Instructional priorities

• Begin with multiple representations and precise language.
• Require theorem or definition names when they govern a conclusion.
• Use technology after a mathematical setup is visible.
• Assess notation, units, interpretation, and verification—not answers alone.

Evidence cycle

1. Readiness retrieval
2. Guided concept development
3. Pathway practice
4. Investigation
5. Mastery attempt
6. Correction and reassessment

Common misconceptions

A graph can cross a horizontal asymptote. The asymptote describes end behavior, not a forbidden output. The Intermediate Value Theorem guarantees that a value occurs; it does not identify where it occurs or guarantee uniqueness. A limit is not found by merely substituting the target. Substitution works only when the function's local structure permits it.

Assessment guidance

Use the teacher keys as instructional references. Accept mathematically equivalent exact forms. Require work for formal evidence and inspect calculator or CAD settings when technology affects the result.