I always knew Farley had a propensity for precalculus and function composition.

Depending on your context, would a shared teacher and students maths space work? We have one that teachers use to prepare resources, but students can also use to read maths books, play maths games, or do homework!

China, actually! Almost (but not quite) an international school setting.
I was skeptical of AP at first! And I’m still skeptical of the larger US educational paradigm, GPA etc. But I agree with you! It’s a great course. Both in terms of the Mathematics, and its structure.

…that all said, I think that an A-Level student would give this a good stab.

British CalcBC teacher here! We expose students to a quite narrow definition of point of inflection in the U.K., so they’d struggle with that. Also that integral form of the Fundamental Theorem is a real focal point in Calc BC. Not so much in A-Level? They might not know what to do with it…

Have you tried something like this?:
- as a teacher, take a markscheme, and somewhat randomly select some marks that you aim to gain (around 60-80% of them)
- answer the paper such that you gain your selected marks and lose the others
- students then mark your paper, trying to match your MS

I good reason for why NOT is to remember that making a percentage change means a percentage OF something. When you add 20%, you add 20% OF the ORIGINAL price. So, if you mistakenly try to ‘take 20%’ from the NEW price, then you’re taking 20% OF something BIGGER!

This is one letter away from being a much worse misspelling.

Here’s my reply using only Chinese that I know how to say and type. Ahem:

新年快乐！我想你的今年很好！很多钱！天呐！！给我一杯美式咖啡，谢谢！再见！