Calculus Starters:
Fence Optimisation: Find the length of a rectangle enclosing the largest possible area. Maximum Product: Two numbers add up to 10. What's the largest possible product they could have? Road Connections: Design roads to connect four houses that are on the corners of a square, side of length one mile, to minimise the total length of the roads.
Curriculum for Calculus:Years 12 and 13Pupils should be taught to understand and use the derivative of f (x) as the gradient of the tangent to the graph of y = f ( x) at a general point (x, y); the gradient of the tangent as a limit; interpretation as a rate of change, sketching the gradient function for a given curve, second derivatives, differentiation from first principles for small positive integer powers of x and for sin x and cos x. Understand and use the second derivative as the rate of change of gradient; connection to convex and concave sections of curves and points of inflection more... Pupils should be taught to know and use the Fundamental Theorem of Calculus more... Pupils should be taught to differentiate x^{n}, for rational values of n, and related constant multiples, sums and differences. Differentiate e^{kx} and a^{kx}, sin kx, cos kx, tan kx and related sums, differences and constant multiples. Understand and use the derivative of ln x more... Pupils should be taught to integrate x^{n} (excluding n = 1) and related sums, differences and constant multiples. Pupils should be taught to apply differentiation to find gradients, tangents, normals, maxima, minima and points of inflection. Identify where functions are increasing or decreasing more... Pupils should be taught to evaluate definite integrals; use a definite integral to find the area under a curve and the area between two curves more... Pupils should be taught to differentiate using the product rule, the quotient rule and the chain rule, including problems involving connected rates of change and inverse functions more... Pupils should be taught to Understand and use integration as the limit of a sum. more... Pupils should be taught to understand and use numerical integration of functions, including the use of the trapezium rule and estimating the approximate area under a curve and limits that it must lie between more... Pupils should be taught to differentiate simple functions and relations defined implicitly or parametrically, for first derivative only more... Pupils should be taught to carry out simple cases of integration by substitution and integration by parts; understand these methods as the inverse processes of the chain and product rules respectively (Integration by substitution includes finding a suitable substitution and is limited to cases where one substitution will lead to a function which can be integrated; integration by parts includes more than one application of the method but excludes reduction formulae) more... Pupils should be taught to construct simple differential equations in pure mathematics and in context, (contexts may include kinematics, population growth and modelling the relationship between price and demand) more... Pupils should be taught to integrate using partial fractions that are linear in the denominator more... Pupils should be taught to evaluate the analytical solution of simple first order differential equations with separable variables, including finding particular solutions (Separation of variables may require factorisation involving a common factor.) more... Pupils should be taught to interpret the solution of a differential equation in the context of solving a problem, including identifying limitations of the solution; includes links to kinematics more... Feedback:Comment recorded on the 23 September 'Starter of the Day' page by Judy, Chatsmore CHS: "This triangle starter is excellent. I have used it with all of my ks3 and ks4 classes and they are all totally focused when counting the triangles." Comment recorded on the 3 October 'Starter of the Day' page by Mrs Johnstone, 7Je: "I think this is a brilliant website as all the students enjoy doing the puzzles and it is a brilliant way to start a lesson." Comment recorded on the 9 April 'Starter of the Day' page by Jan, South Canterbury: "Thank you for sharing such a great resource. I was about to try and get together a bank of starters but time is always required elsewhere, so thank you." Comment recorded on the 21 October 'Starter of the Day' page by Mr Trainor And His P7 Class(All Girls), Mercy Primary School, Belfast: "My Primary 7 class in Mercy Primary school, Belfast, look forward to your mental maths starters every morning. The variety of material is interesting and exciting and always engages the teacher and pupils. Keep them coming please." Comment recorded on the 12 July 'Starter of the Day' page by Miss J Key, Farlingaye High School, Suffolk: "Thanks very much for this one. We developed it into a whole lesson and I borrowed some hats from the drama department to add to the fun!" 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They felt really special because the key words came from their own personal information." Comment recorded on the 1 February 'Starter of the Day' page by M Chant, Chase Lane School Harwich: "My year five children look forward to their daily challenge and enjoy the problems as much as I do. A great resource  thanks a million." Comment recorded on the 9 October 'Starter of the Day' page by Mr Jones, Wales: "I think that having a starter of the day helps improve maths in general. My pupils say they love them!!!" Comment recorded on the 1 May 'Starter of the Day' page by Phil Anthony, Head of Maths, Stourport High School: "What a brilliant website. We have just started to use the 'starteroftheday' in our yr9 lessons to try them out before we change from a high school to a secondary school in September. This is one of the best resources online we have found. The kids and staff love it. Well done an thank you very much for making my maths lessons more interesting and fun." Comment recorded on the 17 June 'Starter of the Day' page by Mr Hall, Light Hall School, Solihull: "Dear Transum, Comment recorded on the 28 May 'Starter of the Day' page by L Smith, Colwyn Bay: "An absolutely brilliant resource. Only recently been discovered but is used daily with all my classes. It is particularly useful when things can be saved for further use. Thank you!" Comment recorded on the 14 October 'Starter of the Day' page by Inger Kisby, Herts and Essex High School: "Just a quick note to say that we use a lot of your starters. It is lovely to have so many different ideas to start a lesson with. Thank you very much and keep up the good work." Comment recorded on the 3 October 'Starter of the Day' page by S Mirza, Park High School, Colne: "Very good starters, help pupils settle very well in maths classroom." Comment recorded on the i asp?ID_Top 'Starter of the Day' page by Ros, Belize: "A really awesome website! Teachers and students are learning in such a fun way! Keep it up..." Comment recorded on the 2 April 'Starter of the Day' page by Mrs Wilshaw, Dunsten Collage,Essex: "This website was brilliant. My class and I really enjoy doing the activites." Comment recorded on the 11 January 'Starter of the Day' page by S Johnson, The King John School: "We recently had an afternoon on accelerated learning.This linked really well and prompted a discussion about learning styles and short term memory." Comment recorded on the 17 November 'Starter of the Day' page by Amy Thay, Coventry: "Thank you so much for your wonderful site. I have so much material to use in class and inspire me to try something a little different more often. I am going to show my maths department your website and encourage them to use it too. How lovely that you have compiled such a great resource to help teachers and pupils. 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Lots of interesting discussions and questions have arisen out of the activities. Comment recorded on the 19 June 'Starter of the Day' page by Nikki Jordan, Braunton School, Devon: "Excellent. Thank you very much for a fabulous set of starters. I use the 'weekenders' if the daily ones are not quite what I want. Brilliant and much appreciated." Comment recorded on the 18 September 'Starter of the Day' page by Mrs. Peacock, Downe House School and Kennet School: "My year 8's absolutely loved the "Separated Twins" starter. I set it as an optional piece of work for my year 11's over a weekend and one girl came up with 3 independant solutions." Comment recorded on the 10 September 'Starter of the Day' page by Carol, Sheffield PArk Academy: "3 NQTs in the department, I'm new subject leader in this new academy  Starters R Great!! Lovely resource for stimulating learning and getting eveyone off to a good start. Thank you!!" Comment recorded on the 26 March 'Starter of the Day' page by Julie Reakes, The English College, Dubai: "It's great to have a starter that's timed and focuses the attention of everyone fully. I told them in advance I would do 10 then record their percentages." 
Notes:It is said that the word calculus comes from the Latin word for the small pebble used for counting and calculations. The two major branches, differentiation and integration, are studied by pupils only towards the end of their school days but does then form a major part of their studies. A course in calculus is a prerequisite for other, more advanced courses in mathematical analysis. Calculus Activities:Trapezium Rule: Practise using the trapezium rule to find an approximate value for the area under a curve. Differentiation: Practise the technique of differentiating polynomials with this self marking exercise. Integration: Exercises on indefinite and definite integration of basic algebraic and trigonometric functions. Alternatively, for the more advanced student, there is an evergrowing collection of ExamStyle Questions with worked solutions on the topic of Calculus. Calculus Videos:Introduction to Calculus: This video will give you a brief introduction to calculus. It does this by explaining that calculus is the mathematics of change. A couple of examples are presented, and then limits, derivatives, and integrals are introduced. Differentiation Video: A reminder of how to differentiate different types of functions and how to find the equations of tangents and normals. The Birth Of Calculus: A fascinating BBC Two television programme from 1986. A documentary on Leibniz and the calculus. Calculus External Links:Links to other websites containing resources for Calculus are provided for those logged into 'Transum Mathematics'. Subscribing also opens up the opportunity for you to add your own links to this panel. You can sign up using one of the buttons below: SearchThe activity you are looking for may have been classified in a different way from the way you were expecting. You can search the whole of Transum Maths by using the box below.

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