11

Basic Calculus
Third Quarter

LEARNING ACTIVITY SHEETS

 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY

COPYRIGHT PAGE
Learning Activity Sheet in Basic Calculus
Grade 11

Copyright @ 2020

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Printed in DepEd Regional Office No. 02

Regional Government Center, Carig Sur, Tuguegarao City
ii
 Table of Contents
Competencies Page Number
Illustrate the limit of a function using a table of values 1
and the graph of the function
Distinguish between lim 𝑓(𝑥) and 𝑓(𝑐) 7
𝑥→𝑐
Illustrate the limit laws 14
Apply the limit laws in evaluating the limit of algebraic 19
functions (polynomial, rational, and radical
Compute the limits of exponential, logarithmic and 26
trigonometric functions using tables of values and
graphs of the functions
Evaluate limits involving the expressions (sin t )/t , (1-cos t )/t 35
and (et - 1) /t using tables of value
Illustrate continuity of a function at a number 43
Determine whether a function is continuous at a number or not 49
Illustrate continuity of a function on an interval 53
Illustrate the intermediate value and extreme value theorems 61
Solve problems involving continuity of a function 65
Illustrate the tangent line to the graph of a function at a given point 68
Relate the derivative of a function to the slope of the tangent line 71
Apply the definition of the derivative of a function at a given number 73
Determine the relationship between differentiability and 84
continuity of a function
Apply the differentiation rules in computing the derivative of an 88
algebraic, exponential, logarithmic, trigonometric functions
and inverse trigonometric functions
Solve optimization problems that yield polynomial functions 94
illustrate the Chain Rule of differentiation 101
Solve Problems using the Chain Rule 107
Illustrate Implicit Differentiation 112
Solve problems (including logarithmic, and inverse trigonometric 117
functions) using implicit differentiation
Solve situational problems involving related rates 121

iii
 BASIC CALCULUS
Name of Learner: _________________________ Grade level: ________________________
Section: ________________________________Date: ______________________________

LEARNING ACTIVITY SHEET

THE LIMIT OF A FUNCTION

Background Information for Learners

This activity sheet was designed to let the learners understand the limit of a function as well
as to enhance their ability to think critically.

The limit of a function, f(x) as x approaches c is L, where c is constant and L is a unique real
value. In symbols, it is usually written as
lim 𝑓 (𝑥 ) = 𝐿
𝑥→𝑐

To determine the limit of a given function as it approaches to a constant value, its table of
values and graph can be used. If the table of values will be utilized, see to it that the values
from the left and right of c are reflected. Be sure that the values to be chosen are close to c.

Consider the given examples.

Example 1: Determine the lim (𝑥 2 + 3) by constructing its table of values and sketching its
𝑥→1
graph.

Solution 1: Table of Values

Table of values from the left of 𝑐 = 1

x f(x)
0.8 3.64
0.9 3.81
0.997 3.994009
0.9999 3.99980001
0.9999999 3.9999998

Table of values from the right of 𝑐 = 1

x f(x)
1. 3 4.69
1.15 4.3225
1. 007 4.014049
1.0001 4.002001
1.0000001 4.0000002

The tables show that as x approaches 1, f(x) approaches 4. Hence,

1
 lim (𝑥 2 + 3) = 4
𝑥→1

Solution 2: Graph

It can be seen from the graph that as values of x approach 1, the values of f(x)
approach 4. Thus, lim (𝑥 2 + 3) = 4
𝑥→1

Example 2: Investigate through a table of values and graph

𝑥−4 𝑖𝑓 𝑥 < −2
lim 𝑓(𝑥) if 𝑓 (𝑥 ) = { 2
𝑥→−2 (𝑥 − 2) + 1 𝑖𝑓 𝑥 ≥ −2

Solution 1: Table of Values

To construct the table of values from the left of 𝑐 = −2, use 𝑓 (𝑥 ) = 𝑥 − 4
x f(x)
-2.2 -6.2
-2.15 -6.15
-2.101 -6.101
-2.0001 -6.0001
-2.0000001 -6.0000001

Meanwhile, use 𝑓 (𝑥 ) = (𝑥 − 2)2 + 1 in constructing the table of values from the

right of 𝑐 = −2
x f(x)
-1.8 15.44
-1.9 16.21
-1.98 16.8404
-1.9999 16.99920001
-1.9999999 16.9999992

Observe that the values that f(x) approaches are not equal. As x approaches -2 from
the left, f(x) approaches -6 while as x approaches -2 from the right, f(x) approaches 17.
Therefore the limit of the given function does not exist (DNE). In symbols,
lim 𝑓(𝑥 ) DNE
𝑥→−2

2
Solution 2: Graph

It is clear in the graph that the values of f(x) as x approaches to -2 are not equal.
Hence, lim DNE .
𝑥→−2

Learning Competency:
The learners illustrate the limit of a function using a table of values and the graph of the
function (STEM_BC11LC-IIIa-1)

Activity 1- The Limits Via Table of Values

Directions: Determine the limits of the following using the table of values. (3 points each)
1. lim 3𝑥
𝑥→0
2. lim ( 𝑥 2 − 1)
𝑥→−1
3. lim √2𝑥
𝑥→2
4. lim √𝑥 3 − 𝑥
𝑥→2
𝑥
5. lim 𝑥+1
𝑥→0
𝑥 2 −4
6. lim
𝑥→2 𝑥−2
15 𝑖𝑓 𝑥 < 2
7. lim 𝑓(𝑥) if 𝑓 (𝑥 ) = {
𝑥→3 5𝑥 𝑖𝑓 𝑥 ≥ 2

𝑥−1 𝑖𝑓 𝑥 < 1
8. lim 𝑓(𝑥) if 𝑓 (𝑥 ) = { 2
𝑥→1 𝑥 −4 𝑖𝑓 𝑥 ≥ 1

3
Activity 2- Graph of the Limits
Directions: Using the given graph, identify the limit of the following. (1 point each)

1. lim 𝑓(𝑥)
𝑥→−1
2. lim 𝑓(𝑥)
𝑥→−2
3. lim 𝑓(𝑥)
𝑥→−3
4. lim 𝑓(𝑥)
𝑥→−4
5. lim 𝑓(𝑥)
𝑥→0
6. lim 𝑓(𝑥)
𝑥→2
7. lim 𝑓(𝑥)
𝑥→3
8. lim 𝑓(𝑥)
𝑥→−5
9. lim 𝑓(𝑥)
𝑥→−6
10. lim 𝑓(𝑥)
𝑥→−8

Reflection
Describe your feelings while doing the activity.

4
References
Pelias, John Gabriel. Basic Calculus First Edition. Rex Book Store, Inc.. (2016)
Basic Calculus Learner’s Material. First Edition (2016)

Answer Key

Activity 1- The Limits Via Table of Values

1) lim 3𝑥
𝑥→0
x f(x) X f(x)
-0.001 -0.003 0.001 0.003
-0.00001 -0.00003 0.00001 0.00003
-0.0000001 -0.0000003 0.0000001 0.0000003
Hence, lim 3𝑥 = 0
𝑥→0
2) lim ( 𝑥 2 − 1)
𝑥→−1
x f(x) X f(x)
-1.001 0.002 -0.999 0.002
-1.00001 0.00002 -0.99999 0.00002
-1.0000001 0.0000002 -0.9999999 0.0000002
2
Thus, lim ( 𝑥 − 1) = 0
𝑥→−1

3) lim √2𝑥
𝑥→2
x f(x) X f(x)
1.999 1.9995 2.001 2.0005
1.99999 1.999995 2.00001 2.000005
1.9999999 1.99999995 2.0000001 2.00000005
Therefore, lim √2𝑥 = 2
𝑥→2

4) lim √𝑥 3 − 𝑥
𝑥→2
x f(x) X f(x)
1.999 2.447244573 2.001 2.451735304
1.99999 2.449467289 2.00001 2.449512196
1.9999999 2.4494895 2.0000001 2.449489967
3
Hence, lim √𝑥 − 𝑥 = 2.45
𝑥→2

𝑥
5) lim 𝑥+1
𝑥→0

x f(x) X f(x)
-0.001 -0.001001 0.001 0.000999
-0.00001 -0.000010000 0.00001 0.0000099999
-0.0000001 -0.0000001 0.0000001 0.00000009999
𝑥
Thus, lim 𝑥+1 = 0
𝑥→0

5
 𝑥 2 −4
6) lim
𝑥→2 𝑥−2
x f(x) X f(x)
1.999 3.999 2.001 4.001
1.99999 3.99999 2.00001 4.00001
1.9999999 3.9999999 2.0000001 4.0000001
𝑥 2 −4
Therefore, lim =4
𝑥→2 𝑥−2
15 𝑖𝑓 𝑥 < 2
7) lim 𝑓(𝑥) if 𝑓 (𝑥 ) = {
𝑥→3 5𝑥 𝑖𝑓 𝑥 ≥ 2
x f(x) X f(x)
2.999 15 3.001 15.005
2.99999 15 3.00001 15.00005
2.9999999 15 3.0000001 15.0000005
Thus, lim 𝑓(𝑥) = 15
𝑥→3

𝑥−1 𝑖𝑓 𝑥 < 1
8) lim 𝑓(𝑥) if 𝑓 (𝑥 ) = { 2
𝑥→1 𝑥 −4 𝑖𝑓 𝑥 ≥ 1
x f(x) X f(x)
0.999 -0.001 1.001 -2.997999
0.99999 -0.00001 1.00001 -2.99998
0.9999999 -0.0000001 1.0000001 -2.9999998

Activity 2- Graph of the Limits

1. lim 𝑓(𝑥) DNE

𝑥→−1
2. lim 𝑓 (𝑥 ) = 1
𝑥→−2
3. lim 𝑓 (𝑥 ) = 0
𝑥→−3
4. lim 𝑓 (𝑥 ) = −1
𝑥→−4
5. lim 𝑓 (𝑥 ) = ±4
𝑥→0
3
6. lim 𝑓 (𝑥 ) = 5
𝑥→2
7. lim 𝑓 (𝑥 ) = −1
𝑥→3
1
8. lim 𝑓 (𝑥 ) = 5
𝑥→−5
1
9. lim 𝑓 (𝑥 ) = 1 2
𝑥→−6
10. lim 𝑓 (𝑥 ) = 4
𝑥→−8

6
 BASIC CALCULUS
Name of Learner:________________________Grade Level: __________________________
Section:________________________________Date:________________________________

LEARNING ACTIVITY SHEET

THE LIMIT OF A FUNCTION AT C VERSUS THE VALUE OF THE
FUNCTION AT C

Background Information for Learners

This learning activity sheet was crafted to assist learners in analyzing the difference between
the limit of a function at c and the value of the function at c.

As mentioned in the previous lesson, the limit of a given function at c can be determined
through examining its table of values or graph. On the other hand, the value of the function at
c can be evaluated by substituting the value of c in the function.

Look at the given examples.

Example 1: Compare the lim 𝑓(𝑥) and 𝑓(1) if 𝑓 (𝑥 ) = 𝑥 2 + 3.

𝑥→1
Solution:
lim 𝑓(𝑥) 𝑓(1)
𝑥→1
Table of values from the left of 𝑐 = 1
x f(x)
0.8 3.64 𝑓 (𝑥 ) = 𝑥 2 + 3
0.9 3.81 𝑓 (1) = (1)2 + 3
0.997 3.994009 =1+3
0.9999 3.99980001 = 4
0.9999999 3.9999998

Table of values from the right of 𝑐 = 1

x f(x)
1. 3 4.69
1.15 4.3225
1. 007 4.014049
1.0001 4.002001
1.0000001 4.0000002

Hence, the lim 𝑥 2 + 3 = 4

𝑥→1

The lim 𝑥 2 + 3 is equal to 𝑓(1)

𝑥→1

7
Example 2: Compare the lim 𝑓(𝑥) and 𝑓(−2) if
𝑥→−2

Solution:
lim 𝑓(𝑥) 𝑓(−2)
𝑥→−2
Table of values from the left of 𝑐 = −2
x f(x) In finding for 𝑓 (−2), use the function
-2.2 -6.2 𝑓 (𝑥 ) = (𝑥 − 2)2 + 1 because the condition
-2.15 -6.15 says so (𝑖𝑓 𝑥 ≥ −2)
-2.101 -6.101
-2.0001 -6.0001
-2.0000001 -6.0000001 𝑓(−2) = [(−2) − 2)]2 + 1
= (−4)2 + 1
Table of values from the right of 𝑐 = −2 = 16 + 1
x f(x) = 17
-1.8 15.44
-1.9 16.21
-1.98 16.8404
-1.9999 16.99920001
-1.9999999 16.9999992

Therefore, lim 𝑓 (𝑥 ) DNE

𝑥→−2

The lim 𝑓(𝑥) DNE but 𝑓 (−2) = 17

𝑥→−2

Learning Competency:
The learners distinguish between lim 𝑓(𝑥) and 𝑓 (𝑐 ) (STEM_BC11LC-IIIa-2)
𝑥→𝑐

Activity 1- Solve to Compare

Directions: Complete the given table by writing either the lim 𝑓(𝑥) or 𝑓 (𝑐 ). Show your
𝑥→𝑐
solutions. (2 points each)

Function lim 𝑓(𝑥) 𝑓 (𝑐 )

𝑥→𝑐

𝑓 (𝑥 ) = 3𝑥 + 4; 𝑐 = 2 10 1. ________

𝑓 (𝑥 ) = 𝑥 2 − 2; 𝑐 = 0 2. ________ -2

𝑓 (𝑥 ) = (3𝑥 − 4)2 ; 𝑐 = −1 3. ________ 49

8
 𝑥+1 2 4. _________
𝑓 (𝑥 ) = ; 𝑐=1
𝑥

𝑥3 − 1 5. _________ Undefined
𝑓 (𝑥 ) = ; 𝑐 = −1
𝑥+1

𝑓 (𝑥 ) = √3𝑥 − 5 ; 𝑐 = 2 ±1 6. __________

3
𝑓 (𝑥 ) = √𝑥 2 − 2𝑥 + 5 ; 𝑐 = −1 7. _________ 2

3
√𝑥 − 𝑥 3 2.67 8. ___________
𝑓 (𝑥 ) = ; 𝑐=1
𝑥2 − 𝑥

𝑥−2 𝑖𝑓 𝑥 < 0 DNE 9. ___________

𝑓 (𝑥 ) = { ;
(𝑥 − 1)2 + 4 𝑖𝑓 𝑥 ≥ 0
𝑐=0

/2𝑥 − 3/ 𝑖𝑓 𝑥 < 3 10. __________ 8

𝑓 (𝑥 ) = { ;
𝑥 2 − 2𝑥 + 5 𝑖𝑓 𝑥 ≥ 3
𝑐=3

Activity 2- Which are Equal?

Directions: Determine if lim 𝑓(𝑥) = 𝑓 (𝑐 ). Write YES if lim 𝑓(𝑥) = 𝑓(𝑐 ), otherwise NO.
𝑥→𝑐 𝑥→𝑐
Show your proof. (3 points each)

1. 𝑓 (𝑥 ) = 𝑥 4 − 2𝑥 2 − 3; 𝑐 = 0

𝑥 2 −2𝑥+3
2. 𝑓 (𝑥 ) = ;𝑐=1
(𝑥−1)2

3
√𝑥 −2𝑥+4
3. 𝑓 (𝑥 ) = ; 𝑐 = −8
8−𝑥

4. f(x) = √x 4 − 10x 2 + 25; c = 5

𝑥+4 𝑖𝑓 𝑥 < −2
( ) {
5. 𝑓 𝑥 = 𝑥2 −4 ; 𝑐 = −2
𝑥+1
𝑖𝑓 𝑥 ≥ −2

9
Reflection
List the differences of a limit of a function at c and the value of the function at c by
considering the following criteria. Write a brief description.

Criteria lim 𝑓(𝑥) 𝑓 (𝑐 )

𝑥→𝑐
Process of Solving

Solutions

Others (please specify)

References
Pelias, John Gabriel. Basic Calculus First Edition. Rex Book Store, Inc.. (2016)
Basic Calculus Learner’s Material. First Edition (2016)

Answer Key
Activity 1- Solve to Compare
1. 𝑓 (2) = 3(2) + 4
= 6+4
𝑓 (2) = 10

2. lim (𝑥 2 − 2)
𝑥→0

x f(x) X f(x)
-0.01 -1.9999 0.01 -1.9999
-0.0001 -1.99999999 0.0001 -1.99999999
-0.0000001 -2 0.0000001 -2

Hence, the lim (𝑥 2 − 2) = −2

𝑥→0

3. lim (3𝑥 − 4)2

𝑥→−1

x f(x) X f(x)
-1.01 49.4209 -0.99 48.5809
-1.0001 49.00420009 -0.9999 48.99580009
-1.0000001 49.0000042 -0.9999999 48.9999958

Thus, the lim (3𝑥 − 4)2 = 49

𝑥→−1

1+1
4. 𝑓(1) = 1
2
=
1
𝑓(1) = 2

10
 𝑥2 − 1
5. lim
𝑥→−1 𝑥 + 1

x f(x) X f(x)
-1.01 -2.01 -0.99 -1.99
-1.0001 -2.0001 -0.9999 -1.9999
-1.0000001 -2.0000001 -0.9999999 -1.9999999

𝑥 2 −1
Hence, the lim = -2
𝑥→−1 𝑥+1

6. 𝑓(2) = √3(2) − 5
= √6 − 5
= √1
𝑓(2) = ±1

3
7. lim √𝑥 2 − 2𝑥 + 5
𝑥→−1
x f(x) X f(x)
-1.01 2.0033361 -0.99 1.9966694568
-1.0001 2.00003333361 -0.9999 1.9999666669
-1.0000001 2.00000003333 -0.9999999 1.99999996667
3
Therefore, the lim √𝑥 2 − 2𝑥 + 5 = 2
𝑥→−1
3
√1 − (1)3
8. 𝑓(1) =
(1)2 − 1
1−1
=
1−1
0
=
0
𝑓 (1) = 𝑖𝑛𝑑𝑒𝑡𝑒𝑟𝑚𝑖𝑛𝑎𝑡𝑒

9) 𝑓 (0) = (0 − 1)2 +4
= (−1)2 +4
= 1+4
𝑓 (0) = 5

/2𝑥 − 3/ 𝑖𝑓 𝑥 < 3
10) lim 𝑓(𝑥) 𝑖𝑓 𝑓 (𝑥 ) = { 2
𝑥→3 𝑥 − 2𝑥 + 5 𝑖𝑓 𝑥 ≥ 3

x f(x) X f(x)
2.99 2.98 3.01 8.0401
2.9999 2.9998 3.0001 8.00040001
2.9999999 2.9999998 3.0000001 8.0000004

Hence, the lim 𝑓(𝑥) DNE

𝑥→3

11
Activity 2- Which are Equal?

lim 𝑓(𝑥) 𝑓 (𝑐 ) Remarks

𝑥→𝑐
1. 𝑓 (𝑥 ) = 𝑥 4 − 2𝑥 2 − 3; 𝑐 = 0
𝑓 (0) = 04 − 2(0)2 − 3 YES
Table of values from the left of c 𝑓 (0) = 0 − 0 − 3
X f(x) 𝑓 (0) = −3
-0.01 -3.00019999
-0.0001 -3.00000002
-0.0000001 -3.00000000

Table of values from the right of c

X f(x)
0.01 -3.00019999
0.0001 -3.00000002
0.0000001 -3.00000000
4
Hence, lim (𝑥 − 2𝑥2 − 3 ) = −3
𝑥→0

2. 𝑓 (𝑥 ) =
𝑥 2 −2𝑥−3
;𝑐=1 (1)2 − 2(1) − 3 NO
(𝑥−1)2 𝑓 (1) =
(1 − 1)2
Table of values from the left of c
1−2−3
=
X f(x) (0)2
0.99 -39, 999 −4
0.9999 -399,999,999 =
0
0.9999999 -400,000,000,000,000 𝑓(1) = 𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑
Table of values from the right of c
X f(x)
1.01 -39,999
1.0001 -399,999,999
1.0000001 -400,000,000,000,000

𝑥 2 −2𝑥−3
Thus, lim( (𝑥−1)2
) = −∞
𝑥→1

3 3 YES
√𝑥 −2𝑥+4 √(−8)−2(−8)+4
3. 𝑓 (𝑥 ) = ; 𝑐 = −8 𝑓 (−8) =
8−𝑥 8−(−8)
−2 + 16 + 4
Table of values from the left of c =
16
X f(x) 18
-8.01 1.125494504 =
-8.0001 1.125004948 16
-8.0000001 1.1250000005
9
𝑓 (−8) = 𝑜𝑟 1.125
8
Table of values from the right of c
X f(x)
-7.99 1.124504921
-7.9999 1.124995052
-7.9999999 1.124999995

12
 3
√𝑥 −2𝑥+4
Therefore , lim ( ) = 1.125
𝑥→−8 8−𝑥

4. f(x) = √x 4 − 10x 2 + 25; c = 5 f(5) YES

= √(5)4 − 10((5)2 ) + 25
Table of values from the left of c
X f(x)
= √625 − 250 + 25
4.99 19.9001 = √625 − 250 + 25
4.9999 19.99900001 = √400
4.9999999 19.999999 f(5) = 20
Table of values from the right of c
X f(x)
5.01 20.1001
5.0001 20.00100001
5.0000001 20.000001

Hence, lim √x 4 − 10x 2 + 25 = 20

𝑥→5

𝑥 + 4 𝑖𝑓 𝑥 < −2 NO
5. 𝑓 (𝑥 ) = { 𝑥 2 −4 ; 𝑐 = −2 2
(−2) − 4
𝑖𝑓 𝑥 ≥ −2 𝑓 (−2) =
𝑥+1
−2 + 1
Table of values from the left of c
X f(x)
4−4
=
-2.001 1.999 −1
-2.0001 1.9999 0
=
-2.0000001 1.9999999 −1
𝑓 (−2) = 0
Table of values from the right of c
X f(x)
-1.99 0.04030303
-1.9999 0.00040030003
-1.9999999 0.00000040000003

Thus, lim 𝑓(𝑥 ) 𝐷𝑁𝐸

𝑥→−2

13
 BASIC CALCULUS
Name of Learner:________________________Grade Level: __________________________
Section:________________________________Date:________________________________

Learning Activity Sheet

Illustration of Limit Theorems

Background Information for Learners

This learning activity sheet was developed to help learners understand the limit theorems.

Below is the summary of the different limit theorems.

Constant Function Theorem

Let k be any constant; c is an element of real numbers

lim 𝑘 = 𝑘
𝑥→𝑐

Examples:
1. lim 5 = 5
𝑥→𝑐
2. lim −3 = −3
𝑥→𝑐

Identity Function Theorem

Let c be an element of real numbers

lim 𝑥 = 𝑐
𝑥→𝑐

Examples:
1. lim 𝑥 = 0
𝑥→0
2. lim 𝑥 = 6
𝑥→6

Constant Multiple Theorem

Let k be any constant; c is an element of real numbers; lim 𝑓( 𝑥) = 𝐿
𝑥→𝑐

lim 𝑘 ∙ 𝑓(𝑥) = 𝑘 ∙ lim 𝑓(𝑥 ) = 𝑘 ∙ 𝐿

𝑥→𝑐 𝑥→𝑐

Examples:
If lim 𝑓(𝑥) = 5, then
𝑥→𝑐

14
 1. lim 7 ∙ 𝑓(𝑥) = 7 ∙ lim 𝑓(𝑥) = 7 ∙ 5 = 35
𝑥→𝑐 𝑥→𝑐
1 1 1
2. lim ∙ 𝑓(𝑥) = lim 𝑓(𝑥) = ∙5=2
𝑥→𝑐 10 10 𝑥→𝑐 10

Addition Theorem
Let c be an element of real numbers; lim 𝑓( 𝑥) = 𝐿; lim 𝑔( 𝑥) = 𝑀
𝑥→𝑐 𝑥→𝑐

lim( 𝑓 (𝑥 ) + 𝑔(𝑥 )) = lim 𝑓(𝑥 ) + lim 𝑔(𝑥 ) = 𝐿 + 𝑀

𝑥→𝑐 𝑥→𝑐 𝑥→𝑐

lim( 𝑓 (𝑥 ) − 𝑔(𝑥 )) = lim 𝑓(𝑥 ) − lim 𝑔(𝑥 ) = 𝐿 − 𝑀

𝑥→𝑐 𝑥→𝑐 𝑥→𝑐

Examples:
If lim 𝑓(𝑥) = 5, and lim 𝑔(𝑥) = −3, then
𝑥→𝑐 𝑥→𝑐

1. lim( 𝑓 (𝑥 ) + 𝑔(𝑥 )) = lim 𝑓(𝑥 ) + lim 𝑔(𝑥 ) = 5 + (−3) = 2

𝑥→𝑐 𝑥→𝑐 𝑥→𝑐
2. lim( 𝑓 (𝑥 ) − 𝑔(𝑥 )) = lim 𝑓(𝑥 ) − lim 𝑔(𝑥 ) = 5 − (−3) = 8
𝑥→𝑐 𝑥→𝑐 𝑥→𝑐

Multiplication Theorem
Let c be an element of real numbers; lim 𝑓( 𝑥) = 𝐿; lim 𝑔( 𝑥) = 𝑀
𝑥→𝑐 𝑥→𝑐

lim( 𝑓 (𝑥 ) ∙ 𝑔(𝑥 )) = lim 𝑓(𝑥 ) ∙ lim 𝑔(𝑥 ) = 𝐿 ∙ 𝑀

𝑥→𝑐 𝑥→𝑐 𝑥→𝑐

Examples:
2
If lim 𝑓(𝑥) = 5, lim 𝑔(𝑥) = −3 and lim ℎ(𝑥) = 3 then
𝑥→𝑐 𝑥→𝑐 𝑥→𝑐
1. lim( 𝑓 (𝑥 ) ∙ 𝑔(𝑥 )) = lim 𝑓 (𝑥 ) ∙ lim 𝑔(𝑥 ) = 5 ∙ (−3) = −15
𝑥→𝑐 𝑥→𝑐 𝑥→𝑐
2
2. lim( 𝑔(𝑥 ) ∙ ℎ(𝑥 )) = lim 𝑔(𝑥 ) ∙ lim ℎ(𝑥 ) = (−3) ∙ (3) = −2
𝑥→𝑐 𝑥→𝑐 𝑥→𝑐

Division Theorem
Let c be an element of real numbers; lim 𝑓( 𝑥) = 𝐿; lim 𝑔( 𝑥) = 𝑀 where 𝑀 ≠ 0
𝑥→𝑐 𝑥→𝑐

𝑓(𝑥) lim 𝑓(𝑥) 𝐿

lim 𝑔(𝑥) = 𝑥→𝑐 =𝑀
𝑥→𝑐 lim 𝑔(𝑥)
𝑥→𝑐

Examples:
2
If lim 𝑓(𝑥) = 5, lim 𝑔(𝑥) = −3 and lim ℎ(𝑥) = 3 then
𝑥→𝑐 𝑥→𝑐 𝑥→𝑐

15
 𝑔(𝑥) lim 𝑔(𝑥) −3 3
1. lim 𝑓(𝑥) = 𝑥→𝑐 = = −5
𝑥→𝑐 lim 𝑓(𝑥) 5
𝑥→𝑐
2
ℎ(𝑥) lim ℎ(𝑥) 2 1 −2
2. lim 𝑔(𝑥) = 𝑥→𝑐 = 3
= 3 ∙ (− 3) =
𝑥→𝑐 lim 𝑔(𝑥) −3 9
𝑥→𝑐

Power Theorem
Let p be any positive integer; c is an element of real numbers; lim 𝑓( 𝑥) = 𝐿
𝑥→𝑐

lim ( 𝑓(𝑥))𝑝 = (lim 𝑓(𝑥))𝑝 = 𝐿𝑝

𝑥→𝑐 𝑥→𝑐

Examples:
If lim 𝑓(𝑥) = 5, then
𝑥→𝑐
1. lim ( 𝑓(𝑥))2 = (lim 𝑓(𝑥))2 = (5)2 = 25
𝑥→𝑐 𝑥→𝑐
−3 1 1
2. lim ( 𝑓(𝑥)) = (lim 𝑓(𝑥))−3 = (5)−3 = (5)3 = 125
𝑥→𝑐 𝑥→𝑐

Radical/Root Theorem
Let n be an element of natural numbers; c is an element of real numbers; lim 𝑓( 𝑥) =
𝑥→𝑐
𝐿

𝑛
lim 𝑛√𝑓(𝑥) = 𝑛√lim 𝑓(𝑥) = √𝐿
𝑥→𝑐 𝑥→𝑐

Examples:
If lim 𝑓(𝑥) = 8, lim 𝑔(𝑥) = −8, then
𝑥→𝑐 𝑥→𝑐
3 3
1. lim √𝑓(𝑥) = 3√lim 𝑓(𝑥) = √8 = 2
𝑥→𝑐 𝑥→𝑐
3
2. lim 3√𝑔(𝑥) = 3√lim 𝑔(𝑥) = √−8 = −2
𝑥→𝑐 𝑥→𝑐

Learning Competency:
The learners illustrate the limit laws (STEM_BC11LC-IIIa-3)

Activity 1- Evaluate the Limits

Directions: Evaluate the following limits by using the theorems. (2 points each)
8
Given: lim 𝑓(𝑥) = 0, lim 𝑔(𝑥) = −2 and lim ℎ(𝑥) = −
𝑥→1 𝑥→1 𝑥→1 9

1. lim 3 ∙ 𝑓(𝑥)
𝑥→1
1
2. lim ∙ ℎ(𝑥)
𝑥→1 8
3. lim ( 𝑓(𝑥 ) + 𝑔(𝑥 ))
𝑥→1

16
 4. lim ( 𝑔(𝑥 ) + ℎ(𝑥 ))
𝑥→1
5. lim ( 𝑓(𝑥 ) − 𝑔(𝑥 ))
𝑥→1
6. lim ( 𝑔(𝑥 ) − ℎ(𝑥 ))
𝑥→1
7. lim ( 𝑔(𝑥 ) ∙ ℎ(𝑥 ))
𝑥→1
8. lim ( ℎ(𝑥 ) ∙ ℎ(𝑥 ))
𝑥→1
𝑔(𝑥)
9. lim 𝑓(𝑥)
𝑥→1
ℎ(𝑥)
10. lim 𝑔(𝑥)
𝑥→1
11. lim ( ℎ(𝑥))2
𝑥→1
12. lim ( 𝑔(𝑥))−2
𝑥→1
13. lim √𝑔(𝑥)
𝑥→1
14. lim 3√ℎ(𝑥)
𝑥→1
15. lim 3√ℎ(𝑥) + lim ( 𝑔(𝑥))−2
𝑥→1 𝑥→1

Activity 2- Which Pair is Compatible?

Directions: Evaluate the following limits by matching column A with column B. Write your
answer before each number. Show your solutions. (3 points each)

COLUMN A COLUMN B

1. lim 3 13
𝑥→2
a. − 27
2. lim 𝑥
𝑥→2
b. -1
3-10. Use the given limits
4 c. DNE
lim 𝑓(𝑥) = 3, lim ℎ(𝑥) = 27
𝑥→−2 𝑥→−2
lim 𝑔(𝑥) = 0 lim 𝑖(𝑥) = 27 √2
3
𝑥→−2 𝑥→−2 d.
1 2
−3
1
e.
3. lim 3 ∙ 𝑖(𝑥) 243
𝑥→−2
4. lim ( 𝑓 (𝑥 ) + ℎ(𝑥 )) 6
2 √243
𝑥→−2 f. − 9
5. lim ( 𝑔(𝑥 ) − ℎ(𝑥 ) + 𝑖(𝑥))
𝑥→−2
6. lim ( ℎ(𝑥 ) ∙ 𝑖 (𝑥 )) g. 3
𝑥→−2
𝑔(𝑥)
7. lim 6
𝑥→−2 𝑔(𝑥) 2 √81
8. lim ( 𝑓(𝑥)) −3
∙ lim ( 𝑖(𝑥)) 2 h. 6
𝑥→−2 𝑥→−2
lim √ℎ(𝑥) 4
𝑥→−2
9. i. − 81
lim 3√𝑖(𝑥)
𝑥→−2
lim 𝑔(𝑥) lim (𝑖(𝑥))−2
10. 𝑥→−2 + 𝑥→−2 3 j.
85
lim 𝑓(𝑋) lim √ℎ(𝑥)
𝑥→−2 𝑥→−2 27

k. 2

17
Reflection
Share your technique/s in doing the task

References
Pelias, John Gabriel. Basic Calculus First Edition. Rex Book Store, Inc.. (2016)
Basic Calculus Learner’s Material. First Edition (2016)

Answer Key
Activity 1- Evaluate the Limits
1) 0
1
2) − 9
3) −2
26
4) − 9
5) 2
10
6) − 9
16
7) 9
64
8) 81
9) limit DNE
4
10) 9
64
11) 81
1
12) 4
13) 𝑖√2
3
2 √3
14) − 3
3
3−8 √3
15) 12

Activity 2- Which Pair is Compatible?

1. g
2. k
3. b
4. j
5. a
6. i
7. c
8. e
9. f
10. d

18
 BASIC CALCULUS
Name of Learner:________________________Grade Level: __________________________
Section:________________________________Date:________________________________

Learning Activity Sheet

Limits of Polynomial, Rational, and Radical Functions

Background Information for Learners

This learning activity sheet was crafted to enhance the critical thinking skills of learners in
evaluating the limit of algebraic functions.

To evaluate the limit of algebraic functions such as polynomial, rational and radical, the limit
theorems are to be used. However, there are instances that limit theorems cannot be utilized
in some functions, hence the construction of table of values is recommended. This claim is
illustrated in the succeeding example.

Below is the summary of limit theorems that were presented in the previous lesson.

Let c, k, L and M be real numbers; f(x) and g(x) are functions

➢ Constant Function Theorem: lim 𝑘 = 𝑘
𝑥→𝑐
➢ Identity Function Theorem: lim 𝑥 = 𝑐
𝑥→𝑐
➢ Constant Multiple Theorem lim 𝑘 ∙ 𝑓(𝑥) = 𝑘 ∙ 𝐿
𝑥→𝑐
➢ Addition Theorem lim( 𝑓 (𝑥 ) + 𝑔(𝑥 )) = 𝐿 + 𝑀
𝑥→𝑐
lim(𝑓(𝑥 ) − 𝑔(𝑥 )) = 𝐿 − 𝑀
𝑥→𝑐
➢ Multiplication Theorem lim(𝑓 (𝑥 ) ∙ 𝑔(𝑥 )) = 𝐿 ∙ 𝑀
𝑥→𝑐
𝑓(𝑥) 𝐿
➢ Division Theorem lim = 𝑀 𝑤ℎ𝑒𝑟𝑒 𝑀 ≠ 0
𝑥→𝑐 𝑔(𝑥)
➢ Power Theorem lim ( 𝑓(𝑥))𝑝 = 𝐿𝑝 where p is a positive
𝑥→𝑐
integer
𝑛
➢ Radical/Root Theorem lim 𝑛√𝑓(𝑥) = √𝐿
𝑥→𝑐

Examine the given examples.

Example 1: Determine lim ( 2𝑥 + 5)

𝑥→2
Solution:
lim ( 2𝑥 + 5) = lim 2𝑥 + lim 5 (Addition)
𝑥→2 𝑥→2 𝑥→2
= 2 ∙ lim 𝑥 + 5 (Constant Multiple & Constant)
𝑥→2
= (2 ∙ 2) + 5 (Identity)
= 4+ 5
=9

19
 (𝑥+2)(𝑥 2−3)
Example 2: Evaluate lim 𝑥2
𝑥→−1

Solution:
(𝑥+2)(𝑥 2 −3) lim (𝑥+2)(𝑥 2 −3)
𝑥→−1
lim = (Division)
𝑥→−1 𝑥2 lim 𝑥 2
𝑥→−1
lim (𝑥+2) ∙ lim (𝑥 2 −3)
𝑥→−1 𝑥→−1
= (Multiplication &Power)
( lim 𝑥)2
𝑥→−1

( lim 𝑥 + lim 2) ( lim 𝑥 2 − lim 3)

𝑥→−1 𝑥→−1 𝑥→−1 𝑥→−1
= (Addition & Identity)
(−1)2

(−1+2) ((−1)2 −3)

= (Identity, Constant & Power)
1
(1) (1−3)
= 1
−2
= 1
= −2
1
Example 3: Evaluate lim
𝑥→0 𝑥 2

Solution:
The Division theorem cannot be applied in the given limit because the limit of the
denominator is zero. Hence, construction of table of values should be done.

x f(x) X f(x)
-0.01 10,000 0.01 10,000
-0.0001 100,000,000 0.0001 100,000,000
-0.0000001 100,000,000,000,000 0.0000001 100,000,000,000,000
1
Thus, lim 𝑥2 = +∞
𝑥→0

Learning Competency:
The learners apply the limit laws in evaluating the limit of algebraic functions (polynomial,
rational, and radical (STEM_BC11LC-IIIa-4)

Activity 1- The Power of Limit Theorems

Directions: Evaluate the following limits using the limit theorems. Show your solutions. (3
points each)

1. lim ( 4𝑥 − 7)
𝑥→0

2. lim (𝑥 3 − 2𝑥 2 + 𝑥 − 5)
𝑥→1

3. lim (𝑥 2 − 𝑥 + 3)(2𝑥 − 1)
𝑥→−2

3
4. lim
𝑥→−1 2𝑥

20
 (2𝑥−1)(𝑥+5)
5. lim
𝑥→2 (𝑥+2)

𝑥 2 +4𝑥+3 2
6. lim ( )
𝑥→−2 𝑥+3

7. lim √𝑥 − 2
𝑥→2

8. lim (√𝑥 2 + 5)
𝑥→−2

9. lim √(𝑥 − 5)(𝑥 2 − 1)

𝑥→0

√(2𝑥−1)(𝑥+2)
10. lim
𝑥→1 (𝑥+3)

Activity 2- It’s Good to be Back!

Directions: Determine the following limits using the table of values. (3 point each)
1
1. lim
𝑥→−1 𝑥+1

1
2. lim
𝑥→0 2𝑥 2

1
3. lim
𝑥→2 𝑥 3 −8

𝑥−1
4. lim
𝑥→1 𝑥 2 −2𝑥+1

𝑥 2 −2𝑥−3
5. lim
𝑥→0 −4𝑥 6 +8𝑥 5 +12𝑥 4

Activity 3- Reveal the Process

Directions: Complete the given table by evaluating the limits and identifying the appropriate
method to use. If the method to be used is limit theorem, specify the type. (5 points each)

Solution Method
Example: lim ( 2𝑥 + 5) = lim 2𝑥 + lim 5 Addition Theorem
𝑥→2 𝑥→2 𝑥→2

= 2 ∙ lim 𝑥 + lim 5 Constant Multiple Theorem

𝑥→2 𝑥→2
Identity & Constant Function Theorems
= (2 ∙ 2) + 5
=4+ 5
=9
𝑥 2 −4𝑥−5
1. lim (𝑥+2)
𝑥→−1

21
 2𝑥+1
2. lim
𝑥→1 2𝑥 2 −𝑥−1

√(3𝑥−2)2
3. lim
𝑥→−2 (𝑥+3)

√(𝑥+3)2
4. lim
𝑥→0 (2𝑥 3 +6𝑥 2 )

Reflection
Share your most significant learning

References
Pelias, John Gabriel. Basic Calculus First Edition. Rex Book Store, Inc.. (2016)
Basic Calculus Learner’s Material. First Edition (2016)

Answer Key
Activity 1- The Power of Limit Theorems
1. lim ( 4𝑥 − 7) = lim 4𝑥 − lim 7 = 4 ∙ lim 𝑥 − 7 = 4(0) − 7 = 0 − 7 = −7
𝑥→0 𝑥→0 𝑥→0 𝑥→0
2. lim (𝑥 3 − 2𝑥 2 + 𝑥 − 5) = lim 𝑥 3 − lim 2𝑥 2 − lim 𝑥 − lim 5
𝑥→1 𝑥→1 𝑥→1 𝑥→1 𝑥→1
= (lim 𝑥)3 − 2 ∙ (lim 𝑥)2 − 1 − 5 = 13 − 2(12 ) − 6
𝑥→1 𝑥→1
= 1 − 2 − 6 = −7
3. lim (𝑥 2 − 𝑥 + 3)(2𝑥 − 1) = lim (𝑥 2 − 𝑥 + 3) ∙ lim (2𝑥 − 1)
𝑥→−2 𝑥→−2 𝑥→−2
= (( lim 𝑥)2 − lim 𝑥 + lim 3) (2 ∙ lim 𝑥 − lim 1)
𝑥→−2 𝑥→−2 𝑥→−2 𝑥→−2 𝑥→−2
= ((−2)2 − (−2) + 3)(2(−2) − 1) = (4 + 2 + 3)(−4 − 1)
= (9)(−5) = −45
3 lim 3 3 3
𝑥→−1
4. lim = = 2(1) = 2
𝑥→−1 2𝑥 2∙ lim 𝑥
𝑥→−1
(2𝑥−1)(𝑥+5) lim (2𝑥−1) ∙ lim (𝑥+5) (2∙lim 𝑥− lim 1) ∙(lim 𝑥 + lim 5)
5. lim = 𝑥→2 𝑥→2
= 𝑥→2 𝑥→2 𝑥→2 𝑥→2
𝑥→2 (𝑥+2) lim (𝑥+2) lim 𝑥+ lim 2
𝑥→2 𝑥→2 𝑥→2
(2(2)−1)(2+5) (4−1)(7) (3)(7) 21
= = = =
(2+2) 4 4 4
𝑥 2 +4𝑥+3 𝑥 2 +4𝑥+3 ( lim 𝑥)2 +4∙ lim 𝑥+ lim 3
2 2
6. lim ( ) = ( lim ) = ( 𝑥→−2 𝑥→−2 𝑥→−2
)2
𝑥→−2 𝑥+3 𝑥→−2 𝑥+3 lim 𝑥+ lim 3
𝑥→−2 𝑥→−2
(−2)2 +4(−2)+3 2 4−8+3 −1
= ( ) = ( 1 )2 = ( 1 )2 = (−1) = 1 2
−2+3

22
 7. lim √𝑥 − 2 = √lim (𝑥 − 2) = √lim 𝑥 − lim 2 = √2 − 2 = √0 = 0
𝑥→2 𝑥→2 𝑥→2 𝑥→2

8. lim (√𝑥 2 + 5) = lim √𝑥 2 + lim 5 = √ lim 𝑥 2 + 5 = √( lim 𝑥)2 + 5

𝑥→−2 𝑥→−2 𝑥→−2 𝑥→−2 𝑥→−2

= √(−2)2 + 5 = √4 + 5 = 2 + 5 = 7
9. lim √(𝑥 − 5)(𝑥 2 − 1) = √lim (𝑥 − 5)(𝑥 2 − 1) = √lim (𝑥 − 5) ∙ lim (𝑥 2 − 1)
𝑥→0 𝑥→0 𝑥→0 𝑥→0

= √(lim 𝑥 − lim 5) ∙ ((lim 𝑥)2 − lim 1)

𝑥→0 𝑥→0 𝑥→0
𝑥→0

= √(0 − 5) (02 − 1) = √(−5)(−1) = √5

lim √(2𝑥−1)(𝑥+2) lim (2𝑥−1)(𝑥+2)
√𝑥→1 lim (2𝑥−1) ∙ lim (𝑥+2)
√𝑥→1
√(2𝑥−1)(𝑥+2) 𝑥→1
10. lim = 𝑥→1 lim (𝑥+3) = =
𝑥→1 (𝑥+3) lim 𝑥+ lim 3 1+3
𝑥→1 𝑥→1 𝑥→1

√(2 ∙ lim
𝑥→1
x − lim 1) ∙ (lim 𝑥+ lim 2)
𝑥→1 𝑥→1 𝑥→1 √(2(1)−1)(1+2) √(2−1)(3) √1(3)
= = = =
4 4 4 4
√3
= 4

Activity 2- Its Good to be Back!

1
1. lim 𝑥+1
𝑥→−1
x f(x) X f(x)
-1.01 -100 -0.99 100
-1.0001 -10,000 -0.9999 10,000
-1.0000001 -10,000,000 -0.9999999 10,000,000
1
Hence, lim 𝑥+1 DNE
𝑥→−1

1
2. lim
𝑥→0 2𝑥 2
x f(x) x f(x)
-0.01 5,000 0.01 5,000
-0.0001 50,000,000 0.0001 50,000,000
-0.0000001 50,000,000,000,000 0.0000001 50,000,000,000,000
1
Thus, lim 2𝑥2 = +∞
𝑥→0

1
3. lim
𝑥→2 𝑥 3 −8
x f(x) x f(x)
1.99 -8.37514 2.01 8.291805
1.9999 -833.375 2.0001 833.2916681
1,9999999 -833,333,3333 2.0000001 833,333,3333
1
Hence, lim 𝑥3 −8 DNE
𝑥→2

𝑥−1
4. lim
𝑥→1 𝑥 2 −2𝑥+1
x f(x) x f(x)
0.99 -100 1.01 100
0.9999 -10,000 1.0001 10,000
0.9999999 -10,000,000 1.0000001 10,000,000

23
 𝑥−1
Thus, lim DNE
𝑥→1 𝑥 2 −2𝑥+1

𝑥 2 −2𝑥−3
5. lim
𝑥→0 −4𝑥 6 +8𝑥 5 +12𝑥 4

x f(x) x f(x)
-0.01 -2,500 0.01 -2,500
-0.0001 -25,000,000 0.0001 -25,000,000
-0.0000001 -25,000,000,000,000 0.0000001 -25,000,000,000,000
𝑥 2 −2𝑥−3
Hence, lim = −∞
𝑥→0 −4𝑥 6 +8𝑥 5+12𝑥 4

Activity 3- Reveal the Process

Solution Method
1. lim
𝑥 2 −4𝑥−5 lim (𝑥 2 − 4𝑥 − 5) Division theorem
𝑥→−1 (𝑥+2) = 𝑥→−1
lim (𝑥 + 2)
𝑥→−1
lim 𝑥 2 − lim 4𝑥 − lim 5 Addition theorem
= 𝑥→−1 𝑥→−1 𝑥→−1
lim 𝑥 + lim 2
𝑥→−1 𝑥→−1
2
(lim 𝑥) − 4 ∙ lim 𝑥 − lim 5 Power & Constant
𝑥→−1 𝑥→−1
= 𝑥→−1 multiple theorems
lim 𝑥 + lim 2
𝑥→−1 𝑥→−1
(−1)2 − 4(1) − 5 Identity & Constant
=
−1 + 2 functions theorems
1−4−5
=
1
−8
=
1
= −8

2𝑥+1 From the left of c Table of values

2. lim
𝑥→1 2𝑥 2 −𝑥−1 f f(x)
0.99 -100
0.9999 -10,000
0.9999999 -10,000,000

From the right of c

f f(x)
1.01 100
1.0001 10,000
1.0000001 10,000,000

2𝑥+1
Hence, lim DNE
𝑥→1 2𝑥 2 −𝑥−1

√(3𝑥−2)2 lim √(3𝑥 − 2)2 Division theorem

3. lim 𝑥→−2
𝑥→−2 (𝑥+3) =
lim (𝑥 + 3)
𝑥→−2

24
 lim (3𝑥 − 2)2
√𝑥→−2 Radical/Root theorem
=
lim (𝑥 + 3)
𝑥→−2

lim (9𝑥 2 − 12𝑥 + 4

√𝑥→−2
=
lim (𝑥 + 3)
𝑥→−2

lim 9𝑥 2 − lim 12𝑥 − lim 4

√𝑥→−2 Addition theorem
𝑥→−2 𝑥→−2
=
lim 𝑥 + lim 3
𝑥→−2 𝑥→−2

√(9 ∙ (lim − 12 ∙ lim 𝑥 − lim 4 Constant multiple &

𝑥)2 )
𝑥→−2 𝑥→−2 𝑥→−2 power theorems
=
lim 𝑥 + lim 3
𝑥→−2 𝑥→−2
√(9)((−2)2 ) − 12(−2) − 4 Identity & constant
=
−2 + 3 functions theorems
√(9)(4) + 24 − 4
=
1
= √36 + 20
= √56 = 2√14

√(𝑥+3)2 From the left of c Table of values

4. lim
𝑥→0 (2𝑥 3 +6𝑥 2 ) f f(x)
-0.01 5,000
-0.00001 5,000,000,000
-0.0000001 50,000,000,000,000

From the right of c

f f(x)
0.01 5,000
0.0001 5,000,000,000
0.0000001 50,000,000,000,000

√(𝑥+3)2
Thus, lim = +∞
𝑥→0 (2𝑥 3 +6𝑥 2 )

25
 BASIC CALCULUS
Name:______________________________________ Grade Level:___________
Date:_______________________________________ Score:_________________

LEARNING ACTIVITY SHEET

Limits of Exponential, Logarithmic and Trigonometric Functions

Background Information for Learners

The limit of a function is fundamental to the study of calculus and

analysis of the behavior of the function near a particular point of interest but not actually at
that point. To prepare you in finding the limits of exponential, logarithmic and trigonometric
functions, let us recall some definitions.

a. The exponential function with the base b is defined by

f (x) = bx , x 𝜖 where b > 0, b ≠ 1

b. If by = x then y is called the logarithm of x to the base b, denoted by

y = logb x where b > 0, b ≠ 1

Learning Competency

• Compute the limits of exponential, logarithmic and trigonometric functions using

tables of values and graphs of the functions (STEM_BC11LC-IIb-1)

Recall: What is your value?

Directions: Evaluate the following functions and decode the hidden message by finding the
letter that matches the value of the function. (The use of calculator is allowed) (1 point for
each).

x f(x)
f (x) = 2x
1. x=-2 A1. 2.718281828
2. x=-1 A2. 0
3. x=0 A3. 1.609437912
4. x=1 B. ¼
f (x) = ex
5. x = - 2 C. 1
6. x = -1 E1. ½
7. x = 1 E2. 0.3678794412
8. x = 2 E3. 0.8414709848
f (x) = log2 x
9. x = 1 F. 0.6931471806
10. x = 3 L. -1
11. x = 5 M1. 0.1353352832

f (x) = ln x

26
 12. x = 2 M2. 7.389056099
13. x = 3 N. 1.584962501
14. x = 5 O1. 2
f (x) = sin x
𝜋
15. − 2 O2. 2.321928095
16. 1 U. 0.8414709848
17. −1 V. 1.098612289

____ ____ ____ ____ ____ ____ ____ ____ ____ ____
1 2 3 4 5 6 7 8 9 10
____ ____ ____ ____ ____ ____ ____
11 12 13 14 15 16 17

Very good. Strive to follow the hidden message. You are now ready to accomplish your tasks.
Activity 1: Trending
The limit of a function can be obtained by observing the trend or direction of its graph given
a certain input. This activity will help you obtain the limits of functions by observing the
trend of the values as x approaches a certain value and its corresponding graphs.
Directions: Evaluate the limits of the given functions by completing the table of values and
its graph and fill in the blanks to answer the questions that follow based on your observation.
(1 point for each correct answer).
1. lim 2𝑥
𝑥→0
lim− 2𝑥 lim 2𝑥
𝑥→0 𝑥→0+
x f(x) x f(x)
-1 1
-0.5 0.5
-0.1 0.1
-0.001 0.001
-0.00001 0.00001
-0.000001 0.000001

Answer: lim 2𝑥 =
𝑥→0

2. lim ln 𝑥
𝑥→1
lim ln 𝑥 lim ln 𝑥
𝑥→1− 𝑥→1+

27
 x f(x) X f(x)
0.1 2
0.5 1.5
0.9 1.1
0.999 1.001
0.9999 1.00001
0.99999 1.000001

Answer: lim ln 𝑥 =
𝑥→1

3. Use the following table of values to draw the

graph of cos x to determine the lim cos 𝑥.
X f(x) 𝑥→0
-π Draw the graph here:
𝜋
−
2
0
𝜋
2
Π
3𝜋
2
2π
5𝜋
2
3π

Answer: lim cos 𝑥 =

𝑥→0

Good job Learner! If you have any questions, you may ask your teacher to help you. Let’s
head up to more exercises.
Activity 2. Evaluation Time
A. Evaluate the following limits by constructing the table of values. (1 point each item)

1. lim 𝑒 𝑥
𝑥→1

2. lim log 𝑥
𝑥→3

28
 3. lim tan 𝑥
𝑥→𝜋

B. Given the graph of y = log2 x and f (x) = sin x respectively, evaluate the following
limits by inspection.

4. lim+ 𝑙𝑜𝑔2 𝑥
𝑥→0

5. lim 𝑙𝑜𝑔2 𝑥
𝑥→1

6. lim 𝑙𝑜𝑔2 𝑥
𝑥→2

7. lim 𝑠𝑖𝑛 𝑥
𝑥→0

8. lim 𝑠𝑖𝑛 𝑥
𝑥→𝜋

9. lim𝜋 𝑠𝑖𝑛 𝑥
𝑥→ −
2

Congratulations Learner! Through the competencies that you mastered in this learning
activity sheet, you are now ready to evaluate more functions.
Activity 3. Do you have limits?
Directions: Find the limits of the following using your understanding of the basic limits. (1
point each item)
1. lim 𝑒 4𝑥 6. lim 𝑒 −3𝑥
𝑥→∞ 𝑥→∞

2. lim 𝑒 𝑥+3 7. lim 𝑒 −𝑥

𝑥→−∞ 𝑥→−∞

29
 3
3. lim 𝑒 𝑥 8. lim ln ( 𝑥 2 − 3)
𝑥→−∞ 𝑥→∞

4. lim ln ( 3𝑥) 9. lim ln(𝑥 −2 )

𝑥→∞ 𝑥→∞

5. lim ln(2𝑥) 10. lim ln ( 3𝑥)

𝑥→0+ 𝑥→−∞

Reflection
Directions: Accomplish this part honestly.

1. I learned that______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. I enjoyed most on __________________________________________________________

___________________________________________________________________________
___________________________________________________________________________

3. I want to learn most on

______________________________________________________
___________________________________________________________________________
___________________________________________________________________________

References For Learners

Basic Calculus Learner’s Material. Retrieved from DepEd LRDMS Portal

Answer Key

Recall: What is your value?

Directions: Evaluate the following functions and decode the hidden message by finding the
letter that matches the value of the function. (The use of calculator is allowed) (1 point for
each).
x f(x)
x
f (x) = 2
1. x = - 2 A1. 2.718281828
2. x = - 1 A2. 0
3. x = 0 A3. 1.609437912
4. x = 1 B. ¼

30
f (x) = ex
5. x = - 2 C. 1
6. x = -1 E1. ½
7. x = 1 E2. 0.3678794412
8. x = 2 E3. 0.8414709848
f (x) = log2 x
9. x = 1 F. 0.6931471806
10. x = 3 L. -1
11. x = 5 M1. 0.1353352832
f (x) = ln x
12. x = 2 M2. 7.389056099
13. x = 3 N. 1.584962501
14. x = 5 O1. 2
f (x) = sin x
𝜋
15. − 2 O2. 2.321928095
16. 1 U. 0.8414709848
17. −1 V. 1.098612289

B E1 C O1 M1 E2 A1 M2 A2 N
1 2 3 4 5 6 7 8 9 10
O2 F V A3 L U E3
11 12 13 14 15 16 17

Activity 1: Trending
The limit of a function can be obtained by observing the trend or direction of its graph given
a certain input. This activity will help you obtain the limits of functions by observing the
trend of the values as x approaches a certain value and its corresponding graphs.
Directions: Evaluate the limits of the given functions by completing the table of values and
its graph and fill in the blanks to answer the questions that follow based on your observation.
(1 point for each correct answer).
1. lim 2𝑥
𝑥→0
lim− 2𝑥 lim 2𝑥
𝑥→0 𝑥→0+
x f(x) X f(x)
-1 0.5 1 2
-0.5 0.7071067812 0.5 1.414213562
-0.1 0.9330329915 0.1 1.071773463
-0.001 0.999307093 0.001 1.000693387
-0.00001 0.9999930686 0.00001 1.000006931
-0.000001 0.999993069 0.000001 1.00000693

Answer: . lim 2𝑥 = 1
𝑥→0

31
2. lim ln 𝑥
𝑥→1
lim ln 𝑥 lim ln 𝑥
𝑥→1− 𝑥→1+
x f(x) x f(x)
0.1 -2.302585093 2 0.69314718056
0.5 -0.69314718056 1.5 0.4054651081
0.9 -0.10536051565 1.1 0.0953101798
0.999 -0.00100050033 1.001 0.00099950033
0.9999 -0.000100005 1.00001 0.000099995
0.99999 -0.00001000005 1.000001 0.00000999995

Answer: lim ln 𝑥 = 0
𝑥→1

3. Use the following table of values to draw the graph of cos x to determine the lim cos 𝑥
𝑥→0

x f(x) Draw the graph here:

-π -1
𝜋
− 0
2
0 1
𝜋 0
2
π -1
3𝜋 0
2
2π 1
5𝜋 0
2
3π -1
Answer: lim cos 𝑥 = 1
𝑥→0

Good job Learner! If you have any questions, you may ask your teacher to help you. Let’s
head up to more exercises.
Activity 2. Evaluation Time
A. Evaluate the following limits by constructing the table of values. (1 point for each
item)
1. lim 𝑒 𝑥
𝑥→1
x f(x) x f(x)
0.1 1.105170918 2 7.389056099
0.5 1.648721271 1.5 4.48168907
0.9 2.459603111 1.1 3.004166024
0.999 2.715564905 1.001 2.72100147
0.9999 2.718010014 1.00001 2.718309011
0.99999 2.718254646 1.000001 2.718284547

lim 𝑒 𝑥 = 2.718281828
𝑥→1

32
2. lim log 𝑥
𝑥→3

X f(x) x f(x)
2.1 0.3222192947 4 0.6020599913
2.5 0.3979400087 3.5 0.5440680444
2.9 0.4623979979 3.1 0.4913616938
2.999 0.4769764658 3.001 0.4772659954
2.9999 0.477106778 3.00001 0.4771227024
2.99999 0.4771198071 3.000001 0.4771213995

lim log 𝑥 = 0.4771212547

𝑥→3

3. lim tan 𝑥
𝑥→𝜋
X f(x) x f(x)
3 -0.1425465431 4 1.157821282
3.1 -0.04161665459 3.5 0.3745856402
3.13 -0.001159317293 3.2 0.05847385446
3.139 -0.00259265939 3.15 0.008407544503
3.13999 -0.001602654962 3.14999 0.008397543797
3.139999 -0.001593654939 3.1499 0.008307537518

lim tan 𝑥 = 0
𝑥→𝜋

B. Given the graph of y = log2 x and f (x) = sin x respectively, evaluate the following
limits by inspection.

4. lim+ 𝑙𝑜𝑔2 𝑥 = -∞
𝑥→0

5. lim 𝑙𝑜𝑔2 𝑥 = 0
𝑥→1

6. lim 𝑙𝑜𝑔2 𝑥 = 1
𝑥→2

33
 7. lim 𝑠𝑖𝑛 𝑥 = 0
𝑥→0

8. lim 𝑠𝑖𝑛 𝑥 = 0
𝑥→𝜋

9. lim𝜋 𝑠𝑖𝑛 𝑥 = 1
𝑥→ −
2

Activity 3. Do you have limits?

Directions: Find the limits of the following using your understanding of the basic limits.
1. lim 𝑒 4𝑥 = ∞ 6. lim 𝑒 −3𝑥 = 0
𝑥→∞ 𝑥→∞

2. lim 𝑒 𝑥+3 = 0 7. lim 𝑒 −𝑥 = ∞

𝑥→−∞ 𝑥→−∞

𝑥3
3. lim 𝑒 =0 8. lim ln ( 𝑥 2 − 3) = ∞
𝑥→−∞ 𝑥→∞

4. lim ln ( 3𝑥) = ∞ 9. lim ln(𝑥 −2 ) = −∞

𝑥→∞ 𝑥→∞

5. lim ln(2𝑥) = −∞ 10. lim ln ( 3𝑥) 𝐷𝑁𝐸

𝑥→0+ 𝑥→−∞

34
 BASIC CALCULUS
Name:______________________________________ Grade Level:___________
Date:_______________________________________ Score:_________________

LEARNING ACTIVITY SHEET

𝒔𝒊𝒏 𝒕 𝟏−𝒄𝒐𝒔 𝒕 𝒆𝒕 −𝟏
Limits of Expressions Involving , and
𝒕 𝒕 𝒕

Background Information for Learners

sin t 1−cos t et −1
The functions f (t) = t , g (t) = and h(t) = are considered special
t t
functions and are vital in the computation of derivatives of sine, cosine and natural
exponential functions which will be discussed in your following lessons in Basic Calculus.

This learning activity sheet will guide you in evaluating the limits of different
functions involving the three identified special functions. So, let us look into the limits of the
three special functions by evaluating them using table of values.

sin t
1. lim
𝑡→0 t

sin t sin t
lim lim
𝑡→0− t 𝑡→0+ t
X f(x) x f(x)
-1 0.84147099848 1 0.84147099848
-0.5 0.9588510772 0.5 0.9588510772
-0.1 0.9983341665 0.1 0.9983341665
-0.001 0.9999998333 0.001 0.9999998333
-0.0001 0.99999999983 0.0001 0.99999999983
sin t
Based from the table of values, lim = 1.
𝑡→0 t

1−cos t
2. lim
𝑡→0 t

1−cos t 1−cos t
lim t
lim t
𝑡→0− 𝑡→0+
X f(x) x f(x)
-1 -0.4596976941 1 0.4596976941
-0.5 -0.2448348762 0.5 0.2448348762
-0.1 -0.04995834722 0.1 0.04995834722
-0.001 -0.0004999999 0.001 0.0004999999
-0.0001 -0.000005 0.0001 0.000005

1−cos t
The values computed from the table shows that lim = 0.
𝑡→0 t
et −1
3 lim =
𝑡→0 t

35
 et −1 et −1
lim = lim =
𝑡→0− t 𝑡→0+ t
X f(x) x f(x)
-1 0.6321205588 1 1.718281828
-0.5 0.7869386806 0.5 1.297442541
-0.1 0.9516258196 0.1 1.051709181
-0.001 0.9995001666 0.001 1.000500167
-0.0001 0.9999500016 0.0001 1.000050002

et −1
It is shown that lim = 1.
𝑡→0 t

Knowing the values of the special functions will help you master the desired
competency for this learning activity sheet.

Learning Competency

• Evaluate limits involving the expressions (sin t ) /t , (1-cos t ) /t and (et - 1) /t using
tables of value (STEM_BC11LC-IIb-2)

Activity 1. Let’s dig deeper.

Directions: Investigate the three special functions by performing the following task. Write an
a comparison of your answer on the limits of any of the special functions after each item.
𝑥
1. Evaluate lim sin 𝑥
𝑥→0

𝑥 𝑥
lim − sin 𝑥 lim+ sin 𝑥
𝑥→0 𝑥→0
X f(x) X f(x)
-1 1
-0.5 0.5
-0.1 0.1
-0.001 0.001
-0.00001 0.00001
-0.000001 0.000001
𝑥
Answer: lim
𝑥→0 sin 𝑥

Comparison:
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________

cos 𝑥
2. Evaluate lim
𝑥→0 𝑥

36
 cos 𝑥 cos 𝑥
lim − lim+
𝑥→0 𝑥 𝑥→0 𝑥
x f(x) X f(x)
-1 1
-0.5 0.5
-0.1 0.1
-0.001 0.001
-0.00001 0.00001
-0.000001 0.000001

cos 𝑥
Answer: lim
𝑥→0 𝑥

Comparison:
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________
1−cos t
3. Prove that lim = 0 by completing the following the indicated process.
𝑡→0 t

1−cos t 1−cos t
lim = lim ( )( ) rationalizing the numerator
𝑡→0 t 𝑡→0 t

=lim ____________________ simplifying by multiplication

𝑡→0

= lim ___________________. Pythagorean identity

𝑡→0

= lim(________)(_________) Associative Property

𝑡→0

sin t
= ___________________ lim = 1, cos 0 = 1
𝑡→0 t

= ___________________ simplifying.
Comparison:
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________
Good job Learner! You are very observant. Being observant of how a function be related to
each other will be helpful in evaluating other functions.. If you have any questions, you may
ask your teacher to help you.
Activity 2. Is it confirmed?
Directions. Confirm the values of the limits of the special functions by evaluating the limits
of the following functions. (1 point each item)
t−1
1. lim
𝑡→1 sin(𝑡 − 1)

t−1 t−1
lim lim
𝑡→1− sin(𝑡−1) 𝑡→1+ sin(𝑡−1)

37
 x f(x) x f(x)
0.1 2
0.5 1.5
0.9 1.1
0.999 1.001
0.9999 1.00001
0.999999 1.000001

t−1
Answer: lim sin(𝑡−1) =
𝑡→1

1−cos (𝑡 2 +1)
2. lim
𝑡→−1 𝑡 2 +1
1−cos (𝑡 2 +1) 1−cos (𝑡 2 +1)
lim lim
𝑡→−1− 𝑡 2 +1 𝑡→−1+ 𝑡 2 +1
X f(x) x f(x)
-2 -0.1
-1.5 -0.5
-1.1 -0.9
-1.001 -0.999
-1.00001 -0.9999
-1.000001 -0.999999
1−cos (𝑡 2 +1)
Answer: lim =
𝑡→−1 𝑡 2 +1

et−1 −1
3. lim
𝑡→1 t−1

et−1 −1 et−1 −1
lim lim
𝑡→1− t−1 𝑡→1+ t−1
x f(x) X f(x)
0.5 1.5
0.9 1.1
0.999 1.001
0.9999 1.00001
0.999999 1.000001
et−1 −1
Answer: lim =
𝑡→1 t−1

Congratulations Learner! Through the competencies that you mastered in this learning
activity sheet, you are now ready to evaluate more functions.
Activity 3. Application time!
Directions. Evaluate the following limits by applying the limits of the three special functions
discussed above.

38
 sin 2x
1. lim =
𝑡→0 2x

1−cos 3𝑥
2. lim =
𝑥→0 3x

sin 3𝑥
3. lim =
𝑥→0 sin 2𝑥

𝑒 𝑡−1 −1
4. lim =
𝑡→1 t−1

2
𝑒 𝑡 −1
5. lim =
𝑡→0 𝑡2

Reflection
Directions: Accomplish this part honestly.

4. I learned that_______________________________________________________
___________________________________________________________________
___________________________________________________________________

5. I enjoyed most on __________________________________________________

___________________________________________________________________
___________________________________________________________________

6. I want to learn most on ______________________________________________

___________________________________________________________________
___________________________________________________________________

References For Learners

Basic Calculus Learner’s Material. Retrieved from DepEd LRDMS Portal

39
 Answer Key

Activity 1. Let’s dig deeper.

Directions: Investigate the three special functions by performing the following task. Write a
comparison of your answer on the limits of any of the special functions after each item.
𝑥
1. Evaluate lim sin 𝑥
𝑥→0

𝑥 𝑥
lim − sin 𝑥 lim+ sin 𝑥
𝑥→0 𝑥→0
X f(x) x f(x)
-1 1.188395106 1 1.188395106
-0.5 1.042914821 0.5 1.042914821
-0.1 1.001668613 0.1 1.001668613
-0.001 1.000000167 0.001 1.000000167
-0.0001 1.000000002 0.0001 1.000000002
𝑥 𝑥
lim − sin 𝑥 = 1 lim+ sin 𝑥 = 1
𝑥→0 𝑥→0

𝑥
Answer: lim sin 𝑥 = 1
𝑥→0

cos 𝑥
2. Evaluate lim
𝑥→0 𝑥
cos 𝑥 cos 𝑥
lim lim+
𝑥→0− 𝑥 𝑥→0 𝑥
x f(x) X f(x)
-1 -0.5403023059 1 0.5403023059
-0.5 -1.755165124 0.5 1.755165124
-0.1 -9.950041653 0.1 9.950041653
-0.001 -999.9995 0.001 999.9995
-0.0001 -9999.99995 0.0001 9999.99995
cos 𝑥
Answer: lim 𝑥
DNE
𝑥→0
Comparison:
Answer may vary.
1−cos t
3. Prove that lim = 0 by completing the following the indicated process.
𝑡→0 t

1−cos t 1−cos t 1+cos t

lim = lim ( ) ( 1+cos t) rationalizing the numerator
𝑡→0 t 𝑡→0 t

1−𝑐𝑜𝑠 2 t
=lim t (1+cos t) simplifying by multiplication
𝑡→0

𝑠𝑖𝑛2 t
= lim t (1+cos t) Pythagorean identity
𝑡→0

𝑠𝑖𝑛2 t t
= lim( ) (1+cos t) Associative Property
𝑡→0 t

40
 0 sin t
= (12 ) lim = 1, cos 0 = 1
(1+1) 𝑡→0 t

=0 simplifying
Comparison:
(Answer may vary, learner may point out the relationship of other functions to evaluate
another or relate it to proving).
Activity 2. Is it confirmed?
Directions. Confirm the values of the limits of the special functions by evaluating the limits
of the following functions. (1 point each item)
t−1
1. lim
𝑡→1 sin(𝑡 − 1)

t−1 t−1
lim lim
𝑡→1− sin(𝑡−1) 𝑡→1+ sin(𝑡−1)

X f(x) x f(x)
0.1 1.148945592 2 1.188395106
0.5 1.042914821 1.5 1.042914821
0.9 1.001668613 1.1 1.001668613
0.999 1.000000167 1.001 1.000000167
0.9999 1.000000002 1.0001 1.000000002

t−1
Answer: lim sin(𝑡−1) = 1
𝑡→1

1−cos (𝑡 2 +1)
2. lim
𝑡→−1 𝑡 2 +1

1−cos (𝑡 2 +1) 1−cos (𝑡 2 +1)

lim lim
𝑡→−1− 𝑡 2 +1 𝑡→−1+ 𝑡 2 +1

X f(x) x f(x)
-2 -0.6633308322 -0.1 0.4558688277
-1.5 -0.5477421101 -0.5 0.3577481748
-1.1 -0.1046146918 -0.9 0.09471455201
-1.001 -0.00100049965 -0.999 0.0009994996663
-1.0001 0.000100004998 -0.9999 0.00009999499975
1−cos (𝑡 2 +1)
Answer: lim =0
𝑡→−1 𝑡 2 +1

et−1 −1
3. lim
𝑡→1 t−1

et−1 −1 et−1 −1
lim lim
𝑡→1− t−1 𝑡→1+ t−1

41
 x f(x) X f(x)
0.1 0.6593670447 2 1.718281828
0.5 0.7869386806 1.5 1.297442541
0.9 0.9516258196 1.1 1.051709181
0.999 0.9995001666 1.001 1.000500167
0.9999 0.9999500016 1.0001 1.000050002
et−1 −1
Answer: lim =1
𝑡→1 t−1

Congratulations Learner! Through the competencies that you mastered in this learning
activity sheet, you are now ready to evaluate more functions.
Activity 3. Apply now!
Directions. Evaluate the following limits by applying the limits of the three special functions
discussed above.
sin 2x
1. lim =1
𝑡→0 2x

1−cos 3𝑥
2. lim =0
𝑥→0 3x

sin 3𝑥 3
3. lim sin 2𝑥 = 2
𝑥→0

𝑒 𝑡−1 −1
4. lim =1
𝑡→1 t−1

2
𝑒 𝑡 −1
5. lim =1
𝑡→0 𝑡2

42
 BASIC CALCULUS
Name of Learner ___________________________________ Grade Level _______________
Section _____________________________________ Date ____________________

LEARNING ACTIVITY SHEET

The Concept of Continuity

Background Information for Learner

The graph of a function is continuous if there is no gap or break in the graph. That is,
a function f is continuous at a point where x = a if its graph passes through the point with
coordinates (a, f(a)) without a break in the line or curve. Below are graphs of functions that
are continuous.

If the function f of x is not continuous at x = a, we say that f is discontinuous at x = a

and the point (a, f(a)) is called the point of discontinuity. The concept of discontinuity is
shown in the illustrations below. In figures 1 and 2, the graphs are both not continuous at x =
a.

Figure 1 Figure 2
The definition of continuity in calculus relies heavily on the concept of limits.
The limit of a function refers to the value of f(x) that the function approaches near a certain
value of x.

A function f is continuous at x = c if it satisfies all of the following conditions:

1. f(c) exists;
2. lim f(x) exists; and
x→c

3. lim f(x) = f(c)

x→c

43
Illustrative examples:
1. Determine if f(x) = 4x2 – 3x + 5 is continuous at x = 2.
Solution:
a. First, get the limit of a function as x approaches 2.
lim− 4𝑥 2 − 3𝑥 + 5 = 15 lim+ 4𝑥 2 − 3𝑥 + 5 = 15
𝑥→ 2 𝑥→ 2
* The limit exists.

b. Second, we evaluate f(x) at x = 2.

f(x) = 4x2 – 3x + 5
f(2) = 4(2)2 – 3(2) + 5
f(2) = 16 – 6 + 5
f(2) = 15 *The function exists.

c. Equating the results, lim (4x2 – 3x + 5) = f(2)

x→2
15 = 15
• Therefore, we can say that the function f(x) = 4x2 – 3x + 5 is continuous at x = 2.

𝑥 2 +3𝑥+1
2. Determine if f(x) = is continuous at x = 1.
𝑥−1
Solution: If we are going to evaluate the function at x = 1, we have
𝑥 2 +3𝑥+1
f(x) = 𝑥−1
12 +3(1)+1 5
f(1) = = 0 = undefined
1−1

𝑥 2 +3𝑥+1 12 +3(1)+1 5
lim = = = undefined → The limit does not exist.
𝑥−1 1−1 0
x→2

• Since the limit does not exist, we can say that the function is not continuous at x = 1.

Learning Competency
• Illustrate continuity of a function at a number. STEM_BC11LC-IIIc-1
• determine whether a function is continuous at a number or not
STEM_BC11LC-IIIc-2

Exercises/ Activities

Activity 1: Am I Continuous?
Directions: Determine if the given function is continuous at a given value of x.
1. f(x) = 3 – x at x = 2 2. f(x) = x2 – 4x – 2 at x = 1

2𝑥 𝑥2
3. f(x) = 𝑥−3 at x = 3 4. f(x) = 𝑥−2 at x = 1

44
 2
5. f(x) = 𝑥 at x = 0 6. f(x) = x4 – 3x3 + 2x2 – 5x – 7 at x = - 1

3𝑥
7. f(x) = at x = 4 8. f(x) = √3𝑥 − 10 at x = 2
𝑥 2 −4

𝑥2
9. f(x) = 𝑥−3 at x = - 3 10. f(x) = 6x – 6 at x = 0

Activity 2: More of This Kind!

Directions: Decide if the given function is continuous at the specified value of c. If the
function is continuous, find the limit as x approaches c.
1. f(x) = 5x2 – 6x + 1; c = 1 2. f(x) = x3 – 2x2 + x – 21 ; c = 1

𝑥+1 2𝑥−3
3. f(x) = ;c=2 4. f(x) = ;c=2
𝑥+2 3𝑥−2

𝑥+3 3𝑥+1
5. f(x) = ;c=5 6. f(x) = ;c=3
𝑥−5 5𝑥−15

√𝑥 +1 √𝑥 +3
7. f(x) = ;c=9 8. f(x) = ;c=3
𝑥−9 𝑥−9

45
9. f(x) = x + 1 if x < 1 ; c = 1 10. f(x) = 0 ;c=1
2 if x > 1 x-1

Activity 3: COUNT ME IN!

Directions: List all the values for which the function is not continuous.
4𝑥−3
1. f(x) = 4x2 – 4x + 1 5. f(x) = (𝑥−5)(𝑥+3)

3𝑥−2
2. f(x) = x6 – x3 6. f(x) = (𝑥+3)(𝑥−6)

𝑥−1 𝑥+2
3. f(x) = 𝑥+2 7. f(x) = 𝑥2 − 4

2𝑥 − 5 𝑥
4. f(x) = 6𝑥 − 15 8. f(x) = (𝑥−9)(𝑥+2)

Reflection:
WOW’s and Wishes

Wishes
Things I like in the lesson Things I should improve on

46
References for Learners

Deauna, Melecio C., Lamayo, Florita C. (2005). Introduction to Analytic Geometry and
Calculus: Mandaluyong City, SIBS Publishing House, Inc.

Alferez, Gerald S. (2004). MSA Introduction to CALCULUS: Quezon City, MSA Publishing
House.

Marcelo, Gladys Glo H. (2009). Basic Calculus: Manila, REX Book Store.

Pelias, John Gabriel P. (2016). Basic Calculus: Quezon City, REX Printing Company.

47
 Answer Key

Activity 1: Am I Continuous?
1. continuous 6. continuous
2. continuous 7. continuous
3. not continuous 8. not continuous
4. continuous 9. continuous
5. not continuous 10. continuous

Activity 2: More of This Kind!

1. continuous lim f(x) = 0
x→1

2. continuous lim f(x) = - 21

x→1
3
3. continuous lim f(x) = 4
x→2
1
4. continuous lim f(x) =
4
x→2

5. not continuous
6. not continuous
7. not continuous
√3+ 3
8. continuous lim f(x) = 6
x→3

9. not continuous
10. continuous lim f(x) = 0
x→1

Activity 3: COUNT ME IN!

1. none 5. 5 and – 3
2. none 6. – 3 and 6
3. – 2 7. 2 and – 2
5
4. 8. 9 and – 2
2

48
 BASIC CALCULUS
Name of Learner ___________________________________ Grade Level _______________
Section _________________________ Date ____________________

LEARNING ACTIVITY SHEET

The Concept of Continuity on an Interval

Background Information for Learners

A function is said to be continuous on an interval when the function is defined at

every point on that interval and undergoes no interruptions, jumps, or breaks. Equivalently, if
we are able to draw the entire graph of the function on an interval without lifting our tracing
pen, or without being interrupted by a hole in the middle of the graph, then we can conclude
that the function is continuous on that interval.

A function f(x) is said to be continuous on [a, b] if

1. f(x) is continuous from the right at a;
2. f(x) is continuous from left at b; and
3. f(x) is continuous at every number in [a, b].

EXAMPLE 1: Consider the graph of the function f given at the right. Using the given graph,
determine if the function f is continuous on
the following intervals:
(a) (−1, 1) (b) (−1, 0) (c) (0,+1)
Answers
(a) We can trace the graph from the right side of x = −1
to the left side of x = 1 without lifting the pen we are
using. Hence, we can say that the function f is continuous
on the interval (−1, 1).
(b) If we trace the graph from any negatively large number up
to the left side of 0, we will not lift our pen and so, f is
continuous on (−1, 0).
(c) For the interval (0,+1), we trace the graph from the right side of 0 to any large
number, and find that we will not lift our pen. Thus, the function f is continuous on
(0,+1).

EXAMPLE 2: Consider the graph of the function h below

Determine using the given graph if the function

h is continuous on the following intervals:
a. (−1, 1) b. [0.5, 2]

49
Answers
(a) If we trace the graph of the function h from the right side of x = −1 to the left side of x =
1, we will be interrupted by hole when we reach x = 0. We are forced to lift our pen just
before we reach x = 0 to indicate that h is not defined at x = 0 and continue tracing again
starting from the right of x = 0. Therefore, we are not able to trace the graph of h on (−1,
1) without lifting our pen. Thus, the function h is not continuous on (−1, 1).
(b) For the interval [0.5, 2], if we trace the graph from x = 0.5 to x = 2, we do not have to lift
the pen at all. Thus, the function h is continuous on [0.5, 2].

Learning Competency with Code

• illustrate continuity of a function on an interval STEM_BC11LC-IIIc-3

Exercises/ Activities

Activity 1: SCRUTINIZE ME!

Directions: Determine whether the function represented by each graph is continuous or not at
the given interval. Write Yes if it is continuous. Otherwise, write No.

A. Refer to the figure at the right.

1. [- 3, 0]
2. [- 7, - 4]
3. [1, 3]
4. [- 5, 1]
5. [3, 7]

B. Use the figure at the right.

1. [- 5, - 3)
2. [- 4, - 2]
3. [-1, 2]
4. (3, 5]
5. [1, 4]

50
 C. Based your answers on the figure at the right.
1. [- 5, - 3]
2. (- 2, 0]
3. [- 3, - 1]
4. [1, 4]
5. (3, 7]

Activity 2: SOMETHING TO THINK OF!

Directions: Determine whether the given function is continuous at the indicated interval.
2
1. f(x) = 𝑥+5 a. (3, 7) b. [-6, 4] c. (- ∞, 0)
𝑥
2. g(x) = 𝑥−2 a. (- ∞, 0] b. ((0, + ∞) c. (0, 2]
𝑡
3. f(x) = 𝑡 2 − 1 a. (-1, 1) b. [0, 1] c. (-1, 0]
𝑟+3
4. f(r) = 𝑟 2 − 4 a. (0, 4] b. (-2, 2) c. (- ∞, - 2]
5. g(x) = √𝑥 2 − 9 a. (- ∞, - 3) b. (3, + ∞) c. (- 3, 3)
6. f(x) = √4 − 𝑥 2 a. (-2, 2) b. [- 2, 2] c. [- 2, 2)
7. f(x) = x2 + 5x – 6 a. [- 1, 2] b. (- 1, 3] c. (- 2, 2)
1
8. h(x) = 3+2𝑥− 𝑥2 a. (- 1, 3) b. [- 1, 3] c. [- 1, 3)
4
9. f(x) = 𝑥+2 a. [-3, 1] b. (- 2, 1) c. [- 2, + ∞)
5
10. g(x) = 2𝑥−1 a. [0, 1] b. [- 1, 2] c. [- 3, 1]

Reflection:
H2H “Head To Heart”

Give important key terms that you learned and write/draw different expressions that describe
how you felt while learning the lesson.

51
References

Deauna, Melecio C., Lamayo, Florita C. (2005). Introduction to Analytic Geometry and
Calculus: Mandaluyong City, SIBS Publishing House, Inc.

Ryan, S.S.J. Merilyn, Doubet, Marvin E, Fabricant, Mona, et.al., (1993). Advanced
Mathematics: a Precalculus Approach: New Jersey, Prentice- Hall, Inc.

Leithold, Louis, (1996). The Calculus 7: New York, Harper Collins Publishers, Inc.

https://tutorial.math.lamar.edu/problems/calci/continuity.aspx

https://www.superprof.co.uk/resources/academic/maths/calculus/limits/continuity-
worksheet.html#chapter_solution-of-exercise-1

ANSWER KEY

Activity 1: SCRUTINIZE ME!

A. B. C.
1. yes 1. no 1. yes
2. no 2. no 2. yes
3. no 3. yes 3. no
4. yes 4. yes 4. no
5. yes 5. no 5. yes

Activity 2: SOMETHING TO THINK OF!

1. a. continuous b. not continuous c. not continuous
2. a. continuous b. not continuous c. not continuous
3. a. continuous b. not continuous c. continuous
4. a. continuous b. continuous c. not continuous
5. a. not continuous b. continuous c. not continuous
6. a. continuous b. continuous c. continuous
7. a. continuous b. not continuous c. continuous
8. a. continuous b. not continuous c. not continuous
9. a. not continuous b. continuous c. not continuous
10. a. continuous b. not continuous c. not continuous

52
 BASIC CALCULUS
Name of the Learner: Grade level:
Section: Date:

LEARNING ACTIVITY SHEET

EXTREME VALUE THEOREM

Background Information for learners

If a function f (x) is continuous on a closed interval a, b , then f (x) has both
a maximum and a minimum on a, b . If f (x) has an extremum on an open interval a, b ,
then the extremum occurs at a critical point. This theorem is sometimes also called the
Weierstrass extreme value theorem.

Absolute/Global Minimum Absolute/Global Maximum

the smallest function in the the largest function in the
domain domain

53
 Local Minimum Local Maximum

the smallest function value the largest function value in

in an open interval in a an open interval in the
domain domain

Find Absolute Extrema

f ( x) = 3x 2 − 12x + 5 , 1,4
Step 1: Find critical number(s).
f ( x) = 3x 2 − 12x + 5
Find the first
f ( x) = 6 x − 12
' derivative

6 x − 12 = 0
Equate to zero and
6 x = 12 find for the value of
6 x 12 x
=
6 6
x=2 critical
number

Step 2: Find “y” values

f (1) = 3x 2 − 12 x + 5 f (2) = 3x 2 − 12 x + 5 f (4) = 3x 2 − 12 x + 5

f (1) = 3(1) 2 − 12(1) + 5 f (2) = 3(2) 2 − 12(2) + 5 f (4) = 3(4) 2 − 12(4) + 5
f (1) = −4 f (2) = −7 f (4) = 5

Step 3: Find the extremes

2,−7 absolute
minimum minimum
f (1) = −4
f (2) = −7 4,5 absolute
f (4) = 5 maximum maximum

54
Find Local Extrema with the first derivative test

f ( x) = 2 x 3 + 6 x 2 − 48x
Find critical number(s).

f ( x) = 2 x 3 + 6 x 2 − 48 x
Find the first
f ' ( x) = 6 x 2 + 12 x − 48 derivative

f ' ( x) = 6 x 2 + 12 x − 48
Equate to zero and
0 = 6 x 2 + 12 x − 48 find for the value of
0 = 6( x + 4)( x − 2) x
x = −4, x = 2

Critical numbers

Now that you’ve got the list of critical number/s, you need to determine whether peaks or
valleys or neither occur at those x-values. You can do this with first derivative test

1. Take a number line and put down the critical numbers you have found: -4 and 2.

-4 2

You divide this number line into three regions: to the left of -4, from -4 to 2 and to the right
of 2.

2. Pick a value from each region, plug it into the first derivative, and note whether your result
is positive or negative.

f (−5) = 6 x 2 + 12 x − 48
f (−5) = 6(−5) 2 + 12(−5) − 48
f (−5) = 48

55
f (0) = 6 x 2 + 12 x − 48
f (0) = 6(0) 2 + 12(0) − 48
f (0) = −48

f (3) = 6 x 2 + 12 x − 48
f (3) = 6(3) 2 + 12(3) − 48
f (3) = 42

These three results are, respectively, positive, negative and positive.

3. Take your number line, mark each region with an appropriate positive or negative sign,
and indicate where the function is increasing and decreasing.

It’s increasing where the derivative is positive, and decreasing where the derivative is
negative. The result is so called sign graph for the function.

increasing decreasing increasing

(+) (-)
(+)
-4 2

This figure simply tells you what you already know if you’ve looked at the graph of f − that
the function goes up until -4, down from -4 to 2, and up again from 2 on.

4. Obtaining the function values (in other words, the heights) of these two local extrema by
plugging the x-values into the original function.

f ( x) = 2 x 3 + 6 x 2 − 48 x f ( x) = 2 x 3 + 6 x 2 − 48 x
f (−4) = 2(−4) 3 + 6(−4) 2 − 48(−4) f (2) = 2(2) 3 + 6(2) 2 − 48(2)
f (−4) = 160 f (2) = −56

56
 local minimum located at 2,−56
Learning Competencies with code
The studentslocal maximum
are able located
illustrate at − 4Value
the Extreme ,160 Theorems

LEARNING COMPETENCY
Illustrate the intermediate value and extreme value theorems STEM_BC11LC-IIId-2

ACTIVITY 1.
Directions. Find the critical number/s for the following functions. [I point]

1. f ( x) = 5x 2 − 30x 4. f ( x) = 2 x 3 − 24x

1 4
−
2. f ( x) = 2 x + 12 x + 4
3 2
5. f ( x) = 3x 3
− 9x 3

3. f ( x) = 3x 4 − 96x 6. f ( x) = 4 x 3 + 12x 2 − 96x

57
ACTIVITY 2.
Directions. Find the critical points of the function. [2 points]

1. f ( x) = 3x 2 − 18x 3. f ( x) = x 3 − 3x 2 + 6

2. f ( x) = x 3 + 3x 2 − 72x 4. f ( x) = x 4 − 2 x 2 − 3

ACTIVITY 3
Directions. Find all points of absolute minima and maxima on the given closed interval.
[2 points]

1. f ( x) = 2 x 3 + 12 x 2 + 4 , − 2,0 2. f ( x) = 4 x 3 + 12x − 96x , − 4,2

Reflection: (The learner writes how he/she feels about the activity.)

58
References for learners:
https://www.dummies.com/education/math/calculus/how-to-find-local-extrema-w ith-the-
first-derivative-test/
https://mathworld.wolfram.com/ExtremeValueTheorem.html

https://www.google.com/search?q=extreme+value+theorem+definition&sxsrf=ALeKk037dO
TpqswA8xc616Tt9jl4jy1XLA:1595048548230&source=lnms&tbm=isch&sa=X&ved=2ahU
KEwiLnvfwgtbqAhUVBZQKHahQDLYQ_AUoAXoECBEQAw&biw=1366&bih=608#img
rc=v8gW-CyWyXxN2M&imgdii=wE2b9lq9mG-YaM

Answer key:

Activity 1
x = 0and
1. x = 3 4.
x=4

x = 0and
x = 0and
2. 5. 1
x = −2 x=
12

x = 2and
3. x = 2 6.
x = −4

Activity 2

1. local minimum (3, -27)

no local maximum
2. local minimum (4,-176)
local maximum (-6, 324)
3. local minimum (2,2)
local maximum (0,6)
4. local minimum (1,-4)
local maximum (0, -3)

59
Activity 3

1. 0,4 absolute minimum

− 2,36 absolute maximum

2. 2,−112 absolute minimum

− 4,576absolute maximum

60
 BASIC CALCULUS

Name: ________________________________ Grade Level: _______

Date: _________________________________ Score: _____________

LEARNING ACTIVITY SHEET

PROBLEMS INVOLVING CONTINUITY

Background Information for Learners

Intermediate Value Theorem (IVT)

If a function f(x) is continuous over a closed interval [a, b], then for every value m between f(a)
and f(b), there is a value c ϵ [a,b] such that f(c) = m.

Example
Find an approximation of the solution of f(x) = x3 + x−1.
Solution
Choose [0, 1]
By Intermediate Value Theorem, f has a root between 0 and 1 since f (0) = −1 < 0 and f (1) =
1 > 0.
Trim the interval
1 3 1
- 𝑓 ( ) = − < 0 → 𝑟𝑜𝑜𝑡 𝑖𝑠 𝑖𝑛 [ , 1]
2 8 2
3 11 1 3
- 𝑓 (4) = < 0 → 𝑟𝑜𝑜𝑡 𝑖𝑠 𝑖𝑛 [2 , 4]
64
5 5 3
- 𝑓 ( ) ≈ −0.13 < 0 → 𝑟𝑜𝑜𝑡 𝑖𝑠 𝑖𝑛 [ , ]
16 16 4
11 3 5 11
- 𝑓 (16) ≈ − 8 < 0 → 𝑟𝑜𝑜𝑡 𝑖𝑠 𝑖𝑛 [16 , 16]
Further trimming gives us an approximate root x ≈ 0.683 which gives f(x) ≈ 0.002

Learning Competency with code

The learner is able to solve problems involving continuity of a function
(STEM_BC11LC_IIId-3)

61
Directions/Instructions:

A. Approximate the roots of the following functions.

1. 𝑓 (𝑥 ) = 𝑥 3 + 𝑥 − 3
2. 𝑓 (𝑥 ) = 𝑥 3 − 𝑥 + 2
3. 𝑓 (𝑥 ) = 𝑥 3 − 𝑥 − 2
4. 𝑓 (𝑥 ) = 𝑥 3 + 3𝑥 − 2
5. 𝑓 (𝑥 ) = 𝑥 3 + 𝑥 − 4
6. 𝑓 (𝑥 ) = 𝑥 3 − 6𝑥 + 3
7. 𝑓 (𝑥 ) = 𝑥 3 − 3𝑥 − 4
8. 𝑓 (𝑥 ) = 𝑥 3 + 3𝑥 − 1
9. 𝑓 (𝑥 ) = 𝑥 3 + 𝑥 − 5
10. 𝑓 (𝑥 ) = 𝑥 3 − 2𝑥 − 5

B. Find an interval containing a solution of the following.

1. 𝑓 (𝑥 ) = 2𝑥 2 − 13𝑥 + 15
2. 𝑥 3 = √𝑥 + 4
3. 𝑓 (𝑥 ) = 2𝑥 3 − 6𝑥 + 1
4. 𝑓 (𝑥 ) = 2𝑥 3 + 𝑥 − 1
5. 𝑓 (𝑥 ) = 2 + 𝑥 − 𝑥 2

C. Use IVT to show the following.

1. 𝑓 (𝑥 ) = 𝑥 2 − 4 has a zero on [-3, 1]

2. 𝑓 (𝑥 ) = 𝑥 2 − 81 has a zero on [8, 10]
3. 𝑓 (𝑥 ) = cos(𝑥 − 1) − 𝑥 has a root between 0 and 2
4. 𝑓 (𝑥 ) = 𝑥 + cos 𝑥 has a negative root greater than -2

62
Reflection
Complete this statement:
What I learned in this activity
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

References:

Leithold, Louis. THE CALCULUS 7.HarperCollins Publishers.1996

Department of Education.Basic Calculus Learner’s Material.2017

Answer Key

A.
1. 𝑥 ≈ 1.213
2. 𝑥 ≈ −1.521
3. 𝑥 ≈ 1.521
4. 𝑥 ≈ 0.596
5. 𝑥 ≈ 1.379
6. 𝑥 ≈ −1.672
7. 𝑥 ≈ 2.196
8. 𝑥 ≈ 0.322
9. 𝑥 ≈ 1.516
10. 𝑥 ≈ 2.095

B.
1. [0, 2]
2. [1, 2]
3. [1, 2]
4. [0, 1]
5. [0, 3]
C.
1. f (-3) = 5 > 0 and f(1) = -3 < 0. By IVT, f has a root between -3 and 1.
2. f (8) = - 17 < 0 and f(10) = 19 > 0. By IVT, f has a root between 8 and 10.
3. f (0) = 0.9998 > 0 and f(2) = -1.0006 < 0. By IVT, f has a root between 0 and 2.
4. By IVT, f has a root and x ≈ −0.739

63
 BASIC CALCULUS
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

Learning Activity Sheet

The Tangent Line to the Graph of a Function

Background Information for Learners

The tangent line of a graph is not easy to explain without involving limits. In
calculus we found out that we can found the equation of the tangent line to the graph of a
function at a given point by computing the derivative. But in reality, although there is a
close relationship between the two, there is still a difference between them. So we can
safely say that “derivative measures the slope of the tangent line”.
In solving for the equation of the tangent line to the graph of the function, we are taught to
use the process on solving for the slope of a line as well as to use the point slope form of
the equation of a line.
This activity sheet will be used as a tool to measure your understanding on these topic
which was discussed to you. This activity sheet encompasses the discussion on the tangent
line to the graph of the function at a point as well as the equation of the tangent line.
Learning Competency
1. illustrate the tangent line to the graph of a function at a given point (STEM_BC11D-IIIe-
1)
2. relate the derivative of a function to the slope of the tangent line (STEM_BC11D-IIIe-3)
Activity 1:FACT OR BLUFF; TANGENT LINE EDITION
Directions: Identify whether each statement about the tangent line to the graph of a
function at a point is fact or bluff. Write FACT is the statements is TRUE and write
BLUFF if the statement us FALSE as well as write the word that would make the statement
true.

___________________1. A tangent line to the graph of a function at a point intersects

the graph at 1 unique point.
___________________2. Whenever the graph is smooth, the tangent lines at the
“peaks” and “troughs” are always vertical.
___________________3. Given C is the graph of a continuous function and P is a
point on C, the line that connects point P to another point Q on graph C is called
Tangent line.
___________________4. Tangent line to the graph C at point P is the limiting position
of all secant lines PQ as Q approaches P.
___________________5. If the function is not continuous at xo, the tangent line to the
graph of the said function does not exist.
___________________6. When the graph of a function has a sharp corner or cusp at
point P, the tangent line to the said graph does exist.
___________________7. The equation of the tangent line can be solve by solving for
the slope of the graph and using the point slope form of a line.
___________________8. The tangent line to the graph of a function is said to be
vertical when its slope is 0.

64
 ___________________9. It is possible that the equation of a line is the same with the
equation of the graph tangent to it.
___________________10. If the slope of a line tangent to a graph at a point is 0, the
said tangent line is horizontal.

Activity 2:Solve that Slope

Directions: Find the slope of the graph on the following problems.

1. Find the slope of the line tangent to y=2x2 at x=2.

2. Find the slope of the line tangent to the curve y=3x 2-1 at x=2.

3. Given the function y=x2-3x+1, find the slope of the line tangent to it at x=1.

65
 4. Find the slope of the tangent line to the graph of y=2x+7 at (1,9).

5. Solve for the slope of the line tangent to y=3x2-12x+5 at (2, -7).

Activity 3: MISSION; Find the Equation

Directions: Solve for the equation of the tangent line on every given problem.

1. Find the equation of the line tangent to y=2x2-3x+4 at x=3.

66
2. Find the equation of the line tangent to the curve x2-2x+1 at x=1.

3. Juan claims that the tangent line to the curve y=x 2-4x+5 at the point (2,1) is
horizontal. Help Juan to prove his claim.

4. Pedro had a theory that the equation of the tangent line to the line y=1-3x at (1,-2)
is itself. Help Pedro prove his theory.

67
Guide Question
1. How does calculus helps in illustrating and solving for the equation of the
tangent line to the graph of a function at a point?
Reflection
Direction: Complete the table to reflect your understanding about the topic.

What I learned about illustrating the What I learned on the equation of the
tangent line to the graph of a function at tangent line.
a given point.

References for the Learners

1. Basic Calculus Learners Material pp.125-138

Answer Key
Activity 1: FACT OR BLUFF; TANGENT LINE EDITION
_______FACT_______1. A tangent line to the graph of a function at a point intersects the
graph at 1 unique point.
BLUFF, HORIZONTAL2.Whenever the graph is smooth, the tangent lines at the “peaks”
and “troughs” are always vertical.
BLUFF, SECANT LINE 3. Given C is the graph of a continuous function and P is a point
on C, the line that connects point P to another point Q on graph C is called Tangent line.
_________FACT_______4.Tangent line to the graph C at point P is the limiting position
of all secant lines PQ as Q approaches P.
_________FACT_______5. If the function is not continuous at xo, the tangent line to the
graph of the said function does not exist.

68
_BLUFF, Does Not Exists 6. When the graph of a function has a sharp corner or cusp at
point P, the tangent line to the said graph does exist.
__________FACT_______7.The equation of the tangent line can be solve by solving for
the slope of the graph and using the point slope form of a line.
BLUFF, UNDEFINED 8. The tangent line to the graph of a function is said to be
vertical when its slope is 0.
________FACT________9.It is possible that the equation of a line is the same with the
equation of the graph tangent to it.
________FACT________10.If the slope of a line tangent to a graph at a point is 0, the said
tangent line is horizontal.

Activity 2: Solve that Slope

1. Find the slope of the line tangent to y=2x2 at x=2.
𝑦−𝑦0
• 𝑚𝑇𝐿 = lim
𝑥→𝑥0 𝑥−𝑥0
2𝑥 2 −8
𝑚𝑇𝐿 = lim
𝑥→2 𝑥−2
2[(𝑥+2)(𝑥−2)]
𝑚𝑇𝐿 = lim
𝑥→2 𝑥−2
𝑚𝑇𝐿 = lim 2𝑥 + 4
𝑥→2
𝒎𝑻𝑳 = 𝟖

2. Find the slope of the line tangent to the curve y=3x2-1 at x=2.
𝑦−𝑦
• 𝑚𝑇𝐿 = lim 𝑥−𝑥0
𝑥→𝑥0 0
3𝑥 2 −1−11
𝑚𝑇𝐿 = lim
𝑥→2 𝑥−2
3[(𝑥+2)(𝑥−2)]
𝑚𝑇𝐿 = lim
𝑥→2 𝑥−2
𝑚𝑇𝐿 = lim 3𝑥 + 6
𝑥→2
𝒎𝑻𝑳 = 𝟏𝟐

3. Given the function y=x2-3x+1, find the slope of the line tangent to it at x=1.
𝑦−𝑦
• 𝑚𝑇𝐿 = lim 𝑥−𝑥0
𝑥→𝑥0 0
𝑥 2 −3𝑥+1−(−1)
𝑚𝑇𝐿 = lim
𝑥→1 𝑥−1
𝑥 2 −3𝑥+2
𝑚𝑇𝐿 = lim
𝑥→1 𝑥−1
(𝑥−2)(𝑥−1)
𝑚𝑇𝐿 = lim
𝑥→1 𝑥−1
𝑚𝑇𝐿 = lim (𝑥 − 2)
𝑥→1
𝒎𝑻𝑳 = −𝟏

4. Find the slope of the tangent line to the graph of y=2x+7 at (1,9).
𝑦−𝑦0
• 𝑚𝑇𝐿 = lim
𝑥→𝑥0 𝑥−𝑥0
2𝑥+7−(9)
𝑚𝑇𝐿 = lim
𝑥→1 𝑥−1

69
 2𝑥−2
𝑚𝑇𝐿 = lim
𝑥→1 𝑥−1
2(𝑥−1)
𝑚𝑇𝐿 = lim
𝑥→1 𝑥−1
𝑚𝑇𝐿 = lim 2
𝑥→1
𝒎𝑻𝑳 = 𝟐

5. Solve for the slope of the line tangent to y=3x2-12x+5 at (2, -7).
𝑦−𝑦
• 𝑚𝑇𝐿 = lim 𝑥−𝑥0
𝑥→𝑥0 0
3𝑥 2 −12𝑥+5−(−7)
𝑚𝑇𝐿 = lim
𝑥→2 𝑥−2
3𝑥 2 −12𝑥+12
𝑚𝑇𝐿 = lim
𝑥→2 𝑥−2
(3𝑥−6)(𝑥−2)
𝑚𝑇𝐿 = lim
𝑥→2 𝑥−2
𝑚𝑇𝐿 = lim 3𝑥 − 6
𝑥→2
𝒎𝑻𝑳 = 𝟎
Activity 3: MISSION; Find the Equation

1. Find the equation of the line tangent to y=2x2-3x+4 at x=3.

𝑦−𝑦
• 𝑚𝑇𝐿 = lim 𝑥−𝑥0
𝑥→𝑥0 0
2𝑥 2 −3𝑥+4−(13)
𝑚𝑇𝐿 = lim
𝑥→3 𝑥−3
2𝑥 2 −3𝑥−9
𝑚𝑇𝐿 = lim
𝑥→3 𝑥−3
(2𝑥+3)(𝑥−3)
𝑚𝑇𝐿 = lim
𝑥→3 𝑥−3
𝑚𝑇𝐿 = lim 2𝑥 + 3
𝑥→3
𝒎𝑻𝑳 = 𝟗

• 𝑦 − 𝑦0 = 𝑚𝑡𝑙 (𝑥 − 𝑥0 )
𝑦 − 13 = 9(𝑥 − 3)
y=9x-27+13
y=9x-14

2. Find the equation of the line tangent to the curve x2-2x+1 at x=1
𝑦−𝑦0
• 𝑚𝑇𝐿 = lim
𝑥→𝑥0 𝑥−𝑥0
𝑥 2 −2𝑥+1−(0)
𝑚𝑇𝐿 = lim
𝑥→1 𝑥−1
𝑥 2 −2𝑥+1
𝑚𝑇𝐿 = lim
𝑥→1 𝑥−1
(𝑥−1)(𝑥−1)
𝑚𝑇𝐿 = lim
𝑥→1 𝑥−1
𝑚𝑇𝐿 = lim 𝑥 − 1
𝑥→1
𝒎𝑻𝑳 = 𝟎

• 𝑦 − 𝑦0 = 𝑚𝑡𝑙 (𝑥 − 𝑥0 )
𝑦 − 0 = 0 𝑥 − 1)
(
y=0

70
 3. Juan claims that the tangent line to the curve y=x 2-4x+5 at the point (2,1) is
horizontal. Help Juan to prove his claim.
𝑦−𝑦
• 𝑚𝑇𝐿 = lim 𝑥−𝑥0
𝑥→𝑥0 0
𝑥 2 −4𝑥+5−(1)
𝑚𝑇𝐿 = lim
𝑥→2 𝑥−2
𝑥 2 −4𝑥+4
𝑚𝑇𝐿 = lim
𝑥→2 𝑥−2
(𝑥−2)(𝑥−2)
𝑚𝑇𝐿 = lim
𝑥→2 𝑥−2
𝑚𝑇𝐿 = lim 𝑥 + 2
𝑥→2
𝒎𝑻𝑳 = 𝟎

• 𝑦 − 1 = 0(𝑥 − 𝑥0 )
𝑦−1=0
y=1; Since the slope of the tangent line is 0 it means that there is no rise or fall therefore it
is proven to be horizontal.

4. Pedro had a theory that the equation of the tangent line to the line y=1-3x at
(1,-2) is itself. Help Pedro prove his theory.
𝑦−𝑦0
• 𝑚𝑇𝐿 = lim
𝑥→𝑥0 𝑥−𝑥0
1−3𝑥−(−2)
𝑚𝑇𝐿 = lim
𝑥→1 𝑥−1
3−3𝑥
𝑚𝑇𝐿 = lim
𝑥→1 𝑥−1
(−3)(𝑥−1)
𝑚𝑇𝐿 = lim
𝑥→1 𝑥−1
𝑚𝑇𝐿 = lim −3
𝑥→2
𝒎𝑻𝑳 = −𝟑

• 𝑦 + 2 = −3(𝑥 − 1)
𝑦 = −3𝑥 + 3 − 2
𝒚 = −𝟑𝒙 + 𝟏 𝒐𝒓 𝒚 = 𝟏 − 𝟑𝒙.; therefore Pedro’s theory has been
proven.

Trigonometry, Mo, Module 2 (L

71
 BASIC CALCULUS
Name: _____________________ Grade Level: ____
Date: ______________________ Score: _________

Learning Activity Sheet

Definition of Derivative of a Function at a Given Number

Background Information for Learners

The definition of derivative may come at different forms.

Note that the limit definition of derivative is naturally indeterminate. So the
different techniques we used in evaluating limits which are considered indeterminate are
applicable such as factoring or rationalization.
The application of the derivative of the function at a given number is much
visible in what so called instantaneous velocity of a particle in rectilinear motion. The
derivative of a function is also interpreted as the instantaneous rate of change.
In this activity sheet, your learning on the discussion on the definition of
derivative of a given function at a given number will be assessed through series of
activities.
Learning Competency
applies the definition of the derivative of a function at a given number (STEM_BC11D-
IIIe-2)
Activity 1: USE THAT DEFINITION
Directions: Solve for the derivative of the following functions using the definition of the
𝑓(𝑥)−𝑓(𝑥 )
derivative or 𝑓 ′(𝑥 ) = lim 𝑥−𝑥 𝑜 ..
𝑥→0 0

1. Compute for fʹ(1) of the function f(x)4x-3.

2. Compute for fʹ(2) of the function f(x)2x2+18.

72
 3. Compute for fʹ(4) of the function f(x)=x2-2x+2.

2𝑥
4. Compute for fʹ(2) of the function 𝑓 (𝑥 ) = 𝑥+2.

5. Compute for fʹ(4) of the function 𝑓 (𝑥 ) = √𝑥 + 12.

Activity 2:SHIFT TO ALTERNATIVE

Directions: Solve for the derivative of the following function using the alternative
𝑓(𝑥+ℎ)−𝑓(𝑥)
definition of the derivative or 𝑓 ′ (𝑥 ) = lim .
ℎ→0 ℎ

73
1. Find the derivative of f(x)=3x+5.

2. Find the derivative of 2x2+16

3. Find the derivative of 4x2-16x+2.

74
 𝑥
4. Find the derivative of 𝑓 (𝑥 ) = 𝑥+2.

5. Find the derivative of 𝑓 (𝑥 ) = √2𝑥 − 4

Activity 3: RETILINEAR MOTION AND INSTANTANEOUS VELOCITY

Directions: Answer the following problem involving rectilinear motion and instantaneous
velocity.

75
5. Suppose that corona virus particles move along a line with position function
s(t)=2t2+2t+2 where s is in meters and t is in seconds.

a. What is the initial position?

b. Where is it located after t=4 seconds?

c. At what time is the corona virus particle at position s=6?

6. A stone is thrown straight up from a building. Its height (in meters) from the ground
at any time (in seconds) is given by the equation s(t)=20+11t-3t2.

a. What is the height of the building?

76
b. What is the time when the ball hits the ground?

c. What is the average velocity on the interval [1,2]?

d. What is the instantaneous velocity at any given time t o?

77
Guide Question
2. How does your background knowledge in limit helps you answer the problems
on derivative?

Reflection
Direction: Complete table to reflect your understanding on the following topics.

Definitions of Derivative Rectilinear Motion Instantaneous Velocity

References for the Learners

2. (https://tutorial.math.lamar.edu/classes/calci/defnofderivative.aspx )
3. (https://magoosh.com/hs/ap-calculus/2017/derivative-function-tangent-line/)

Answer Key
Activity 1:USE THAT DEFINITION

1. Compute for fʹ(1) of the function f(x)4x-3.

′( 𝑓(𝑥)−𝑓(𝑥 )
𝑓 𝑥 ) = lim 𝑥−𝑥 𝑜
𝑥→0 0
′( 4𝑥−3−1
𝑓 1) = lim
𝑥→1 𝑥−1
′( 4(𝑥−1)
𝑓 1) = lim 𝑥−1
𝑥→1
𝑓 ′(1) = lim 4
𝑥→1
=𝟒
.

78
 2. Compute for fʹ(2) of the function f(x)2x2+18.
𝑓(𝑥)−𝑓(𝑥 )
𝑓 ′(𝑥 ) = lim 𝑥−𝑥 𝑜
𝑥→0 0
′( 2𝑥 2 +18−26
𝑓 1) = lim
𝑥→2 𝑥−2
′( 2(𝑥−2)(𝑥+2)
𝑓 1) = lim 𝑥−2
𝑥→2
𝑓 ′(1) = lim 2𝑥 + 4
𝑥→2
=𝟖

3. Compute for fʹ(4) of the function f(x)=x2-2x+2.

𝑓(𝑥)−𝑓(𝑥 )
𝑓 ′(𝑥 ) = lim 𝑥−𝑥 𝑜
𝑥→0 0
′( 2𝑥 2 −2𝑥+2−10
𝑓 1) = lim
𝑥→4 𝑥−4
′( (𝑥−4)(𝑥+2)
𝑓 1) = lim 𝑥−4
𝑥→4
𝑓 ′(1) = lim 𝑥 + 2
𝑥→4
=𝟔
2𝑥
4. Compute for fʹ(2) of the function 𝑓 (𝑥 ) = 𝑥+2.
𝑓(𝑥)−𝑓(𝑥𝑜 )
𝑓 ′(𝑥 ) = lim 𝑥−𝑥0
𝑥→0
2𝑥
−1
𝑓 ′(1) = lim 𝑥+2
𝑥→2 𝑥−2
′( 2𝑥−(𝑥+2)
𝑓 1) = lim (𝑥+2)(𝑥−2)
𝑥→2
′( 𝑥+2
𝑓 1) = lim (𝑥+2)(𝑥−2)
𝑥→2
′( 1
𝑓 1) = lim 𝑥+2
𝑥→2
𝟏
=𝟒

5. Compute for fʹ(4) of the function 𝑓 (𝑥 ) = √𝑥 + 12.

𝑓(𝑥)−𝑓(𝑥 )
𝑓 ′(𝑥 ) = lim 𝑥−𝑥 𝑜
𝑥→0 0
′( √𝑥+12−4 √𝑥+12+4
𝑓 1) = lim 𝑥−4 ∗ 𝑥+12+4
𝑥→4 √
𝑥+12−16
𝑓 ′(1) = lim (𝑥−4)(
𝑥→4 √𝑥+12+4)
′( 𝑥−4
𝑓 1) = lim
𝑥→4 (𝑥−4)(√𝑥+12+4))
′( 1
𝑓 1) = lim (
𝑥→4 √𝑥+12+4)
′( ) 1
𝑓 1 = 4+4
= 1/8

Activity 2: SHIFT TO ALTERNATIVE

1. Find the derivative of f(x)=3x+5
𝑓(𝑥+ℎ)−𝑓(𝑥)
𝑓 ′(𝑥 ) = lim
ℎ→0 ℎ

79
 3(𝑥+ℎ)+5−(3𝑥+5)
𝑓 ′(𝑥 ) = lim .
ℎ→0 ℎ
3𝑥+3ℎ+5−3𝑥−5
𝑓 ′(𝑥 ) = lim
ℎ→0 ℎ
′( 3ℎ
𝑓 𝑥 ) = lim ℎ
ℎ→0
𝑓 ′(𝑥 ) = lim 3
ℎ→0
=3

2. Find the derivative of 2x2+16

𝑓(𝑥+ℎ)−𝑓(𝑥)
𝑓 ′(𝑥 ) = lim
ℎ→0 ℎ
′( 2(𝑥+ℎ)2 +16−(2𝑥 2 +16)
𝑓 𝑥 ) = lim .
ℎ→0 ℎ
2𝑥 2 +4𝑥ℎ+2ℎ2 +16−2𝑥 2 −16
𝑓 ′(𝑥 ) = lim ℎ
ℎ→0
′( 4𝑥ℎ+2ℎ2
𝑓 𝑥 ) = lim
ℎ→0 ℎ
′( )
𝑓 𝑥 = lim 4𝑥 + ℎ
ℎ→0
=4x

3. Find the derivative of 4x2-16x+2

𝑓(𝑥+ℎ)−𝑓(𝑥)
𝑓 ′(𝑥 ) = lim
ℎ→0 ℎ
′( 4(𝑥+ℎ)2 −16(𝑥+ℎ )+2−(4𝑥 2−16x+2)
𝑓 𝑥 ) = lim .
ℎ→0 ℎ
4𝑥 2 +8𝑥ℎ+4ℎ2 −16𝑥−16ℎ+2−4𝑥 2+16x−2
𝑓 ′(𝑥 ) = lim
ℎ→0 ℎ
′( 8𝑥ℎ+4ℎ2−16ℎ
𝑓 𝑥 ) = lim
ℎ→0 ℎ
𝑓 ′(𝑥 ) = lim 8𝑥 + 4ℎ -16
ℎ→0
=8x-16
𝑥
4. Find the derivative of 𝑓 (𝑥 ) = 𝑥+2.
𝑓(𝑥+ℎ)−𝑓(𝑥)
𝑓 ′(𝑥 ) = lim
ℎ→0 ℎ
𝑥+ℎ 𝑥
−
𝑓 ′(𝑥 ) = lim 𝑥+ℎ+2 𝑥+2
.
ℎ→0 ℎ
1 (𝑥+ℎ)(𝑥+2)−𝑥(𝑥+ℎ+2)
𝑓 ′(𝑥 ) = lim ( )
ℎ→0 ℎ (𝑥+ℎ+2)(𝑥+2)
1 𝑥 2 +ℎ𝑥+2𝑥+2ℎ−𝑥 2 −𝑥ℎ−2𝑥
𝑓 ′(𝑥 ) = lim ℎ ( (𝑥+ℎ+2)(𝑥+2)
)
ℎ→0
1 2ℎ
𝑓 ′(𝑥 ) = lim ℎ ((𝑥+ℎ+2)(𝑥+2))
ℎ→0
′ 2
𝑓 (𝑥 ) = lim ((𝑥+ℎ+2)(𝑥+2))
ℎ→0
′( 2
𝑓 𝑥 ) = (𝑥+2)(𝑥+2)
𝟐
=
(𝒙+𝟐)𝟐

80
 5. Find the derivative of 𝑓 (𝑥 ) = √2𝑥 − 4
′( 𝑓(𝑥+ℎ)−𝑓(𝑥)
𝑓 𝑥 ) = lim
ℎ→0 ℎ
√2(𝑥+ℎ)−4−√2𝑥−4
𝑓 ′(𝑥 ) = lim .
ℎ→0 ℎ
√2(𝑥+ℎ)−4−√2𝑥−4 √2(𝑥+ℎ)−4+√2𝑥−4
𝑓 ′(𝑥 ) = lim ∗ ( )
ℎ→0 ℎ √2 𝑥+ℎ −4+√2𝑥−4
2(𝑥+ℎ)−4−2𝑥+4
𝑓 ′ (𝑥 ) = lim
ℎ→0 ℎ(√2(𝑥+ℎ)−4+√2𝑥−4)
2ℎ
𝑓 ′ (𝑥 ) = lim ( )
ℎ→0 ℎ(√2 𝑥+ℎ −4+√2𝑥−4)
2
𝑓 ′ (𝑥 ) = lim
ℎ→0 (√2(𝑥+ℎ)−4+√2𝑥−4)
2
𝑓 ′ (𝑥 ) = (
√2𝑥−4+√2𝑥−4)
𝟐
= 𝟐√𝟐𝒙−𝟒

Activity 3: RETILINEAR MOTION AND INSTANTANEOUS VELOCITY

1. Suppose that corona virus particles move along a line with position function
s(t)=2t2+2t+2 where s is in meters and t is in seconds.

a. What is the initial position?

• The initial position corresponds to the particle’s location when t=0,
therefore;
s(0)=2(0)2+2(0)+2=2, this means that the particle can be fund 2 meters to the right of
origin.

b. Where is it located after t=4 seconds?

• After 2 seconds, it can now be found at position
s(2)=2(4)2+2(4)+2=16 meters.

c. At what time is the corona virus particle at position s=6?

• We can equate s(t)=2t2+2t+2 =6. So,
2t2+2t+2=6
2t2+2t-4=0
(2t+4)(t-2)
t=-2; t=2, Since time cannot be negative, we choose t=2 second.

2. A stone is thrown straight up from a building. Its height (in meters) from the
ground at any time (in seconds) is given by the equation s(t)=20+11t-3t2.

a. What is the height of the building?

• The height if the building is the initial position of the ball. So the
building is,
s(0)=20+11(0)-3(0)2
=20 meters tall.

b. What is the time when the ball hits the ground?

• The ball is on the ground when the height s of the ball from the
ground is 0. Therefore we solve the time t when s(t)=0.

81
0=20+11t-3t2
(5-t)(3+3t)=0
t=5, t=-1, Since the time is positive, we choose t=5 seconds.

c. What is the average velocity on the interval [1,2]?

• s(1)= 20+11(1)-3(1)2
s(1)=18m

• s(2)=20+11(2)-3(2)2
s(2)=20m
𝑠(2)−𝑠(1) 20−18
• The average velocity of the ball on [1,2] is = =
2−1 2−1
𝟐𝒎/𝒔

d. What is the instantaneous velocity at any given time t o.

𝑠(𝑡)−𝑠(2) 20+11𝑡−3𝑡 2 −(20+11𝑡0 −3𝑡02 )
• lim = lim
𝑡→𝑡0 𝑡−2 𝑡→1 𝑡−𝑡0
11𝑡−3𝑡 2 −11𝑡0+3𝑡02
=lim
𝑡→1 𝑡−𝑡0
(𝑡−𝑡0 )[11−3((𝑡−𝑡0 )]
= lim (𝑡−𝑡0 )
𝑡→1
= lim 11 − 3((𝑡 − 𝑡0 )
𝑡→1
= lim11 − 3𝑡 − 3𝑡0
𝑡→1
= (𝟏𝟏 − 𝟑𝒕𝟎 )𝒎/𝒔

Module Fourth Year · Triangle Trigonometry, Mo, Module 2 (L

82
 BASIC CALCULUS
Name of Learner: ______________________________________ Grade Level: __________
Section: ______________________________________________ Date: ________________

LEARNING ACTIVITY SHEET:

DIFFERENTIABILITY IMPLIES CONTINUITY
Background Information for Learners
All differentiable functions are continuous, but not all continuous functions are
differentiable.
In order for a function to be continuous,
(i) 𝑓(𝑐) is defined;
(ii) lim 𝑓(𝑥) exists; and
𝑥→𝑐

(iii) lim 𝑓(𝑥) = 𝑓(𝑐) at all points

𝑥→𝑐

If at least one of these conditions is not satisfied, the function is said to be discontinuous at c.
Discontinuities can be in the form of holes, vertical asymptotes, and jumps.
Therefore, the derivative is undefined:
1. Where the instantaneous slope of the graph is a vertical line
2. Where the graph is at an edge, jump, or hole, with an unmeasurable slope
• Because a graph must have a measurable instantaneous slope where it is
differentiable, all differentiable functions must be continuous.
• Continuous graphs may contain edges or vertical segments with undefined slopes, so
not all continuous functions are differentiable.

EXAMPLE 1: EXAMPLE 2:

A differentiable therefore a continuous Discontinuous graph therefore non-

differentiable function at the point of discontinuity

83
EXAMPLE 3:

Continuous graph but non-differentiable

EXAMPLE 4: Consider the given piecewise function

5𝑥 𝑖𝑓 𝑥 < 1
𝑓 (𝑥 ) = {
2𝑥 + 3 𝑖𝑓 𝑥 ≥ 1

It is continuous but not differentiable at 𝑥 = 1. Indeed, 𝑓 (1) = 2(1) + 3 = 5. Now,

• If 𝑥 < 1, then 𝑓 (𝑥 ) = 5𝑥 and so lim− 5𝑥 = 5
𝑥→1

• If 𝑥 > 1, then 𝑓 (𝑥 ) = 2𝑥 + 3 and so lim+ (2𝑥 + 3) = 5

𝑥→1

Since the one-sided limit exist and are equal to each other, the limit exists and equals 5. So,
lim 𝑓(𝑥 ) = 5 = 𝑓(1)
𝑥→1

This shows that 𝑓 is continuous at 𝑥 = 1. On the other hand, computing for the derivative,
5(𝑥+ℎ)−(5𝑥)
• For 𝑥 < 1, 𝑓 (𝑥 ) = 5𝑥 and lim− =5
ℎ→0 ℎ
(2(𝑥+ℎ)+3)−(2𝑥+3)
• For 𝑥 > 1, 𝑓 (𝑥 ) = 2𝑥 + 3 and lim+ =2
ℎ→0 ℎ

Since the one-sided limits at 𝑥 = 1 do not coincide, the limit at 𝑥 = 1 does not exist. Since
this limit is the definition of the derivative at 𝑥 = 1, we conclude that the derivative does not
exist. Therefore, 𝑓 is not differentiable at 𝑥 = 1.
EXAMPLE 5: Consider the function
𝑥 3 𝑖𝑓 𝑥 ≥ 2
𝑓 (𝑥 ) = {
𝑥 + 1 𝑖𝑓 𝑥 < 2
is not continuous at 𝑥 = 2 since lim+ 𝑓(𝑥 ) = 8 while lim− 𝑓 (𝑥 ) = 3 . Since 𝑓 is not
𝑥→2 𝑥→2

continuous at 𝑥 = 2, it cannot be differentiable at 𝑥 = 2.

REMEMBER:
1. If 𝑓 is continuous at 𝑥 = 𝑎, it does not mean that 𝑓 is differentiable at 𝑥 = 𝑎.
2. If 𝑓 is not continuous at 𝑥 = 𝑎, then 𝑓 is not differentiable at 𝑥 = 𝑎.
3. If 𝑓 is not differentiable at 𝑥 = 𝑎, it does not mean that 𝑓 is not continuous at 𝑥 = 𝑎.
4. A function 𝑓 is not differentiable at 𝑥 = 𝑎 if one of the following is true:

84
(a) 𝑓 is not continuous at 𝑥 = 𝑎.
(b) the graph of 𝑓 has a vertical tangent line at 𝑥 = 𝑎.
(c) the graph of 𝑓 has a corner or cusp at 𝑥 = 𝑎.

LEARNING COMPETENCY
The learners determine the relationship between differentiability and continuity of a function
(STEM_BC11LC-IIIf-1)
ACTIVITY 1
Directions: Identify the following graphs at the given value of 𝑥 as:
A. Continuous and Differentiable
B. Not Continuous and Non-differentiable
C. Continuous yet Non-differentiable
Choose the letter of the choice and write it on the box provided next to each graph. (1 pt. each)

1. 𝑥=0 4. 𝑥=4

2. 5.
𝑥 = −1 𝑥=1

3. 𝑥=0

85
 ACTIVITY 2
Directions: Determine the values for which 𝑓 is NOT continuous. Write your answer on
the space provided after each item. (2 pts each)
1. 𝑓 (𝑥 ) = 2𝑥 2 + 3𝑥 − 1 ____________________
𝑥−1
2. 𝑓 (𝑥 ) = 𝑥+2 ____________________

3. 𝑓 (𝑥 ) = √𝑥 + 3 ____________________
4. 𝑓 (𝑥 ) = |𝑥 | ____________________
2𝑥 − 1 𝑖𝑓 𝑥 < 1
5. 𝑓 (𝑥 ) = { ____________________
𝑥 2 𝑖𝑓 𝑥 ≥ 1
ACTIVITY 3
Directions: Show that the following are not differentiable at the indicated value of 𝑥.
Follow steps on EXAMPLE 4 and 5. (1 pt. each for limits; 1 pt. each for derivatives; 1 pt. for conclusion)
−𝑥 + 2 𝑖𝑓 𝑥 ≤ 2 3𝑥 𝑖𝑓 𝑥 ≤ 0
1. 𝑓 (𝑥 ) = { 𝑥=2 2. 𝑓 (𝑥 ) = { 𝑥=0
2𝑥 − 4 𝑖𝑓 𝑥 > 2 −4𝑥 𝑖𝑓 𝑥 > 0

REFLECTION
Directions: Accomplish this part honestly.
1. I learned that

2. I enjoyed most on

3. I want to learn more on

REFERENCES:
Senior High School Basic Calculus Learner’s Material pp 152-157
Relationship Between Differentiability and Continuity Retrieved from:
http://maretbccalculus2007-
2008.pbworks.com/w/page/20301439/Relationship%20between%20differentiability%20and
%20continuity#:~:text=All%20differentiable%20functions%20are%20continuous,all%20con
tinuous%20functions%20are%20differentiable.&text=Continuity%3A,differentiable%20func
tions%20must%20be%20continuous.
Differentiability and Continuity Worksheet Retrieved from:
https://www.onlinemath4all.com/differentiability-and-continuity-worksheet.html

86
 BASIC CALCULUS
Name of Learner: ______________________________________ Grade Level: __________
Section: ______________________________________________ Date: ________________

LEARNING ACTIVITY SHEET:

DIFFERENATIATION RULES
Background Information for Learners
As we dwell with the concept of differentiation, you were taught how to solve
derivatives using a very long solution given by
𝑓 (𝑥 + ℎ) − 𝑓(𝑥)
𝑓 ′ (𝑥 ) = lim
ℎ→0 ℎ
No need to worry now because we have sets of rules for you to follow for easier
solutions. In this lesson, we’ll be dealing with the derivatives of Algebraic, Trigonometric,
Exponential and Logarithmic Functions.
DERIVATIVE RULES FOR ALGEBRAIC FUNCTION
EXAMPLES
a. CONSTANT RULE
If 𝑓(𝑥) = 10, then 𝑓’(𝑥) = 0.
b. POWER RULE:
If 𝑓 (𝑥 ) = 𝑥 3 , then 𝑓 ′(𝑥 ) = 3𝑥 2
c. CONSTANT MULTIPLE RULE:
𝑓 (𝑥 ) = 4𝑥 3 = 𝑓 ′(𝑥 ) = (3)(4)𝑥 3−1 = 𝑓 ′(𝑥 ) = 12𝑥 2
d. SUM AND DIFFERENCE RULE:
𝑓 (𝑥 ) = 3𝑥 2 + 5𝑥 = 𝑓 ′(𝑥 ) = 6𝑥 + 5
e. PRODUCT RULE:
𝑓 (𝑥 ) = (2𝑥 − 1)(𝑥 2 + 3) 𝑓 ′(𝑥 ) = (2𝑥 − 1)(2𝑥 ) + (𝑥 2 + 3)(2)
𝑓 ′(𝑥 ) = 6𝑥 2 − 2𝑥 + 6
f. QUOTIENT RULE:
2𝑥−3 (𝑥+1)(2)−(2𝑥−3)(1)
𝑓 (𝑥 ) = 𝑓 ′ (𝑥 ) =
𝑥+1 (𝑥+1)2
−1
𝑓 ′(𝑥 ) = (𝑥+1)2

87
DERIVATIVE RULES FOR TRIGONOMETRIC FUNCTIONS
EXAMPLES
a. 𝑓 (𝑥 ) = sec 𝑥 + 3cos 𝑥 𝑓 ′(𝑥 ) = sec 𝑥 tan 𝑥 + 3(− sin 𝑥)
𝑓 ′(𝑥 ) = sec 𝑥 tan 𝑥 − 3 sin 𝑥
b. 𝑔(𝑥 ) = 3𝑥 2 sin 𝑥 𝑔′(𝑥 ) = 3𝑥 2 (cos 𝑥) + sin 𝑥(6𝑥)
𝑔′(𝑥 ) = 3𝑥 2 (cos 𝑥) + 6xsin 𝑥
DERIVATIVE RULES FOR EXPONENTIAL FUNCTIONS
EXAMPLES
a. 𝑓 (𝑥 ) = 𝑒 3𝑥 𝑓 ′(𝑥 ) = 𝑒 3𝑥 . 3
𝑓′(𝑥 ) = 3𝑒 3𝑥
b. 𝑔(𝑥 ) = 4cot 𝑥 𝑔′(𝑥 ) = 4cot 𝑥 . −𝑐𝑠𝑐 2 𝑥. ln 4
DERIVATIVE RULES FOR LOGARITHMIC FUNCTIONS
EXAMPLES
1 2
a. 𝑓 (𝑥 ) = ln 3𝑥 2 𝑓 ′(𝑥 ) = 3𝑥2 6𝑥 = 𝑓 ′ (𝑥 ) = 𝑥
1
b. 𝑓 (𝑥 ) = log 2 sin 𝑥 𝑓 ′ (𝑥 ) = cos 𝑥
sin 𝑥 ln 2
cos 𝑥
𝑓 ′(𝑥 ) = sin 𝑥 ln 2

LEARNING COMPETENCY
The learners apply the differentiation rules in computing the derivative of an algebraic,
exponential, logarithmic, trigonometric functions and inverse trigonometric functions
(STEM_BC11LC-IIIf-3)

ACTIVITY 1
Directions: Matching Type. Choose the derivative of the given functions on the choices at
the right. Right your answer on the space provided before the number. (1 pt. each)
A B
_____ 1. 𝑓 (𝑥 ) = 5𝑥 3 − 2𝑥 2 + 7𝑥 − 10 a. 𝑓 ′(𝑥 ) = 3 sin 3𝑥
_____ 2. 𝑓 (𝑥 ) = −3𝜋 + 10 b. 𝑓 ′(𝑥 ) = −3
1
_____ 3. 𝑓 (𝑥 ) = (√𝑥)(4𝑥 − 1) c. 𝑓 ′(𝑥 ) = 6√𝑥 − 2
√𝑥
2𝑥
_____ 4. 𝑓 (𝑥 ) = 𝑥−1 d. 𝑓 ′(𝑥 ) = 0
−2
_____ 5. 𝑓 (𝑥 ) = −cos 3𝑥 e. 𝑓 ′(𝑥 ) =
(𝑥−1)2

f. 𝑓 ′(𝑥 ) = 15𝑥 2 − 4𝑥 + 7

88
 ACTIVITY 2
Directions: Solve the derivatives of the following functions using the rules in
differentiation in algebraic functions. Show your complete solution.
(2 pts. for solution; 1 pt. for final answer)

1. 𝑓 (𝑥 ) = 3𝑥 3 − 7𝑥 2 + 2𝑥 − 10
5𝑥 2
2. 𝑔(𝑥 ) =
√𝑥

3. ℎ(𝑥 ) = (2𝑥 − 1)(3𝑥 + 5)

𝑥2
4. 𝑎(𝑥 ) = 𝑥−1

5. 𝑏(𝑥 ) = 3𝑥 2 (√4𝑥 )

ACTIVITY 3
Directions: Solve the derivatives of the following functions using the rules in
differentiation in trigonometric, exponential and logarithmic functions. Show your complete
solution. (2 pts. for solution; 1 pt. for final answer)
1. 𝑓 (𝑥 ) = 𝑒 cos 𝑥 + 𝑥 2
2. 𝑔(𝑥 ) = ln tan 𝑥
3. ℎ(𝑥 ) = (sin 𝑥 )(cos 𝑥 )
4. 𝑎(𝑥 ) = 3sec 𝑥
5. 𝑏(𝑥 ) = log sec 𝑥

REFLECTION
Directions: Accomplish this part honestly.
4. I learned that

5. I enjoyed most on

6. I want to learn more on

REFERENCES:
Senior High School Basic Calculus Learner’s Material pp 158-168
Derivative of Exponential Functions
Retrieved from: https://www.youtube.com/watch?v=xgarjF9DP78
Derivative of Logarithmic Functions
Retrieved from: https://www.youtube.com/watch?v=0YH8BrlVTqk

89
 ANSWER KEY

DIFFERENTIABILITY IMPLIES CONTINUITY

ACTIVITY 1
1. C
2. A
3. A
4. B
5. C
ACTIVITY 2
1. None
2. 𝑥 = −2
3. 𝑥 < −3
4. 𝑥 = 0
5. 𝑥 = 1
ACTIVITY 3
−𝑥 + 2 𝑖𝑓 𝑥 ≤ 2
1. 𝑓 (𝑥 ) = { 𝑥=2
2𝑥 − 4 𝑖𝑓 𝑥 > 2
Solving for limits,
• lim −𝑥 + 2 = 0
𝑥→2−

• lim 2𝑥 − 4 = 0
𝑥→2+

Solving for the derivatives

−(𝑥+ℎ)+2−(−𝑥+2)
• For 𝑥 < 2, 𝑓 (𝑥 ) = −𝑥 + 2 and lim− = −1
ℎ→0 ℎ
2(𝑥+ℎ)−4−(2𝑥−4)
• For 𝑥 > 2, 𝑓 (𝑥 ) = 2𝑥 − 4 and lim+ =2
ℎ→0 ℎ

Since the slope from the left and the right are not the same, then it is not differentiable at 𝑥 =
2
3𝑥 𝑖𝑓 𝑥 ≤ 0
2. 𝑓 (𝑥 ) = { 𝑥=0
−4𝑥 𝑖𝑓 𝑥 > 0
Solving for limits,
• lim 3𝑥 = 0
𝑥→0−

• lim −4𝑥 = 0
𝑥→0+

Solving for the derivatives

90
 3(𝑥+ℎ)−(3𝑥)
• For 𝑥 < 0, 𝑓 (𝑥 ) = 3𝑥 and lim− =3
ℎ→0 ℎ
−4(𝑥+ℎ)−(−4𝑥)
• For 𝑥 < 0, 𝑓 (𝑥 ) = −4𝑥 and lim+ = −4
ℎ→0 ℎ

Since the slope from the left and the right are not the same, then it is not differentiable at 𝑥 =
0

DIFFERENATIATION RULES
ACTIVITY 1
1. F
2. D
3. C
4. E
5. A
ACTIVITY 2
1. 𝑓 (𝑥 ) = 3𝑥 3 − 7𝑥 2 + 2𝑥 − 10 𝑓 ′(𝑥 ) = 9𝑥 2 − 14𝑥 + 2
1
5𝑥 2
2. 𝑔(𝑥 ) = 𝑔′(𝑥 ) = 5𝑥 2 𝑥 −2
√𝑥
3
𝑔′(𝑥 ) = 5𝑥 2
1
15
𝑔 ′ (𝑥 ) = 𝑥2
2
′( 15√𝑥
𝑔 𝑥) = 2
3. ℎ(𝑥 ) = (2𝑥 − 1)(3𝑥 + 5) ℎ′ (𝑥 ) = (2𝑥 − 1)(3) + (3𝑥 + 5)(2)
ℎ′ (𝑥 ) = 6𝑥 − 3 + 6𝑥 + 10
ℎ′ (𝑥 ) = 12𝑥 + 7
𝑥2 (𝑥−1)(2𝑥)−(𝑥 2 )(1)
4. 𝑎(𝑥 ) = 𝑥−1 𝑎 ′ (𝑥 ) = (𝑥−1)2

2𝑥 2 −2𝑥−𝑥 2
𝑎 ′ (𝑥 ) = (𝑥−1)2

𝑥 2 −2𝑥
𝑎 ′ (𝑥 ) =
(𝑥−1)2
5
5. 𝑏(𝑥 ) = 3𝑥 2 (√4𝑥 ) 𝑏′ (𝑥 ) = 6𝑥 2
3
𝑏′ (𝑥 ) = 15𝑥 𝑥
𝑏′ (𝑥 ) = 15𝑥 √𝑥
ACTIVITY 3
1. 𝑓 (𝑥 ) = 𝑒 cos 4𝑥 + 𝑥 2 𝑓 ′(𝑥 ) = 𝑒 cos 4𝑥 (− 4sin 4𝑥) + 2𝑥
𝑓 ′(𝑥 ) = −4 sin 4𝑥 𝑒 cos 4𝑥 + 2𝑥

91
 1
2. 𝑔(𝑥 ) = ln tan 3𝑥 𝑔′(𝑥 ) = tan 3𝑥 3𝑠𝑒𝑐 2 3𝑥
3𝑠𝑒𝑐 2 3𝑥
𝑔 ′ (𝑥 ) = tan 3𝑥
′(
3. ℎ(𝑥 ) = (sin 𝑥 )(cos 𝑥 ) ℎ 𝑥 ) = (sin 𝑥)(− sin 𝑥) + (cos 𝑥)(cos 𝑥)
ℎ′ (𝑥 ) = −𝑠𝑖𝑛2 𝑥 + 𝑐𝑜𝑠 2 𝑥
4. 𝑎(𝑥 ) = 3sec 𝑥 𝑎′ (𝑥 ) = 3sec 𝑥 sec 𝑥 tan 𝑥 ln 3
1
5. 𝑏(𝑥 ) = log sec 𝑥 𝑏′ (𝑥 ) = sec 𝑥 ln 10 . sec 𝑥 tan 𝑥
sec 𝑥 tan 𝑥
𝑏 ′ (𝑥 ) = sec 𝑥 ln 10
tan 𝑥
𝑏 ′ (𝑥 ) = ln 10

92
 BASIC CALCULUS

Name of the Learner: Grade level:

Section: Date:

LEARNING ACTIVITY SHEET

OPTIMIZATION

Background Information for learners

In this section we are going to look at optimization problems. In optimization problems we
are looking for the largest value or the smallest value that a function can take. We saw how to
one kind of optimization problem in the Absolute Extrema section where we found the
largest and smallest value that a function would take on an interval.

Here we will be looking for the largest or smallest value of a function subject to some kind of
constraint. The constraint will be some condition (that can usually be described by some
equation) that must absolutely, positively be true no matter what our solution is. On occasion,
the constraint will not be easily described by an equation, but in these problems, it will be
easy to deal with as we’ll see.

Let’s have an example

Find two positive numbers whose sum is 300 and whose product is a maximum.

Step 1
Write down equations describing this situation. Let’s call the two
numbers x and y and we are told that the sum is 300 (this is the
constraint for the problem) or,
x + y = 300

We are being asked to maximize the product,

93
Step 2
We now need to solve the constraint for x or y (and it really doesn’t
matter which variable we solve for in this case) and plug this into the
product equation.
A( x) = xy
x + y = 300
⇒ A( x) = x(300 − x)
y = 300 − x
A( x) = 300 x − x 2

Step 3
The next step is to determine the critical points for this equation.

300 − 2 x = 0
A( x) = 300 x − x 2
→ 300 = 2 x → x = 150
A ' ( x) = 300 − 2 x
300 2 x
=
2 2

Step 4
Now for the step many neglects as unnecessary. Just because we got a
single value, we can’t just assume that this will give a maximum product.
We need to do a quick check to see if it does give a maximum.

As discussed in notes there are several methods for doing this, but in
this case, we can quickly see that,

A″(x)=−2

Step 5
From this we can see that the second derivative is always negative and
so A(x) will always be concave down and so the single critical point we
got in Step 3 must be a relative maximum and hence must be the value
that gives a maximum product.

Finally, let’s actually answer the question. We need to give both values.
We already have x so we need to determine y and that is easy to do
from the constraint.

y=300−150
y=150

The final answer is then,

x=150 y=150
94
Learning Competencies
The students are able to solve optimization problems that yield polynomial functions
STEM_BC11LC-IIIg-2

ACTIVITY 1.
Directions. Give the equation describing the following situation. Write your answer on the
box.

1. The sum of the number of 5 times another number is 12.

2. A rectangular piece of land is bordered on one side by a river. The other sides are to be
enclosed by 2000 feet of fencing

3. Find the positive number such that their product is 198 and the sum of the first plus 5
times the second is minimum.

4. Find the positive number such that the sum of the first and twice the second is 500 and
their product is minimum.

5. A rectangular playing field is to have an area of 600 m 2. Fencing is required to enclose

the field and to divide it into equal halves. Find the dimensions of the field.

95
ACTIVITY 2.
Directions. Solve the following problem

A. Find two positive numbers whose sum is 1000 and whose product is a maximum

1. Give the equation describing the situation and

Identify what quantity you are trying optimize ________________
2. Solve the constraint for x or y
3. determine the critical points
4. Solve for second derivative
5. Find the absolute maximum of the variable to be optimized

B. Find two positive numbers whose product is 250 and which the sum of one and 10 times
the other is a minimum.

1. Give the equation describing the situation and

Identify what quantity you are trying optimize
2. Solve the constraint for x or y ______
3. determine the critical points
4. Solve for second derivative
5. Find the absolute maximum of the variable to be optimized

C. Rectangular piece of land is bordered on one side by a river. The other 3 sides are
enclosed by 900 feet of fencing. What is the maximum area that can be enclosed?

1. Give the equation describing the situation and

Identify what quantity you are trying optimize
2. Solve the constraint for x or y
3. determine the critical points
4. Solve for second derivative
5. Find the absolute maximum of the variable to be optimized

96
ACTIVITY 3.
Directions. Solve the problem. Show your complete solution. [ 1 pt /step (5 pts)]

1. We are going to fence in a rectangular pool. If we look at the pool from above the cost of
the vertical sides are P25/ft, the cost of the bottom is P5/ft and the cost of the top is P15/ft. If
we have P1500 determine the dimensions of the field that will maximize the enclosed area.

2. A farmer has 240 ft of fencing with which to enclose two adjacent rectangular pens as
shown. What dimension should be used so that the enclose area will be a maximum?

Reflection: (The learner writes how he/she feels about the activity.)

References for learners:

https://tutorial.math.lamar.edu/Solutions/CalcI/Optimization/Prob1.aspx
https://tutorial.math.lamar.edu/problems/calci/optimization.aspx

97
Answer key:

Activity 1
4. x + 5 y = 12

5. 2 x + y = 2000

6. xy = 198

7. x + 2 y = 12

8. xy = 600

Activity 2
A. B. C.
x + y = 600 xy = 250 2 x + y = 900
1. 1. 1.
A = xy S = x + 5y A = xy

250
2. y = 600 − x 2. x = 2. y = 900 − 2 x
y
3. x = 300 3. y = 5 3. x = 225

500
4. A' ' ( x) = −2 4. A' ' ( x) = 4. A' ' ( x) = −4
y3

5. x = 300, y = 300 5. x = 50, y = 5 5. x = 225 ft, y = 450 ft

98
Activity 3
STEP 1 240=3x+2y
STEP 1 1500=50y+20x
A=xy
A=xy
STEP 2
STEP 2 50y=1500-20x
2 y = 240 − 3 x
2
y=30- x 3
5 y = 120 − x
2
2 3
A( y ) = x(30 − x) A( y ) = x(120 − x)
5 2
2 3
A( y ) = 30 x − x 2 A( y ) = 120 x − x 2
5 2
STEP 3 4 STEP 3 6
A' ( y ) = 30 − x A' ( y ) = 120 − x
5 2
4 0 = 120 − 3x
0 = 30 − x
5 x = 40
75
x= STEP 4 A' ' ( y) = −3
2
STEP 4 A' ' ( y) = −4 / 5 STEP 5 x=40ft, y=60 ft

STEP 5 x=75/2ft, y= 15ft

99
 BASIC CALCULUS
Name of the Learner: Grade level:
Section: Date:

LEARNING ACTIVITY SHEET

CHAIN RULE

Background Information for learners

Chain Rule a mathematical rule concerning the differentiation of a function of a function
(such as f [u(x)]) by which under suitable conditions of continuity and differentiability one
function is differentiated with respect to the second function considered as an independent
variable and then the second function is differentiated with respect to its independent
variable

Let’s have an example

f ( x) = (3x + 5) 8 outside function

Inside function

This function has an “inside function” and an “outside function “the outside function is the
exponent of 8 and the inside function is the stuff that we’re raising to the 8.

Derivative of
outside function
The derivative is then,
function

Derivative of
f ( x) = 8(3x + 5) 7 (3) inside function

function

Inside function
left alone

Procedure to solve chain rule

1. Identify the “inside function” and the “outside function”.
2. Differentiate the outside function leaving the inside function.
3. Multiply all of this by the derivative of the inside function.

100
 The General form

f ' ( x) = f' (g (x)) g ' ( x)

Derivative of Inside function Derivative of
outside function left alone inside function

function function

Another examples,

(a). f ( x) = cos(5x 2 +3x − 2)

It looks like the outside function is the cos and the inside function is 5x 2 + 3x − 2 . the
derivative then.

f ' ( x) = − sin (5x 2

+ 3x − 2) (10 x + 3)
Derivative of Inside function Derivative of
outside function left alone inside function

function function
3m − 2
(b). f (m) = e

In this case we need to be a little careful. Recall that the outside function is the last
operation that we would be perform in an evaluation. In this case if we were to evaluate this
function the last operation would be the exponential. Therefore, the outside function is the
exponential function and the inside function is its exponent.

f ' (m) = e 3m−2 (3) or f ' (m) = 3e 3m−2

Remember, we leave the inside function when we differentiate the outside function. So,
the derivative of the exponential function (with the inside left alone) is just the original
function.

(c). f ( x) = ln(3x −2 + 4 x 3 )

Here the outside function is the natural logarithm and the inside function is stuff on the
inside of the logarithm.

− 6 x −3 + 12 x 2
f ' ( x) = −2
1
3x + 4 x 3
(
− 6 x −3 + 12 x 2 ) or f ' ( x) =
3x −2 + 4 x 3

Again, remember to leave the inside function along when differentiating the outside
function. So, upon differentiating the logarithm we end up not with 1/x but instead with 1/
(inside function).

101
Learning Competencies
The students are able illustrate the Chain Rule of differentiation (STEM_BC11LC-IIIh-2)

ACTIVITY 1.
Directions. Determine whether the function is Composite Function or NOT. Write YES, it is
a Composite Function and NO if it’s NOT on the blank provided. 1 point each

1. f (t ) = t 60 6. f ( x) = tan(x)

2. f (m) = −5m − 3 7. f ( x) = e x

1
−2
3. f (r ) = (r + 3) 8. f ( z ) = 2 z 2

4. f ( x) = ln x 9. f ( x) = ln 3x

5. f (m) = m 10. f (n) = 2e 3n−2

ACTIVITY 2.
Directions. Differentiate each function with respect to x . 1 point each

1. y = (3x + 2) 9 4. f ( x) = 5 x 5 + 9

2. f ( x) = (− x 3 − x ) −5 5. y = 3 4 x 2 − x + 4

1
−2
3. y = ( x − 2 x
3
+ x) 3
6. f ( x) = 4 x 2 + 4 x − 7

102
ACTIVITY 3.
Directions. Differentiate each function with respect to x . 1 point each

1. y = ln(3x 2 + 4 x − 10) 6. f ( x) = tan(cos x 2 )

−5
7. y = 2e 4 x
2
2. f ( x) = ln(3x 2 + 5) 2

1 2 x+7
3. y = sin(5x 4 + 5) 8. f ( x) = e
4

4. y = (− 10 x 4 + sin( 2 x) ) 9. y = (3 x 2 − cos( x 3 ) )
20 −4

5. y = sin 3 (3x) + sin( x 5 ) 10. f ( x) = cot (sin 2 x )

4 3

Reflection: (The learner writes how he/she feels about the activity.)

References for learners:

https://www.merriam-webster.com/dictionary/chain%20rule
https://tutorial.math.lamar.edu/classes/calci/chainrule.aspx

103
 Answer key:
Activity 1
9. NO 6. NO
10. NO 7. NO
11. YES 8.YES
12. NO 9. YES
13. NO 10. YES

Activity 2

1. y ' = 9(3 x + 2) 8 (3)or 27 (3 x + 2 )

8

−6
 3   1 − 
 − 3x 2 − x 2  or f ' ( x) = 30 x x + 5 6
1 1 2
2. f ' ( x) = −5 − x − x 2 

 

 2 
 2 x x3 + x ( )
3x − 1
( ) (3x )
2
1 3 −
3. f ' ( x) = x − 2x 2 + x 3 2
− 4 x + 1 or f ' ( x) =
3 33 x 3 − x 2

( ) (25x )or 25 x 4
1
1 −
4. f ' ( x) = 5x 5 + 9 2 4
f ' ( x) =
2 2 5x 5 + 9

( ) (8x − 1) or f ' ( x) = 5x − 1
2
1 −
5. f ' ( x) = 4x 2 − x + 4 3
3 (
33 4 x 2 − x + 4 )
2

4x + 2
( ) (8x + 4) or
1
1 −
6. f ' ( x) = 4 x 2 + 4 x − 7 2 f ' ( x) =
2 4x 2 + 4x − 7

Activity 3

3. f ' ( x) =
1
(6 x + 4)or 2 6 x + 4
3x + 4 x − 10
2
3x + 4 x − 10

4. f ' ( x) = 2
1
3x + 5
( ) 12 x
6 x 2 or 2
2
3x + 5
( )( )
5. f ' ( x) = cos 5x 4 + 5 20x 3

(
6. f ' ( x) = sec 2 cos x 2 )(20x ) − sin (x )(2x)
3 2

7. f ' ( x) = 16xe4 x−5

104
 1 2 x+7
8. f ' ( x) = e
2

9. f ' ( x) = 40 (− 10 x 4 + sin( 2 x) ) (− 40 x 3 + cos( 2 x) )

19

(
10. f ' ( x) = −4 3x 2 − cos( x 3 ) ) (6 x − (− sin( x
−5 3
)
)(3x 2 )) or −
(24 x + 12 x )sin( x
2 3
)
(3x − cos(x ))
2 3 5

11. f ' ( x) = (9 sin(3 x) ) cos(3 x ) + 5 x 4 cos(x 5 )

2

12. f ' ( x) = −24 x 2 cos(2 x 3 )csc 2 (sin x 3 )(cot (sin 2 x 3 ))

3

105
 BASIC CALCULUS
Name of Learner:________________________________ Grade Level:__________
Section:____________________ Date:________________

LEARNING ACTIVITY SHEET

SOLVE PROBLEMS USING THE CHAIN RULE

Background Information for Learners

Previously, we have learned how Chain Rule works and when it is needed. Remember
that it is used to solve the derivative of a composite of two functions. We say that if f and g
are both differentiable functions, then the composite function f ○ g is the function whose
values f[g(x)] are found for each x in the domain of f for which g(x) is in the domain of f. This
means that the composite function f ○ g can be differentiated at x if the function g can be
differentiated at x and the function f can be differentiated at g(x). It is expressed by: (f ○ g)’ =
(f’ ○ g)∙ g’. Similarly, we say that y is a differentiable function of x if y is a differentiable
function of u defined by y = f(u) and u is a differentiable function of x defined by u = g(x).
𝑑𝑦 𝑑𝑦 𝑑𝑢
So, with respect to x, the derivative of y can be written using the formula: 𝑑𝑥 = 𝑑𝑢 ∙ 𝑑𝑥 .
To simplify,
𝑑𝑦
= (derivative of OUTSIDE function, maintaining inside function only) ∙ (derivative of
𝑑𝑥
INSIDE function). Here’s a short recall! Consider these examples:

1. f(x) = (2x2+3)3 2. g(x) = √2𝑥 + 5

𝑑 𝑑 𝑑 𝑑
[f(x)] = 𝑑𝑥[(2x2+3)3] [g(x)] = 𝑑𝑥 [√2𝑥 + 5]
𝑑𝑥 𝑑𝑥
𝑑 1
= 3(2x2+3)2 ∙ 𝑑𝑥 [2x2+3] 1 𝑑
= 2 (2𝑥 + 5)2−1 ∙ 𝑑𝑥 [2x + 5]
𝑑 𝑑
𝑑 𝑑 2∙ [𝑥]+ [5]
= 3(2x2+3)2 (2∙ [x2] + [3]) = 𝑑𝑥 𝑑𝑥
𝑑𝑥 𝑑𝑥 2√2𝑥+5
2 ∙1+0
= 3(2x2+3)2 (2∙2x+0) =2
√2𝑥+5
1
= 12x (2x2+3)2 =2
√2𝑥+5

Learning Competency
Solve Problems using the Chain Rule (STEM_BC11LC-IIIh-i-1)

Directions:
𝑑𝑦
Activity 1. Study the given example below and solve the following problems by finding 𝑑𝑥
using Chain Rule. Express your answer in terms of x.

Example: y=√𝑥 4 + 5 ; let u = (𝑥 4 + 5) and y= √𝑢

We solve the derivatives of both formulas:
y= √𝑢 u = (𝑥 4 + 5)
𝑑𝑦 1 𝑑𝑢
= = 4𝑥 3
𝑑𝑢 2 𝑢
√ 𝑑𝑥

106
and then find their product:
𝑑𝑦 𝑑𝑦 𝑑𝑢 1
= ∙ = ∙ 4𝑥 3
𝑑𝑥 𝑑𝑢 𝑑𝑥 2√𝑢
𝑑𝑦
Finally, we can plug in the formula for u to express in terms of x:
𝑑𝑥
𝑑𝑦 1
= ∙ 4𝑥 3 ▪
𝑑𝑥 2√(𝑥 4 +5)

Now, it’s your turn!

1. y =(x2+5x)3 ; let u = (x2 + 5x) and y = (u)3

2. y =√5𝑥 3 + 4𝑥 − 2 ; let u = (5x3 + 4x -2) and y = √𝑢

3. y = 3 cos(4x+3) ; let u = (4x+3) and y = 3 cos (u)

1 1
4. y = (𝑥 2 + 𝑥)3 ; let u =𝑥 2 + and y = u3
𝑥

5. y = sin 2x ; let u =2x and y =sin u

Activity 2. Using Chain Rule, find the tangent line to following functions at a given point.
Show your complete solution. Follow the steps to find the correct answer:
1. Solve the derivative of the given function.
2. At the point in the problem, evaluate the given function to find the y coordinate of the
tangent point.
3. To find the slope at x, evaluate the derivative of the function by plugging the x value.
4. To write down the equation of the tangent line, use the form y-y1= m (x-x1).

Take a look at this example:

Find the tangent line to h(x) = x3 at x=4.
Step 1.
h(x) = x3
h’(x) = 3x2

Step 2.
h(4) = (4)3 = 64 (y coordinate)

Step 3.
h’(4) = 3 (4)2 = (3)(16) = 48 (slope)

Step 4.
Use the point (4, 64) and slope (m) = 48 in the point-slope formula for a line.
y-y1= m (x-x1)
y – 64 = 48 (x – 4)
y – 64 = 48x – 192
y = 48x – 128

107
Therefore, the line y = 48x – 128 is tangent to h(x) = x3 at x=4.

Now, it’s your turn!

(a.) f(z) = 6√3𝑧 – 2𝑒 3−𝑧 at z = 3

(b.) g(x) = (x3 + 3)2 at x = -1

(c.) h(x) = cos(2x) at x= 2

(d.) f(x) = ln (4x + 1) at x = 0

Activity 3. Solve the derivative of the following problems using Chain Rule and simplify the
result. Show your complete solution.
G. g(x) = (4x3-10x)5 H. V(y) = ln (3y5 – 6 + y4)

4
E. y = √8 + 16𝑧 O. H(k) = tan (3k)

S. f(x) = 2x5 + sin (x3 – 4) C. V(x) = 3cos (2x + tan (3x))

2 𝑠𝑖𝑛(4𝑥)
T. S(t) = 2𝑒 3𝑡−𝑡 − 6 D. y = 2−𝑡 3

108
Activity 4. From your answers in Activity 3, reveal how Chain Rule relates to your life
through the hidden message using the letters that represent the problems. Write the letter that
represents the problem below the correct answer.

V’(x) = (-9sec2(3x)-6) V’(y) = H’(k)= H’(k)= f’(x) = y’ =

sin (tan(3x)+2x) 𝑦 3 (15𝑦+4) 3sec2(3k) 3sec2(3k) 2 3
3x cos(x -4)+10x 4 4
3
3𝑦 5 +𝑦4 −6 (16𝑧+ 8)4

S’(t) = H’(k)=
2
-(4t-6)𝑒 3𝑡−𝑡 3sec2(3k)

y’ =
4cos (4𝑥) H’(k)=
2−𝑡 3 3sec2(3k)

g’(x) = H’(k)= 3sec2(3k) H’(k)= 3sec2(3k) y’ =

4cos (4𝑥)

5(12x2-10) (4x3-10x) 2−𝑡 3

MESSAGE: “___________________________________________________________.”

Reflection

What have you learned from this topic?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

109
References
Books: Balmaceda, J.M., Arceo, C.P., Lemence, R., Ortega, O., & Vallejo, L.J. (2016). Basic
Calculus: Teaching Guide for Senior High School. EC-TEC Commercial.
Larson, R.E. and Hostetler, R.P. (1994). Calculus: With Analytical Geometry (5 th ed.).
Lexington, KY: D.C. Health and Co.

Internet: Dawkins, P. (2016). Calculus I-Paul’s Online Math Notes. Pdfdrive.

https://www.pdfdrive.com/calculus-i-pauls -online-math-notes-d10909841.html

Answer Key

Activity 1
𝑑𝑦 𝑑𝑦 1 1
1. = 3(x2+5x)2 (2x+5) 4. = 2 (𝑥 2 + )2 (2𝑥 − )
𝑑𝑥 𝑑𝑥 𝑥 𝑥2

𝑑𝑦 5(3𝑥2 +4) 𝑑𝑦
2. 𝑑𝑥= 5. 𝑑𝑥 = 2𝑐𝑜𝑠2𝑥
2√5𝑥3 +4𝑥−2

𝑑𝑦
3. = −12 sin(4𝑥 + 3)
𝑑𝑥

Activity 2
a. y = 9x – 11 b. y = 2 (6x + 7)

c. y = -2x sin(4) +4 sin(4) + cos(4) d. y =4x

Activity 3
𝑦 3 (15𝑦+4)
G. g’(x) = 5(12x2-10) (4x3-10x) H. V’(y) = 3𝑦5 +𝑦4 −6

4
E. y’ = 3 O. H’(k) = 3sec2(3k)
(16𝑧+ 8)4

S. f’(x) = 3x2cos(x3-4)+10x4 C. V’(x) = (-9sec2(3x)-6)sin (tan(3x)+2x)

2 4cos (4𝑥)
T. S’(t) = -(4t-6)𝑒 3𝑡−𝑡 D. y’ = 2−𝑡 3

Activity 4
MESSAGE: “CHOOSE TO DO GOOD.”

110
 BASIC CALCULUS
Name of Learner:________________________________ Grade Level:__________
Section:__________________ Date:________________

LEARNING ACTIVITY SHEET

ILLUSTRATE IMPLICIT DIFFERENTIATION

Background Information for Learners

In our previous activities, most of the problems in differentiation include functions y
written explicitly as functions of the independent variable x which implies that the function
can be expressed in the form y = f(x). In this, f(x) is interchangeable with y and some x terms
will follow since one variable is being expressed in terms of another. On the other hand, there
are plenty of other functions that are not set up exactly like this which means that there are
functions y expressed implicitly as functions of x. They are called implicit functions and we
can apply the technique called implicit differentiation to differentiate functions that either
can’t be expressed explicitly in terms of x or the subsequent function is too complex to deal
with.
For example, the circle x2 + y2 = 25 can be expressed as 𝑦 = √25 − 𝑥 2 or 𝑦 = −√25 − 𝑥 2 .
Which form should be used if we differentiate the function? Let us try both forms to find out
which one is easier.
Approach 1. (Using Implicit Approach 2. (Using Chain Rule)
Differentiation) x2 + y2 = 25
y2 = 25- x2
x2 + y2 = 25 𝑦 = √25 − 𝑥 2
𝑑𝑦 1
2x + 2y 𝑑𝑥 =0
y = (25 − 𝑥 2 )2
𝑑𝑦 −1
2y = -2x 𝑑𝑦 1
𝑑𝑥 = (25 − 𝑥 2 ) 2 ∙ −2𝑥
𝑑𝑥 2
𝑑𝑦 −2𝑥 −1
= 𝑑𝑦
𝑑𝑥 2𝑦 =−𝑥(25 − 𝑥 2 ) 2
𝑑𝑦 −𝑥 𝑑𝑥
= 𝑑𝑦
=
−𝑥
𝑑𝑥 𝑦
𝑑𝑥 √25−𝑥 2
Since 𝑦 = √25 − 2
𝑥 , then by substitution,
𝑑𝑦 −𝑥
𝑑𝑥
= 𝑦

In most cases, it is easier to differentiate an implicit function without the need to reorganize it
as shown in Approach 1. In general, if we take the expression f(y), where the function of x is
𝑑 𝑑 𝑑𝑦 𝑑 𝑑
y, then 𝑑𝑥 (𝑓 (𝑦)) = 𝑑𝑥 (𝑓 (𝑦)) ∙ 𝑑𝑥 or 𝑑𝑥 (𝑓 (𝑦)) = 𝑑𝑥 (𝑓(𝑦)) ∙ 𝑦′.
𝑑𝑦
Consider the following steps to easily find 𝑑𝑥 or 𝑦 ′of implicit functions using x and y as the
variables.
1. Consider y as a differentiable function operating on x.
2. With respect to x, take the derivatives of the two sides of the equation. When you
𝑑𝑦
differentiate a y term, multiply it by 𝑑𝑥 or 𝑦 ′. Note that mastery on the use of the different
rules will be an advantage.

111
 𝑑𝑦 𝑑𝑦
3. Write all the terms with 𝑑𝑥 or 𝑦 ′ on one side of the equation while the terms without or
𝑑𝑥
𝑦 ′on the other side.
𝑑𝑦
4. Factor out or 𝑦 ′and simplify.
𝑑𝑥

Learning Competency
Illustrate Implicit Differentiation (STEM_BC11LC-IIIi-2)

Directions:
Activity 1. Identify whether the given function is expressed EXPLICITLY or IMPLICITLY.
Write E if it is written explicitly and I, otherwise.
____1. y = 3x6 – 4 ____6. cos x2 + sin y2 = 8
1
____2. y2 – 2x3 + 5y = 2 ____7. 𝑥 + ln y + (xy)4 =3x
1
____3. x2 + y2 = 49 ____8. y = 𝑥 2
____4. 2x -3 = y ____9. tan (x4y2) = 2x + y3
____5. y = ±√64 − 𝑥 2 ____10. ex – cos (y) = x

Activity 2. Previously, we had several activities involving Chain Rule. Our knowledge of the
said rule will be needed as we continue to grasp the concept of Implicit Differentiation. To
have a review of it, try to solve the following functions using Chain Rule.

1. f(x) = (x3-3x)2 4. f(x) = cos (x2 + 3)- 2x3

2. g(x) = (5x2-2x+5)-2 5. h(x) = ln (5x3 + x4)

3 3
3. y = √27 − 8𝑣 6. V(w) = 8 + 4𝑒 2𝑤 +𝑤

112
 𝑑𝑦
Activity 3. For the following problems, solve 𝑑𝑥 or 𝑦 ′ by implicit differentiation. Each
problem is represented by a letter and has its corresponding answer found in the figure below.
To reveal the missing message, just write the letter that represents the problem below the
correct answer. Show your complete solution.

K. xy-4 =1 U. y2+ x3 = 8 A. 4x = (6 + y)2

M. (y+ 4x)2 =3xy T. (4x2–y)3 = -6x I. 2y2 = 1 - x

S. 4x = (xy - 3x)2

5𝑦+32𝑥 2 𝑦+2𝑥 3 (𝑦−3)3−3 𝑦

y’ = − y’ = 𝑦+6 y’ = − y’ = 4𝑥
2𝑦+5𝑥 𝑥

1 𝑦+2𝑥 3 (𝑦−3)3−3
y’ = − y’ = −
4𝑦 𝑥

2
y’ = 𝑦+6

5𝑦+32𝑥 3𝑥 2 𝑦+2𝑥 3 (𝑦−3)3−3 8𝑥(4𝑥 2 −𝑦)2 +2

y’ = − y’ = − y’ = − y’ =
2𝑦+5𝑥 2𝑦 𝑥 (4𝑥 2 −𝑦)2

MESSAGE: “_________________________________________________________.”

113
Reflection

What have you learned from this topic?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

References
Book: Balmaceda, J.M., Arceo, C.P., Lemence, R., Ortega, O., & Vallejo, L.J. (2016). Basic
Calculus: Teaching Guide for Senior High School. EC-TEC Commercial.

Internet: Dawkins, P. (2016). Calculus I-Paul’s Online Math Notes. Pdfdrive.

https://www.pdfdrive.com/calculus-i-pauls -online-math-notes-d10909841.html

Answer Key

Activity 1
1. E 2. I 3. I 4. E 5. E 6. I 7. I 8. E 9. I 10. I

Activity 2
1. f ‘(x) = 6x (x2-3) (x2-1)

2(10𝑥−2)
2. g ‘(x) = − (5𝑥2 −2𝑥+5)3

8
3. y’ = − 2
3(27−8𝑣)3

4. f ‘(x) = -2x(sin(x2+3)+3x)
4𝑥+15
5. h ‘(x)= 𝑥(𝑥+5)

3 +2𝑤
6. V ‘(w) = (12w2+8)𝑒 𝑤

114
Activity 3
𝑦 8𝑥(4𝑥 2 −𝑦)2 +2
K. y’ = 4𝑥 T. y’ = (4𝑥 2 −𝑦)2

3𝑥 2 1
U. y’ = − I. y’ = − 4𝑦
2𝑦

2 𝑦+2𝑥 3 (𝑦−3)3 −3
A. y’ = 𝑦+6 S. y’ = − 𝑥

5𝑦+32𝑥
M. y’ = − 2𝑦+5𝑥

MESSAGE: “MASK IS A MUST.”

115
 BASIC CALCULUS
Name of Learner: ____________________Grade Level: __________________
Section: ____________________________Date: ________________________

LEARNING ACTIVITY SHEET

SOLVE PROBLEMS (INCLUDING LOGARITHMIC, AND INVERSE
TRIGONOMETRIC FUNCTIONS) USING IMPLICIT DIFFERENTIATION
Background Information for Learners
One of the methods used in differentiating functions is called implicit differentiation.
This method is best employed when a function is not expressed explicitly or some equations
in x and y cannot be easily solved for y or it is impossible to differentiate for y at all. Let us
consider this equation 3𝑥 2 + 2𝑥𝑦 2 + 𝑦 2 = 0, while it can be solved for y but tedious, it is not
permissible to determine y in terms of x. But with this technique in differentiation, implicit
differentiation, all equations that are not written in the form 𝑦 = 𝑓(𝑥) but in more complex
form can now be easily solved. In addition, implicit differentiation follows the usual method
of getting the derivative of a function for x and y except that it follows y’ upon differentiating
the variable y. In particular, this section presents the steps in solving the derivative of
Logarithmic, and Inverse Trigonometric functions in simplified form.
Take these few examples as your guide in going through the foregoing activities. It
shows the necessary concepts such as the rules in differentiation and other related ideas on
derivatives. In doing the activity, recall these rules involving logarithmic and inverse
trigonometric functions.

Note that 𝒔𝒊𝒏−𝟏 (𝒙) is the same as “𝑨𝒓𝒄𝒔𝒊𝒏 𝒙” and read as “Arc sine of x”. This is
similar with the remaining inverse trigonometric functions.

116
 (4𝑥−1)
Example 1. Differentiate 5𝑦 = log , find y’.
(4𝑥+1)

Solution:
1 𝑑𝑢
This follows 𝑦 ′
(4𝑥−1)
Using the rule in (d) above, we let 𝑢 = (4𝑥+1)
. = , hence,
𝑢 ln 𝑏 𝑑𝑥

• (4𝑥+1) 𝑑𝑢
1 (4𝑥−1)
5𝑦′ = (4𝑥−1)
ln 10 𝑑𝑥
(4𝑥+1)

(4𝑥−1) 𝑑𝑢 (4𝑥+1)4−[(4𝑥−1)4] 8
Since 𝑢 = (4𝑥+1)
, then its derivative is = (4𝑥+1)2
= (4𝑥+1)(4𝑥+1)
𝑑𝑥

(4𝑥+1) 8 8
5𝑦 ′ = (4𝑥−1) 𝑙𝑛10 • =
(4𝑥+1)(4𝑥+1) (4𝑥−1)(4𝑥+1)𝑙𝑛10
8
=
5(16𝑥 2 −1)𝑙𝑛10

8
= (80𝑥 2 ▄
−5)𝑙𝑛10

𝑑𝑦
Example 2. Determine 𝑑𝑥 in the equation sin 𝑦 = 𝐴𝑟𝑐𝑠𝑖𝑛3 4𝑥 6 .

Solution:
𝑑𝑢 𝑑𝑦 1 𝑑𝑢
Applying the rule in (e), we let 𝑢 = 4𝑥 6 , then 𝑑𝑥 = 24𝑥 5 . Now, using = , then
𝑑𝑥 √1−𝑥2 𝑑𝑥

𝑑𝑦 3𝐴𝑟𝑐𝑠𝑖𝑛2 4𝑥 6 72𝑥 5 𝐴𝑟𝑐𝑠𝑖𝑛2 4𝑥 6

cos 𝑦 = • 24𝑥5 = ▄
𝑑𝑥 √1−(4𝑥 6 )2 √1−16𝑥 12 cos 𝑦

Example 3. If 2𝑦 = (1 + 𝑥 2 )𝐴𝑟𝑐𝑡𝑎𝑛 𝑥 − 𝑥, find 𝑦 ′.

Solution:
Using the product rule and the rule for inverse tangent function in differentiation, we have,
1
2𝑦 ′ = (1 + 𝑥 2 ) ( ) + (𝐴𝑟𝑐𝑡𝑎𝑛 𝑥 )(2𝑥 ) − 1
1 + 𝑥2
2𝑦 ′ = 1 + (𝐴𝑟𝑐𝑡𝑎𝑛 𝑥 )(2𝑥 ) − 1
2𝑥 𝐴𝑟𝑐𝑡𝑎𝑛 𝑥
𝑦′ = = 𝑥 𝐴𝑟𝑐𝑡𝑎𝑛 𝑥 ▄
2

Learning Competencies
Solve problems (including logarithmic, and inverse trigonometric functions) using implicit
differentiation (STEM_BC11LC-IIIj-1).

117
Exercise 1. Find 𝒅𝒚/𝒅𝒙 of the following functions. [2 points each]
1
1. 𝑦 = sin−1 2 𝑥

2. 𝑦 = tan−1 6𝑥 2
1
3. 𝑦 = 𝑥 2 sec −1
𝑥
3
4. 𝑦 = ln(𝑏 2 + 𝑥 2 )2

1+𝑠𝑖𝑛𝑥
5. 𝑦 = 𝑙𝑛√
1−𝑠𝑖𝑛𝑥

Exercise 2. Using implicit differentiation, determine the derivative of the following inverse
trigonometric functions. [2 points each]
1. 𝑠𝑖𝑛𝑦 = 𝐴𝑟𝑐𝑠𝑖𝑛𝑒 5𝑥 2
2. 𝑐𝑜𝑠𝑦 = 3𝑥𝑦 − 𝐴𝑟𝑐𝑐𝑜𝑠 4𝑥
𝑏
3. 2𝑦 3 = 𝐴𝑟𝑐𝑡𝑎𝑛 𝑥 , 𝑤ℎ𝑒𝑟𝑒 𝑏 𝑖𝑠 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡.

1
4. 𝑦 = 𝐴𝑟𝑐𝑠𝑖𝑛√1 + 𝑥

𝑥
5. sin 𝑦 = 𝐴𝑟𝑐𝑠𝑖𝑛 − 𝑥√𝑎2 − 𝑥 2 , where a is constant
𝑎

Exercise 3. Using implicit differentiation, determine the derivative of the following

logarithmic functions. [2 points each]

1. 2𝑥𝑦 = 𝑙𝑛√1 + 2𝑥
𝑥 3 (1−𝑥 2 )2
2. 4𝑦 = 𝑙𝑛
(1+𝑥 2 )2

3. 𝑦 3 = ln(𝑥 3 + 𝑦 3 )
4. sin 𝑦 = ln sin2 5𝑥
1 1
5. 𝑦 = + ln
ln 𝑥 𝑥

118
Reflection:
What have you learned from this topic?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

References
Alferez, G. S. (2014). Introduction to Calculus. Quezon City, Manila
Asin, C. R. (2004). Differential Calculus. Quezon City, Manila
Balmaceda, JM. P (2016). Basic Calculus. Diliman, Quezob City
Leithold, L. (1996). The Calculus 7. New York City.
Mateo, A. Rolando (2002) et.al. Differential Calculus. Sampaloc, Manila

ANSWER KEY

Exercise 1
𝑑𝑦 1 𝑑𝑦 12𝑥 𝑑𝑦 −𝑥 2 1
1. = 2. = 1+36𝑥 4 3. 𝑑𝑥 = + sec −1 (𝑥)
𝑑𝑥 √4−𝑥 2 𝑑𝑥 √1−𝑥 2

𝑑𝑦 3𝑥 𝑑𝑦
4. = 𝑏2 +𝑥 2 5. 𝑑𝑥 = sec 𝑥
𝑑𝑥

Exercise 2
𝑑𝑦 25𝑥 𝑑𝑦 3𝑦√1−16𝑥 2 +4 𝑑𝑦
1. = 2. =− 3. =
𝑑𝑥 𝑐𝑜𝑠𝑦√1−25𝑥 4 𝑑𝑥 (𝑠𝑖𝑛𝑦+3𝑥)√1−16𝑥 2 𝑑𝑥
−𝑏
6𝑦 (𝑥 2 +𝑏2 )
2

𝑑𝑦 1 𝑑𝑦 2𝑥 2
4. = 5. =
𝑐𝑜𝑠𝑦√𝑎2 −𝑥 2
𝑑𝑥 1 𝑑𝑥
2𝑥√1+𝑥

Exercise 3
𝑑𝑦 1 ( 1) 𝑑𝑦 3−3𝑥 4 −8𝑥 2 𝑑𝑦 𝑥2
1. = 2𝑥 (1+2𝑥 − 2𝑦) 2. = 𝑥(1−𝑥 2 )(1+𝑥 2 ) 3. = 𝑦 2 𝑥 3 +𝑦 5 −𝑦 2
𝑑𝑥 𝑑𝑥 𝑑𝑥

𝑑𝑦 10𝑠𝑖𝑛5𝑥 𝑑𝑦 1 1
4. = (sin2 5𝑥)𝑐𝑜𝑠𝑦 5. = − 𝑥 ((𝑙𝑛𝑥)2 + 1)
𝑑𝑥 𝑑𝑥

119
 BASIC CALCULUS
Name of Learner: ____________________Grade Level: __________________
Section: ____________________________Date: ________________________

LEARNING ACTIVITY SHEET

SOLVE SITUATIONAL PROBLEMS INVOLVING RELATED RATES

Background Information for Learners

You have learnt from the previous discussions about the different rules and methods
of differentiation. This time, you will learn how to solve situational problems involving
derivatives with respect to time. The derivative of a function is analogous with the rate of
change. Related rates problems include two or more variables that may change with time
and an equation that expresses some relationships between these equations. If a variable x is a
𝑑𝑥
function of time t, the time rate of change of x with respect to t, is given by .
𝑑𝑡
Consider the derivatives of the following with respect to time t.
𝑑𝑦 𝑑𝑥
1. 𝑦 = 𝑥 4 ; = 4𝑥 3
𝑑𝑡 𝑑𝑡
𝑑𝑥 𝑑𝑦
2. 𝑥 2 + 𝑦 2 = 𝑟 2 ; 2𝑥 𝑑𝑡 + 2𝑦 𝑑𝑡 = 0

4 𝑑𝑉 4𝜋 𝑑𝑟
3. 𝑉 = 𝜋𝑟 3 ; = (3𝑟 2 )
3 𝑑𝑡 3 𝑑𝑡

Let y be the vertical displacement and x the horizontal

The examples below are applications displacement.
of rate of change with respect to time.
𝑥 2 + 𝑦 2 = 152
Perform the derivative,
Example 1.
𝑑𝑥 𝑑𝑦 𝑑𝑥 𝑦 𝑑𝑦
A ladder 15 ft long leans against a 2𝑥 + 2𝑦 =0→ =− •
𝑑𝑡 𝑑𝑡 𝑑𝑡 𝑥 𝑑𝑡
vertical wall. If the top moves
downward at the rate of 3 𝑓𝑡/𝑠𝑒𝑐, Since x = 12 ft, then 𝑦 = √152 − 122 = 9 𝑓𝑡.
how fast is the bottom end moving Thus,
when it is 12 𝑓𝑡 away from the wall?
𝑑𝑦
with = −3 𝑠𝑖𝑛𝑐𝑒 𝑡ℎ𝑒 𝑡𝑜𝑝𝑠 𝑠𝑙𝑖𝑑𝑒𝑠 𝑑𝑜𝑤𝑛𝑤𝑎𝑟𝑑, we
𝑑𝑡
𝑑𝑥 𝑦 𝑑𝑦
have =− •
Solution: 𝑑𝑡 𝑥 𝑑𝑡
𝑑𝑥 9
= − 12 • (−3) = 2.25 𝑓𝑡/𝑠𝑒𝑐 ▄
𝑑𝑡

This means that the lower end of the ladder is moving

120
2.25 𝑓𝑡/𝑠𝑒𝑐 away from the wall. Note that the
negative sign implies the decreasing vertical
displacement.
 y

15 ft

Example 2.
Water is flowing into a conical tank 30ft deep and 12 ft across the top at the rate 16 ft 3/min.
Determine the rate of change at which the surface is rising when the water is 10 ft deep.
Solution:
12 ft 6

30 ft 30 r

10 ft h

1
Using the Volume of a cone, 𝑉 = 3 𝜋𝑟 2 ℎ, let r be the radius of the base and height h at the
water level of the cone. Since, similar triangles exist, then the proportionality is applied.
Hence,
𝑟 6 ℎ
= 𝑜𝑟 𝑟 =
ℎ 30 5
121
 1 ℎ 𝜋 ℎ3
With 𝑉 = 𝜋𝑟 2 ℎ and 𝑟 = , then, With 𝑉 = • . Differentiating the volume with
3 5 3 25
respect to time t, then we have,
𝑑𝑉 𝜋 𝑑ℎ
= (3ℎ2 )
𝑑𝑡 75 𝑑𝑡
𝑑𝑉
Since h = 10 ft and = 16 𝑓𝑡 3 /𝑚𝑖𝑛, then we have
𝑑𝑡

𝜋 𝑑ℎ
16 𝑓𝑡 3 /𝑚𝑖𝑛 = • 102
25 𝑑𝑡
𝑑ℎ 4
= 𝑓𝑡/𝑚𝑖𝑛 ▄
𝑑𝑡 𝜋

Learning Competencies
Solve situational problems involving related rates (STEM_BC11LC-IIIj-2).

Exercise 1. Determine the derivative with respect to time t of the following. [ 2 points each]
1. 4𝑥 + 8𝑦 = 12
2. 𝑥𝑦 = 15

3. 𝑉 = 𝑙𝑤ℎ
4. 𝑠 = √25 + 5𝑡 3
5. 𝑃3 = (3 − 3𝑡)3 − (5𝑡)4

Exercise 2. Solve the problems in time rates by using Inverse Trigonometric Functions
[ 5 points each]
1. A balloon leaves the ground 50 ft from an observer, rises at the rate of 8 ft/sec. How fast is
the angle of elevation of the observer’s line of sight increasing after 6 seconds?

2. A ladder 25 ft long is leaning against the wall. How fast is the angle 𝜃 between the ladder
and the ground changing at the given moment when the ladder is 20 ft away from the wall
and sliding along the ground away from the wall at the rate of 3 ft/sec?

3. A boat, moving 15 miles per hour, sails south for 20 mins, then turns east. If a searchlight
at the point of departure follows the boat, how fast is the light rotating 5 hours after the start?

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Exercise 3. Solve the following related rates problems. [ 5 points each]

1. A stone is dropped into a still pond. Concentric circular ripples spread out, and the radius
of the disturbed region increase at a rate of 15 cm per second. At what rate does the area of
the disturbed region increase when its radius is 7 cm?

2. A water tank in the form of an inverted cone is being emptied at the rate of 5 m 3/min. The
height of the cone is 20 m, and the base radius is 10 m. Find the rate of change at which the
water level is decreasing when water is 8 m. deep.

3. Boyle’s law for the expansion of gas is PV = C, where P is the number of pounds per
square unit of pressure, V is the number of cubic units of volume of the gas, and C is a
constant. At a certain instant, the pressure is 2000 lb./ ft 2, the volume is 8 ft3, and the volume
is increasing at the rate of 6 ft3/mm. Find the rate of change of the pressure at this instant.
Reflection:
What have you learned from this topic?
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References
Alferez, G. S. (2014). Introduction to Calculus. Quezon City, Manila
Asin, C. R. (2004). Differential Calculus. Quezon City, Manila
Balmaceda, JM. P (2016). Basic Calculus. Diliman, Quezob City
Leithold, L. (1996). The Calculus 7. New York City.
Mateo, A. Rolando (2002) et.al. Differential Calculus. Sampaloc, Manila

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 ANSWER KEY
Exercise 1
𝑑𝑥 𝑑𝑦 𝑑𝑦 𝑑𝑥
1. 4 +8 =0 2. 𝑥 +𝑦 =0
𝑑𝑡 𝑑𝑡 𝑑𝑡 𝑑𝑡

𝑑𝑉 𝑑ℎ 𝑑𝑙 𝑑𝑤 𝑑𝑠 15𝑡 2
3. = 𝑙𝑤 + ℎ𝑤 + 𝑙ℎ 4. =
𝑑𝑡 𝑑𝑡 𝑑𝑡 𝑑𝑡 𝑑𝑡 2√25+5𝑡 3
𝑑𝑃
5. 3𝑃2 𝑑𝑡 = −9(3 − 3𝑡 )2 − 20(5𝑡 )3

Exercise 2
3
1. 0.07 rad per sec 3. 𝑟𝑎𝑑 𝑝𝑒𝑟 ℎ𝑟.
197
1
2. − rad per sec
5

Exercise 3
𝑐𝑚2 5𝜋 𝑙𝑏
1. 210𝜋 . 2. 𝑚 𝑝𝑒𝑟 𝑚𝑖𝑛. 3. −150 𝑝𝑒𝑟 𝑚𝑖𝑛.
𝑠𝑒𝑐 4 𝑓𝑡 2

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