A little over a year ago, I outlined a curriculum for a regular precalculus course for use by two other teachers in our department. I hoped to help better align student readiness for AP Calculus as prior students arrived deficient in trigonometry skills, specifically, as well as knowledge and skill with functions, in general. Students who enter my AP course this fall will be the first cohort through the revised, regular precalculus curriculum. The students who come from honors precalculus will bring their experience with a curriculum developed separately by another teacher who is no longer with our department; although over a three-year period the BC teacher and myself, from time to time in response to requests for our thoughts, helped guide the honors curriculum she developed. I so look forward to a better prepared cohort this fall.
Happily for me, nearly 100 students will arrive in one of my three, new honors precalculus sections in slightly over two weeks. In preparation for their arrival, I outlined a new curriculum for the course leveraging my earlier efforts for the regular precalculus course. In doing so, I intend for students to experience: 1) trigonometry and a variety of functions in the depth and breadth needed to succeed in AP Calculus, whether AB or BC; 2) several prerequisites for success in BC such as vectors, parametrics, conics, sequences and series; as well as 3) topics in probability and statistics in preparation for AP Statistics.
The following figures illustrate my plan for both semesters. Excited to teach this new course, doubly so as many of these students will take AP Calculus with me in the following year, I look forward to kicking off the semester soon.
If anyone has any comments or suggestions related to my plans above, please feel free to share them with me.