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UNIT I / WEEK 1-8 / Date: January 11 – February 25, 2021

BASIC CALCULUS
Lesson: Limits and Continuity

CONTENT STANDARD: The learners demonstrate an understanding of key concepts of the basic
concepts of limit and continuity of a function
PERFORMANCE STANDARD: The learner shall be able to formulate and solve accurately real-life
problems involving continuity of functions; formulate and solve accurately
situational problems involving extreme values; formulate and solve accurately
situational problems involving related rates.

MOST ESSENTIAL LEARNING COMPETENCY:

While learning all the concepts in this module, you are expected to:
• illustrate the limit of a function using a table of values and the graph of the
function
• distinguish between limx→c f ( x ) and f(c)
• illustrate the limit laws
• apply the limit laws in evaluating the limit of algebraic functions (polynomial,
rational, and radical
• compute the limits of exponential, logarithmic, and trigonometric functions
using tables of values and graphs of the functions
• illustrate limits involving the expressions and using tables of values
• illustrate continuity of a function at a number
• determine whether a function is continuous at a number or not
• illustrate continuity of a function on an interval
• solves problems involving continuity of a function

UPGRADED MOST ESSENTIAL LEARNING COMPETENCY:

Evaluate a limit of function using tables; Utilize the eight theorems to solve the limit of
the function

BIG TASK/CULMINATING PERFORMANCE:

Students are asked to perform and create a TED Talk: Planning Sheet and
Audio/Video presentation whether individual or in pair detailing the fancy and fascinating
lessons in Calculus. Rubrics and guide will be given to the students once initially start in the
planning phase.
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The Limit of a Function

The concept of a limit or limiting process, essential to the understanding of calculus, has been around
for thousands of years. In fact, early mathematicians used a limiting process to obtain better and better
approximations of areas of circles. Yet, the formal definition of a limit—as we know and understand it today—
did not appear until the late 19th century. We therefore begin our quest to understand limits, as our
mathematical ancestors did, by using an intuitive approach. At the end of this chapter, armed with a
conceptual understanding of limits, we examine the formal definition of a limit.

Introduction

Limits are the backbone of calculus, and calculus is called the Mathematics of Change. The study of limits is
necessary in studying change in great detail. The evaluation of a particular limit is what underlies the
formulation of the derivative and the integral of a function.

For starters, imagine that you are going to watch a basketball game. When you choose seats, you would
want to be as close to the action as possible. You would want to be as close to the players as possible and
have the best view of the game, as if you were in the basketball court yourself. Take note that you cannot
actually be in the court and join the players, but you will be close enough to describe clearly what is
happening in the game.

This is how it is with limits of functions. We will consider functions of a single variable and study the behavior
of the function as its variable approaches a particular value (a constant). The variable can only take values
very, very close to the constant, but it cannot equal the constant itself. However, the limit will be able to
describe clearly what is happening to the function near that constant.

Intuitive Definition of a Limit

These graphs show the behavior of three different functions around x = 2.

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Each of the three functions is undefined at x = 2, but if we make this statement and no other, we give a very
incomplete picture of how each function behaves in the vicinity of x = 2. To express the behavior of each
graph in the vicinity of 2 more completely, we need to introduce the concept of a limit.
Let’s first take a closer look at how the function f (x) = (x2 − 4)/(x − 2) behaves around x = 2 in Figure. As
the values of x approach 2 from either side of 2, the values of y = f (x) approach 4. Mathematically, we say
that the limit of f (x) as x approaches 2 is 4. Symbolically, we express this limit as

lim 𝑓(𝑥) = 4.
𝑥−2

From this very brief informal look at one limit, let’s start to develop an intuitive definition of the limit. We
can think of the limit of a function at a number a as being the one real number L that the functional values
approach as the x-values approach a, provided such a real number L exists. Stated more carefully, we have
the following definition:

Definition

Let f (x) be a function defined at all values in an open interval containing a, with the possible exception of a
itself, and let L be a real number. If all values of the function f (x) approach the real number L as the values
of x( ≠ a) approach the number a, then we say that the limit of f (x) as x approaches a is L. (More succinct, as
x gets closer to a, f (x) gets closer and stays close to L.) Symbolically, we express this idea as

lim 𝑓(𝑥) = 𝐿
𝑥−𝑎

Engagement

To illustrate, let us consider

lim (1 + 3𝑥
𝑥−2

Here, f (x) = 1 + 3x and the constant c, which x will approach, is 2. To evaluate

the given limit, we will make use of a table to help us keep track of the effect that
the approach of x toward 2 will have on f(x). Of course, on the number line, x
may approach 2 in two ways: through values on its left and through values on its
right. We first consider approaching 2 from its left or through values less than 2.
Remember that the values to be chosen should be close to 2.

Now we consider approaching 2 from its right or through values greater than
but close to 2. Now we consider approaching 2 from its right or through values
greater than but close to 2.

Observe that as the values of x get closer and closer to 2, the values of f(x) get
closer and closer to 7. This behavior can be shown no matter what set of values,
or what direction, is taken in approaching 2. In symbols,

lim (1 + 3𝑥) = 7
𝑥−2
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√𝑥−2
1. Evaluate lim using a table of functional values.
𝑥−4 𝑥−4

2. Investigate lim (𝑥 2 + 1) by constructing tables of values. Here, c = -1 and f(x) = 𝑥 2 + 1

𝑥− −1

The tables show that as x approaches -1, f(x) approaches 2. In symbols, lim (𝑥 2 + 1) = 2
𝑥− −1
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3. Investigate lim |𝑥| through a table of values.

𝑥−0

Hence, lim |𝑥| = 0

𝑥−0

Try this!
𝑥 2−5𝑥+4
4. Investigate lim
𝑥−1 𝑥−1

5. Investigate through a table of values lim 𝑓(𝑥) if

𝑥−4

Explanation

The Limit of a Function at c versus the Value of the Function at c

Theorem 2.1: Two Important Limits

Let a be a real number and c be a constant.

i. lim 𝑥 = 𝑎
𝑥−𝑎

ii. lim 𝑐 = 𝑐
𝑥−𝑎

We can make the following observations about

these two limits.
i. For the first limit, observe that as x
approaches a, so does f (x), because f (x)
= x. Consequently, lim 𝑥 = 𝑎
𝑥−𝑎
ii. For the second limit, consider this table
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Observe that for all values of x (regardless of whether they are approaching a), the values f (x) remain
constant at c. We have no choice but to conclude lim 𝑐 = 𝑐
𝑥−𝑎

The Existence of a Limit

As we consider the limit in the next example, keep in mind that for the limit of a function to exist at a
point, the functional values must approach a single real-number value at that point. If the functional values
do not approach a single value, then the limit does not exist.

Evaluating a Limit That Fails to Exist

Evaluate lim 𝑠𝑖𝑛 (1/𝑥)using a table of values.

𝑥−0
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At this point we can indeed conclude that lim 𝑠𝑖𝑛 (1/

𝑥−0
𝑥) does not exist. (Mathematicians frequently abbreviate
“does not exist” as DNE. Thus, we would write lim 𝑠𝑖𝑛 (1/
𝑥−0
𝑥) DNE.) The graph of f(x) = sin(1/x) is shown x→0
in Figure and it gives a clearer picture of the behavior of
sin(1/x) as x approaches 0. You can see that sin(1/x)
oscillates ever more wildly between −1 and 1 as x
approaches 0.

The graph of f (x) = sin(1/x) oscillates rapidly between −1

and 1 as x approaches 0.

One-Sided Limits

Sometimes indicating that the limit of a function fails to exist at a point does not provide us with enough
information about the behavior of the function at that particular point. To see this, we now revisit the function
g(x) = |x − 2|/(x − 2) introduced at the beginning of the section. As we pick values of x close to 2, g(x) does
not approach a single value, so the limit as x approaches 2 does not exist—that is, lim 𝑔(𝑥)DNE. However,
𝑥−2
this statement alone does not give us a complete picture of the behavior of the function around the x-value
2. To provide a more accurate description, we introduce the idea of a one-sided limit. For all values to the
left of 2 (or the negative side of 2), g(x) = −1. Thus, as x approaches 2 from the left, g(x) approaches −1.
Mathematically, we say that the limit as x approaches 2 from the left is −1. Symbolically, we express this
idea as

lim 𝑔(𝑥) = −1
𝑥−2−
Similarly, as x approaches 2 from the right (or from the positive side), g(x) approaches 1. Symbolically, we
express this idea as
lim+ 𝑔(𝑥) = 1
𝑥−2
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Definition:
Limit from the left: Let f (x) be a function defined at all values in an open interval of the form (c, a), and let
L be a real number. If the values of the function f (x) approach the real number L as the values of x (where x
< a) approach the number a, then we say that L is the limit of f (x) as x approaches a from the left.
Symbolically, we express this idea as
lim− 𝑓(𝑥) = 𝐿
𝑥−𝑎

Limit from the right: Let f (x) be a function defined at all values in an open interval of the form (a, c), and
let L be a real number. If the values of the function f (x) approach the real number L as the values of x (where
x > a) approach the number a, then we say that L is the limit of f (x) as x approaches a from the right.
Symbolically, we express this idea as
lim+ 𝑓(𝑥) = 𝐿
𝑥−𝑎

For the function evaluate each of the following limits.

Solution:

We can use tables of functional values again Table. Observe that for values of x less than 2, we use f (x) = x
+ 1 and for values of x greater than 2, we use f (x) = x2 − 4.
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Use a table of functional values to estimate the following limits, if possible.

Let us now consider the relationship between the limit of a function at a point and the limits from the
right and left at that point. It seems clear that if the limit from the right and the limit from the left have a
common value, then that common value is the limit of the function at that point. Similarly, if the limit from the
left and the limit from the right take on different values, the limit of the function does not exist. These
conclusions are summarized in Relating One-Sided and Two- Sided Limits.

Theorem 2.2: Relating One-Sided and Two-Sided Limits

Let f (x) be a function defined at all values in an open interval containing a, with the possible
exception of itself, and let L be a real number. Then,

In words, the (two-sided) limit exists if and only if both one-sided limits exist and are equal.

Students often say carelessly that lim 1/𝑥 = ∞ , but this is not sloppy, it is simply wrong, as somehow
𝑥−0
perceived shown. By contrast, lim 1/𝑥 2 = ∞ is correct and accept terminology.
𝑥−0
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Infinite Limits

Evaluating the limit of a function at a point or evaluating the limit of a function from the right and left
at a point helps us to characterize the behavior of a function around a given value. As we shall see, we can
also describe the behavior of functions that do not have finite limits.

More generally, we define infinite limits as follows:

Definition
We define three types of infinite limits.

Infinite limits from the left:

Let f (x) be a function defined at all values in an open interval of the form (b, a).
i. If the values of f (x) increase without bound as the values of x (where x < a) approach the
number a, then we say that the limit as x approaches a from the left is positive infinity and we
write
lim− 𝑓(𝑥) = +∞
𝑥−𝑎

ii. If the values of f (x) decrease without bound as the values of x (where x < a) approach the
number a, then we say that the limit as x approaches a from the left is negative infinity and we
write
lim− 𝑓(𝑥) = − ∞
𝑥−𝑎

Infinite limits from the right:

Let f (x) be a function defined at all values in an open interval of the form (a, c). (2.9)
i. If the values of f (x) increase without bound as the values of x (where x > a) approach the
number a, then we say that the limit as x approaches a from the right is positive infinity and
we write
lim+ 𝑓(𝑥) = +∞
𝑥−𝑎

ii. If the values of f (x) decrease without bound as the values of x (where x > a) approach the
number a, then we say that the limit as x approaches a from the right is negative infinity and
we write
lim+ 𝑓(𝑥) = − ∞
𝑥−𝑎

Two-sided infinite limit:

Let f (x) be defined for all x ≠ a in an open interval containing a.
i. If the values of f (x) increase without bound as the values of x (where x ≠ a) approach the
number a, then we say that the limit as x approaches a is positive infinity and we write

lim 𝑓(𝑥) = + ∞
𝑥−𝑎

ii. If the values of f (x) decrease without bound as the values of x (where x ≠ a) approach the
number a, then we say that the limit as x approaches a is negative infinity and we write
lim 𝑓(𝑥) = − ∞
𝑥−𝑎
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It is important to understand that when we write statements such as lim 𝑓(𝑥) = + ∞ or lim 𝑓(𝑥) = − ∞
𝑥−𝑎 𝑥−𝑎
describing the behavior of the function, as we have just defined it. We are not asserting that a limit exists.
For the limit of a function f(x) to exist at a, it must approach a real number L as x approaches a. That said, if,
for example, lim 𝑓(𝑥) = + ∞, we always write lim 𝑓(𝑥) = + ∞ rather than lim 𝑓(𝑥) 𝐷𝑁𝐸
𝑥−𝑎 𝑥−𝑎 𝑥−𝑎

Recognizing an Infinite Limit

Evaluate each of the following limits, if possible. Use a table of functional values and graph f (x) = 1/x to
confirm your conclusion.

Some Special Limits

0
INDETERMINATE FORM “ 0 "

There are functions whose limits cannot be determined immediately using the Limit The- orems we
have so far. In these cases, the functions must be manipulated so that the limit, if it exists, can be calculated.
We call such limit expressions indeterminate forms.

A limit that is indeterminate of type “0/0” may exist. To find the actual value, one should find an
expression equivalent to the original. This is commonly done by factoring or by rationalizing. Hopefully, the
expression that will emerge after factoring or rationalizing will have a computable limit.
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𝑥 2+2𝑥+1
Example 1. Evaluate lim
𝑥 − −1 𝑥+1

Exercises:

Continuity of Functions

Continuity at a Point
Limits And Continuity At A Point
What does “continuity at a point” mean? Intuitively, this means that in drawing the graph of a function,
the point in question will be traversed. We start by graphically illustrating what it means to be continuity at
a point.

Is the function continuous at x = 1?

Solution. To check if the function is continuous at x = 1, use the given graph. Note that one is able to trace
the graph from the left side of the number x = 1 going to the right side of x = 1, without lifting one’s pen. This
is the case here. Hence, we can say that the function is continuous at x = 1.
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Is the function continuous at x = 1?

Three Conditions of Continuity

A function f(x) is said to be continuous at x = c if the following three conditions are satisfied:
i. f ( c ) exists;
ii. lim 𝑓(𝑥) exists; and
𝑥−𝑐
iii. f ( c ) = lim 𝑓(𝑥).
𝑥−𝑐

If at least one of these conditions is not met, f is said to be discontinuous at x = c.

Example 1. Determine if 𝑓(𝑥) = 𝑥 3 + 𝑥 2 − 2 is continuous or not at x = 1.

Continuity on an Interval

A function can be continuous on an interval. This simply means that it is continuous at every point on
the interval. Equivalently, if we are able to draw the entire graph of the function on an interval without lifting
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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.

We begin our discussion with two concepts which are important in determining whether a function
is continuous at the endpoints of closed intervals.

Here are known facts on continuities of functions on intervals:

Using the given graph, determine if the function

f is continuous on the following intervals:

(a) (-1,1)
(b) (-∞, 0)
(c) (0, +∞)
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Now, if a function is given without its corresponding graph, we must find other means to determine if the
function is continuous or not on an interval. Here are definitions that will help us:

Example 1: Determine the largest interval over which the function 𝑓(𝑥) = √𝑥 + 2 is continuous
𝑥
Example 2: Determine the largest interval over which h(x) = 𝑥 2−1 is continuous.

The Limit Laws

Evaluating Limits with the Limit Laws

The first two limit laws were stated in Two Important Limits and we repeat them here. These basic
results, together with the other limit laws, allow us to evaluate limits of many algebraic functions.
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Evaluating a Limit Using Limit Laws

1. Use the limit laws to evaluate lim (4𝑥 + 2)
𝑥 − −3

2𝑥 2−3𝑥 +1
2. Use the limit laws to evaluate lim
𝑥−2 𝑥 3+4

Limits of Polynomial and Rational Functions

Evaluating a Limit of a Rational Function

2𝑥 2−3𝑥+1
1. Evaluate the lim
𝑥 − 3 5𝑥+4
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Additional Limit Evaluation Techniques

Continuity

To understand continuity, it helps to see how a function can fail to be continuous. All of the important
functions used in calculus and analysis are continuous except at isolated points. Such points are called points
of discontinuity. There are several types. Let’s begin by first recalling the definition of continuity.

As we have seen in Example 2.26 and Example 2.27, discontinuities take on several different
appearances. We classify the types of discontinuities we have seen thus far as removable discontinuities,
infinite discontinuities, or jump discontinuities. Intuitively, a removable discontinuity is a discontinuity for
which there is a hole in the graph, a jump discontinuity is a noninfinite discontinuity for which the sections
of the function do not meet up, and an infinite discontinuity is a discontinuity located at a vertical asymptote.
Figure 2.37 illustrates the differences in these types of discontinuities. Although these terms provide a handy
way of describing three common types of discontinuities, keep in mind that not all discontinuities fit neatly
into these categories.
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These three discontinuities are formally defined as follows:

Additionally:

In a removable discontinuity, lim 𝑓(𝑥) exists, but lim 𝑓(𝑥) ≠ 𝑓(𝑎). This may be because f(a) is
𝑥−𝑎 𝑥−𝑎
undefined, or because f(a) has the “wrong” value. The discontinuity can be removed by changing the
𝑥 2−1
definition of f (x) at a so that its new value there is lim 𝑓(𝑥) . In the left-most picture, is undefined when
𝑥−𝑎 𝑥−1
x = 1, but if the definition of the function is completed by setting f(1) = 2, it becomes continuous — the hole
in its graph is “filled in”.

In a jump discontinuity (Example 2), the right- and left-hand limits both exist, but are not equal. Thus,
lim 𝑓(𝑥) does not exist, according to (1). The size of the jump is the difference between the right- and left-
𝑥−𝑎
hand limits (it is 2 in Example 2, for instance). Though jump discontinuities are not common in functions
given by simple formulas, they occur frequently in engineering — for example, the square waves in
electrical engineering, or the sudden discharge of a capacitor.

In an infinite discontinuity (Examples 3 and 4), the one-sided limits exist (perhaps as ∞ or −∞), and at
least one of them is ±∞.
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An essential discontinuity is one which isn’t of the three previous types — at least one of the one-
sided limits doesn’t exist (not even as ±∞). Though sin(1/x) is a standard simple example of a function with
an essential discontinuity at 0, in applications they arise rarely, presumably because Mother Nature has no
use for them.

We say a function is continuous on an interval [a, b] if it is defined on that interval and continuous at
every point of that interval. (At the endpoints, we only use the appropriate one-sided limit in applying the
definition (2).

We say a function is continuous if its domain is an interval, and it is continuous at every point of that
interval.
A point of discontinuity is always understood to be isolated, i.e., it is the only bad point for the function
on some interval.

Evaluation:
𝑥−1
1. State the interval(s) over which the function 𝑓(𝑥) = is continuous.
𝑥 2+2𝑥
2. State the interval(s) over which the function 𝑓(𝑥) = √4 − 𝑥 2 is continuous.

Prepared by: Check and Reviewed by:

WILLIAM DIVINA WISCO JR. MYLENE G. ALMARIO

Course Facilitator Academic Coordinator, LS/US/SHS
Approved by:

JONATHAN M. MENSALVAS, M. Ed
Deputy Headmaster, School of Basic Education