TI in Focus | AP® Calculus | Texas Instruments
...problem involves vehicles arriving at a toll plaza at a given rate (in vehicles per hour), and asks for: a definite integral representing the total number of vehicles arriving over a time interval, the average rate over that same time interval, and an interpretation of whether that rate is increa...https://education.ti.com/en/resources/ap-calculus
TI-Nspire™ CX Premium Teacher Software navigation overview
...ew™: This shows how your presentation will display on your students’ calculators. Utilities: Here you can access templates, symbols, unit conversions and other special functionality. Content Explorer: This works as a simplified version of the Resour...https://education.ti.com/en/product-resources/getting-started-nspire-cx-sw-navigation-overview
Function-Graphical-Analysis
...problem involves vehicles arriving at a toll plaza at a given rate (in vehicles per hour), and asks for: a definite integral representing the total number of vehicles arriving over a time interval, the average rate over that same time interval, and an interpretation of whether that rate is increa...https://education.ti.com/en/resources/ap-calculus/function-graphical-analysis
Position-Velocity-Acceleration
...problem involves vehicles arriving at a toll plaza at a given rate (in vehicles per hour), and asks for: a definite integral representing the total number of vehicles arriving over a time interval, the average rate over that same time interval, and an interpretation of whether that rate is increa...https://education.ti.com/en/resources/ap-calculus/position-velocity-acceleration
AP® Calculus | AB6 2017 Module | Texas Instruments
...n improper fraction is any fraction whose numerator is equal to or greater than the denominator. Vocabulary improper fraction proper fraction mixed number This problem involves basic differentiation formulas and the Mean Value Theorem associated with functions defined by a table and ...https://education.ti.com/en/resources/ap-calculus/function-graphical-analysis/sequence1/2017-ab6
AP® Calculus | AB6 2019 Module | Texas Instruments
...n improper fraction is any fraction whose numerator is equal to or greater than the denominator. Vocabulary improper fraction proper fraction mixed number of AP® Calculus Module Take it to the limit: Two twice-differentiable functions share a tangent line. Questions on l...https://education.ti.com/en/resources/ap-calculus/function-graphical-analysis/sequence3/2019-ab6
AP® Calculus | AB2 2021 Module | Texas Instruments
...s Objectives Students should understand and explain that two fractions are equivalent (equal) if they are the same size or the same point on a number line. They can compare and express the relationships between two fractions using the symbols and justify the conclusions by using a visual f...https://education.ti.com/en/resources/ap-calculus/position-velocity-acceleration/sequence5/2021-ab2
AP® Calculus | BC2 2021 Module | Texas Instruments
...ry BC2 Planning and Resources Objectives Students should understand that when adding fractions, the fractions are marked off end to end on a number line. If the denominators are different, the fractions can be added by creating equivalent fractions that have the same denominator, then use ...https://education.ti.com/en/resources/ap-calculus/position-velocity-acceleration/sequence5/2021-bc2
Module 09 - Natural Exponential y=e^x
...eͯ Planning and Resources Objectives Students should understand that when adding fractions, the fractions are marked off end to end on a number line. If the denominators are different, the fractions can be added by creating equivalent fractions that have the same denominator, then use ...https://education.ti.com/en/resources/family-of-functions/m09
Module 10 - Natural log y=ln(x)
...y=ln(x) Planning and Resources Objectives Students should understand that when adding fractions, the fractions are marked off end to end on a number line. If the denominators are different, the fractions can be added by creating equivalent fractions that have the same denominator, then use ...https://education.ti.com/en/resources/family-of-functions/m10
AP® Calculus | AB2 2018 Module | Texas Instruments
...s Objectives Students should understand and explain that two fractions are equivalent (equal) if they are the same size or the same point on a number line. They can compare and express the relationships between two fractions using the symbols and justify the conclusions by using a visual f...https://education.ti.com/en/resources/ap-calculus/position-velocity-acceleration/sequence2/2018-ab2
Module 11 - Semi-circle y=sqrt(r^2-x^2)
...(r2-x2) Planning and Resources Objectives Students should understand that when adding fractions, the fractions are marked off end to end on a number line. If the denominators are different, the fractions can be added by creating equivalent fractions that have the same denominator, then use ...https://education.ti.com/en/resources/family-of-functions/m11
Module 12 - Greatest integer y=[x]
...ery=[x] Planning and Resources Objectives Students should understand that when adding fractions, the fractions are marked off end to end on a number line. If the denominators are different, the fractions can be added by creating equivalent fractions that have the same denominator, then use ...https://education.ti.com/en/resources/family-of-functions/m12
Module 07 - Exponential growth y=2^x
...2ͯ Planning and Resources Objectives Students should understand that when adding fractions, the fractions are marked off end to end on a number line. If the denominators are different, the fractions can be added by creating equivalent fractions that have the same denominator, then use ...https://education.ti.com/en/resources/family-of-functions/m07
AP® Calculus | AB2 2019 Module | Texas Instruments
...s Objectives Students should understand and explain that two fractions are equivalent (equal) if they are the same size or the same point on a number line. They can compare and express the relationships between two fractions using the symbols and justify the conclusions by using a visual f...https://education.ti.com/en/resources/ap-calculus/position-velocity-acceleration/sequence3/2019-ab2
Module 08 - Exponential decay y=(1/2)^x
...)ͯ Planning and Resources Objectives Students should understand that when adding fractions, the fractions are marked off end to end on a number line. If the denominators are different, the fractions can be added by creating equivalent fractions that have the same denominator, then use ...https://education.ti.com/en/resources/family-of-functions/m08
Module 13: Piecewise f(x)
...isef(x) Planning and Resources Objectives Students should understand that when adding fractions, the fractions are marked off end to end on a number line. If the denominators are different, the fractions can be added by creating equivalent fractions that have the same denominator, then use ...https://education.ti.com/en/resources/family-of-functions/m13
Module 15 - Cosine y=cos(x)
...=cos(x) Planning and Resources Objectives Students should understand that when adding fractions, the fractions are marked off end to end on a number line. If the denominators are different, the fractions can be added by creating equivalent fractions that have the same denominator, then use ...https://education.ti.com/en/resources/family-of-functions/m15
AP® Calculus | AB2 2020 Module | Texas Instruments
...s Objectives Students should understand and explain that two fractions are equivalent (equal) if they are the same size or the same point on a number line. They can compare and express the relationships between two fractions using the symbols and justify the conclusions by using a visual f...https://education.ti.com/en/resources/ap-calculus/position-velocity-acceleration/sequence4/2020-ab2
Module 03 - Squareroot y=√x
How to graph the square root parent function and transformations of the square root function. Module 03 - Squareroot y=√x family-of-functions website How to graph the square root parent function and tr...https://education.ti.com/en/resources/family-of-functions/m03
Module 06 - Cuberoot
...8731;x Planning and Resources Objectives Students should understand that when adding fractions, the fractions are marked off end to end on a number line. If the denominators are different, the fractions can be added by creating equivalent fractions that have the same denominator, then use ...https://education.ti.com/en/resources/family-of-functions/m06
Module 04 -Reciprocal y=1/x
How to graph the reciprocal parent function and transformations of the reciprocal function. Module 04 -Reciprocal y=1/x family-of-functions website How to graph the reciprocal parent function and tran...https://education.ti.com/en/resources/family-of-functions/m04
AP® Calculus | BC2 2022 Module | Texas Instruments
...ry BC2 Planning and Resources Objectives Students should understand that when adding fractions, the fractions are marked off end to end on a number line. If the denominators are different, the fractions can be added by creating equivalent fractions that have the same denominator, then use ...https://education.ti.com/en/resources/ap-calculus/position-velocity-acceleration/sequence6/2022-bc2
Applications-Approximations-of-Definite-Integrals
...problem involves vehicles arriving at a toll plaza at a given rate (in vehicles per hour), and asks for: a definite integral representing the total number of vehicles arriving over a time interval, the average rate over that same time interval, and an interpretation of whether that rate is increa...https://education.ti.com/en/resources/ap-calculus/applications-approximations-of-definite-integrals
AP® Calculus | AB2 2017 Module | Texas Instruments
...s Objectives Students should understand and explain that two fractions are equivalent (equal) if they are the same size or the same point on a number line. They can compare and express the relationships between two fractions using the symbols and justify the conclusions by using a visual f...https://education.ti.com/en/resources/ap-calculus/applications-approximations-of-definite-integrals/sequence1/2017-ab2