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It explains how unit plans address Mathematical Thinking Practices (MPACs), supports equitable access expectations, and models pacing across eight instructional units including limits, derivatives, integration, differential equations, and applications. The guide also offers planning guidance for resources, activities, and assessments.",{"@graph":69,"@context":122},[70,84,105],{"@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-course-planning-and-pacing-guide-brendan-murphy/314522/",{"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-course-planning-and-pacing-guide-brendan-murphy/314522.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":46},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the AP Calculus AB course planning and pacing guide?","Question",{"text":112,"@type":113},"It models approaches for planning and pacing curriculum throughout the school year for AP Calculus AB teachers, including guidance on resources, activities, and assessments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the guide support instructional design choices?",{"text":117,"@type":113},"It highlights how course components aligned to the AP Calculus AB/BC Curriculum Framework are addressed, and it explains the why and how behind instructional choices within unit plans.",{"name":119,"@type":110,"acceptedAnswer":120},"Which units does the guide provide pacing and planning for?",{"text":121,"@type":113},"It includes planning by unit for Limits; Derivatives (Late Transcendentals); Implicit Differentiation and Related Rates; Applications of Differentiation/Curve Sketching/Optimization; Integration and Accumulation (with the Fundamental Theorem of Calculus); Transcendental Functions (Derivatives and Integrals); Differential Equations/Slope Fields; and Area/Volume of Revolution (Applications of Integration).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},314522,1789994296,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":46,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"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":145,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","AP® Calculus AB  \nCourse Planning and Pacing Guide  \nBrendan Murphy  \nJohn Bapst Memorial High School ▶ Bangor, ME  \n© 2015 The College Board. College Board, Advanced Placement Program, AP, AP Central, SAT and the acorn logo are registered trademarks of the College Board. All other products and services may be trademarks of their respective owners. Visit [the College Board on the Web:](the College Board on the Web: www.collegeboard.org)[ www.collegeboard.org](the College Board on the Web: www.collegeboard.org).  \nAbout the College Board  \nThe College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success—including the SAT® and the Advanced Placement Program® . The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, [visit](visit www.collegeboard.org)[ www.collegeboard.org](visit www.collegeboard.org).  \nAP® Equity and Access Policy  \nThe College Board strongly encourages educators to make equitable access a guiding principle for their AP® programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved.  \nWelcome to the AP Calculus AB Course Planning and Pacing Guides  \nThis guide is one of several course planning and pacing guides designed for AP Calculus AB teachers. Each provides an example of how to design instruction for the AP course based on the author’s teaching context (e.g. , demographics, schedule, school type, setting) . These course planning and pacing guides highlight how the components of the AP Calculus AB and BC Curriculum Framework, which uses an Understanding by Design approach, are addressed in the course. Each guide also provides valuable suggestions for teaching the course, including the selection of resources, instructional activities, and assessments. The authors have offered insight into the why and how behind their instructional choices—displayed along the right side of the individual unit plans—to aid in course planning for AP Calculus teachers.  \nThe primary purpose of these comprehensive guides is to model approaches for planning and pacing curriculum throughout the  \nschool year. However, they can also help with syllabus development when used in conjunction with the resources created to support the AP Course Audit: the Syllabus Development Guide and the four Annotated Sample Syllabi. These resources include samples of evidence and illustrate a variety of strategies for meeting curricular requirements.  \nAP Calculus AB ■ Course Planning and Pacing Guide ■ Brendan Murphy © 2015 The College Board. i  \nContents  \n1 Instructional Setting  \n2 Overview of the Course  \n3 Mathematical Thinking Practices for AP Calculus (MPACs)  \n5 Pacing Overview  \nCourse Planning and Pacing by Unit  \n7 Unit 1: Limits  \n13 Unit 2: Derivatives (Late Transcendentals)  \n18 Unit 3: Implicit Differentiation and Related Rates  \n2","cbCaim8PpqrSu3wv","https://ap.wps.com/l/cbCaim8PpqrSu3wv","pdf",819329,51,"English","# Contents\n## Instructional Setting\n## Overview of the Course\n## Mathematical Thinking Practices for AP Calculus (MPACs)\n## Pacing Overview\n## Course Planning and Pacing by Unit\n## Unit 1: Limits\n## Unit 2: Derivatives (Late Transcendentals)\n## Unit 3: Implicit Differentiation and Related Rates\n## Unit 4: Applications of Differentiation/Curve Sketching/ Optimization\n## Unit 5: Integration and Accumulation, Fundamental Theorem of Calculus\n## Unit 6: Transcendental Functions—Derivatives and Integrals\n## Unit 7: Differential Equations/Slope Fields\n## Unit 8: Area/Volume of Revolution—Applications of Integration\n## Resources","[{\"question\":\"What is the purpose of the AP Calculus AB course planning and pacing guide?\",\"answer\":\"It models approaches for planning and pacing curriculum throughout the school year for AP Calculus AB teachers, including guidance on resources, activities, and assessments.\"},{\"question\":\"How does the guide support instructional design choices?\",\"answer\":\"It highlights how course components aligned to the AP Calculus AB/BC Curriculum Framework are addressed, and it explains the why and how behind instructional choices within unit plans.\"},{\"question\":\"Which units does the guide provide pacing and planning for?\",\"answer\":\"It includes planning by unit for Limits; Derivatives (Late Transcendentals); Implicit Differentiation and Related Rates; Applications of Differentiation/Curve Sketching/Optimization; Integration and Accumulation (with the Fundamental Theorem of Calculus); Transcendental Functions (Derivatives and Integrals); Differential Equations/Slope Fields; and Area/Volume of Revolution (Applications of Integration).\"}]","AP® Calculus AB - Course Planning and Pacing Guide - Brendan Murphy | PDF",1789901036,129]