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Presents a visual structure covering unit sequence with approximate weighting and class-period guidance, topic progression inside each unit, and spiraling big ideas with mathematical practices. Includes teaching guidance for practices and big ideas, and assessment planning through Progress Checks with multiple-choice and free-response questions, plus unit-by-unit topic breakdowns and progress-check counts.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ap-calculus-ab-and-bc-your-course-at-a-glance-printable-poster/313841/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ap-calculus-ab-and-bc-your-course-at-a-glance-printable-poster/313841.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How does the poster organize AP Calculus AB and BC course planning?","Question",{"text":113,"@type":114},"It provides a visual “at a glance” structure that lists unit sequence, approximate AP exam weighting, suggested pacing, and how topics progress within each unit.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What does the poster say about pacing?",{"text":118,"@type":114},"Pacing is based on 45-minute class periods, five days per week, over a full academic year.",{"name":120,"@type":111,"acceptedAnswer":121},"How are Progress Checks used in the course plan?",{"text":122,"@type":114},"Progress Checks can be assigned as homework or in class for each unit, and they include formative multiple-choice and free-response questions; their feedback indicates areas students need to focus on.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},313841,1789965705,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":8,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":81,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AP® Calculus AB and BC  \nYour Course at a Glance  \nPlan  \nThe Course at a Glance provides a useful visual organization of the AP Calculus AB and AP Calculus BC curricular components, including:  \n§ Sequence of units, along with approximate weighting and suggested pacing. Please note, pacing is based on 45-minute class periods, meeting five days each week for a full academic year.  \n§ Progression of topics within each unit.  \n§ Spiraling of the big ideas and mathematical practices across units.  \nTeach  \nMAtHeMAtICAL PrACtICes  \nMathematical practices spiral throughout the course.  \n 1  Implementing Mathematical Processes  \n 2  Connecting Representations  \n 3  Justification  \n 4  Communication and Notation  \nBIg IdeAs  \nBig ideas spiral across topics and units.  \nCHA Change  LIM  Limits  \n FUN Analysis of Functions  \nBC oNLy The purple shading represents BC only content.  \nAssess  \nAssign the Progress Checks—either as homework or in class—for each unit. Each Progress Check contains formative multiple-choice and freeresponse questions. The feedback from the Progress Checks shows students the areas where they need to focus.  \nUNIT1  \nLimits and Continuity  \nAP ExAm WEighting  \n10–12% AB  \n4–7% BC  \nPClAssEriods ~22–23 AB ~13–14 BC  \n\n| CHA\u003Cbr>2 | 1.1 Introducing Calculus: Can Change Occur at an Instant? |\n| --- | --- |\n| LIM\u003Cbr>2 | 1.2 Defining Limits and Using Limit Notation |\n| LIM\u003Cbr>2 | 1.3 Estimating Limit Values from Graphs |\n| LIM\u003Cbr>2 | 1.4 Estimating Limit Values from Tables |\n| LIM\u003Cbr>1 | 1.5 Determining Limits Using Algebraic Properties of Limits |\n| LIM\u003Cbr>1 | 1.6 Determining Limits Using Algebraic Manipulation |\n| LIM\u003Cbr>1 | 1.7 Selecting Procedures for Determining Limits |\n| LIM\u003Cbr>3 | 1.8 Determining Limits Using the Squeeze Theorem |\n| LIM\u003Cbr>2 | 1.9 Connecting Multiple Representations of Limits |\n| LIM\u003Cbr>3 | 1.10 Exploring Types of Discontinuities |\n| LIM\u003Cbr>3 | 1.11 Defining Continuity at a Point |\n| LIM\u003Cbr>1 | 1.12 Confirming Continuity over an Interval |\n| LIM\u003Cbr>1 | 1.13 Removing Discontinuities |\n| LIM\u003Cbr>3 | 1.14 Connecting Infinite Limits and Vertical Asymptotes |\n| LIM\u003Cbr>2 | 1.15 Connecting Limits at Infinity and Horizontal Asymptotes |\n| FUN | 1.16 Working with the |\n| 3 | Intermediate Value Theorem (IVT) |\n\nProgress Check 1  \nMultiple-choice: ~45 questions  \nFree-response: 3 questions (partial)  \nUNIT2  \nDifferentiation: Definition and Basic Derivative Rules  \nWAEiP ExghtiAnmg 10–12% AB 4–7% BC  \nClAss PEriods  \n~13–14 AB ~9–10 BC  \n\n| CHA\u003Cbr>2 | 2.1 Defining Average and Instantaneous Rates of\u003Cbr>Change at a Point |\n| --- | --- |\n| CHA | 2.2 Defining the Derivative |\n| 1 | of a Function and Using |\n| 4 | Derivative Notation |\n| CHA\u003Cbr>1 | 2.3 Estimating Derivatives of a Function at a Point |\n| FUN\u003Cbr>3 | 2.4 Connecting Differentiability\u003Cbr>and Continuity: Determining When Derivatives Do and Do Not Exist |\n| FUN\u003Cbr>1 | 2.5 Applying the Power Rule |\n| FUN | 2.6 Derivative Rules: Constant, |\n| 1 | Sum, Difference, and Constant Multiple |\n| FUN | 2.7 Derivatives of cos x, |\n| LIM\u003Cbr>1 | sin x, ex, and ln x |\n| FUN\u003Cbr>1 | 2.8 The Product Rule |\n| FUN\u003Cbr>1 | 2.9 The Quotient Rule |\n| FUN | 2.10 Finding the Derivatives of |\n| 1 | Tangent, Cotangent, Secant, and/or Cosecant Functions |\n\nProgress Check 2  \nMultiple-choice: ~30 questions  \nFree-response: 3 questions (partial)  \nUNIT3  \nDifferentiation: Composite, Implicit, and Inverse Functions  \nWAEiP ExghtiAnmg 9–13% AB 4–7% BC  \nClAss PEriods  \n~10–11  \nAB  \n~8–9  \nBC  \n\n| FUN\u003Cbr>1 | 3.1 The Chain Rule |\n| --- | --- |\n| FUN\u003Cbr>1 | 3.2 Implicit Differentiation |\n| FUN\u003Cbr>3 | 3.3 Differentiating Inverse Functions |\n| FUN | 3.4 Differentiating Inverse |\n| 1 | Trigonometric Functions |\n| FUN\u003Cbr>1 | 3.5 Selecting Procedures for Calculating Derivatives |\n| FUN | 3.6 Calculating Higher-Order |\n| 1 | Derivatives |\n\nProgress Check 3  \nMultiple-choice: ~15 questions  \nFree-response: 3 questions (partial/full)  \nUNIT4  \nContextual Applications of Differentiation  \nAP E","cbCaiay4grZApE4w","https://ap.wps.com/l/cbCaiay4grZApE4w","pdf",278913,"English","# Plan\n## Course overview components\n# Teach\n## Mathematical practices\n## Big ideas\n# Assess\n## Progress Checks\n# Unit 1: Limits and Continuity\n## Progress Check 1\n# Unit 2: Differentiation: Definition and Basic Derivative Rules\n## Progress Check 2\n# Unit 3: Differentiation: Composite, Implicit, and Inverse Functions\n## Progress Check 3\n# Unit 4: Contextual Applications of Differentiation\n## Progress Check 4\n# Unit 5: Analytical Applications of Differentiation\n## Progress Check 5\n# Unit 6: Integration and Accumulation of Change\n## Progress Check 6","[{\"question\":\"How does the poster organize AP Calculus AB and BC course planning?\",\"answer\":\"It provides a visual “at a glance” structure that lists unit sequence, approximate AP exam weighting, suggested pacing, and how topics progress within each unit.\"},{\"question\":\"What does the poster say about pacing?\",\"answer\":\"Pacing is based on 45-minute class periods, five days per week, over a full academic year.\"},{\"question\":\"How are Progress Checks used in the course plan?\",\"answer\":\"Progress Checks can be assigned as homework or in class for each unit, and they include formative multiple-choice and free-response questions; their feedback indicates areas students need to focus on.\"}]","AP Calculus AB and BC - Your Course at a Glance - Printable Poster | PDF",1789899464]