Mississippi Math C.S.29

MathGrades 9–12Statistics and Probability (S) Adapt Integration Methods to Model Situations to Problems

The Standard

Interpret the concept of definite integral as a limit of Riemann sums over equal subdivisions.

2025 Mississippi College- and Career-Readiness Standards for Mathematics · Apply Appropriate Techniques, Tools, and Formulas to Determine Values for the Definite Integral

Teacher's field guide

What This Standard Means

What Students Need to Do

Students split an interval into equal widths and add the areas of rectangles based on function values. They explain why the sums approach a fixed value as the rectangles get narrower. They connect that value to the definite integral.

What Mastery Looks Like

Given a graph and interval, students find the width of each rectangle and write a sum using left or right endpoints. They explain why the limit gives signed area, with regions below the x-axis counting as negative.

Common Misconceptions

Students may use unequal widths but multiply every height by the same width. They may treat one rectangle sum as the exact answer or count regions below the x-axis as positive.

How to Assess It

Exit ticket: For y = x from 0 to 2, write a right-endpoint sum using n equal rectangles and find its limit. What does the limit represent?

Lesson moves

Ways to Teach It

  1. Use graph paper to draw four and eight right-endpoint rectangles under y = x² from 0 to 2; compare the summed areas.

  2. Ask students to explain what happens to rectangle width and the area estimate when the number of rectangles doubles.

  3. Give pairs cards with a function, interval, and rectangle count; have them write right-endpoint sums, then swap cards to check.

  4. Show a bike ride speed-time table; estimate distance using equal time intervals, then discuss how shorter intervals might improve the estimate.

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Printable C.S.29 Worksheet

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