Review (Lessons 9.19.3)
Unit 9  Day 7
Unit 9
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Day 11
Day 12
Day 13
Day 14
Day 15
Day 16
Day 17
Day 18
Day 19
Day 20
Day 21
All Units
Quick Lesson Plan
Experience First
Get ready for a lively and fastpaced review activity that encourages studenttostudent conversations and highlevel collaborative work!

Create groups of 34 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.

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.

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

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

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.

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 firstplace team.
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).