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# Lesson Handout

###### Experience First

Get ready for a lively and fast-paced review activity that encourages student-to-student conversations and high-level collaborative work!

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1. Create groups of 3-4 students and give each group one copy of the 4 free response questions. Project the game board provided on page 2 of the activity handout.

2. Teams work to complete the FRQs in whatever order they wish. Once they have an answer, they write it in the proper box on the screen using their team’s colored marker. If another group believes the answer is wrong, they can write their own answer beneath it.

3. Once a team has written in a particular square, they cannot write in that square again, even if they want to modify their answer.

4. Only one person from each group can be at the board at a time. All other group members must stay at their table.

5. Special points are given for completing a full FRQ, correcting someone else’s answer, answering a part (e) question, having 4 in a row, or having answered a question in a Magic Square. See point values on page 3 of the activity handout.

6. Once all the questions are completed or there are only 5 minutes remaining in class (whichever comes first), reveal what color won each square. Have students calculate their totals and award a prize for the first-place team.

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###### Formalize Later

Take time at the end to reveal the correct answer to each square and allocate the appropriate points for each time. Emphasize to students the importance of proper  justifications, especially in FRQ #3. Providing rationale for graph behavior is a critical skill in AP Calculus and we want students to practice giving these justifications early and often.

Note that question 3e is beyond the scope of the Unit 9 lessons, but provides an interesting challenge for students. This question is a nod to accumulation and area under the curve but students can reason that since g(x) is increasing for 0<x<2 (since g’(x)>0), g(2) must be greater than g(0).

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