagram and they can check to see if
they missed anything or wanted to add
anything else to help their understanding.