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 slope field is not the graph of dy/dx as a separate function; each segment belongs at an (x,y) location.

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.