Basic Cal

DIVISION OF NAVOTAS CITY
BASIC
CALCULUS
2nd Semester
S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
Basic Calculus for Senior High School
Alternative Delivery Mode
2nd Semester
Second Edition, 2021
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module

Writers: Anthony V. Abesado, Erwin C. Lugtu, Emma G. Gonzalvo, Raffy D. Maga,
Annie R. Ascotia, Ron Robert M. Pecaña,
Editor: Jeffrey C. Faustino
Reviewers: Alberto J. Tiangco/Editha O. Peregrino
Illustrator: Anthony V. Abesado
Layout Artist: Anthony V. Abesado, Joseph G. Bantug
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Alberto J. Tiangco, EPS in Mathematics
Grace R. Nieves, EPS In Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS
Inilimbag sa Pilipinas ng ________________________
Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
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E-mail Address: [email protected]
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Table of Contents
Quarter 3
What I Know ................................................................................... 1
Module 1 ........................................................................................ 3
Module 2 ........................................................................................ 15
Module 3 ........................................................................................ 25
Module 4 ........................................................................................ 30
Module 5 ........................................................................................ 36
Module 6 ........................................................................................ 41
Assessment..................................................................................... 47
Quarter 4
What I Know ................................................................................... 49
Module 1 ........................................................................................ 51
Module 2 ........................................................................................ 59
Module 3 ........................................................................................ 70
Module 4 ........................................................................................ 80
Module 5 ........................................................................................ 89
Assessment..................................................................................... 92
Answer Key ..................................................................................... 94
References ...................................................................................... 96
QUARTER 3
𝑥 2 −16
1. Evaluate the lim 𝑥−4
as x approaches 4.
A. 1 B. 8 C. 0 D. 16
𝑥−4
2. Evaluate the limit 𝑥 2 −𝑥−12
as x approaches 4.
A. undefined B. 0 C. infinity D. 1/7
3. What is the limit of cos (1/y) as y approaches infinity?

A. 0 B.-1 C. infinity D. 1
(𝑥 3 −2𝑥+9)
4. Evaluate the limits of lim 2𝑥 3 −8
.
A. 0 B.-9/8 C. infinity D. ½
(𝑥 3 −2𝑥 2 −𝑥+2)
5. Evaluate the limit of 𝑥 2 −4
as x approaches 2.
A. infinity B. ¾ C. 2/5 D. 4/7
√𝑥−4
6. Evaluate the limit of as x approaches 4.
√𝑥 2 −16
A. 0.262 B. 0.354 C. 0 D. infinity
7. Evaluate .
A. ∞ B. 1 C. e D. 1/e
8. Evaluate .
A. 0 B. ∞ C. ½ D. 1
9. If 𝑓(𝑥) = 𝑡𝑎𝑛𝑥 – 𝑥 and 𝑔(𝑥) = 𝑥 3 , evaluate the limit of f(x)/g(x) as x approaches

zero.
A. 0 B. ∞ C. 3 D. 1/3
10. It states that if a real-valued function f is continuous in the closed and

bounded interval [a, b], then f must attain its maximum and minimum value, each
at least once.
A. Extreme Value Theorem C. Fundamentals of Calculus
B. Intermediate Value Theorem D. Fundamentals of Continuity
2
11. Find the derivative of 𝑦 = 24𝑥 .
A. 34𝑥+2 𝑙𝑛 2 C. 63𝑥+2 𝑙𝑛 2
B. 24𝑥+2 𝑙𝑛 2 D. 44𝑥+2 𝑙𝑛 2
12.Find the derivative of h with respect to u if ℎ = 𝜋 2𝑢 .

A. 𝜋 2𝑢 B. 2𝑢 𝑙𝑛 𝜋 C. 2𝜋 2𝑢 𝑙𝑛 𝜋 D. 2𝜋 2𝑢
13. Find 𝑦’ 𝑖𝑓 𝑦 = 𝑙𝑛 𝑥
1 1
A. B. 𝑙𝑛 𝑥 2 C. 𝑥 D. 𝑥 𝑙𝑛 𝑥
𝑥 𝑙𝑛
14. Find 𝑦’ 𝑖𝑓 𝑦 = 𝑎𝑟𝑐 𝑠𝑖𝑛 (𝑥)

1 1 1+𝑥
A.√1 − 𝑥 2 B. 2
C. 1+𝑥 2
D.
√1−𝑥 √1−𝑥 2
15.Find the derivative of log 𝑎 𝑢 with respect to x.

𝑑𝑢 log 𝑒
A. 𝑙𝑜𝑔 𝑢 𝑑𝑥 C. 𝑢𝑎
𝑑𝑢 𝑑𝑢
B. 𝑢 𝑙𝑛𝑎 D. 𝑙𝑜𝑔 𝑎 𝑑𝑥
16. Find the derivative of 𝑎𝑟𝑐 𝑐𝑜𝑠 (2𝑥).

2 2 2 2
A.− 2
B. 2
C. 1+4𝑥 2
D.
√1−4𝑥 √1−4𝑥 √2𝑥 2 −1
17. Find the first derivative of 𝑦 = 2 𝑠𝑖𝑛2 (3𝑥 2 − 3).

A. 24𝑥 𝑠𝑖𝑛 (3𝑥 2 − 3)𝑐𝑜𝑠 (3𝑥 2 − 3) C. 6𝑥 𝑐𝑜𝑠 (3𝑥 2 − 3)
B. 12 𝑠𝑖𝑛 (3𝑥 2 − 3) D. 24𝑥 𝑠𝑖𝑛 (3𝑥 2 − 3)
18. A rectangular box is to be made from a piece of cardboard 24 cm long and 9 cm

wide by cutting out identical squares from the four corners and turning up the
sides. Find the volume of the largest rectangular box that can be formed in cm^3
A. 100 B. 200 C. 300 D. 400
19. At what point of the curve y = x3 + 3x are the values of y’ and y” equal?
a.(0,0) B.(-1,-4) C.(2,14) D.(-1,4)
20. A ladder 20 ft long leans against a vertical wall. If the top slides downward at
the rate of 2 ft/sec, find how fast the lower end is moving when it is 16 ft from the
𝑓𝑡
wall in 𝑠2 .
A.1 B. 1.5 C.2 D.2.5
3
MODULE 1
This module was designed and written with you in mind. It is here to help you
master on how to solve limits of a functions. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
The module is divided into 5 lessons, namely:

Lesson 1.1 – Limit of a Function.
Lesson 1.2- Limit Laws
Lesson 1.3- Limits of Algebraic, Radical and Rational Functions
Lesson 1.4- Limits of Exponential, Logarithmic and Trigonometric Functions
Lesson 1.5- Special Limits
After going through this module, you are expected to:
1. illustrate the limit of a function using a table of values and the graph of
the function
2. distinguish between lim 𝑓(𝑥) 𝑎𝑛𝑑 𝑓(𝑐)
𝑥→𝑐
3. illustrate the limit laws
4. apply the limit laws in evaluating the limit of algebraic functions
(polynomial, rational, and radical)
5. compute the limits of exponential, logarithmic, and trigonometric
functions using tables of values and graphs of the functions
sin 𝑡 1−cos 𝑡 𝑒 𝑡 −1
6. illustrate limits involving the expressions 𝑡
, 𝑡 𝑎𝑛𝑑 𝑡
using tables
of values
4
Lesson
Limit of a Function
1.1
𝑥 2 −9
Consider the function f defined by 𝑓(𝑥) = 𝑥−3 . We will investigate the function
values (i.e., y’s or f(x)’s) as x gets closer and closer to 3. Here we are not concerned
with the value of the function when 𝑥 = 3. In fact, for
the given function f, 𝑓(3) is undefined in which case, it
is customary to indicate this with an open circle when
sketching the graph of the function f, at 𝑥 = 3.
If x is in the domain of f, then 𝑥 ≠ 3 so that
𝑥 2 − 9 (𝑥 − 3)(𝑥 + 3)
𝑓(𝑥) = = = 𝑥 + 3.
𝑥−3 𝑥−3
So, we can say that 𝑓(𝑥) = 𝑥 + 3, 𝑥 ≠ 3. The graph
of 𝑓(𝑥) is shown in Figure 1 at the right.
Table 1: Figure 1
x 0 1 2 2.5 2.9 2.99 2.999 2.9999 2.99999

f(x) 3 4 5 5.5 5.9 5.99 5.999 5.9999 5.99999
Table 2:
x 6 5 4 3.5 3.1 3.01 3.001 3.0001 3.00001
f(x) 9 8 7 6.5 6.1 6.01 6.001 6.0001 6.00001
In Table 1, we let x approach 3 by starting from 0 and moving toward 3 from

the left of 3. In Table 2, we let x approach 3 by starting from 6 and moving toward 3
from the right of 3.
Notice that from Table 1 and 2, as x gets closer and closer to 3, 𝑓(𝑥) gets closer and
closer to 6. The number 6, which 𝑓(𝑥) gets close to when x gets closer to, but not
equal to, 3 is said to be the limit of 𝑓(𝑥) as x approaches 3. In symbols, we write
𝑓(𝑥) = 6 . We can make 𝑓(𝑥) as close as we like to 6 by keeping x close enough to 3.
Definition of the Limit of a Function

Let f be a function at every number in some open interval
containing c, except possibly at the number c itself. If the value of f is arbitrarily
close to the number L for all the values of x sufficiently close to c, then the limit
of as x approaches c is L. In symbols,
Example 1: Evaluate 2𝑥 2 using the table of values.
Solution: Assign the values of x that are close to 1 and evaluate the function at
those values.
From the left of -1:
5
x -3 -2 -1.5 -1.1 -1.01 -1.001 -1.0001
𝑓(𝑥) = 2𝑥 2 18 8 4.5 2.42 2.0402 2.004 2.0004
From the right of -1:

x 1 0 -0.5 -0.9 -0.99 -0.999 -0.9999
𝑓(𝑥) = 2𝑥 2 2 0 0.5 1.62 1.9602 1.996 1.9996
By observing the two tables, we will see that from

both directions, as x assumes values closer to -1, the
value of 𝑓(𝑥) = 2𝑥 2 becomes closer to 2. Thus, 2𝑥 2 = 2.
This is clearly shown in Figure 2.
Figure 2
Example 2: Evaluate the indicated limit using the graph:
𝑓(𝑥)
Solution: The given is an example of

a piecewise function, a function that
comes from combining two or more
different functions. In fact, the
function is defined by
𝑓(𝑥) = {𝑥 + 2 𝑖𝑓 𝑥 ≠ 0 1 𝑖𝑓 𝑥 = 0 }
Using the definition of limit of
a function, the limit of this function is 2
even if it is evident that 𝑓(0) = 1
(See Figure 3). As f approaches 𝑥 = 0
from both directions, the value of
y approaches its “intended” value,
which is 2. Thus, 𝑓(𝑥) = 2.
Figure 3
Limit and Function Value

The limit of a function as it approaches is not necessarily equal to its
value at c. Thus, can assume a value different from.
Existence of a Limit
The limit of a function as exists if is defined; or if is not defined, then f
must approach the same value as x moves closer to c from both directions
6
Activity 1 Evaluate the given limits numerically (using table of values) and
graphically:
𝒙𝟐 −𝟒 |𝒙−𝟐|
1. 𝒙−𝟐
2. 𝒙−𝟐 3. 𝒇(𝒙) when 𝒇(𝒙) = {𝒙 𝒊𝒇 𝒙 ≠ 𝟐 𝟑 𝒊𝒇 𝒙 = 𝟐 }
The limit of a function at a specified value of x gives us a value to which it is not

possible to go beyond. Similarly, we have our own limitations. We are restricted to
do things beyond our human capacities.
How do you relate the idea of the existence of the limit of a function in life as
a student? As a family member? as part of the community?
Lesson
Limit Laws
1.2
Limit Laws:
In the following statements, c is a constant, and f and g are functions which
may or may not have c in their domains. We also assume that the limits of f and g
both exist as x approaches c and that they are L and M, respectively. In other
words, lim 𝑓(𝑥) = 𝐿 and lim 𝑔(𝑥) = 𝑀.
𝑥→𝑐 𝑥→𝑐
1. Constant Rule. If k is any constant, then lim 𝑘 = 𝑘

𝑥→𝑐
Examples:
lim 4 = 4 lim 4 = 4 lim 4 = 4 lim 4 = 4
𝑥→0 𝑥→−3 𝑥→1/2 𝑥→−5/4
2. Identity Rule. lim 𝑥 = 𝑐

𝑥→𝑐
Examples:
2
lim 𝑥 = 5 lim 𝑥 = −1 lim 𝑥 = 3 lim 𝑥 = 0
𝑥→5 𝑥→−1 𝑥→2/3 𝑥→0
3. Constant Multiple Rule. If k is any constant, then

lim[𝑘 ∗ 𝑓(𝑥)] = 𝑘 lim 𝑓(𝑥) = 𝑘 ∗ 𝐿
7
Examples: If lim 𝑓(𝑥) = 3, then lim[4 ∗ 𝑓(𝑥)] = 4 lim 𝑓(𝑥) = 4 ∗ 3 = 12
𝑥→𝑐 𝑥→𝑐 𝑥→𝑐
1 1
If lim 𝑓(𝑥) = 2, then lim[−2 ∗ 𝑓(𝑥)] = −2 lim 𝑓(𝑥) = −2 ∗ 2 = −1
4. Sum Rule. lim[𝑓(𝑥) + 𝑔(𝑥)] = lim 𝑓(𝑥) + lim 𝑔(𝑥) = 𝐿 + 𝑀

Examples: If lim 𝑓(𝑥) = 1 and lim 𝑔(𝑥) = −3, then
lim[𝑓(𝑥) + 𝑔(𝑥)] = lim 𝑓(𝑥) + lim 𝑔(𝑥) = 1 + (−3) = −2
5. Difference Rule. lim[𝑓(𝑥) − 𝑔(𝑥)] = lim 𝑓(𝑥) − lim 𝑔(𝑥) = 𝐿 − 𝑀

lim[𝑓(𝑥) − 𝑔(𝑥)] = lim 𝑓(𝑥) − lim 𝑔(𝑥) = 1 − (−3) = 4
6. Product Rule. lim[𝑓(𝑥) ∗ 𝑔(𝑥)] = lim 𝑓(𝑥) ∗ lim 𝑔(𝑥) = 𝐿 ∗ 𝑀

lim[𝑓(𝑥) ∗ 𝑔(𝑥)] = lim 𝑓(𝑥) ∗ lim 𝑔(𝑥) = 1 ∗ (−3) = −3
Note:
• The Sum, Difference, and Product Rules may be applied to sums,
differences, and products of more than two functions.
• The Constant Multiple Rule is a special case of the Product Rule. Indeed, in
the Product Rule, if the first function 𝑓(𝑥) is a constant function, the result
is the Constant Multiple Rule.
𝑓(𝑥) lim 𝑓(𝑥) 𝐿

7. Quotient Rule. lim 𝑔(𝑥) = 𝑥→𝑐
lim 𝑔(𝑥)
= 𝑀 , 𝑝𝑟𝑜𝑣𝑖𝑑𝑒𝑑 𝑀 ≠ 0.
lim 𝑓(𝑥)
𝑓(𝑥) 𝑥→𝑐 1 1
lim = = =−
𝑥→𝑐 𝑔(𝑥) lim 𝑔(𝑥) −3 3
𝑥→𝑐
𝑓(𝑥) lim 𝑓(𝑥) 2
If lim 𝑓(𝑥) = 2 and lim 𝑔(𝑥) = 0, then lim 𝑔(𝑥) = 𝑥→𝑐 = 0which not
𝑥→𝑐 𝑥→𝑐 lim 𝑔(𝑥) 𝑥→𝑐 𝑥→𝑐
defined. Therefore, the limit does not exist.
8. Power Rule. If n is a positive integer, then

lim[𝑓(𝑥)]𝑛 = [lim 𝑓(𝑥)]𝑛 = 𝐿𝑛
Examples: If lim 𝑓(𝑥) = 4, then lim[𝑓(𝑥)]2 = [lim 𝑓(𝑥)]2 = 42 = 16
9. Root Rule. If n is a positive integer, then

𝑛 𝑛
lim √𝑓(𝑥) = 𝑛√ lim 𝑓(𝑥) = √𝐿
3 3
Examples: If lim 𝑓(𝑥) = 8, then lim √𝑓(𝑥) = 3√ lim 𝑓(𝑥) = √8 = 2
If lim 𝑓(𝑥) = −4, then lim √𝑓(𝑥) = √ lim 𝑓(𝑥) = √−4 which is not a
real number. Therefore, the limit does not exist.
8
Activity 1. Evaluate the given limits.
1. lim 0 2. lim 𝑥 3. lim 64. lim1 𝑥

𝑥→−1 𝑥→−1 𝑥→0 𝑥→
2
Activity 2. Given 𝐥𝐢𝐦 𝒇(𝒙) = −𝟏 and 𝐥𝐢𝐦 𝒈(𝒙) = 𝟓, evaluate the following limits:
𝒙→𝒄 𝒙→𝒄
1.lim[3 ∗ 𝑓(𝑥)] 4. lim[𝑓(𝑥)𝑔(𝑥)]

𝑓(𝑥)
2.lim[𝑓(𝑥) + 𝑔(𝑥)] 5. lim 𝑔(𝑥)
3.lim[𝑓(𝑥) − 𝑔(𝑥)] 6. lim √𝑓(𝑥)

In life, we are sometimes taught on different process on how to solve a specific

problem. Some of these problems, if not all, are tedious to solve. Like in finding the
limit of a function that the table of values and sketch of the graph are used. But,
there are some rules or laws that will find the limit of a function easier and faster
that we can relate to our own problems and challenges in life. At first, we hardly
understand them because of their complex quality, but because of certain rules
and laws, solving them will be easier.
As a student, what are your experiences in life that you realized that
following certain rules or laws made your problem solving easier?
Lesson Limits of Algebraic, Radical and

1.3 Rational Functions
In this lesson, we will illustrate how to use these limit theorems to evaluate the
limits of polynomial, rational and radical functions.
We start with evaluating the limits of polynomial functions.
9
Example1. Determine lim (5𝑥 + 1)
𝑥→1
Solution: Applying the given theorems,
lim (5𝑥 + 1) = lim 5𝑥 + lim 1 Addition
𝑥→1 𝑥→1 𝑥→1
= 5 lim 𝑥 + 1 Constant Multiple
𝑥→1
= 5(1) + 1 lim 𝑥 = 𝑐 = 6
𝑥→𝑐
Therefore,
lim (5𝑥 + 1) = 6
𝑥→1
Example 2. Determine lim (4𝑥 3 − 3𝑥 2 + 1)

𝑥→−1
Solution: Applying the given theorems,
lim (4𝑥 3 − 3𝑥 2 + 1) = lim 4𝑥 3 − lim 3𝑥 2 + lim 1 Addition

𝑥→−1 𝑥→−1 𝑥→−1 𝑥→−1
= 4lim 𝑥 3 − 3lim 𝑥 2 + 1 Constant Multiple
𝑥→−1 𝑥→−1
= 4(−1)3 − 3(−1)2 + 1 Power

= −6
Therefore,
lim (4𝑥 3 − 3𝑥 2 + 1) = −6
𝑥→−1
We will now apply the limit theorems in evaluating rational functions.
3𝑥−1
Example 3. Evaluate lim 9𝑥 2 +5𝑥−2
𝑥→−1
Solution:
3𝑥−1 lim (3𝑥−1) lim (3𝑥)− lim 1
lim 9𝑥 2 +5𝑥−2
= 𝑥→−1
lim (9𝑥 2 +5𝑥−2)
= 𝑥→−1 𝑥→−1
lim (9𝑥 2 )+ lim (5𝑥)− lim 2
Addition
𝑥→−1 𝑥→−1 𝑥→−1 𝑥→−1 𝑥→−1
𝟑 lim 𝑥− lim 1
= 9 lim 𝑥→−1 𝑥→−1
𝑥 2 + 5 lim 𝑥− lim 2
Constant Multiple
𝑥→−1 𝑥→−1 𝑥→−1
𝟑 lim 𝑥− lim 1
= 𝑥→−1
2
𝑥→−1
Power
9( lim 𝑥) + 5 lim 𝑥− lim 2
𝑥→−1 𝑥→−1 𝑥→−1
3(−1)−1 −4
= 9(−1)2 +5(−1)−2
= 2
= −2
Therefore,
3𝑥−1
lim = −2
𝑥→−1 9𝑥 2 +5𝑥−2
We will now evaluate limits of radical functions using limit theorems.
Example 4. Evaluate lim √𝑥 + 16

𝑥→0
Solution: lim √𝑥 + 16 = √ lim (𝑥 + 16) Radical/Root Rule
𝑥→0 𝑥→0
= √ lim 𝑥 + lim 16
𝑥→0 𝑥→0
= √0 + 16 = √16 = 4
Therefore,lim √𝑥 + 16 = 4
𝑥→0
10
Activity 1. Evaluate the following limits. Show your complete solutions and
write it on your notebook.
1 3
1. lim √𝑥 + 16 2. lim 𝑥 2 +5 3. lim √𝑥 2 + 3𝑥 − 6
𝑥→−7 𝑥→−2 𝑥→−2
3𝑥−2
4. lim 5. lim (8𝑥 4 + 2𝑥 3 − 𝑥 2 + 3𝑥 − 9)
𝑥→3 1−4𝑥 𝑥→−1
In mathematics, the limit of a function is a fundamental concept in calculus and

analysis concerning the behavior of that function near a particular input.
As a person, we should know our own limits. Knowing our limits will help us know
when to take a break. Do you know your limits? How will you use it to your own
advantage?
Lesson Limits of Exponential, Logarithmic

1.4 and Trigonometric Functions
Exponential Functions
An exponential function is defined as
𝑓(𝑥) = 𝑏 𝑥 or 𝑓(𝑥) = 𝑒 𝑥 where 𝑏 > 0 𝑎𝑛𝑑 𝑏 ≠ 1 and 𝑥 is a real number.
Evaluating Limits of Exponential Functions
First, we consider the natural exponential function 𝑓(𝑥) = 𝑒 𝑥 , where 𝑒 is called the
Euler number, and has value of 2.718281828. 𝑥 𝑓(𝑥)
−1 0.36787944117
Example 1. Evaluate the lim 𝑒 𝑥 .
𝑥→0 −0.5 0.60653065971
Solution: −0.3 0.74081822066
Construct the table of values for −0.01 0.99004983374
𝑓(𝑥) = 𝑒 𝑥 . We start by approaching −0.001 0.99900049983
the number 0 from the left or through
−0.0001 0.99990000499
the values less than but close to 0.
−0.00001 0.99999000005
Based on the result from the table,
lim− 𝑒 𝑥 = 1 .
𝑥→0 𝑥 𝑓(𝑥)
Now we consider approaching 0 from its 1 2.71828182846
right or through values greater than but
0.5 1.6487212707
close to 0. From the table on the right, as
0.3 1.349858808
the values of 𝑥 get closer and closer to 0,
the values of 𝑓(𝑥) get closer and closer to 0.01 1.01005016708
1. So, lim+ 𝑒 𝑥 = 1. Therefore, the lim 𝑒 𝑥 = 1. 0.001 1.00100050017
𝑥→0 𝑥→0 0.0001 1.000100005
0.00001 1.00001000005
11
Evaluating Limits of Logarithmic Functions
𝑥 𝑓(𝑥)
We now consider the common logarithmic
0.1 −1
function 𝑓(𝑥) = log10 𝑥. Recall that
0.3 −0.5228787453
𝑓(𝑥) = log10 𝑥 = log 𝑥.
0.5 −0.30102999566
Example 2. Evaluate lim log 𝑥. 0.99 −0.0043648054
𝑥→1 0.999 −0.00043451177
Solution: We will construct the table of 0.9999 −0.00004343161
values for lim− log 𝑥. We first approach 0.99999 −0.00000434296
𝑥→1
the values less than but close to 1.
Based on the result from the table, as the
values of 𝑥 get closer and closer to 1, the values of 𝑓(𝑥) get closer and closer to 0,
so the lim− log 𝑥 = 0.
𝑥→1 𝑥 𝑓(𝑥)
Now we consider approaching 1 from 2 0.30102999566
its right or through values greater 1.5 0.17609125905
than but close to 1. We will construct 1.3 0.1139433523
the table of values for lim+ log 𝑥. Base on 1.01 0.00432137378
𝑥→1
the result from the table, the values of 1.001 0.00043407747
𝑓(𝑥) get closer and closer to 0, so the 1.0001 0.00004342727
lim+ log 𝑥 = 0. Therefore, the lim log 𝑥 = 0. 1.00001 0.00000434292
𝑥→1 𝑥→1
Evaluating Limits of Trigonometric Functions
Example 3. Evaluate lim sin 𝑥. 𝑥 𝑓(𝑥)

𝑥→0
Solution: We will construct the table −1 −0.8414709848
of values for lim− sin 𝑥. We first −0.5 −0.4794255386
𝑥→0
approach 0 from the left or through −0.3 −0.2955202067
the values less than but close to 0. −0.1 −0.09983341665
Based on the result from the table, as −0.001 −0.00099999983
the values of 𝑥 get closer and closer to 0, −0.0001 −0.00009999999
the values of 𝑓(𝑥) get closer and closer to 0. −0.00001 −0.00000999999
In symbols, lim− sin 𝑥 = 0.
𝑥→0
Now we consider approaching 0 from
its right or through values greater than
but close to 0. We will construct the table 𝑥 𝑓(𝑥)
of values on the right for lim+ sin 𝑥. Base 1 0.8414709848
𝑥→0
on the result from the table, the values 0.5 0.4794255386
of 𝑓(𝑥) get closer and closer to 0, so the 0.3 0.2955202067
lim+ sin 𝑥 = 0. 0.1 0.09983341665
𝑥→0
0.001 0.00099999983
As the values of 𝑥 from the left and from
the right get closer and closer to 0, the values 0.0001 0.00009999999
of 𝑓(𝑥) get closer and closer to 0. 0.00001 0.00000999999
Therefore, lim sin 𝑥 = 0.
𝑥→0
12
Activity 1. Evaluate the following limits by completing the table of values.
Write your answer to the nearest whole number/hundredths.
1. lim 5𝑥 = _____
𝑥→2
𝑥 𝑓(𝑥) 𝑥 𝑓(𝑥)
3 125 1.1 5.873094715
2.5 1.3
2.3 1.5
2.01 25.40561478 1.99 24.60086108
2.001 1.999
2.0001 1.9999
lim 5𝑥 = _____ lim− 5𝑥 = _____

𝑥→2+ 𝑥→2
2. lim log 𝑥 = _____

𝑥→4
𝑥 𝑓(𝑥) 𝑥 𝑓(𝑥)
5 0.6989700043 3.1 0.4913616938
4.5 3.3
4.3 3.5
4.01 0.6031443726 3.99
4.001 3.999
4.0001 3.9999 0.6020491338
lim log 𝑥 = _____ lim− log 𝑥 = _____

𝑥→4 + 𝑥→4
Limits allow us to study a number from afar. That is, we can study the points
around it so we can better understand the given value we want to know.
Having limits helps us organize investments of our time, energy and other
resources.
As a senior high school student, what are your limitations in life?
13
Lesson
Special Limits
1.5
In this lesson, we will determine some special limits of the following functions:
sin 𝑡 1−𝑐𝑜𝑠 𝑡 𝑒 𝑡 −1
𝑓(𝑡) = 𝑡 , 𝑔(𝑡) = 𝑡 , 𝑎𝑛𝑑 ℎ(𝑡) = 𝑡 . 𝑡 𝑓(𝑡)
Let us start by evaluating the function −1 0.84147099848
sin 𝑡
𝑓(𝑡) = 𝑡 . −.5 0.9588510772
−.3 0.9850673555
sin 𝑡 −.1 0.9983341665
Example 1. Evaluatelim 𝑡
. −.001 0.9999998333
𝑡→0
Solution: −.0001 0.99999999983
Let us construct the table of values
sin 𝑡 𝑡 𝑓(𝑡)
for lim− 𝑡 . We start by approaching
𝑡→0 1 0.8414709848
0.5 0.9588510772
values less than but close to 0.
sin 𝑡 0.3 0.9850673555
Therefore, lim− = 1.
𝑡→0 𝑡 0.01 0.9999833334
0.001 0.9999998333
Now we consider approaching 0 from its right 0.0001 0.9999999983
or through values greater than but
close to 0. From the table on the right, as the values of 𝑡 get closer and closer to 0,
the values of 𝑓(𝑡) get closer and closer to
sin 𝑡
1. So, lim+ 𝑡 = 1. 𝑡 𝑔(𝑡)
𝑡→0
sin 𝑡 −1 −0.4596976941
Therefore, the lim 𝑡 = 1. −.5 −0.2448348762
𝑡→0
−.3 −0.1488783696
Let us consider the next function −.01 −0.0049999583
1−cos 𝑡
𝑔(𝑡) = lim 𝑡 . −.001 −0.0004999999
𝑡→0
1−cos 𝑡 −.0001 −0.000005
Example 2. Evaluate lim
𝑡→0 𝑡
𝑡 𝑔(𝑡)
Solution: 1 0.4596976941
Let us construct the table of values 0.5 0.2448348762
1−cos 𝑡
for lim− 𝑡 . We start by approachingthe 0.3 0.1488783696
𝑡→0 0.01 0.0049999583
number 0 from the left or through 0.001 0.0004999999
values less than but close to 0. 0.0001 0.000005
1−cos 𝑡
Therefore, lim− = 0.
𝑡→0 𝑡
𝑡 ℎ(𝑡)
Now we consider approaching 0 from its −1 0.6321205588
right or through values greater than but −.5 0.7869386806
close to 0. From the table on the −.3 0.8639392644
right, as the values of 𝑡 get closer and closer −.01 0.9950166251
to 0,the values of 𝑔(𝑡) get closer and closer −.001 0.9995001666
1−cos 𝑡 1−cos 𝑡
to 0 So, lim+ 𝑡
= 0. Therefore, the lim =0 −.0001
𝑡
0.9999500016
𝑡→0 𝑡→0
14
Let us now consider the next special function
𝑒 𝑡 −1
ℎ(𝑡) = lim .
𝑡→0 𝑡
𝑒 𝑡 −1 𝑡 ℎ(𝑡)
Example 3. Evaluate lim .
𝑡→0 𝑡 1 1.718281828
Solution: 0.5 1.297442541
Let us construct the table of values 0.3 1.051709181
𝑒 𝑡 −1
for lim− 𝑡
. We start by approaching 0.01 1.005016708
𝑡→0
the number 0 from the left or through 0.001 1.000500167
values less than but close to 0. 0.0001 1.000050002
𝑒 𝑡 −1
Therefore, lim− 𝑡
= 1.
𝑡→0
Now we consider approaching 0 from its right or through values greater than but
close to 0. From the table on the right, as the values of 𝑡 get closer and closer to 0,
𝑒 𝑡 −1
the values of ℎ(𝑡) get closer and closer to 0. Therefore, the lim =1
𝑡→0 𝑡
Activity 1. Use your notebook to answer the following.

𝑡
Complete the table of values to evaluate lim 𝑒 𝑡 −1 = _________.
𝑡→0
𝑡 ℎ(𝑡) 𝑡 ℎ(𝑡)
−1 1
−.5 0.5
−.3 0.3
−.01 0.01
−.001 0.001
−.0001 0.0001
𝑡 𝑡
lim− lim+
𝑡 𝑡→0 𝑒 𝑡 −1
𝑡→0 𝑒 −1
Setting limits will help you to achieve your goals. You should definitely dream big
and examine any subconscious limits that may be holding you back. However, an
important step in achieving your goals and turning your dreams into reality is to
set carefully chosen limits. After all, limits help to define, give shape, and add
substance to your dreams.
As a senior high school student, what will be your limits to improve your
quality of life?
15
MODULE 2
master on Continuities and Discontinuities. The scope of this module permits it to
The module is divided into 4 lessons, namely:

Lesson 2.1 – Continuity of a function in a point
Lesson 2.2 – Continuity of a function in an interval
Lesson 2.3 – Different Types of Discontinuity
Lesson 2.4 – Problems involving Continuity
1. illustrate continuity of a function at a number

2. determine whether a function is continuous at a number or not
3. illustrate continuity of a function on an interval
4. solves problems involving continuity of a function
16
Lesson
Continuity of a function in a point
2.1
In your previous discussion, there are functions whose limits are not equal to the
function value at 𝑥 = 𝑐, meaning, lim𝑓(𝑥) ≠ 𝑓(𝑐).
𝑥→𝑐
This leads us to the study of continuity functions. In this module, we will be

focusing on the continuity of a function at a specific point.
Once you trace the entire graph of the given function without lifting your pen or
pencil from your sheet of paper, the graph describes a continuous function. Let us
start by graphically illustrating what it means to be continuity at a point.
Consider the graph below: Let us use the graph to check if the function
is continuous at 𝑥 = 1. 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. Hence, we can
say that the function is continuous at 𝑥 = 1.
Let us have another example:

1
Consider the graph of the function 𝑓(𝑥) = .
𝑥−4
Is the function continuous at 𝑥 = 4?
If we trace the graph from the left of

𝑥 = 4 going to the right of 𝑥 = 4, we
have to lift our pen since at the left of
𝑥 = 4, the function values will go
downward indefinitely, while at the
right of 𝑥 = 4, the function values will
go upward indefinitely.
Thus, the function is discontinuous at
𝑥 = 4.
Suppose we are not given the graph of a function but just the function itself. In this
case, we have to check three conditions. Here are the three conditions of
continuity.
17
A function 𝒇(𝒙) is said to be continuous at 𝒙 = 𝒄 if the following three
conditions are satisfied:
(i) 𝑓(𝑐) exist; (ii) lim 𝑓(𝑥) exist; and (iii) 𝑓(𝑐) = lim 𝑓(𝑥)
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.
Solution: We have to check the three conditions for continuity of a function.
(a) If 𝑥 = 1, then 𝑓(1) = 13 + 12 − 2 = 1 + 1 − 2 = 0
(b) lim 𝑓(𝑥) = lim 𝑥 3 + 𝑥 2 − 2 = 13 + 12 − 2 = 0
𝑥→1 𝑥→1
(c) 𝑓(𝑐) = lim 𝑓(𝑥) , 0 = 0, Therefore, 𝑓 is continuous at 𝑥 = 1.
𝑥→𝑐
𝑥−3
Example 2. Determine if 𝑓(𝑥) = 𝑥 2 +𝑥−12 is continuous or not at 𝑥 = 3.
Solution:
3−3 0
(a) If 𝑥 = 3, then 𝑓(3) = 2 = 0
3 +3−12
𝒇(𝒄) does not exist
Note that the given function is not defined at 𝑥 = 3, since 3 is not in the domain of
𝑓. Hence, the first condition in the definition of a continuous function is not
satisfied. Therefore, 𝑓 is discontinuous at 𝑥 = 3.
Use your graphing notebook to answer the following.
Activity A. Given the graph on the side,

determine if the function 𝒇(𝒙) is
continuous at the following values of 𝒙.
1. 𝑥 = −1
2. 𝑥 = −3
3. 𝑥 = −2
Activity B. Determine if the following
functions are continuous at the given
value of 𝒙. Show your complete solution
using the three conditions of
continuity.
1. 𝑓(𝑥) = 2𝑥 2 + 𝑥 − 1 𝑎𝑡 𝑥 = 1 2. 𝑓(𝑥) = 4𝑥2 − 1 𝑎𝑡 𝑥 = 1

3. 𝑓(𝑥) = √𝑥 − 3 𝑎𝑡 𝑥 = 1
18
In mathematics, a continuous function is a function that does not have any
abrupt changes in value, known as discontinuities. More precisely, sufficiently
small changes in the input of continuous functions result in arbitrary small
changes in its output. If not continuous, a function is said to be discontinuous.
In life, problems are what make life worth living. They help us adapt to
become tougher as we adapt to different situations. Just continue to live and focus
positively whatever problem you are facing because it has always a solution.
Therefore, never allow your challenges to stop you from fulfilling your true
potentials in life.
Lesson Continuity of a function in an

2.2 interval
A function can be continuous on an interval. 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. If some function 𝑓(𝑥) satisfies these
criteria from 𝑥 = 𝑎 to 𝑥 = 𝑏, for example, we say that 𝑓(𝑥) is continuous on the
interval [𝑎, 𝑏].
Here are the given concepts which are important in determining whether a function
is continuous at the end points of closed intervals.
One- Sided Continuity
A function f is said to be continuous from the left at𝑥 = 𝑐 if
𝑓(𝑐) = lim−𝑓(𝑥).
𝑥→𝑐
A function f is said to be continuous from the right at𝑥 = 𝑐 if
𝑓(𝑐) = lim+𝑓(𝑥).
𝑥→𝑐
Continuity of Polynomial, Absolute Value, Rational and Square Root
Functions
(a) Polynomial functions are continuous everywhere.
(b) The absolute value function 𝑓(𝑥) = |𝑥| is continuous everywhere.
(c) Rational functions are continuous on their respective domains.
(d) The square root function 𝑓(𝑥) = √𝑥 is continuous on [0, ∞).
Here are some of the graphs of functions to illustrate continuity on an interval.
Example1. Consider the graph of the function 𝑓 given on
the side and determine if the function 𝑓 is continuous on
the following intervals.
19
1. (−2, 2) 2. (−∞, 0) 3. (0, +∞)
Solution:
1. We can trace the graph from the right
side of 𝑥 = −2 to the left side of 𝑥 = 2
without lifting the pen, we are using. We
can say that the function 𝑓 is continuous
on the interval (−2, 2).
2. If you trace the graph from negative infinity
to the left side of 0, we will not lift our pen and so, 𝑓 is continuous on (−∞, 0).
3. For the interval (0, +∞), you trace the graph from the right side of 0 to any
large number and find that you will not lift your pen. Thus, the function f is
continuous on (0, +∞).
1
Example 2. Let 𝑓(𝑥) = 𝑥−4. Determine if 𝑓
is continuous on each of the following
intervals:
1. [−3,2]
2. (0, 4)
3. [0, 5]
4. (5, ∞)
5. (2,7)
6. [−5, 8)
Solution:
1. We can trace the graph from 𝑥 = −3 going to 𝑥 = 2 without lifting the pen.
Thus, the function 𝑓 is continuous on the closed interval [−3,2].
2. We can trace the graph from the right side of 𝑥 = 0 to the left side of
𝑥 = 4 without lifting the pen we are using. We can say that the function 𝑓 is
continuous on the interval (0, 4).
3. By observation, the function 𝑓 is not continuous on the closed interval [0, 5]
because we will lift our pen by tracing the graph.
4. For the open interval (5, ∞), we can trace the graph from the right side of 5 to
any large number without lifting the pen. Thus, the function 𝑓 is continuous
on (5, ∞).
5. The function 𝑓 is not continuous on the open interval (2,7) because we will lift
our pen by tracing the graph.
6. The function 𝑓 is not continuous on the given interval [−5, 8)because we will
lift our pen by tracing the graph.
20
Activity: Determine if the given function is continuous on each of the given
intervals.
𝐴. 𝑓(𝑥) = 3𝑥 3 + 4𝑥 2 − 𝑥 + 6 C. 𝑓(𝑥) = |−3𝑥|
1.[−4, 4] _____________ 1. [1, 1] _____________
2. (0, 9) _____________ 2. (0, +∞) _____________
3 D. 𝑓(𝑥) = √3𝑥 − 1
𝐵. 𝑓(𝑥) =
𝑥−2
1. (1, 10) _____________
1. [5, 10] _____________
2. [−1, +∞) _____________
2. (−4, 10) _____________
We say a function f is continuous on an interval when the function is defined at

every point on that interval and undergoes no interruptions, jumps, or breaks.
Now, in this time of pandemic, continue pursuing your goal even if there are some
interruptions along the way for you to achieve your goal in life. Always remember
this: “Success is not final; failure is not fatal: It is the courage to continue that
counts.”
Lesson
Different types of Discontinuity
2.3
1. REMOVABLE DISCONTINUITY
A function f(x) is said to have a removable discontinuity at x = c if
(a) lim 𝑓(𝑥) exists; and
𝑥→𝑐
(b) either f(c) does not exist or f(c) not equal to lim 𝑓(𝑥).
𝑥→𝑐
It is said to be removable because the discontinuity may be removed
by redefining f(c) so that it will equal lim 𝑓(𝑥). In other words, if lim 𝑓(𝑥) = 𝐿,
a removable discontinuity is remedied by the redefinition:
Let f(c)=L.
21
Types of Discontinuities
Example:
The discontinuity of g at the point x=1 is manifested by
the hole in the graph of y = g(x) at the point (1,2). This is
due to the fact that f(1) is equalto1and not 2,
whilelim 𝑔(𝑥) = 2. We now demonstrate how this kind of
𝑥→1
a discontinuiy may be removed:
Let g(1) = 2.
This is called a redefinition of g at x =1. The
redefinition results in a “transfer” of the point (1,1) to
the hole at (1,2). In effect, the hole is filled and the
discontinuity is removed
Therefore, the discontinuity is called a removable one. This is also why, sometimes,
it is called a hole discontinuity.
2. ESSENTIAL DISCONTINUITY (JUMP DISCONTINUITY and INFINITE

DISCONTINUITY)
A function f(x) is said to have an essential discontinuity at x = c if lim 𝑓(𝑥) =
𝑥→𝑐
𝐷𝑁𝐸
Case 1. If for a function f(x), lim 𝑓(𝑥) = 𝐷𝑁𝐸 because the limits from the left
𝑥→𝑐
and right of x = c both exist but are not equal, that is,
𝐥𝐢𝐦− 𝒇(𝒙) = 𝑳 and 𝐥𝐢𝐦+ 𝒇(𝒙) = 𝑴 , where 𝑳 ≠ 𝑴
𝒙→𝒄 𝒙→𝒄
then f is said to have a jump essential discontinuity at x = c.
Case 1. Consider the Function:

𝑥 + 1, 𝑥<4
ℎ(𝑥) = {
(𝑥 − 4)2 + 3, 𝑥≥4
Its graph is as follows:

Based on the graph we know that lim ℎ(𝑥) = 𝐷𝑁𝐸 because lim− ℎ(𝑥) = 5 and
𝑥→4 𝑥→4
lim+ ℎ(𝑥) = 3
𝑥→4
The graph confirms that the discontinuity of h(x) at x =4is certainly not removable.
See, the discontinuity is not just a matter of having one point missing from the
graph and putting it in; if ever, it is a matter of having a part of the graph entirely
out of place. If we force to remove this kind of discontinuity, we need to connect the
two parts by a vertical line from (4,5) to (4,3). However, the resulting graph will fail
the Vertical Line Test and will not be a graph of a function anymore. Hence, this
case has no remedy. From the graph, it is clear why this essential discontinuity is
also called a jump discontinuity.
21
𝒂. 𝐥𝐢𝐦− 𝒇(𝒙) = +∞ 𝑜𝑟 𝒃. 𝐥𝐢𝐦− 𝒇(𝒙) = −∞ 𝒐𝒓 𝒄. 𝐥𝐢𝐦+ 𝒇(𝒙) = +∞ 𝒐𝒓 𝒅. 𝐥𝐢𝐦+ 𝒇(𝒙) = −∞
𝒙→𝒄 𝒙→𝒄 𝒙→𝒄 𝒙→𝒄
Case 2. If a function f(x) is such that lim− 𝑓(𝑥) = 𝐷𝑁𝐸

𝑥→𝑐
because either
then f(x) is said to have an infinite discontinuity at x = c.
1
Recall the graph of 𝑗(𝑥) =
𝑥
lim 𝑗(𝑥) = −∞ and lim+ 𝑗(𝑥) = +∞

𝑥→0− 𝑥→0
Because the limits are infinite, the limits from both

the left and the right of x =0 do not exist, and the
discontinuity cannot be removed. Also, the absence of a
left-hand (or right-hand) limit from which to “jump” to the other part of the graph
means the discontinuity is permanent. As the graph indicates, the two ends of the
function that approach x =0 continuously move away from each other: one end
goes upward without bound, the other end goes downward without bound. This
translates to an asymptotic behavior as x-values approach 0; in fact, we say that x
=0is a vertical asymptote of f(x). Thus, this discontinuity is called an infinite
essential discontinuity.
Flowchart: Here is a flowchart which can help evaluate whether a function is
continuous or not at a
point c. Before using
this, make sure that
the function is
defined on an open
interval containing c,
except possibly at c.
Activity 1. Answer the following

problems provide solution if needed
1. Consider the function f(x) whose
graph is given below.
Enumerate all discontinuities of f(x)
and identify their types. If a
discontinuity is removable, state the
re-definition that will remove it. Hint:
There are 6 discontinuities.
22
Activity 2. For each specified discontinuity, sketch
the graph of a possible function f(x) that illustrates the
discontinuity. For example, if it has a jump
discontinuity at x = 2, then a possible graph of f is
Do a similar rendition for f for each of the following
discontinuities:
a. lim 𝑓(𝑥) = 1 𝑎𝑛𝑑 𝑓(0) = −3
𝑥→0
b. lim 𝑓(𝑥) = −1 𝑎𝑛𝑑 𝑓(1) = 𝐷𝑁𝐸
𝑥→1
c. lim− 𝑓(𝑥) = −2 𝑎𝑛𝑑 lim+ 𝑓(𝑥) = 2
𝑥→2 𝑥→2
d. lim− 𝑓(𝑥) = −∞ 𝑎𝑛𝑑 lim+ 𝑓(𝑥) = +∞
𝑥→3 𝑥→3
e. lim− 𝑓(𝑥) = +∞ 𝑎𝑛𝑑 lim+ 𝑓(𝑥) = 0 𝑎𝑛𝑑 𝑓(−1) = 0
𝑥→1 𝑥→1
f. lim− 𝑓(𝑥) = +∞ 𝑎𝑛𝑑 lim+ 𝑓(𝑥) = 0 𝑎𝑛𝑑 𝑓(−1) = −1
𝑥→1 𝑥→1
g. There is a removable discontinuity at 𝑥 = 1 and 𝑓(1) = 4
h. There is a jump discontinuity at 𝑥 = 2 and 𝑓(2) = 3
To be able to learn you must learn your weakness to be a better person. Identify
your Strength and weakness during the previous activities for you to assess the
next step overcoming your fear.
Strength Weakness Opportunity
Lesson
Problems Involving Continuity
2.4
A. Intermediate Value Theorem (IVT)

If a function f is continuous on the closed interval [a, b] and if 𝑓(𝑎) ≠ 𝑓(𝑏),
then for any number k between 𝑓(𝑎) and 𝑓(𝑏),
there exists at least one number c between a and b such that 𝑓(𝑐) = 𝑘.
In Figure 1, the function f is continuous on [a, b]

where 𝑓(𝑎) ≠ 𝑓(𝑏). For a point 𝑘 between 𝑓(𝑎) and 𝑓(𝑏),
we observe that there are 3 numbers 𝑐1 , 𝑐2 , 𝑐3 between a
23 Figure 1
and b where the values of the function f are all equal to k.
Example 1: Is there a solution to 𝑓(𝑥) = 𝑥 3 − 𝑥 − 1 between 𝑥 = 1 and 𝑥 = 2?
Solution:
The first condition of the IVT is that the function must be continuous. Since
the function is a polynomial function, the function is continuous at every real
number and thus is defined on the closed interval [1, 2].
Now, 𝑓(1) = 13 − 1 − 1 = −1 and 𝑓(2) = 23 − 2 − 1 = 5. A solution of a function
corresponds to the values of x where 𝑓(𝑥) = 0. Therefore, because −1 < 0 < 5, then,
according to IVT, the function has at least one solution between 𝑥 = 1 and 𝑥 = 2.
1
Example 2: Let 𝑓(𝑥) = 𝑥+2. Determine if the IVT applies to f on the closed interval [0,
4] for 𝑘 = 1.
Solution:
Since f is a rational function, f is continuous everywhere except at -2. Since
−2 is not in the interval of [0, 4], f is continuous at [0, 4].
1 1 1 1
Now, 𝑓(0) = 0+2 = 2 and 𝑓(4) = 4+2 = 6. Since 1 is not between 𝑓(0) and 𝑓(4),
the IVT fails to hold for the given function on the closed interval [0, 4] and with 𝑘 =
1.
B. Extreme Value Theorem (EVT)
If f is continuous at every point of a closed interval [a, b], then f assumes
both an absolute maximum value M and an absolute minimum value m somewhere
in [a, b]. That is, there are numbers 𝑐1 and 𝑐2 within [a, b], such that 𝑓(𝑐1 ) = 𝑚 and
𝑓(𝑐2 ) = 𝑀, and 𝑚 ≤ 𝑓(𝑥) ≤ 𝑀 for every other x in the interval.
The highest value of a function f on a given closed interval
is called its absolute maximum value, and its lowest value is called
its absolute minimum value. Collectively, these values are known
as extreme values of f on a closed interval.
Example 4: Identify the extreme values of the function on the
closed interval [-2, 1] shown in Figure 2. Figure 2
Solution: On the given interval, the graph’s lowest value is 1 which occurs on two
values of x (𝑥 = −2 and 𝑥 = 0), and its highest value is 4 which occurs when 𝑥 = 1.
Thus, the absolute minimum value of the function is 1 and the absolute maximum
value is 4.
Example 5: Identify the absolute extreme values of the function
𝑓(𝑥) = −𝑥 2 defined on the interval [-3, 2].
Solution: First, x -3 -2 -1 0 1 2
sketch the graph f(x) -9 -4 -1 0 -1 -4 of Figure 3
the function on
the given interval, similar to the one in Figure 3. Refer to the table of values below.
Based on the figure, the function f has an absolute maximum value of 0 and
an absolute minimum value of -9 on the interval [-3, 2].
24
Activity 1. Tell whether each given function has a solution on the indicated closed
interval. Prove using the IVT.
𝑥−3
1. 𝑓(𝑥) = 5𝑥 2 − 𝑥 − 1; [1, 2] 2. 𝑓(𝑥) = 𝑥+5; [-2, 4]
Activity 2. Sketch the graph of the following functions and then find the absolute
extreme values of each of the given interval.
2 𝑥−3
1. 𝑓(𝑥) = 3 − 5 𝑥; [-4, 0] 2. 𝑓(𝑥) = 4+𝑥; [-3, 1]
Activity 3. Let 𝑓(𝑥) = 2𝑥 + 1. Determine if the IVT applies to f on the closed interval
[-3, 4] for 𝑘 = 1.
In real-life, the intermediate-value theorem states that we must go to places and

cross borders to connect with the people we value the most. What do you think is
the most difficult border you have to cross to get into the hearts of the ones you
love most?
Recall an experience when your life was at its lowest point. How did you feel?
What did you do with what you feel?
The extreme value theorem tells you that within the closed interval on which it is
defined, a continuous function would have the highest and the lowest values.
Similarly, life is a mixture of highs and lows. You need to know how to appreciate
the highs and manage the lows.
MODULE 3
master on Derivatives The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
The module is divided into two lessons, namely:

Lesson 3.1 – Tangent line of the graph of a function
25
Lesson 3.2- Introduction to Derivatives
1. illustrate the tangent line to the graph of a function at a given point

2. applies the definition of the derivative of a function at a given number
3. relate the derivative of a function to the slope of the tangent line
4. determine the relationship between differentiability and continuity of a
function
Lesson Tangent line of the graph of a

3.1 function
In Geometry tangent line is defined as a line that touches the circle at exactly one
point as shown.
While
Line tangent line to
is tangent to acircle
curveA starts with
at point P.aThe
secant line
point at
which the circle and the line intersect (point P) is
the point of tangency.
By inspection, 𝛥𝑥is called increment it represents change in the value of 𝑥. If the

value of Q approaches P, 𝛥𝑥will also approach to 0 as shown in the figure below.
Eventually line PQ
will approach line
𝑙then if Q gets
closer and closer to
P , the slope of line
𝑙will be defined as :
The tangent line to

the graph of 𝑓 at the point P (𝑥0 , 𝑓(𝑥0 )) is the line through P having the slope
𝑓(𝑥0 +𝛥𝑥)−𝑓(𝑥0 )
𝑚𝑙 given by 𝑚𝑙 = 𝑙𝑖𝑚 𝛥𝑥
𝛥𝑥→0
26
if this limit exists.
The line 𝑥 = 𝑥0 , if
𝑓(𝑥0 +𝛥𝑥)−𝑓(𝑥0 )
𝑙𝑖𝑚+ 𝛥𝑥
is+∞or −∞
𝛥𝑥→0
and
𝑓(𝑥0 +𝛥𝑥)−𝑓(𝑥0 )
𝑙𝑖𝑚 𝛥𝑥
is+∞or −∞
𝛥𝑥→0−
1. Find an equation of the tangent line to the curve 𝑦 = 𝑥 2 − 1 at point (2,3).

Solution: Solve the slope of the tangent line at (2,3)
𝑓(2+𝛥𝑥)−𝑓(2) [𝑓(2+𝛥𝑥)2 −1]−3

Step 1: Solve for the slope of the line𝑚(2) = 𝑙𝑖𝑚 = 𝑙𝑖𝑚
𝛥𝑥→0 𝛥𝑥 𝛥𝑥→0 𝛥𝑥
Thus, the slope(𝑚) is 4 at point (2,3).

[(2 + 𝛥𝑥)2 − 1] − 3
= 𝑙𝑖𝑚 Step 2: Use the point slope from to
𝛥𝑥→0 𝛥𝑥
determine the equation
4 + 4𝛥𝑥 + (𝛥𝑥)2 − 4 𝒚 − 𝒚𝟏 = 𝒎(𝒙 − 𝒙𝟏 )
= 𝑙𝑖𝑚
𝒚 − 𝟑 = 𝟒(𝒙 − 𝟐)
4𝛥𝑥 + (𝛥𝑥)2
= 𝑙𝑖𝑚 𝒚 − 𝟑 = 𝟒𝒙 − 𝟖
𝛥𝑥(4+𝛥𝑥)
𝒚 = 𝟒𝒙 − 𝟓
= 𝑙𝑖𝑚 𝛥𝑥
= 𝑙𝑖𝑚 (4 + 𝛥𝑥)=𝒎(𝟐) = 𝟒
𝛥𝑥→0 𝛥𝑥→0
2. Give the equation of the tangent line to the

1
graph of 𝑓(𝑥) = 𝑥at 𝑥 = 1.
1
Solution: 𝑓(1) = 𝑥 𝑓(1) = 1
𝑓(1+𝛥𝑥)−𝑓(1)
Step 1:Solve for the slope of the line𝑚(1) = 𝑙𝑖𝑚 𝛥𝑥
𝛥𝑥→0
So, the point intersects the

1
graph of 𝑓(𝑥) = 𝑥 at (1,1).
Thus, the slope(𝑚) is -1 at point (1,1).

𝑓(1 + 𝛥𝑥) − 𝑓(1)
𝑚(1) = 𝑙𝑖𝑚 Step 2: Use the point slope from to
determine the equation
1
−1
= 𝑙𝑖𝑚 1+𝛥𝑥 𝒚 − 𝒚𝟏 = 𝒎(𝒙 − 𝒙𝟏 )
𝒚 − 𝟏 = −𝟏(𝒙 − 𝟏)
1−(1+𝛥𝑥)
1+𝛥𝑥 𝒚 − 𝟏 = −𝒙 + 𝟏
= 𝑙𝑖𝑚
𝒚 = −𝒙 + 𝟐
−𝛥𝑥
= 𝑙𝑖𝑚
𝛥𝑥→0 𝛥𝑥(1 + 𝛥𝑥)
−1
= 𝑙𝑖𝑚 = −1 27
𝛥𝑥→0 1 + 𝛥𝑥
Activity: Find the slope and equation of the tangent line to the graph of the
equation at a given point.
1. 𝒚 = 𝟐𝒙𝟐 + 𝟒𝒙 at point (-2,0) 2. 𝒚 = 𝟐𝒙𝟑 + 𝟑 at point (1,5) 3. 𝒚 = 𝟗 − 𝒙𝟐 at 𝒙 = 𝟐
The direction of the line dictates the sign of slope whether it is positive, negative,
zero or undefined. We human give different emotions based on turns of daily events
or happenings in our life. It is so because that is the gift of life and what is
important is at the end of the day we go back to our right senses and decide what
is good and fair to all.
As a student, cite some situations where you react positively, negatively, no
reaction or you don’t know what to react.
Lesson
Introduction in Derivatives
3.2
The derivative of a function at 𝑦 = 𝑓(𝑥) at 𝑥 = 𝑥𝑜 tells us that 𝑓′(𝑥0 )is the

slope of the tangent line to the graph of the function at point 𝑃(𝑥0 , 𝑃(𝑥0 )) .
𝛥𝑥 𝑓(𝑥0 + 𝛥𝑥) − 𝑓(𝑥0 )
𝑓′(𝑥0 ) = 𝑙𝑖𝑚 = 𝑙𝑖𝑚
𝛥𝑥→0 𝛥𝑦 𝛥𝑥→0 𝛥𝑥
provided the limit exists.
The derivative of a function 𝑓(𝑥) denoted 𝑓′(𝑥) at any 𝑥 in the domain of the given
function is defined as
𝛥𝑥 𝑓(𝑥 + 𝛥𝑥) − 𝑓(𝑥)
𝑓′(𝑥) = 𝑙𝑖𝑚 = 𝑙𝑖𝑚
𝛥𝑥→0 𝛥𝑦 𝛥𝑥→0 𝛥𝑥
Provided the limit exists.
The following are the different notations of derivatives when 𝑦 = 𝑓(𝑥)
𝒅𝒇 𝒅𝒚 𝒅 𝒅 𝒅
𝒚′ ,𝒇′(𝒙) , , , 𝒇, 𝒚, [𝒇(𝒙)],𝑫𝑿 [𝒇(𝒙)]
𝒅𝒙 𝒅𝒙 𝒅𝒙 𝒅𝒙 𝒅𝒙
Note that the process of solving the derivative is called differentiation.

The technique in differentiating functions is the same with evaluating limits and in
0
indeterminate form 0, factoring and rationalization process could be utilized.
28
Illustrative Examples 2. What is the derivative of 𝑦 = √𝑥
Solution:
1. Find the derivative of 𝑓(𝑥) = 𝑓(𝑥 + 𝛥𝑥) − 𝑓(𝑥)
𝑥2 𝑓(𝑥) = 𝑙𝑖𝑚
Solution: √(𝑥 + 𝛥𝑥) − √𝑥 rationalization
𝑓(𝑥 + 𝛥𝑥) − 𝑓(𝑥) 𝑓′(𝑥) = 𝑙𝑖𝑚
𝑓′(𝑥) = 𝑙𝑖𝑚 𝛥𝑥→0 𝛥𝑥
𝛥𝑥→0 𝛥𝑥 √(𝑥 + 𝛥𝑥) − √𝑥 √(𝑥 + 𝛥𝑥) + √𝑥
(𝑥 + 𝛥𝑥)2 − 𝑥 2 𝑓′(𝑥) = 𝑙𝑖𝑚 •
𝑓′(𝑥) = 𝑙𝑖𝑚 𝛥𝑥→0 𝛥𝑥 √(𝑥 + 𝛥𝑥) + √𝑥
(𝑥 + 𝛥𝑥) − 𝑥
𝑥 2 + 2𝛥𝑥 + (𝛥𝑥)2 − 𝑥 2 𝑓′(𝑥) = 𝑙𝑖𝑚
𝑓′(𝑥) = 𝑙𝑖𝑚 𝛥𝑥→0 𝛥𝑥(√(𝑥 + 𝛥𝑥) + √𝑥)
2𝛥𝑥 + (𝛥𝑥)2 (𝛥𝑥)
𝑓′(𝑥) = 𝑙𝑖𝑚 𝑓′(𝑥) = 𝑙𝑖𝑚
𝛥𝑥→0 𝛥𝑥 𝛥𝑥→0 𝛥𝑥(√(𝑥 + 𝛥𝑥) + √𝑥)
𝛥𝑥(2 + (𝛥𝑥) 1
𝑓′(𝑥) = 𝑙𝑖𝑚 𝑓′(𝑥) = 𝑙𝑖𝑚
𝛥𝑥→0 𝛥𝑥 𝛥𝑥→0 √(𝑥
+ 𝛥𝑥) + √𝑥
𝑓′(𝑥) = 𝑙𝑖𝑚 2 + 𝛥𝑥
𝛥𝑥→0 1
𝑓′(𝑥) = 2 𝑓′(𝑥) = 𝑙𝑖𝑚
𝛥𝑥→0 2√𝑥
Note that the domain of the derivative is
permissible for all values of 𝑥 > 0
An alternate equation of derivative by setting 𝑥 = 𝑥0 + 𝛥𝑥 therefore 𝛥𝑥 = 𝑥 − 𝑥0 ,

similarly 𝑓(𝑥) − 𝑓(𝑥0 ) will be produced. The derivative of 𝑓 at 𝑥0 is defined to be
provided that the limit exists
𝛥𝑥 𝑓(𝑥) − 𝑓(𝑥0 )
𝑓′(𝑥) = 𝑙𝑖𝑚 = 𝑙𝑖𝑚
𝛥𝑥→0 𝛥𝑦 𝛥𝑥→0 𝑥 − 𝑥0
provided that the limit exists then, The derivative of 𝑓 at 𝑥0 is the slope of the
tangent line at 𝑓(𝑥0, 𝑓(𝑥0 )), if it exists.
Illustrative Examples
1. 𝑓(𝑥) = 5𝑥 − 1, solve for 𝑓′(1) 2.
5
𝑓(𝑥) = √𝑥, solve for 𝑓′(0)
Solution: Solution: 𝑓′(𝑥) = 𝑙𝑖𝑚
𝑓(𝑥)−𝑓(𝑥0 )
𝑥−𝑥0
Using the given definition 𝑥0 = 1 𝛥𝑥→0
(5𝑥 − 1) − 4 Using the given definition 𝑥0 = 1

𝑓′(1) = 𝑙𝑖𝑚 5
√𝑥 − 0
5
√𝑥
𝛥𝑥→1 𝑥−1 𝑓′(0) = 𝑙𝑖𝑚 𝑓′(0) = 𝑙𝑖𝑚
5𝑥 − 5 𝛥𝑥→0 𝑥 − 0 𝛥𝑥→0 𝑥
𝑓′(1) = 𝑙𝑖𝑚 1 1
𝛥𝑥→1 𝑥 − 1
𝑓′(0) = 𝑙𝑖𝑚 4 → ( + ) 𝑓′(0) = ∞
5(𝑥 − 1) 𝛥𝑥→0
𝑥5 0
𝑓′(1) = 𝑙𝑖𝑚
𝛥𝑥→1 𝑥 − 1 The derivative undefined at 𝑥 = 0therefore,
𝑓′(1) = 𝑙𝑖𝑚 5 the limit does not exists (DNE)
𝛥𝑥→1
𝑓′(1) = 5
Activity.Find the derivative of the given function at a given number

2𝑥
1. 𝑦 = 3𝑥 2 − 2 at 𝑓 ′ (1) 3. 𝑓(𝑥) = 𝑥+1, solve for 𝑓′(−2)
2. 𝑦 = 𝑥 2 − 1 at 𝑓 ′ (2) 4. 𝑦 = 2𝑥 2 − 2𝑥, solve for 𝑓′(0)
29
We have different and alternative ways of solving derivative of a function like
the different modality of how you learn today compared to the old one. What is
important is that you are doing the best way that you can to learn and adopt to our
current situation.
In a sheet of paper, write 3 or 4 sentences about the learning attitude or habits you
are doing to cope up with our present condition.
MODULE 4
This module was designed and written with you in mind. It is here to help
you master on the differentiation rules. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the
The module is consisting of all differentiation rules, namely:

Lesson 4 – Differentiation Rules in Algebraic, Exponential, Logarithmic,
Trigonometric, and Inverse Trigonometric functions

1. apply the differentiation rules in computing the derivative of an
algebraic, exponential, logarithmic, trigonometric functions, and inverse
trigonometric functions
2. illustrate the Chain Rule of differentiation
3. solve problems using the Chain Rule
30
Differentiation Rules in Algebraic,
Lesson
Exponential, Logarithmic, Trigonometric,
4 and Inverse Trigonometric functions
Differentiation Rules in Algebraic Functions to be able to differentiate the

algebraic functions we need to apply such rules in general it can be applied in all
types of functions. Given below are some useful formulas used in differentiation of
Algebraic Functions:
𝑢 𝑣𝑑𝑢−𝑢𝑑𝑣
1. 𝑑(𝑐) = 0 7. 𝑑 (𝑣 ) = 𝑣2
1 1 1
1 1 1
2. 𝑑(𝑥) = 18. 𝑑(√𝑢) = 𝑑 (𝑢2 ) = 2 (𝑢)2−1 = 2 (𝑢)−2 = 2
√𝑢
3. 𝑑(𝑐𝑢) = 𝑐𝑑(𝑢) Where “c” is constant
4. 𝑑(𝑥 𝑛 ) = 𝑛𝑥 𝑛−1 Where “n” is the power of the function
5. 𝑑(𝑢 ± 𝑣) = 𝑑(𝑢) ± 𝑑(𝑣) Where u and v are both functions
6. 𝑑(𝑢𝑣) = 𝑢𝑑𝑣 + 𝑣𝑑𝑢
Note:
𝑑𝑦
There are other sources uses 𝑓 ′ (𝑥) , 𝑦 ′ 𝑜𝑟 𝑑𝑥 to express the derivative of the
function which is the same don’t be confused on the notation since they are the
same. The derivative sign is distributive. In calculus there are many forms of
answers needed to take note due to manipulation and factoring. To be able to
understand let’s solve some problems
Example:
1. Find the derivative of 𝑓(𝑥) = 3𝑥 2 + 5𝑥 − 7
Solution:
In this problem we can apply the derivative of the function formulas as
shown before. Since it is distributive lets solve as follows:
𝑑(𝑓(𝑥)) = 𝑑(3𝑥 2 + 5𝑥 − 7)
𝑓 ′ (𝑥) = 3[𝑑(𝑥 2 )] + 5[𝑑(𝑥)] − 𝑑((7))
Applying the formulas:
𝑓 ′ (𝑥) = 6𝑥 + 5
(4𝑥+2)
2. Find the derivative of 𝑦 = (3𝑥2 +1)
Solution:
𝑢 𝑣𝑑𝑢−𝑢𝑑𝑣
In this problem as we recall the formula 𝑑 (𝑣 ) = 𝑣 2 we will solve as
follows:
𝑢 = 4𝑥 + 2𝑑𝑢 = 4
𝑣 = 3𝑥 2 + 1𝑑𝑣 = 6𝑥
31
Just substitute it and apply the formula:
𝑣𝑑𝑢 − 𝑢𝑑𝑣
𝑑(𝑦) =
𝑣2
(3𝑥 + 1)(4) − (4𝑥 + 2)(6𝑥) (12𝑥 2 + 4) − (24𝑥 2 + 12𝑥)
2
𝑦′ = =
(3𝑥 2 + 1)2 (3𝑥 2 + 1)2
(12𝑥 + 4) − (24𝑥 + 12𝑥) 12𝑥 + 4 − 24𝑥 2 − 12𝑥
2 2 2
𝑦′ = =
(3𝑥 2 + 1)2 9𝑥 4 + 6𝑥 2 + 1
2 2
−24𝑥 − 12𝑥 + 4 −4(6𝑥 + 3𝑥 − 1)
𝑦′ = =
9𝑥 4 + 6𝑥 2 + 1 9𝑥 4 + 6𝑥 2 + 1
3. Find the derivative of 𝑦 = (3𝑥 − 15𝑥 3 )(4𝑥 2 + 20𝑥 + 17)

Solution:
In this problem as we recall the formula 𝑑(𝑢𝑣) = 𝑢𝑑𝑣 + 𝑣𝑑𝑢 we will solve as
follows:
𝑢 = 3𝑥 − 15𝑥 3 𝑑𝑢 = −45𝑥 2 + 3
2
𝑣 = 4𝑥 + 20𝑥 + 17 𝑑𝑣 = 8𝑥 + 20
𝑑(𝑢𝑣) = 𝑢𝑑𝑣 + 𝑣𝑑𝑢
𝑦 ′ = (3𝑥 − 15𝑥 3 )(8𝑥 + 20) + (4𝑥 2 + 20𝑥 + 17)(−45𝑥 2 + 3)
= (24𝑥 2 − 120𝑥 4 + 60𝑥 − 300𝑥 3 ) + (−180𝑥 4 − 900𝑥 3 − 753𝑥 2 + 60𝑥 + 51)
= −300𝑥 4 − 1200𝑥 3 − 729𝑥 2 + 120𝑥 + 51
1
4. Find the derivative of 𝑦 = 3𝑥
Solution:
1
In this problem as we recall the formula 𝑑 (𝑥) = ln |𝑥| and since there is a
constant, we will apply the formula 𝑑(𝑐𝑢) = 𝑐𝑑(𝑢) we will solve as follows:
1 1 1
𝑦 ′ = (𝑑 ( )) = ln |𝑥|
3 𝑥 3
Differentiation Rules in Logarithmic and Exponential Functions
To be able to differentiate the Logarithmic and Exponential functions we
need to apply the rules and since it is derived in some textbooks, we will focus on
the application of the formulas given
Derivatives of Logarithmic Functions
𝑑𝑢
1. 𝑑(log 𝑏 𝑢) = log 𝑏 𝑒 ∙ where “u” is a function and “a” and “b” are numeric
𝑢
𝑑𝑢
2. 𝑑(ln|𝑢|) = 𝑢
Derivatives of Exponential Functions
𝑢) 𝑢
1. 𝑑(𝑒 = 𝑒 ∙ 𝑑𝑢 where “u” is a function and “e” is the natural number
2. 𝑑(𝑎𝑢 ) = 𝑎𝑢 (ln 𝑎)𝑑𝑢
Note: In solving these problems it is better to apply the laws of logarithm and
exponential if needed which is essential and make our lives more easy!
Example:
1. Find the derivative of 𝑓(𝑥) = log (2𝑥)
Solution:
In this problem we can apply the derivative of the function formulas as shown
before. Since it is distributive lets solve as follows:
𝑑(𝑓(𝑥)) = 𝑑(log(2𝑥))
𝑑𝑢
𝑑(log 𝑏 𝑢) = log 𝑏 𝑒 ∙ ; 𝑢 = 2𝑥 𝑎𝑛𝑑 𝑑𝑢 = 2
𝑢
32
Applying the formulas:
2 log 𝑒
𝑓 ′ (𝑥) = log 𝑒 ∙ ( )=
2𝑥 𝑥
2. Find the derivative of 𝑦 = ln |2𝑥 5 − 3𝑥|
Solution:
𝑑𝑢
In this problem as we recall the formula 𝑑(ln|𝑢|) = 𝑢 we will solve as follows:
𝑢 = 2𝑥 5 − 3𝑥𝑑𝑢 = 10𝑥 4 − 3
𝑑𝑢
𝑑(ln|𝑢|) =
𝑢
4
10𝑥 − 3
𝑦′ = 5
2𝑥 − 3𝑥
3. Find the derivative of 𝑦 = 𝑒 5𝑥

Solution:
In this problem as we recall the formula . 𝑑(𝑒 𝑢 ) = 𝑒 𝑢 ∙ 𝑑𝑢we will solve as follows:
𝑢 = 5𝑥𝑑𝑢 = 5
𝑑(𝑒 𝑢 ) = 𝑒 𝑢 ∙ 𝑑𝑢
𝑦 = 𝑒 5𝑥 ∙ (5) = 5𝑒 5𝑥
′
3 2
4. Find the derivative of 𝑦 = 23𝑥 +5𝑥 +25𝑥
Solution:
In this problem as we recall the formula 𝑑(𝑎𝑢 ) = 𝑎𝑢 (ln 𝑎)𝑑𝑢 we will solve as follows:
𝑢 = 3𝑥 3 + 5𝑥 2 + 25𝑥𝑑𝑢 = 9𝑥 2 + 10𝑥 + 25
3 2
𝑦 ′ = 23𝑥 +5𝑥 +25𝑥 (ln 2)(9𝑥 2 + 10𝑥 + 25)
3 2
𝑦 ′ = (ln 2)(9𝑥 2 + 10𝑥 + 25) ∙ 23𝑥 +5𝑥 +25𝑥
Differentiation Rules in Trigonometric Functions
To be able to differentiate the Trigonometric functions we need to apply the
rules and since it is derived in some textbooks, we will focus on the application of
the formulas given
Derivatives of Trigonometric Functions

1. 𝑑(sin 𝑢) = cos 𝑢 ∙ 𝑑𝑢4. 𝑑(cot 𝑢) = − csc 2 𝑢 ∙ 𝑑𝑢
2. 𝑑(cos 𝑢) = − sin 𝑢 ∙ 𝑑𝑢5. 𝑑(sec 𝑢) = sec 𝑢 tan 𝑢 ∙ 𝑑𝑢
3. 𝑑(tan 𝑢) = sec 2 𝑢 ∙ 𝑑𝑢 6. 𝑑(csc 𝑢) = −csc 𝑢 cot 𝑢 ∙ 𝑑𝑢
where “u” is a function, it can be algebraic, exponential, rational, and etc.
Note: In solving these problems it is better to list the u and du to avoid confusion
also we will apply the rule in chain rule!
Example:
1. Find the derivative of 𝑓(𝑥) = sin 2𝑥
Solution:
𝑑(sin 𝑢) = cos 𝑢 ∙ 𝑑𝑢
𝑢 = 2𝑥 𝑎𝑛𝑑 𝑑𝑢 = 2
Applying the formulas: 𝑓 ′ (𝑥)
= cos 2𝑥 ∙ 2 = 2 cos 2𝑥
33
2. Find the derivative of 𝑦 = tan(𝑥 2 + 5)
Solution:
In this problem as we recall the formula 𝑑(tan 𝑢) = sec 2 𝑢 ∙ 𝑑𝑢we will solve as
follows:𝑢 = 𝑥 2 + 5 𝑑𝑢 = 2𝑥
Just substitute it and apply the formula:𝑦 ′ = sec 2 (𝑥 2 + 5) ∙ 2𝑥 = 2𝑥 sec 2(𝑥 2 + 5)
3. Find the derivative of 𝑦 = cot √3𝑥

Solution:
In this problem as we recall the formula . 𝑑(cot 𝑢) = − csc 2 𝑢 ∙ 𝑑𝑢we will solve as
1 1
1 1 1
follows:𝑢 = √3𝑥𝑑𝑢 = 2 (3𝑥)2−1 = 2 (3𝑥)−2 = 2
√3𝑥
1 csc2 √3𝑥
Just substitute it and apply the formula:𝑦 = − csc 2 √3𝑥 ∙ 2
′
=−
√3𝑥 2√3𝑥
Differentiation Rules in Inverse Trigonometric Functions
To be able to differentiate the Logarithmic and Exponential functions we
need to apply the rules and since it is derived in some textbooks, we will focus on
the application of the formulas given
Derivatives of Inverse Trigonometric Functions
𝑑𝑢 𝑑𝑢
1. 𝑑(arcsin 𝑢) = 4. 𝑑(arccot 𝑢) = − 1+𝑢2
√1−𝑢2
𝑑𝑢 𝑑𝑢
2. 𝑑(arccos 𝑢) = − 5. 𝑑(arcsec 𝑢) =
√1−𝑢2 𝑢√𝑢2 −1
𝑑𝑢 𝑑𝑢
3. 𝑑(arctan 𝑢) = 1+𝑢2
6. 𝑑(arccsc 𝑢) = −
𝑢√𝑢2 −1
where “u” is a function, it can be algebraic, exponential, rational, and etc.
Note: In solving these problems it is better to list the u and du to avoid confusion
also we will apply the rule in chain rule!
Example:
1. Find the derivative of 𝑓(𝑥) = arcsin 5𝑥
Solution:
𝑑𝑢
𝑑(arcsin 𝑢) = ; 𝑢 = 5𝑥 𝑎𝑛𝑑 𝑑𝑢 = 5
√1 − 𝑢2
5 5
Applying the formulas: 𝑓 ′ (𝑥) = 2
= 2
√1−(5𝑥) √1−25𝑥
2. Find the derivative of 𝑦 = arccos(2𝑥 + 5𝑥) 2
Solution:
𝑑𝑢
In this problem as we recall the formula 𝑑(arccos 𝑢) = − we will solve as
√1−𝑢2
follows:
𝑢 = 2𝑥 2 + 5𝑥 𝑑𝑢 = 4𝑥 + 5
4𝑥+5 4𝑥+5
Just substitute it and apply the formula:𝑦 = −
′
2 2
=− 4 3 2
√1−(2𝑥 +5𝑥) √−4𝑥 −20𝑥 −25𝑥 +1
3. Find the derivative of 𝑦 = arctan 𝑥 2
Solution:
𝑑𝑢
In this problem as we recall the formula.𝑑(arctan 𝑢) = 1+𝑢2we will solve as follows:
𝑢 = 𝑥 2 𝑑𝑢 = 2𝑥
2𝑥 2𝑥
Just substitute it and apply the formula:𝑦 ′ = 1+(𝑥2 )2 = 1+𝑥 4
34
Activity 1. Solve for the derivatives of the following functions. Write your answers
on a separate sheet of paper.
1. 𝑦 = 𝑥 2 + 3√𝑥2. 𝑦 = 𝑥 2 − 3√𝑥 3. 𝑦 = 3𝑥 8 4. 𝑦 = −5𝑥 + 25. 𝑦 =

4𝑥+1
6𝑥 6 − 4𝑥 4 − 2𝑥 2 + 696. 𝑦 = 6
𝑥
Activity 2.Solve for the derivatives of the following functions. Write your answers
1. 𝑓(𝑥) = 34𝑥 2. 𝑦 = 𝑒 𝑥 3. 𝑓(𝑥) = 𝑒 −4𝑥
4. 𝑦 = log √2𝑥 + 55. 𝑦 = ln(2𝑥 + 1)4 6. 𝑓(𝑥) = ln(𝑥 + 3)4

1. 𝑓(𝑥) = cos 3𝑥2. 𝑦 = − tan 12𝑥3. 𝑓(𝑥) = sec 𝑥 2
1
4. 𝑦 = sin(2𝑥 2 + 5)5. 𝑦 = 12 csc 6. 𝑓(𝑥) = sin(𝑥 + 1)
3𝑥 4
𝑥
1. 𝑓(𝑥) = arcsin 22. 𝑦 = arccos 3𝑥3. 𝑓(𝑥) = arctan 2𝑥
2
4. 𝑦 = arccot( )5. 𝑦 = arccsc √𝑥6. 𝑓(𝑥) = arctan 10𝑥
𝑥
35
MODULE 5
master on the Optimization (Minima-Maxima). The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
The module is consisting of the ff, namely:

Lesson 5.1 – Extreme Value Theorem
Lesson 5.2 – Solving Optimization Problems

1. illustrate the Extreme Value Theorem
2. solve optimization problems that yield polynomial functions
Lesson
Extreme Value Theorem
5.1
Let f be a function which is continuous on a closed and bounded interval

[ a, b ]. Then the extreme values ( maximum and minimum ) of f always exist, and
they occur either at the endpoints or at the critical points of f.
A critical point of a function of a single real variable f ( x ), is a value x 0 in
the domain of f where it is not differentiable or its derivative is 0, that is f ′ (x 0) = 0.
To obtain this, we take the derivative of f and equate the result to zero.
We say that an extremum of f occurs at x if either the maximum or the minimum
occurs at x.
If a point is the highest among all the points in the graph, then it is
immediately the highest point among its neighboring points.
It is important to stress the assumptions of the Extreme Value Theorem. The
function f must be continuous on an interval that is closed and bounded. To
illustrate this, consider the following :
➢ A parabola f (x) = x 2 defined on R. It indeed has a minimum point at the
origin, but it does not have a maximum (since the values go to infinity as x
approaches ± ∞). The conclusion of the Extreme Value Theorem fails because
even if f is continuous, the interval on which it is defined is not bounded.
36
➢ The function f (x ) = │ x │ if x є [–1, 0 ) ∪ ( 0, 1 ] and if x = 0. Even if f is
defined on the closed and bounded interval [–1, 1], the function is not
continuous there. So, the conclusion fails. As we see from the graph, f has a
maximum occurring at x = –1, 0, 1 but does not possess a minimum
because the value 0 is not attained.
To find the maximum or minimum values or points of a continuous function
on a given interval we may consider the following steps:
• Find the derivative of the given function and then let f ‘(x) = 0.
• The values of x when f ‘(x) = 0 are the critical points of the function.
• Get the functional values at the endpoints and at the critical points.
• Compare the values. The highest one is the maximum value while the
lowest one is the minimum value.
EXAMPLES:
Find the extrema of the given functions on the interval [ –1, 1]:
1) f (x) = 15x + x3 – 20 – 9x2
SOLUTION:
The critical points of f are 1 and 5, but since we limited our domain to [ –1, 1
], we are only interested with x = 1 and x = – 1.
➢ f (x) = 15x + x3 – 20 – 9x2 ; f ’ ( x ) = 15 + 3x2 – 18x

0 = 3x2 – 18x + 15
therefore : x=1 ;x=5
Below is the table of functional values at this critical point, as well as those
at the endpoints.
➢ We substitute to get these functional values: x –1 1
➢ EXTREMA: f ( x ) – 45 – 13
Therefore, the maximum value f ( 1 ) = –13
occurs at x = 1 while the minimum value f ( –1 ) = – 45 occurs at x = –1.The
maximum point occurs at ( 1, – 13 ) and the minimum point is at ( – 1, – 45 )
3
2) f ( x ) = x – 3 √x
SOLUTION:
3 1
➢ f (x) = x – 3 √x ; f (x) = x – 3x 3
1
1
f ‘(x) = 1 – 3 (3) x 3−1
2
0 = 1 –x − 3
1
3 2 = 1 therefore: x=1 ;x=0
√x
➢ functional values: x 0 1 –1
f ( x ) 0 –2 2
➢ EXTREMA:
The functional values are f ( 0 ) = 0, f ( 1 ) = –2 and f ( –1 ) = 2.
The maximum point is ( –1,2 ) while the minimum point is ( 1, – 2 )
37
ACTIVITY 1: Find the extrema of the following fuctions on the given interval.
Determine the value of x at which the extrema occur.
2π π
1) f ( x ) = –3x 2 + 4x 3 + 3 − 6xon[ –1, 1 ]2) f ( x ) =– cos xon[ – 3 , 3 ]
x
3) f ( x ) = x2 +2on[ –1, 2 ]
ACTIVITY 2 :Keep Practicing !
Answer the following problems :
1) Find the number in the interval [–2, 2 ] so that the difference of the
number from its square is maximized.
Obtaining the maximum or the minimum benefit from the outcome of your
decisions will be affected by the choices you make as an individual. If face with
such critical situations seeks the divine guidance of our God almighty to help you
come up with sound judgments.
In your math journal, write a simple story that describes how you were able
to get to a critical decision in a certain situation.
Lesson Problems involving Optimization

5.2 (Minima-Maxima)
One major application of calculus and considered as one of the most

practical types of problems is in optimization, where we are considering a
quantity. To “optimize" something means that we want to maximize or minimize the
quantity. Suppose there is a certain quantity we are interested about which could
be an amount of money, length of a fence, an angle, shipping cost, or one of loads
of other possibilities. If that quantity is a good thing, like an amount of money you
earned from work, then we would like to make the quantity as large as possible; if
it is not a good thing, like the electric bills, then we'd like to make it as small as
possible.
To guide you in solving optimization problems, follow the steps written
below.
STEPS IN SOLVING OPTIMIZATION PROBLEMS
1. Read and understand the problem.
2. Draw a diagram, if applicable.
3. Write down formulas and given information.
4. Write a function for what is to be optimized.
5. Set the derivative of the function equal to zero and solve.
38
Let us try to apply the abovementioned steps in solving the following problems:
Example 1. Ramon wants to make an open – top box
which is to be made by cutting small congruent squares
from the corners of a 18 inches by 18 inches metal sheet
and bending up the sides. How large should the squares
cut from the corners be to make the box hold as much as
possible?
Solution: We begin with the following figure.
In the figure, the corner squares are x inches. The volume
of a rectangular prism is 𝑉 = 𝑙 𝑒𝑛𝑔𝑡ℎ 𝑥 𝑤𝑖𝑑𝑡ℎ 𝑥 ℎ𝑒𝑖𝑔ℎ𝑡 and
therefore the volume of the box can be represented by the function
𝑉(𝑥) = 𝑥 (18 – 2𝑥)2 = 324𝑥 − 72𝑥 2 + 4𝑥 3
Since each of the sides of the sheet measures 18 inches, the value of 𝑥 ≤ 9 and
therefore the domain of V is the interval 0 ≤ 𝑥 ≤ 9. The derivative of V in terms of x:
𝑑𝑉
= 324 − 144𝑥 + 12𝑥 2 = 12( 27 − 12𝑥 + 𝑥 2 ) = 12( 9 − 𝑥)(3 − 𝑥)
𝑑𝑥
Of the two zeros, x = 3 and x = 9, only x = 3 lies in the interior of the domain of
the function and makes the critical -point list. The values of
V(x) at the given critical point and the two endpoints are as x 0 3 9
follows: V( x ) 0 432 0
Thus, the maximum volume is 432 in . The cutout squares should be 3 inches on
3
a side.
Example 2. A farmer wants to build a rectangular pen adjacent to a horse barn.
The pen must be 2,700 square feet in area. Because of the need to prepare the
land, the side parallel to the barn will cost one and a half times as much per foot to
build as the two sides perpendicular to the barn. What dimensions will produce a
2700-square-foot pen for the lowest cost?
Solution. Your plan is to minimize the cost of the fence. The area of the
rectangular pen can be represented as 𝑥𝑦 = 2700. Since the cost of side x is one
half times the cost of side y, then the cost function is
𝐶 = 1.5𝑥 + 2𝑦.
Rewrite the cost function in one variable by substituting from 𝑥𝑦 = 2700 𝑜𝑟 𝑦 =
2700
𝑥
. The new equation will be
5400
𝐶 = 1.5𝑥 +
𝑥
The derivative of the given cost function is
5400
𝐶 ′ (𝑥) = 1.5 − 2
𝑥
Now, equate the function to zero which will become
5400
0 = 1.5 − 2
𝑥
2700
Solving the equation yields 𝑥 = 60 𝑓𝑒𝑒𝑡 and 𝑦 = 60 = 45 𝑓𝑒𝑒𝑡.
Thus, to minimize the cost of the fence the side parallel to the barn should be 60
feet and each of the sides perpendicular to the barn should be 45 feet.
Example 3. Using a 400 feet of fencing materials, a hog raiser wants to build a sty
that is divided into three equal rectangles. What length and width will maximize the
area?
Solution. We start solving the problem by drawing a

diagram like the one shown below.
The area, as a function of the variables is
A = Length x Width
39
A = 3𝑥 ∙ 𝑦 Equation 1
We also know that the perimeter of the rectangle is
6x + 4y = 400 Equation 2
Dividing both sides of the equation 2 by 2, we will have
3x + 2y = 200.
Solving the equation in terms of variable y yields,
2y = 200 – 3x, y = 100 – 1.5x
Substituting the value of y to equation 1, we will have
A = 3𝑥 ∙ 𝑦, A(x) = 3x(100 – 1.5x) = 300x – 4.5x2
Now, let us try to determine the domain of the function. Well, you cannot have a
negative length of fence so x can’t be negative. And if you build the ridiculous sty
with no width, all 400 feet of fencing would equal 6x. So,
200
𝑥 ≥ 0 𝑎𝑛𝑑 6𝑥 ≤ 400, 𝑥 ≤ 3
Find the critical number of A(x).
A(x) = 300x – 4.5x2
100
A’(x) = 300 – 9x, 0 = 300 – 9x , 9x = 300, 𝑥 = 3
100
3
is the only critical number
Evaluate A(x) at the critical number and at the endpoints of the domain.
100 100 100 200

A(0) = 0 𝐴 ( ) = 300 ( ) − 4.5( )2 = 5000 𝐴( ) = 0
3 3 3 3
The first and third results above should be obvious because they represent corrals
100
with zero length and zero width. Thus, 𝑥 = 3 maximizes the area.
Plug the value of x into 𝑦 = 100 − 1.5𝑥 and you get y = 50
100
So, the largest sty is 3 ∙ , or 100 feet long, 50 feet wide, and has an area of
3
5000 square feet
ACTIVITY: Directions. Read each of the problems carefully and then solve
following the steps discussed in the module.
1. A fruit cocktail can is to be made with 50 square inches of tin. What are the
dimensions of the can with greatest volume?
2. Right triangle ABC with hypotenuse passing through the point (2, 5) is placed in
the first quadrant with its legs on the x and y axes. What are the dimensions and
area of the smallest such triangle?
3. The sum of two positive numbers is 60. How can we choose them so as to
maximize their product?
Obtaining the maximum or the minimum benefit from the outcome of your
decisions will be affected by the choices you make as an individual. If face with
such critical situations seek the divine guidance of our God almighty to help you
come up with a sound judgement.
In your math journal, write a simple story that describes how you were able
to get to a critical decision in a certain situation.
40
MODULE 6
This module was designed and written with you in mind. It is here to help
you master on the Implicit Differentiation and Problem solving in Related rates. The
scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.

Lesson 6.1 – Implicit Differentiation
Lesson 6.2 – Solving Problems in Related Rates

1. illustrate implicit differentiation
2. solve problems (including logarithmic, and inverse trigonometric
functions) using implicit differentiation
3. solve situational problems involving related rates
Lesson
Implicit Differentiation
6.1
Not all functions can be easily written in a form where the independent variable is
completely isolated from the dependent variable, and for some relations it is simply
not possible. Functions and relations of these types are
called implicit. Equations like
𝑥 3 + 𝑦 3 + 4𝑥𝑦 = 0, 𝑦 2 − 2𝑥 = 0, or 𝑥 2 + 𝑦 2 − 36 = 0
define an implicit relation between the variables x and y, meaning that a value x
determines one or more values of y, even though we do not have a simple formula
for the y values.
In our previous examples on differentiation, we have dealt with equations in
the form 𝑦 = 𝑓(𝑥) that expresses y explicitly in terms of the variable x. But when
you are unable to solve for y as a function of x, like the example
𝑥 2 − 3𝑦 3 + 5𝑦 = 7
41
the rules on differentiation that we have learned in the previous lessons may not
𝑑𝑦
work anymore. To find 𝑑𝑥
for the given equation, we will use Implicit
Differentiation
STEPS IN PERFORMING IMPLICIT DIFFERENTIATION

1. Differentiate both sides of the equation with respect to x.
𝑑𝑦
2. Collect all terms involving 𝑑𝑥
on the left side of the equation and move all
other terms to the right side of the equation.
𝑑𝑦
3. Factor 𝑑𝑥
out of the left side of the equation.
𝑑𝑦
4. Solve for 𝑑𝑥
.
EXAMPLE 1
𝑑𝑦
Find 𝑑𝑥 given that 𝑦 3 − 𝑥 2 = 𝑥 + 𝑦.
Solution.
1. Differentiate both sides of the equation with respect to x.
𝑑 3 𝑑 𝑑 3 𝑑 2 𝑑 𝑑 𝑑𝑦 𝑑𝑦
(𝑦 − 𝑥 2 ) = (𝑥 + 𝑦) = (𝑦 ) − (𝑥 ) = (𝑥) + ( 𝑦) = 3𝑦 2 − 2𝑥 = 1 +
𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥
𝑑𝑦
2. Collect all terms involving 𝑑𝑥 on the left side of the equation and move all other
terms to the right side of the equation.
𝑑𝑦 𝑑𝑦
3𝑦 2 − = 2𝑥 + 1
𝑑𝑥 𝑑𝑥
𝑑𝑦
3. Factor 𝑑𝑥 out of the left side of the equation.
𝑑𝑦
(3𝑦 2 − 1) = 2𝑥 + 1
𝑑𝑥
𝑑𝑦 𝑑𝑦 2𝑥+1
4. Solve for . = 2
𝑑𝑥 𝑑𝑥 3𝑦 − 1
EXAMPLE 2
𝑑𝑦
Find given that 𝑥 2 𝑦 − 𝑥𝑦 2 + 𝑦 2 = 0
𝑑𝑥
Solution.
𝑑 𝑑 𝑑 𝑑𝑦 𝑑𝑦 𝑑𝑦
𝑑𝑥
(𝑥 2 𝑦) − 𝑑𝑥 (𝑥𝑦 2 ) + 𝑑𝑥 (𝑦 2 ) = 0, 𝑥 2 𝑑𝑥 + 2𝑥𝑦 − [𝑑𝑥 (𝑥 ∙ 2𝑦) + 𝑦 2 ] + 2𝑦 𝑑𝑥 = 0
𝑑𝑦 𝑑𝑦 𝑑𝑦 𝑑𝑦 𝑑𝑦 𝑑𝑦
𝑥 2 𝑑𝑥 + 2𝑥𝑦 − 2𝑥𝑦 𝑑𝑥 − 𝑦 2 + 2𝑦 𝑑𝑥 = 0, 𝑥 2 𝑑𝑥 − 2𝑥𝑦 𝑑𝑥 + 2𝑦 𝑑𝑥 = 𝑦 2 − 2𝑥𝑦
𝑑𝑦 𝑑𝑦 𝑦 2 −2𝑥𝑦
𝑑𝑥
(𝑥 2 − 2𝑥𝑦 + 2𝑦) = −𝑦 2 − 2𝑥𝑦, 𝑑𝑥
= 𝑥 2 −2𝑥𝑦+2𝑦
EXAMPLE 3
𝑑𝑦
Find 𝑑𝑥 given that 𝑦 𝑠𝑖𝑛𝑥 = 𝑥 3 + 𝑐𝑜𝑠𝑦 .
Solution.
𝑑 𝑑 𝑑 𝑑𝑦
(𝑦 𝑠𝑖𝑛𝑥) = (𝑥 3 ) + (𝑐𝑜𝑠𝑦) Use the Product Rule on the leftside.(𝑠𝑖𝑛𝑥) +
𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥
𝑑𝑦 𝑑𝑦 𝑑𝑦
𝑦𝑐𝑜𝑠𝑥 = 3𝑥 2 − (𝑠𝑖𝑛𝑦) 𝑑𝑥 (𝑠𝑖𝑛𝑥)
𝑑𝑥
+ (𝑠𝑖𝑛𝑦)
𝑑𝑥
= 3𝑥 2 − 𝑦𝑐𝑜𝑠𝑥
𝑑𝑦 𝑑𝑦 3𝑥 2 − 𝑦𝑐𝑜𝑠𝑥
(𝑠𝑖𝑛𝑥 + 𝑠𝑖𝑛𝑦) 𝑑𝑥 = 3𝑥 2 − 𝑦𝑐𝑜𝑠𝑥, 𝑑𝑥
= (𝑠𝑖𝑛𝑥+𝑠𝑖𝑛𝑦)
EXAMPLE 4
𝑑𝑦
Find 𝑑𝑥 given that 3𝑦 + 𝑙𝑛𝑦 = 4𝑒 𝑥 .
42
Solution.
𝑑 𝑑 𝑑
(3𝑦) + (𝑙𝑛𝑦) = (4𝑒 𝑥 )
𝑑𝑥 𝑑𝑥 𝑑𝑥
𝑑𝑦 1 𝑑𝑦
3 +( ) = 4𝑒 𝑥
𝑑𝑥 𝑦 𝑑𝑥
𝑑𝑦 1 𝑑𝑦 4𝑒 𝑥 4𝑦𝑒 𝑥
𝑑𝑥
(3 + 𝑦) = 4𝑒 𝑥 , 𝑑𝑥
= 1 = 3𝑦+1
3+
𝑦 Figure 1
EXAMPLE 5.
Find the equation of the line tangent 𝑥 3 + 𝑦 2 = 5 at the point (1, 2).
Solution. Differentiate then Substitute (1, 2)
𝑑 𝑑 𝑑 𝑑𝑦 𝑑𝑦 𝑑𝑦 −3
(𝑥 3 ) + (𝑦 2 ) = (5), 3𝑥 2 + 2𝑦 = 0, 3(1)2 + 2(2) = 0, =
𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥 4
Using the point – slope formula𝑦 − 𝑦1 = 𝑚 (𝑥 − 𝑥1 ), we now have the equation of the
−3
tangent line𝑦 − 2 = 4 (𝑥 − 1)
𝑑𝑦
ACTIVITY 1: Directions. Use implicit differentiation to find .
𝑑𝑥
1. 𝑥 2 − 𝑦 2 = 82. 𝑥 2 𝑦 + 𝑦 2 𝑥 = −23. 𝑦 = sin 𝑥𝑦

1
4. 𝑥 = 𝑠𝑒𝑐 5. 𝑠𝑖𝑛𝑥 + 2𝑐𝑜𝑠2𝑦 = 1
𝑦
At first, one would think that finding the derivative of 𝑥 3 𝑦 + 2𝑥𝑦 2 + 7 = 12

would be a very difficult task to do knowing that it would be tedious or impossible
to isolate x from y in the given equation. But here comes the implicit differentiation,
telling us that we can still find the derivative of a function y with respect to x
without having to solve the given equation for y. If we are to think the process of
finding the derivative of a function as finding our purpose in life, then implicit
differentiation shows us that even if we have limitations and weaknesses as
individuals, it is still possible for us to achieve greater heights and find the purpose
of our existence especially if we are able to recognize the implicit and explicit love of
our Creator.
43
Lesson
Problems involving Related Rates
6.2
One of the many important applications of derivatives is Related Rates. This is

essentially the study of how two or more quantities that change with time are
connected and can be linked with an equation in which the relation of their rates of
change may be found by differentiating both sides of the equation.
Solving problems involving related rates needs a systematic approach. From
determining the relationships between quantities to using implicit differentiation
when we examine the rates of change of all quantities with respect to time.
Here are some tips that you can use in solving problems involving related
rates.
STEPS IN SOLVING PROBLEMS INVOLVING RELATED RATES

1. Read and understand the problem.
2. Make a carefully labelled diagram.
3. Write down and label constants, variables, rates and what is being sought.
4. Write a function that relates the variables.
5. Differentiate all terms with respect to time.
6. Substitute known quantities.
Example 1. A 20 – foot ladder rests against a vertical

wall (see Figure 1). If the bottom of the ladder is sliding
away from the base of the wall at the rate of 2 ft/sec,
how fast is the top of the ladder moving down the wall
when the bottom of the ladder is 6 feet from the base?
Figure 1
Solution. Let x be the distance of the bottom of the ladder from the base of the wall
and let y be the distance of the top of the ladder from the base of the wall. Since the
bottom of the ladder is moving away from the base of the wall at the rate of 2
𝑑𝑥 𝑑𝑦
ft/sec, = 2. We have to find when x = 6.
𝑑𝑡 𝑑𝑡
By the Pythagorean Theorem,
𝑥 2 + 𝑦 2 = 202
Substituting x = 6 to the equation we will have,
62 + 𝑦 2 = 202 , 36 + 𝑦 2 = 400
𝑦 2 = 364, 𝑦 = 2√91
Differentiating both sides of the equation 𝑥 2 + 𝑦 2 = 202 with respect to t, gives us
𝑑𝑥 𝑑𝑦
2𝑥 + 2𝑦 =0
𝑑𝑡 𝑑𝑡
𝑑𝑥
Substitute = 2 , 𝑥 = 6 𝑎𝑛𝑑 𝑦 = 2√91
𝑑𝑡
44
𝑑𝑦 𝑑𝑦 𝑑𝑦 −24
2(6)(2) + 2(2√91) = 0, 24 + 4√91 = 0, = ≈ −0.63
𝑑𝑡 𝑑𝑡 𝑑𝑡 4√91
𝑑𝑦
Since < 0, we conclude that the top of the ladder is sliding down the wall at the
𝑑𝑡
rate of about 0.63 ft/sec.
Example 2. Air is being pumped into a spherical balloon

at a rate of 4 cubic inches per minute. Find the rate of
change when the radius is 6 inches. Figure 2
Solution.
𝑑𝑟
The change in radius 𝑑𝑡 is being examined when 𝑟 = 6 𝑖𝑛𝑐ℎ𝑒𝑠.
𝑑𝑉 𝑖𝑛3
The air being pumped in is a rate of change of volume, so =4
𝑑𝑡 𝑚𝑖𝑛
To find the rate of change of the radius, you must find an equation thar relates the
radius r to the volume V. Thus, we will use the equation
4
𝑉 = 𝜋𝑟 3
3
Differentiating both sides of the equation with respect to t produces
𝑑𝑉 𝑑𝑟
= 4𝜋𝑟 2
𝑑𝑡 𝑑𝑡
Substituting the known quantities after differentiating we have,
𝑑𝑟 1 𝑑𝑟
4 = 4𝜋62 𝑑𝑡 , 36𝜋 𝑖𝑛/𝑚𝑖𝑛 = 𝑑𝑡
1
Thus, the rate of change of the radius of the balloon is 36𝜋
𝑖𝑛/𝑚𝑖𝑛.
Example 3. A zero-depth pool is angled

downward at 23˚ (see Figure 3). You are
walking steadily toward the deeper water at Figure 3
a rate of 3 feet per second. At the instant you are 14 feet from the edge of the
water, how fast is the water level rising on you?
Solution. Let x be the distance you have walked into the pool and let h be the
depth of the pool.
𝑑𝑥 𝑓𝑡 𝑑ℎ
At the instant you are examining, 𝑥 = 14 𝑓𝑡 and 𝑑𝑡 = 3 𝑠𝑒𝑐 . We are asked to find 𝑑𝑡 ,
the rate of change of depth with respect to time.
ℎ
The variables are related by tan(230 ) = 𝑥 , or x ∙ tan(230 ) = ℎ.
We differentiate the given equation with respect to time
x ∙ tan(230 ) = ℎ
dx 𝑑ℎ
∙ tan(230 ) =
𝑑𝑡 𝑑𝑡
𝑑𝑥 𝑑ℎ
Substitute 𝑑𝑡 = 3 to solve 𝑑𝑡
𝑑ℎ 𝑑ℎ
3 ∙ tan(230 ) = 𝑑𝑡 , 𝑑𝑡 = 3 ∙ tan(230 ) ≈ 1.27 𝑓𝑡/𝑠𝑒𝑐
It is completely fine to insert the 𝑡𝑎𝑛230 value into the equation before
differentiating, because the angle of the pool never changed. However, the 14 which
was the value of x never really mattered in the problem because the water depth
was changing at a steady rate the whole time.
45
𝑑𝑦 𝑑𝑥
ACTIVITY: Directions. Find the required values of 𝑑𝑡 𝑎𝑛𝑑 𝑑𝑡
assuming that
x and y are both differentiable functions of t.
Equation Find Given
𝑑𝑦 𝑑𝑥
1. 𝑦 = 3𝑥 − 5𝑥
2
𝑎. 𝑑𝑡 𝑤ℎ𝑒𝑛 𝑥 = 3 𝑑𝑡
= 32
𝑑𝑥 𝑑𝑦
𝑏. 𝑤ℎ𝑒𝑛 𝑥 = 2 =4
𝑑𝑡 𝑑𝑡
𝑑𝑦 𝑑𝑥
2. 𝑥𝑦 = 4 𝑎. 𝑑𝑡
𝑤ℎ𝑒𝑛 𝑥 = 8 𝑑𝑡
= 10
𝑑𝑥 𝑑𝑦
𝑏. 𝑤ℎ𝑒𝑛 𝑥 = 1 = −6
𝑑𝑡 𝑑𝑡
B. Read and answer the problem carefully.

1. A spherical balloon is inflated with gas at the rate of 800 cubic centimeters per
minute. How fast is the radius of the balloon increasing at the instant the radius is
(a) 30 centimeters and (b) 60 centimeters?
In problems involving related rates, we are interested at determining how

fast one of the quantities is changing when the other quantity is also changing. We
are working on two quantities which are related to each other. Considering your
relationship to our God as one quantity, your path towards success as the other
quantity and the speed of change as getting closer to any of the two quantities, how
will you describe the status of these two quantities in your life?
46
(Quarter 3)
𝑥 2 −𝑥−6
1. Evaluate the limit of 𝑥 2 −4𝑥+3
as x approaches 3.
A. 3/2 B. 3/5 C. 0 D. 5/2
4𝑥 2 −𝑥
2. Evaluate the limit of (2𝑥 2 +4)
as x approaches infinity.
A. 2 B. 4 C. infinity D. 0
𝑥−2
3. Evaluate the limit of 𝑥 3 −8
as x approaches 2.
A. infinity B. 1/12 C. 0 D. 2/3
𝜃
4. Evaluate the limit of 2 𝑠𝑖𝑛𝜃
as θ approaches 0.
A. 2 B. ½ C. 0 D. infinity
5. A trapezoidal trough is 10 ft long, 4 ft wide at the top, 2 ft wide at the bottom

and 2 ft deep. If water flows in at 10 ft3/min, find how fast the surface is rising,
when the water is 6 in deep.
A.0.4 ft/min B. 0.5 ft/min C.0.6 ft/min D.0.7 ft/min
6. The slope of the tangent to 𝑦 = 2 – 𝑥 2 at the point (1,1) is

A.-2 B.-1 C.0 D.-4
7. If 𝑙𝑛 (𝑙𝑛 𝑦) + 𝑙𝑛 𝑦 = 𝑙𝑛 𝑥, find y’.

𝑥 𝑥 𝑦 𝑦
A. 𝑥+𝑦 B. 𝑥−𝑦 C. 𝑥+𝑦
D.𝑥−𝑦
8. The diameter of a circle is to be measured and its area computed. If the diameter
can be measured with a maximum error of 0.001cm and the area must be accurate
to within 0.10sq.cm. Find the largest diameter for which the process can be used.
A. 64 B. 16 C. 32 D. 48
9. If find dy/dx.
A. eaxcosbx B. eaxsinbx C. –eaxcosbx D. -eaxsinbx
1
10. If 𝑦 = 2𝑥(𝑠𝑖𝑛(𝑙𝑛𝑥)– 𝑐𝑜𝑠(𝑙𝑛𝑥)), find dy/dx.
A. sin(lnx) B. cos(lnx) C. –sin(lnx) D. –cos(lnx)
𝑥
11. If 𝑦 = 𝑥+1, find y’.
1 1
A. (𝑥+1)3
B. (𝑥+1)2
C. 𝑥 + 1 D. (𝑥 + 1)2
47
12. Find the first derivative of 𝑦 = 2𝑐𝑜𝑠(2 + 𝑥 2 ).
A. −4𝑥 𝑠𝑖𝑛 (2 + 𝑥 2 ) C. 𝑥 𝑠𝑖𝑛 (2 + 𝑥 2 )
B. 4𝑥 𝑐𝑜𝑠 (2 + 𝑥 2 ) D. 𝑥 𝑐𝑜𝑠 (2 + 𝑥 2 )
13. Find the derivative of arc csc (3x).

1 3
A.− 2
C.
[𝑥√9𝑥 −1] [𝑥√1−9𝑥 2 ]
1 3
B. D.
[3𝑥√9𝑥 2 −1] [𝑥√9𝑥 2 −1]
14. Find the derivative of arc sec (2x)

1 1
A. 2
C.
[𝑥√4𝑥 −1] [2𝑥√1−4𝑥 2 ]
2 2
B. D.
[𝑥√4𝑥 2 −1] [𝑥√1−4𝑥 2 ]
From 15-17 determine what type of discontinuity is presented
A. Jump B. Essential C. Remove D. No Discontinuity
15. 16. 17.

18. It states that for each value between the least upper bound and greatest lower
bound of the image of a continuous function there is at least one point in its
domain that the function maps to that value.
A. Extreme Value Theorem C. Fundamentals of Calculus
B. Intermediate Value Theorem D. Fundamentals of Continuity
19. Evaluate .
A. ∞ B. 1 C. e-2 D. e2
20. Evaluate .
A. 0 B. 1 C. -∞ d. -1
48
QUARTER 4
1. It is defined as the reverse of the differentiation process
A. Inferential B. Integration C. Normalization D. Polarization
2. Evaluate ∫(7𝑥 3 + 4𝑥 2 )𝑑𝑥

7𝑥 3 4𝑥 2 7𝑥 4 4𝑥 3 7𝑥 4 4𝑥 3 4𝑥 2
A. 3
+ 3
+𝐶 B. 4
+ 5
+𝐶 C. 4
+ 3
+𝐶 D. 7𝑥 4 + 3
+𝐶
3. Evaluate the ff: ∫ 𝑐𝑜𝑠(2𝑥)𝑒 sin 2𝑥 𝑑𝑥

2
𝑒 𝑥 +1 2 2 +1
A. ln 2
+𝐶 B. 𝑒 𝑥 + 𝐶 C. 𝑒 𝑥 +𝐶 D. 2𝑥𝑒 𝑥 + 𝐶
4. Evaluate the ff: ∫ 𝑥𝑐𝑜𝑠(2𝑥 2 + 7)𝑑𝑥

1 1
A. 4 sin(2𝑥 2 + 7) + 𝐶 C. 4 cos(2𝑥 2 + 7) + 𝐶
1
B. sin(2𝑥 2 + 7) + 𝐶 D. sin(x) cos(2𝑥 2 + 7) + 𝐶
4
5. Evaluate the ff: ∫(𝑥 + 5)68 𝑑𝑥

(𝑥+5)69 (𝑥+5)69
A. C. +𝐶
69 69
B. 69(𝑥 + 5) 69
D. 69(𝑥 + 5)69 + 𝐶
6. What is the correct Formula For the Integration by parts?

A. 𝑢𝑣 + ∫ 𝑣𝑑𝑢 C. 𝑢𝑣 − ∫ 𝑣𝑑𝑢
B.−𝑢𝑣 − ∫ 𝑣𝑑𝑢 D. −𝑢𝑣 + ∫ 𝑣𝑑𝑢
7. Find the Integral of xsin2xdx

𝑥 1 𝑥 1
A.− 4 cos 2𝑥 + 2 sin 2𝑥 + 𝐶 C. 4 cos 2𝑥 − 2 sin 2𝑥 + 𝐶
𝑥 1 𝑥 1
B. − cos 2𝑥 − sin 2𝑥 + 𝐶 D. − cos 2𝑥 + sin 2𝑥 + 𝐶
2 4 2 4
8. Given the ff. function. Evaluate the integral of the ff: 𝑒 𝑥 sin 𝑥 𝑑𝑥
𝑒𝑥
A. 2 (sin 𝑥 − cos 𝑥) + 𝐶 C. 𝑒 𝑥 (sin 𝑥 − cos 𝑥) + 𝐶
B. −𝑒 𝑥 (cos 𝑥 − sin 𝑥) + 𝐶 D. −𝑒 𝑥 (cos 𝑥 − sin 𝑥) + 𝐶
9. Evaluate and find the integral of the ff: ∫ tan 2𝑥 𝑑𝑥

1 1
A.2 ln | cos 2𝑥 | + 𝐶 C. 2 ln | sin 2𝑥 | + 𝐶
1
B.2 ln | sec 2𝑥 | + 𝐶 D. −ln | cos 2𝑥 | + 𝐶
49
10. Evaluate and find the integral of the ff: ∫ csc 2𝑥 𝑑𝑥
1 1 sin 2𝑥
A.2 ln | csc 2𝑥 + cot 2𝑥 | + 𝐶 C. 2 ln | 1−cos 2𝑥 | + 𝐶
1 1 sin 2𝑥
B.− 2 ln | csc 2𝑥 + cot 2𝑥 | + 𝐶 D. − 2 ln | 1−cos 2𝑥 | + 𝐶
11. Evaluate and find the integral of the ff: ∫ sin6 𝑥 cos3 𝑥 𝑑𝑥
sin7 𝑥 sin9 𝑥 sin7 𝑥 sin9 𝑥
A. 7
+ 9
+𝐶 C. − 7
+ 9
+𝐶
7
sin 𝑥 9
sin 𝑥 7
sin 𝑥 9
sin 𝑥
B. 7 − 9 + 𝐶 D. − 7 − 9 +𝐶
12. The rate of decay of radium is said to be proportional to the amount of radium
present. If the half-life of radium is 1690 years and there are 200 grams on hand
now, how much radium will be present in 845 years?
A. 121.4 grams B. 131.4 grams C. 141.4 grams D. 151.4 grams
13. Suppose that newly-baked cupcakes are taken out of the oven which is set at
100 degrees.Room temperature is found to be 25degrees, and in 15 minutes the
cupcakes are found to have a temperature of 50 degrees. Determine the
approximate temperature of the cupcakes after 30 minutes.
A. 30.33°𝐶 B. 31.33°𝐶 C. 32.33°𝐶 D. 33.33°𝐶
14. It is the approximation of area using the application of the rectangle applied
using the sigma notation.
A. Riemann’s sum C. Archimedes’s sum
B. Newton’s sum D. Dalton’s sum
15.Find the 4th right, Riemann sums of the following function 𝑦 = 𝑥 2 with respect
to a regular partitioning of the given interval of [0,1].
A. 0.87546 B. 0.48675 C. 0.46875 D. 0.78465
−1
16. Evaluate ∫−2 √2 − 7𝑥𝑑𝑥
A. 70/21 B. 71/21 C. 73/21 D. 74/21
1 3
17. Evaluate ∫0 14 √1 + 7𝑥 𝑑𝑥
A. 45/2 B. 46/3 C. 43/4 D. 47/5
2 9𝑥 2 𝑑𝑥
18. Evaluate ∫0 3
(𝑥 3 +1)2
A.1 B. 2 C. 3 D. 4
9 √𝑥𝑑𝑥
19. Evaluate ∫4 3
(30−𝑥 2 )2
A.17/99 B.19/99 C.20/99 D. 21/99
𝜋
20. Evaluate ∫04 sin3 2𝑥 cos 2𝑥 𝑑𝑥
A.1/6 B.1/7 C.1/8 D. 1/9
50
MODULE 1
master on the Antiderivatives (Integration). The scope of this module permits it to

Lesson 1.1 – Integration of Algebraic (Polynomial, Radical and Rational Functions)
Lesson 1.2 – Integration of Exponential and Logarithm Functions
Lesson 1.3 – Integration of Trigonometric Functions

1. illustrate an antiderivative of a function
2. compute the general antiderivative of polynomial, radical, exponential,
and trigonometric functions
Lesson
Integration of Algebraic Functions
1.1
In the definition of calculus, the reverse of differentiation is integration. So,

in integration we will proceed on the regular function? Yes, but there is a catch.
Under the integration we have two types of solution first one we have the General
equation having the “C” at the end with stands for arbitrary constant. So why do
we place an arbitrary constant? Let’s recall the differentiation of any constant is
zero so the reverse must be a number but there are infinite numbers so instead we
place “C” denoting it is a constant. The second type is the particular solution. In
this scenario, there is no “C” instead we will solve for the value of “C” in a given
point (x,y).
Let us discuss the anatomy of the Integration defined as:
∫ 𝑓 ′ (𝑥)𝑑𝑥 = 𝐹(𝑥) + 𝐶
51
Where:
∫ - is the Integration sign, In Greek definition it means Summation
f’(x)- is the derivative of a function, in this context it is the Integrand.
dx- is the small change as we recall in the last quarter, means we will
integrate with respect to “x”
In this context we have the ff. Integration of algebraic function. It is a
straightforward formula we will introduced given as below.
∫ 𝑑𝑥 = 𝑥 + 𝑐
If n is a real number and 𝑛 ≠ 1, 𝑡ℎ𝑒𝑛
𝑛
𝑥 𝑛+1
∫ 𝑥 𝑑𝑥 = +𝑐
𝑛+1
If a is a constant and f(x) is a function, then.
∫ 𝑎𝑓(𝑥)𝑑𝑥 = 𝑎 ∫ 𝑓(𝑥)𝑑𝑥
If f(x) and g(x) is defined on a same interval. As we recall the differentiation is

a commutative property and in Integration, then.
∫[𝑓(𝑥) ± 𝑔(𝑥)]𝑑𝑥 = ∫ 𝑓(𝑥)𝑑𝑥 ± ∫ 𝑔(𝑥)𝑑𝑥
There are some common mistakes in the integration process with can be prone to
error, we will resolve this in the following session once we introduce the methods in
integration.
𝑓(𝑥) ∫ 𝑓(𝑥)𝑑𝑥
∫ 𝑓(𝑥) ∙ 𝑔(𝑥)𝑑𝑥 ≠ ∫ 𝑓(𝑥)𝑑𝑥 ∙ ∫ 𝑔(𝑥)𝑑𝑥 𝑎𝑛𝑑 ∫ 𝑑𝑥 ≠
𝑔(𝑥) ∫ 𝑔(𝑥)𝑑𝑥
Another note as we recall the chain rule in differentiation, which is applicable also
in the integration, make sure that the derivative satisfies the equation given. We let
u as a function and du is the derivative of the function u.
𝑛
𝑢𝑛+1
∫ 𝑢 𝑑𝑢 = +𝑐
𝑛+1
This integration might not be in the algebraic but since we can use it to evaluate
the integration of any function that satisfy it. Where u is the function and du is the
derivative of the function.
𝑑𝑢
∫ = ln |𝑢| + 𝑐
𝑢
Examples:
1. Solve ∫(𝑥 2 − 2𝑥 + 2)𝑑𝑥
Solution: In this process we recall that we can distribute the integration sign and
we can place the constant at the front. Notice that there is a constant so it will be
𝑥 0 also equals to 1. The solution follows.
52
𝑥 3 2𝑥 2
∫(𝑥 2 − 2𝑥 + 2)𝑑𝑥 = ∫ 𝑥 2 𝑑𝑥 − 2 ∫ 𝑥𝑑𝑥 + 2 ∫ 𝑑𝑥 = − + 2𝑥 + 𝑐
3 2
Cancelling similar terms
𝑥 3 2𝑥 2 𝑥3
− + 2𝑥 + 𝑐 = − 𝑥 2 + 2𝑥 + 𝑐
3 2 3
𝑥 2 −2𝑥+1
2. Solve ∫ 𝑥−1
𝑑𝑥
Solution: In this process we cannot use the division rule, so we need to think a way
to solve this. In this problem we can factor the numerator and cancel the similar
terms for us to have a nice solution.
𝑥 2 − 2𝑥 + 1 (𝑥 − 1)(𝑥 − 1)
∫ 𝑑𝑥 = ∫ 𝑑𝑥 = ∫(𝑥 − 1)𝑑𝑥 = ∫ 𝑥𝑑𝑥 − ∫ 𝑑𝑥 = 𝑥 2 − 𝑥 + 𝑐
𝑥−1 𝑥−1
3. Solve ∫ √2𝑥 − 1𝑑𝑥
Solution: In this process we will apply the chain rule for differentiation for us to
evaluate the derivative of the functions shows the ff:
Let
𝑑𝑢
𝑢 = 2𝑥 − 1 𝑎𝑛𝑑 𝑑𝑢 = 2𝑑𝑥; 𝑑𝑥 =
2
Since this is a square root, we will transform it into fraction for us to easily
integrate. n=1/2
The solution follows.
1 1 3
𝑢2 1 1 1 𝑢2+1 1 𝑢2 1 2 3 1 3
∫ 𝑑𝑢 = ∫ 𝑢2 𝑑𝑢 = (1 ) + 𝑐 = ( 3 ) + 𝑐 = ( ) 𝑢2 + 𝑐 = 𝑢2 + 𝑐
2 2 2 +1 2 2 3 3
2 2
3
1 √(2𝑥−1)3
Now we will substitute the value of 𝑢 = 2𝑥 − 1; 3
(2𝑥 − 1)2 + 𝑐 = 3
+𝑐
4. Solve ∫(2𝑥 + 3)(4𝑥 − 2)𝑑𝑥
Solution: In this process we cannot apply the product rule for integration since
earlier we said about this. To deal with this problem we need to simplify it and it
will result to a polynomial result shown below:
∫(2𝑥 + 3)(4𝑥 − 2)𝑑𝑥 = ∫(8𝑥 2 + 8𝑥 − 6)𝑑𝑥 = 8 ∫ 𝑥 2 𝑑𝑥 + 8 ∫ 𝑥𝑑𝑥 − 6 ∫ 𝑑𝑥
𝑥3 𝑥2
= 8( ) + 8 ( ) − 6𝑥 + 𝑐
3 2
8𝑥 3
Simplifying the terms resulted to 3
+ 4𝑥 2 − 6𝑥 + 𝑐
5. Solve ∫(5𝑥 4 − 4𝑥 3 + 3𝑥 2 + 2𝑥 + 69)𝑑𝑥
Solution: In this process we recall that we can distribute the integration sign and
we can place the constant at the front. Notice that there is a constant so it will be
𝑥 0 also equals to 1. The solution follows.
∫(5𝑥 4 − 4𝑥 3 + 3𝑥 2 + 2𝑥 + 69)𝑑𝑥 = 5 ∫ 𝑥 4 𝑑𝑥 − 4 ∫ 𝑥 3 𝑑𝑥 + 3 ∫ 𝑥 2 𝑑𝑥 + 2 ∫ 𝑥𝑑𝑥 + 69 ∫ 𝑑𝑥
𝑥5 𝑥4 𝑥3 𝑥2
= 5( ) − 4 ( ) + 3 ( ) + 2 ( ) + 69𝑥 + 𝑐
5 4 3 2
Cancelling and simplifying gives the result of:

= 𝑥 5 − 𝑥 4 + 𝑥 3 + 𝑥 2 + 69𝑥 + 𝑐
53
ACTIVITY 1: Directions: Solve for the Integration of the following equations.
Why is that the multiplication and division of the functions cannot be used
in normal integration unlike on the differentiation given that.
𝑓(𝑥) ∫ 𝑓(𝑥)𝑑𝑥
∫ 𝑓(𝑥) ∙ 𝑔(𝑥)𝑑𝑥 ≠ ∫ 𝑓(𝑥)𝑑𝑥 ∙ ∫ 𝑔(𝑥)𝑑𝑥 𝑎𝑛𝑑 ∫ 𝑑𝑥 ≠
𝑔(𝑥) ∫ 𝑔(𝑥)𝑑𝑥
You can search or explain why is this not possible?
Lesson Integration of Logarithmic and

1.2 Exponential Functions
We will present first the basic formulas, then their examples once we have already
discussed integration by substitution. The technique of integration by substitution
will help us integrate complicated functions yielding exponential and logarithmic
functions.
Here are the formulas we will be needed in this lesson.
a.
b.
c.
54
Examples:
ACTIVITY1:
Directions: Solve for the Integration of the following equations.
Activity 2:
Integration or antiderivatives sometimes can be tricky like life, there are

more difficulties in life but in the help of right methods and of course the almighty
Lord we can overcome this scenario. In time of pandemic, write on your journal
about your problems and how do you resolve that problem.
55
Lesson Integration of Trigonometric
1.3 Functions
In this lesson, as we recall the derivatives of trigonometric last quarter, there

is also the integration of trigonometric functions. Since trigonometric functions are
differentiable therefore, we can integrate it. There are many techniques in dealing
such cases. This is just the basic trigonometry identities that we will introduced
since there are cases that we need to have the identity of the function to apply the
integration later. Here are the following Integrations of trigonometric functions
where we let “u” as a function and du is the derivative of “u”.
1. ∫ sin 𝑢 𝑑𝑢 = − cos 𝑢 + 𝐶 6. ∫ csc 𝑢 𝑑𝑢 = − ln|csc 𝑢 + cot 𝑢| + 𝐶
2. ∫ cos 𝑢 𝑑𝑢 = sin 𝑢 + 𝐶 7. ∫ sec 2 𝑢 𝑑𝑢 = tan 𝑢 + 𝐶
3. ∫ tan 𝑢 𝑑𝑢 = − ln | cos 𝑢 | + 𝐶 8. ∫ csc 2 𝑢 𝑑𝑢 = − cot 𝑢 + 𝐶
4. ∫ cot 𝑢 𝑑𝑢 = ln | sin 𝑢 | + 𝐶 9. ∫ sec 𝑢 tan 𝑢 𝑑𝑢 = sec 𝑢 + 𝐶
5. ∫ sec 𝑢 𝑑𝑢 = ln|sec 𝑢 + tan 𝑢| + 𝐶 10. ∫ csc 𝑢 cot 𝑢 𝑑𝑢 = − csc 𝑢 + 𝐶
Note: as we recall the integration is just the opposite process of differentiation.
Also, the answers may vary since we have different forms of answer but
numerically equivalent as we recall the trigonometric identities in precalculus, so
don’t discourage if your answer is different to your student or your teacher.
Examples:
1. Evaluate ∫ sin 4𝑥 𝑑𝑥
Solution: In this process we will use the chain rule for integration we let the ff:
𝑑𝑢
𝑢 = 4𝑥 𝑎𝑛𝑑 𝑑𝑢 = 4𝑑𝑥; 𝑑𝑥 =
4
We substitute 4x and dx and we place outside the ¼ resulted as:
1 1 cos 4𝑥
∫ sin 𝑢 𝑑𝑢 = (− cos 𝑢 + 𝐶) = − +𝑐
4 4 4
1+sin 2𝑥
2. Evaluate ∫ 𝑑𝑥
cos 2𝑥
Solution: In this process we cannot direct substitution like in number 1, so to solve
this kind of problems we will simplify as follows and apply the commutative
property of integral
1 + sin 2𝑥 1 sin 2𝑥
∫ 𝑑𝑥 = ∫ ( + ) 𝑑𝑥 = ∫(sec 2𝑥 + tan 2𝑥)𝑑𝑥
cos 2𝑥 cos 2𝑥 cos 2𝑥
Using the formula given sec u and tan u and we can distribute the integral and the
differential.
∫(sec 2𝑥 + tan 2𝑥)𝑑𝑥 = ∫ sec 2𝑥 𝑑𝑥 + ∫ tan 2𝑥 𝑑𝑥
𝑑𝑢
𝐿𝑒𝑡 𝑢 = 2𝑥 𝑎𝑛𝑑 𝑑𝑢 = 2𝑑𝑥; 𝑑𝑥 =
2
1 1 1
∫ sec 𝑢 𝑑𝑢 + ∫ tan 𝑢 𝑑𝑢 = (ln|sec 𝑢 + tan 𝑢| − ln|cos 𝑢|) + 𝐶
2 2 2
56
Substitute u back we get the final answer:
1
(ln|sec 2𝑥 + tan 2𝑥| − ln|cos 2𝑥|) + 𝐶
2
3. Evaluate ∫(1 + sec 𝑥)2 𝑑𝑥
Solution: In this problem we cannot use the substitution rule, so we will expand
the integrand and do as follows
∫(1 + sec 𝑥)2 𝑑𝑥 = ∫(1 + 2 sec 𝑥 + sec 2 𝑥)𝑑𝑥
Distribute the integral sign and the differential resulted as follows.
∫(1 + 2 sec 𝑥 + sec 2 𝑥)𝑑𝑥 = ∫(1)𝑑𝑥 + ∫(2 sec 𝑥)𝑑𝑥 + ∫(sec 2 𝑥)𝑑𝑥
Let u =x and du=dx, then apply the formulas given earlier we get:
∫ 𝑑𝑢 + 2 ∫(sec 𝑢)𝑑𝑢 + ∫(sec 2 𝑢)𝑑𝑢
= 𝑥 + 2 ln | sec 𝑥 + tan 𝑥 | + tan 𝑥 + 𝐶
𝑑𝑥
4. Solve ∫ 1−cos 𝑥
Solution: In this process we can manipulate the integrand, since we can use the
conjugate process to simplify the integrand as follows:
𝑑𝑥 𝑑𝑥 1 + cos 𝑥 1 + cos 𝑥
∫ =∫ ∙ =∫ 𝑑𝑥
1 − cos 𝑥 1 − cos 𝑥 1 + cos 𝑥 1 − cos2 𝑥
We will use the identities for this problem solve as.
1 + cos 𝑥 1 + cos 𝑥 1 cos 𝑥
∫ 2
𝑑𝑥 = ∫ 2
𝑑𝑥 = ∫ 2 𝑑𝑥 + ∫ 2 𝑑𝑥
1 − cos 𝑥 sin 𝑥 sin 𝑥 sin 𝑥
cos 𝑥 1
∫ csc 2 𝑥 𝑑𝑥 + ∫ ∙ 𝑑𝑥 = ∫ csc 2 𝑥 𝑑𝑥 + ∫ cot 𝑥 csc 𝑥 𝑑𝑥
sin 𝑥 sin 𝑥
Then again, we let u=x and du=dx and we will use the formulas for this problem
resulted as
∫ csc 2 𝑢 𝑑𝑢 + ∫ cot 𝑢 csc 𝑢 𝑑𝑢 = − cot 𝑢 − csc 𝑢 + 𝐶
Substitute u=x back and the final answer is = − cot 𝑥 − csc 𝑥 + 𝐶
Note: Again, in this scenario it has different possible ways and other identities can
be used to simplify this problem
𝑑𝑥
5.Solve ∫ sin 𝑥 cos 𝑥
Solution: In this problem it may look impossible but as we recall in our
trigonometric identities the double angle of sine.
sin 2𝑥
Recall: sin 2𝑥 = 2 sin 𝑥 cos 𝑥, = sin 𝑥 cos 𝑥
2
We will substitute it on the denominator as follows.
𝑑𝑥 𝑑𝑥 𝑑𝑥
∫ = ∫ sin 2𝑥 = 2 ∫ = 2 ∫ csc 2𝑥 𝑑𝑥
sin 𝑥 cos 𝑥 sin 2𝑥
2
We let u=2x and du=2dx, hence dx=du/2
csc 𝑢 𝑑𝑢
2∫ = ∫ csc 𝑢 𝑑𝑢 = − ln|csc 𝑢 + cot 𝑢| + 𝐶
2
We will substitute back the u=2x and the final answer will be.
= − ln|csc 2𝑥 + cot 2𝑥| + 𝐶
57
Activity 1:
Directions: Determine the general antiderivatives of the following instructions:
4. ∫ sin 2𝑥 𝑑𝑥
𝑥
5. ∫ cos 2 𝑑𝑥
6. ∫ tan −5𝑥 𝑑𝑥
Activity 2:

sin 𝑥+cos 𝑥 𝑑𝑥
1. ∫ sec 5𝑥 tan 5𝑥 𝑑𝑥2. ∫ sin2 𝑥
𝑑𝑥3. ∫ tan 5𝑥
sin 2𝑥 𝑑𝑥
4. ∫ 2 sin 𝑥 cos2 𝑥 𝑑𝑥5. ∫(cot 𝑥 + tan 𝑥)2 𝑑𝑥6. ∫ sin 3𝑥 tan 3𝑥 𝑑𝑥
Why is that integration of the following function.

∫ tan 𝑢 𝑑𝑢 = − ln | cos 𝑢 | + 𝐶
∫ cot 𝑢 𝑑𝑢 = ln | sin 𝑢 | + 𝐶
You can search or explain why is this possible, show your proof.
(Hint: recall the lesson 1 module 6)
58
MODULE 2
master on the Methods of Integration. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the

Lesson 2.1 – Integration by Identities
Lesson 2.2 – Integration by Additional Formulas
Lesson 2.3 – Integration by Parts
Lesson 2.4 - Integration by Partial Fractions Decomposition
1. compute the antiderivative of a function using substitution rule
2. solve problems involving antidifferentiation
Lesson
Integration by Identities
2.1
Last Quarter we discuss about the identities in solving trigonometry. Now

one of the applications of the Identities in integration to be able to simplify it. In
the Integration is a tricky topic since we need to do procedures in different
scenarios. Here are the tips we can use to Simplify our integration process.
Product of Sines and Cosines

Some trigonometric Integrals can not be evaluated directly from their given
forms. However, they can be reduced ton standard forms by use of appropriate
trigonometric Identities. In this lesson we will evaluate trigonometric Integrals of
the following types:
∫ 𝐬𝐢𝐧 𝒖 𝐜𝐨𝐬 𝒗
∫ 𝐬𝐢𝐧 𝒖 𝐬𝐢𝐧 𝒗
∫ 𝐜𝐨𝐬 𝒖 𝐜𝐨𝐬 𝒗
59
Where u and v are differentiable function of x and u is not equal to v. The ff.
integrals can be simplified with the use of trigonometric formulas, respectively:
𝟐 𝐬𝐢𝐧 𝒖 𝐜𝐨𝐬 𝒗 = 𝐬𝐢𝐧(𝒖 + 𝒗) + 𝐬𝐢𝐧(𝒖 − 𝒗)

𝟐 𝐜𝐨𝐬 𝒖 𝐜𝐨𝐬 𝒗 = 𝐜𝐨𝐬(𝒖 + 𝒗) + 𝐜𝐨𝐬(𝒖 − 𝒗)
𝟐 𝐬𝐢𝐧 𝒖 𝐬𝐢𝐧 𝒗 = 𝐜𝐨𝐬(𝒖 − 𝒗) − 𝐜𝐨𝐬(𝒖 + 𝒗)
We can see that the product of sine and cosine can be reduced to an integral of
sum and difference of sin and cosines in precalculus. Here are the formulas we will
be using in this lesson.
𝟏
𝟏. ∫ 𝐬𝐢𝐧 𝒖 𝐜𝐨𝐬 𝒗 𝒅𝒙 = ∫ | 𝐬𝐢𝐧(𝒖 + 𝒗) + 𝐬𝐢𝐧(𝒖 − 𝒗) |𝒅𝒙
𝟐
𝟏
𝟐. ∫ 𝐜𝐨𝐬 𝒖 𝐜𝐨𝐬 𝒗 𝒅𝒙 = ∫ | 𝐜𝐨𝐬(𝒖 + 𝒗) + 𝐜𝐨𝐬(𝒖 − 𝒗) |𝒅𝒙
𝟐
𝟏
𝟑. ∫ 𝐬𝐢𝐧 𝒖 𝐬𝐢𝐧 𝒗 𝒅𝒙 = ∫ | 𝐜𝐨𝐬(𝒖 − 𝒗) − 𝐜𝐨𝐬(𝒖 + 𝒗) |𝒅𝒙
𝟐
Example:
1. Evaluate ∫ cos 6𝑥 cos 2𝑥 𝑑𝑥
Solution: We have a product of two cosines with 𝑢 = 6𝑥 and 𝑣 = 2𝑥. Hence, we will
use the formula 2.
1
∫ cos 6𝑥 cos 2𝑥 𝑑𝑥 = ∫ | cos(8𝑥) + cos(4𝑥) |𝑑𝑥
2
1 1 1 1 1
= (( 𝑠𝑖𝑛8𝑥) + ( sin(4𝑥))) + 𝐶 = 𝑠𝑖𝑛8𝑥 + sin(4𝑥) + 𝐶
2 8 4 16 8
Powers of Cosine and Sine
Now we consider the problem of integrating the powers of sine and cosine or
the product such powers. In general, we will apply the Substitution in integration.
In this section, we shall deal with integrals of the general form given but with m
and n not equal to 1. Here are the three cases might encounter.
Case I. When m is positive odd integer and n is any number, we may write
sin𝑚 𝑢 cos 𝑛 𝑢 = (sin𝑚−1 𝑢 cos 𝑛 𝑢) sin 𝑢
Since m is odd them m-1 is even and therefore we may use the Pythagorean
Identities
sin2 𝑢 = 1 − cos 2 𝑢
Example:
2. Evaluate ∫ sin3 4𝑥 cos 2 4𝑥 𝑑𝑥
Solution: ∫ sin3 4𝑥 cos2 4𝑥 𝑑𝑥 = ∫(sin2 4𝑥 cos2 4𝑥) sin 4𝑥 𝑑𝑥
= ∫((1 − cos2 4𝑥) cos 2 4𝑥) sin 4𝑥 𝑑𝑥
= ∫(cos2 4𝑥 − cos 4 4𝑥) sin 4𝑥 𝑑𝑥 = ∫ cos 2 4𝑥 sin 4𝑥 𝑑𝑥 − ∫ cos4 4𝑥 sin 4𝑥 𝑑𝑥

𝑑𝑢
Let 𝑢 = 𝑐𝑜𝑠4𝑥, then 𝑑𝑢 = −4𝑠𝑖𝑛4𝑥𝑑𝑥, which 𝑑𝑥 = − 4 sin 4𝑥
Just substitute the u and dx in the equation
𝑑𝑢 𝑑𝑢
= ∫ 𝑢2 sin 4𝑥 (− ) − ∫ 𝑢4 sin 4𝑥 (− )
4 sin 4𝑥 4 sin 4𝑥
1 1
= − ∫ 𝑢2 𝑑𝑢 + ∫ 𝑢4 𝑑𝑢
4 4
60
1 𝑢3 1 𝑢5 𝑢3 𝑢5
= − ( )+ ( )+𝑐 = − + +𝑐
4 3 4 5 12 20
Substitute 𝑢 = 𝑐𝑜𝑠4𝑥 back hence our final answer is
cos3 4𝑥 cos5 4𝑥
− + +𝑐
12 20
Case II. When m is any number and n is positive odd integer, we may write
sin𝑚 𝑢 cos 𝑛 𝑢 = (sin𝑚 𝑢 cos 𝑛−1 𝑢) cos 𝑢
Since n is odd them n-1 is even and therefore we may use the Pythagorean
Identities
cos 2 𝑢 = 1 − sin2 𝑢
Example:
3. Evaluate ∫ sin2 𝑥 cos3 𝑥 𝑑𝑥
Solution:
∫ sin2 𝑥 cos 3 𝑥 𝑑𝑥 = ∫(sin2 𝑥 cos 2 𝑥) cos 𝑥 𝑑𝑥
= ∫(sin2 𝑥 (1 − sin2 𝑥)) cos 𝑥 𝑑𝑥
= ∫(sin2 𝑥 − sin4 𝑥) cos 𝑥 𝑑𝑥 = ∫ sin2 𝑥 cos 𝑥 𝑑𝑥 − ∫ sin4 𝑥 cos 𝑥 𝑑𝑥

𝑑𝑢
Let 𝑢 = sin 𝑥, then 𝑑𝑢 = cos 𝑥 𝑑𝑥, which 𝑑𝑥 = cos 𝑥
Just substitute the u and dx in the equation
𝑑𝑢 𝑑𝑢
= ∫ 𝑢2 cos 𝑥 ( ) − ∫ 𝑢4 cos 𝑥 ( )
cos 𝑥 cos 𝑥
= ∫ 𝑢2 𝑑𝑢 + ∫ 𝑢4 𝑑𝑢
𝑢3 𝑢5 𝑢3 𝑢5
=( )+( )+𝑐 = + +𝑐
3 5 3 5
sin3 𝑥 sin5 𝑥
Substitute 𝑢 = 𝑐𝑜𝑠4𝑥 back hence our final answer is + +𝑐
3 5
Case III. When m and n is positive even integer, just used the ff. Identities and
simplified it to integrate.
1 − cos 2𝑢 1 + cos 2𝑢
sin2 𝑢 = ; cos2 𝑢 =
2 2
61
ACTIVITY 1: Answer the following integrals using the product of sine
and cosine
𝑥 𝑥
1. ∫ sin 5𝑥 sin 𝑥 𝑑𝑥 4.∫ sin 2 cos 4 𝑑𝑥
2. ∫ cos 2𝑥 cos 7𝑥 𝑑𝑥 5. ∫ cos(3𝑥 − 𝜋) cos(𝑥 + 𝜋)
3. ∫ sin(4𝑥 − 3) cos(𝑥 + 5) 6. ∫ sin(1 − 2𝑥) sin(2𝑥 + 3) 𝑑𝑥

Activity 2: Answer the following integrals using the powers of trigonometric
functions
Identities can be useful in Integration like in the right tools for a specific
task. In your House list down the possible items in your house and write the
purpose of the tools.
Lesson
Integration by Additional Formulas
2.2
A table of Integral formulas is commonly found of many calculus books. Since the
Trigonometric Substitution will be introduced in college. We will list some of the
common formulas used. (In some books and references there are different forms
but by the use of algebra and procedures, it can be proven as same. So, in
Integration most of the questions it depends on the method but it can considered
correct. )
𝑑𝑢 1 𝑢 𝑑𝑢 1 𝑢−𝑎
1. ∫ = 𝐴𝑟𝑐𝑡𝑎𝑛 + 𝐶 2. ∫ = ln | |+𝐶
𝑢2 + 𝑎2 𝑎 𝑎 𝑢2 − 𝑎2 2𝑎 𝑢+𝑎
62
𝑑𝑢 𝑢 𝑎2 𝑢
3. ∫ = ln |𝑢 + √𝑢2 + 𝑎2 | + 𝐶 6. ∫ √𝑎2 − 𝑢2 𝑑𝑢 = √𝑎2 − 𝑢2 + arcsin + 𝐶
√𝑢2 + 𝑎2 2 2 𝑎
𝑑𝑢
4. ∫ = ln |𝑢 + √𝑢2 − 𝑎2 | + 𝐶 𝑢 𝑎2
√𝑢2 − 𝑎2 7. ∫ √𝑢2 + 𝑎2 𝑑𝑢 = √𝑢2 + 𝑎2 + ln |𝑢 + √𝑢2 + 𝑎2 | + 𝐶
2 2
𝑑𝑢 𝑢
5. ∫ = arcsin + 𝐶 𝑢 𝑎2
√𝑎2 − 𝑢2 𝑎 8. ∫ √𝑢2 − 𝑎2 𝑑𝑢 = √𝑢2 − 𝑎2 + ln |𝑢 + √𝑢2 − 𝑎2 | + 𝐶
2 2
Example:
𝑑𝑥
1. Evaluate∫ 4𝑥 2 +9
Solution:For this Problem check on the table of integration and since it is similar to
formula no. 1, so we need to set values for the ff: 𝑢2 = 4𝑥 2 , 𝑢 = 2𝑥, 𝑎2 = 9, 𝑎 = 3
Then substitute the formula.
1 2𝑥
𝐴𝑟𝑐𝑡𝑎𝑛 +𝐶
3 3
𝑑𝑥
2. Evaluate∫
√4−𝑥 2
Solution:
For this Problem check on the table of integration and since it is similar to formula
no. 5, so we need to set values for the ff:
𝑢2 = 𝑥 2 , 𝑢 = 𝑥, 𝑎2 = 4, 𝑎 = 2
Then substitute the formula.
𝑥
arcsin + 𝐶
2
ACTIVITY: Directions: Answer the following integrals using the

additional formulas
𝑑𝑥 𝑒 𝑥 𝑑𝑥
1. ∫ 𝑥 2 +25 6. ∫ 2𝑥
√𝑒 −1
𝑑𝑥
2. ∫ 7. ∫ √36 − 9𝑥 2 𝑑𝑥
√9𝑥 2 −4
𝑥𝑑𝑥
3. ∫ 8. ∫ √16 − 𝑥 2 𝑑𝑥
√1−𝑥 4
𝑑𝑥
4. ∫ (𝑥−3)2 −25 9. ∫ √16𝑥 2 + 25𝑑𝑥
𝑑𝑥
5. ∫ 49−25𝑥 2 10. ∫ √4𝑥 2 − 64𝑑𝑥
63
To be able to learn you must learn your weakness to be a better
person. Identify your Strength and weakness during the previous activities for you
to assess the next step overcoming your fear.
Lesson
Integration by Parts
2.3
Recall the Product Rule
Integrating both sides and solving for one of the integrals leads to our Integration
by Parts formula:
Integration by Parts (which I may abbreviate as IbP or IBP) “undoes” the Product
Rule.
When choosing u and dv, we want a u that will become simpler (or at least no more
complicated) when we differentiate it to find du, and a dv what will also become
simpler (or at least no more complicated) when we integrate it to find v. If you’re
having trouble deciding what u and dv should be to accomplish this, you can use
“LIATE” to choose u (choose as high on the list as possible):
1. Logarithmic
2. Inverse Trigonometric
64
3. Algebraic, such as polynomials (including powers of x) and rational functions.
4. Trigonometric
5. Exponential
and then whatever is left is dv. This doesn’t always work, but it’s a good place to
start.
Example 1:
Example 2:
Activity 1: Answer the following integrals using the Integration by Parts
65
Lesson Integration by Partial Fractions

2.4 Decomposition
Given a rational function to integrate, follow these steps:
1. If the degree of the numerator is greater than or equal to that of the denominator
perform long division.
2. Factor the denominator into unique linear factors or irreducible quadratics.
3. Split the rational function into a sum of partial fractions with unknown
constants on top as follows:
For example:
4. Multiply both sides by the entire denominator and simplify.
66
5. Solve for the unknown constants by using a system of equations or picking
appropriate numbers to substitute in for x.
6. Integrate each partial fraction.
Examples:
67
68
Activity : Answer the following integrals using the Integration by Partial
Fractions
To be able to learn you must learn your weakness to be a better

person. Identify your Strength and weakness during the previous activities for you
to assess the next step overcoming your fear.
69
MODULE 3
master on the Differential Equations and Applications of Indefinite Integration in
Life Science. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

Lesson 3.1 – Differential Equations
Lesson 3.2 – Applications of Indefinite Integration in Life Science
1. compute the antiderivative of a function using substitution rule
2. solve problems involving antidifferentiation
Lesson
Differential Equations
3.1
A differential equation (DE) is an equation that involves x, y and the derivatives of

y.
The following are examples of differential equations:
The order of a differential equation pertains to the highest order of the derivative
that appears in the differential equation.
The first two examples above are first order DEs because they involve only the first
derivative,
while the last example is a second-order DE because y00 appears in the equation.
A solution to a differential equation is a function y = f(x) or a relation f(x, y) = 0 that
satisfies the equation.
Solving a differential equation means finding all possible solutions to the DE.
A differential equation is said to be separable if it can be expressed as
70
𝑓(𝑥) 𝑑𝑥 = 𝑔(𝑦) 𝑑𝑦,
where f and g are functions of x and y, respectively. Observe that we have
separated the
variables in the sense that the left-hand side only involves x while the right-hand
side is purely in terms of y.
If it is possible to separate the variables, then we can find the solution of the
differential equation by simply integrating:
∫ 𝑓(𝑥) 𝑑𝑥 = ∫ 𝑔(𝑦) 𝑑𝑦
and applying appropriate techniques of integration. Note that the left-hand side
yields a
function of x, say F(x)+C1, while the right-hand side yields a function of y, say
G(y)+C2.
We thus obtain.
𝐹(𝑥) = 𝐺(𝑦) + 𝐶 (𝐻𝑒𝑟𝑒, 𝐶 = 𝐶2 − 𝐶1)
which we can then express into a solution of the form y = H(x) + C, if possible.
We will now look at some examples of how to solve separable differential equations.
Examples:
𝑑𝑦 1
1. Solve the differential equation = 𝑦
𝑑𝑡 4
Solution:
In this problem we can isolate all terms by t and y on one side and integrate it as
follows
𝑑𝑦 1
= 𝑦; 4𝑑𝑦 = 𝑑𝑡 ; ∫ 4𝑑𝑦 = ∫ 𝑑𝑡
𝑑𝑡 4
∫ 4𝑑𝑦 = ∫ 𝑑𝑡 → 4𝑦 = 𝑡 + 𝑐
2. Solve the differential equation 2𝑦 𝑑𝑥 − 3𝑥𝑑𝑦 = 0.
Solution:
Like in number 1 we need to isolate all terms of x and all terms of y then integrate.
2𝑦 𝑑𝑥 − 3𝑥𝑑𝑦 = 0; 2𝑦𝑑𝑥 = 3𝑥𝑑𝑦;
Then we multiply both side of the equation by 1/6xy, then integrate it.
𝑑𝑥 𝑑𝑦 𝑑𝑥 𝑑𝑦
2𝑦𝑑𝑥 = 3𝑥𝑑𝑦; = ; ∫ =∫
3𝑥 2𝑦 3𝑥 2𝑦
𝑑𝑥 𝑑𝑦 1 1
∫ =∫ → ln |𝑥| = ln |𝑦| + 𝐶
3𝑥 2𝑦 3 2
3. Solve the equation 3(𝑦 + 2) 𝑑𝑥 − 𝑥𝑦 𝑑𝑦 = 0.
Solution:
Like in number 2 we need to isolate all terms of x and all terms of y then integrate.
3(𝑦 + 2)𝑑𝑥 − 𝑥𝑦 𝑑𝑦 = 0; 3(𝑦 + 2)𝑑𝑥 = 𝑥𝑦 𝑑𝑦
Then we multiply both side of the equation by 1/ x(y+2),
3𝑑𝑥 𝑦𝑑𝑦
3(𝑦 + 2)𝑑𝑥 = 𝑥𝑦 𝑑𝑦 = ;
𝑥 𝑦+2
On the right side of the equation, we can integrate it with respect to x but in terms
of y we need to manipulate by using the division rule first before integrating it.
71
3𝑑𝑥 2 3𝑑𝑥 2
= (1 − ) 𝑑𝑦 ∫ = ∫ (1 − ) 𝑑𝑦
𝑥 𝑦+2 𝑥 𝑦+2
3 ln |𝑥| = 𝑦 − 2 ln|𝑦 + 2| + 𝐶
Note that in the previous examples, a constant of integration is always present. If
there
are initial conditions, or if we know that the solution passes through a point, we
can solve?
this constant and get a particular solution to the differential equation.
Examples:
𝑑𝑦 1
1. Solve the differential equation 𝑑𝑡
= 4 𝑦 when y=100 and t=0
Solution:
Since we solve for the equation at sample 1 we will plug the value of y and t to
solve for the “C”.
4𝑦 = 𝑡 + 𝑐; 𝐿𝑒𝑡 𝑦 = 100 𝑎𝑛𝑑 𝑡 = 0
𝑐 = 400
Hence, our particular equation is 4𝑦 = 𝑡 + 400
2. Solve the differential equation 2𝑦 𝑑𝑥 − 3𝑥𝑑𝑦 = 0. When x=1 and y=1
Solution:
1 1
ln |𝑥| = ln |𝑦| + 𝐶; 𝐿𝑒𝑡 𝑦 = 1 𝑎𝑛𝑑 𝑥 = 1
3 2
𝑐=0
1 1
Hence, our particular equation is ln |𝑥| = ln |𝑦|
3 2
3. Solve the equation 3(𝑦 + 2) 𝑑𝑥 − 𝑥𝑦 𝑑𝑦 = 0. When x=1 and y=-1

Solution:
3 ln |𝑥| = 𝑦 − 2 ln|𝑦 + 2| + 𝐶; 𝐿𝑒𝑡 𝑦 = 1 𝑎𝑛𝑑 𝑥 = 1
𝑐 = −1
1 1
Hence, our particular equation is 3 ln |𝑥| = 2 ln |𝑦| − 1
72
ACTIVITY 1: Find the general solution of the following differential equations.
Answer it on a separate sheet of paper.
Activity 2: Solve the following initial-value problems.
The study of differential equations is a wide field in pure and applied

mathematics, physics, and engineering. All these disciplines are concerned with the
properties of differential equations of various types. Pure mathematics focuses on
the existence and uniqueness of solutions, while applied mathematics emphasizes
the rigorous justification of the methods for approximating solutions. Differential
equations play an important role in modeling virtually every physical, technical, or
biological process, from celestial motion to bridge design, to interactions between
neurons. Differential equations such as those used to solve real-life problems may
not necessarily be directly solvable, i.e., do not have closed form solutions. Instead,
solutions can be approximated using numerical methods.
As a Student of STEM students Studying Basic Calculus, how can you apply
the differential Equations in real life scenarios? Write on your Journal
Lesson Application of Indefinite Integration

3.2 in Life Science
73
Exponential Growth and Decay
The simplest growth model for a population depends only on the occurrence
of births and deaths. Births and deaths, in turn, depend on the current size of a
population. In particular, they are fractions or percentages of the population. Thus,
if y = f(t) is the size of a certain population at time t, and the birth and death rates
are given by positive constants b and d, respectively, the rate of change in the
population at time t is given by
𝑑𝑦
= 𝑏𝑦 − 𝑑𝑦
𝑑𝑡
Before we continue, we will henceforth replace b- d with the constant k.
𝑑𝑦
= 𝑘𝑦
𝑑𝑡
Since this is a separable DE, we can solve for the general equation.
𝑑𝑦
= 𝑘𝑑𝑡
𝑦
Integrate both sides.
𝑑𝑦
∫ = ∫ 𝑘𝑑𝑡
𝑦
Resulting to
ln|𝑦| = 𝑘𝑡 + 𝐶1
Thus, raise both sides by “e” to solve for y and applying the exponential rules.
𝑒 ln |𝑦| = 𝑒 𝑘𝑡+𝐶1
Resulting to the equation:
𝑦 = 𝑒 𝑘𝑡 𝑒 𝐶1 ; 𝑦 = 𝐶𝑒 𝑘𝑡
Where 𝐶 = 𝑒 𝐶1
The foregoing result explains why this pattern of growth is called exponential or
unbounded growth.
We improve the resulting equation by solving for C. To find a particular solution,
the value of C must be determined. This can be done if the value of y is given at a
particular time t. For instance, if at t =0, we know that y = y0, then
𝑦0 = 𝐶𝑒 𝑘.0 = 𝐶
Resulting to y0 = C in the initial condition where t=0 resulting to
𝒚 = 𝒚𝒐 𝒆𝒌𝒕
Example:
1. Suppose that a colony of lice grows exponentially. After 1 day, 50 lice are
counted. After 3 days, 200 were counted. How many are there originally? What is
the exponential growth equation for the colony?
Solution:
Recall the exponential growth equation and identify information given in the
problem that will help answer the question.
74
• 𝑦1 = 50 𝑚𝑒𝑎𝑛𝑠 𝑡ℎ𝑎𝑡 50 = 𝑦0 𝑒 𝑘∙1
• 𝑦2 = 200 𝑚𝑒𝑎𝑛𝑠 𝑡ℎ𝑎𝑡 200 = 𝑦0 𝑒 𝑘∙3
From the first equation we have y0=50e-k.1

Equation to the 2nd equation to solve for k
200 = (50𝑒 −𝑘 )(𝑒 3𝑘 )
200 = 50𝑒 2𝑘
Divide both sides by 50 resulting on the right side is 4.
4 = 𝑒 2𝑘 2 = 𝑒 𝑘
Substituting this in the first equation,
50 = yo.2
Resulting for yo=25 We now have the answers to the two questions given. First,
there were originally 25 lice in the colony. Second, the exponential growth equation
for the given word problem is.
𝑦 = 25 ∙ 2𝑡
Now, let us take a decay problem.
2. The rate of decay of radium is said to be proportional to the amount of radium
present. If the half-life of radium is 1690 years and there are 200 grams on hand
now, how much radium will be present in 845 years?
Solution: since it is a decay problem, we can let k as negative recall that when a
power raised to a negative power It is getting smaller and smaller. Having the initial
value of 200 and a half-life of radium of 1690 years. We need to find the amount of
radium in 845 years.
First solve for k since it is a half-life after 1690 years the amount of radium is 100
grams
100 = 200𝑒 −𝑘(1690)
1
= 𝑒 −1690𝑘
2
Equate both sides to ln.
ln|0.5| = ln|𝑒 −1690𝑘 |
ln|0.5| = −1690𝑘 𝑙𝑛|𝑒|
ln |0.5|
Property of logarithm and solve for k, −1690
=𝑘
The value of k is 4. 1014 x 10-4
Now solve for the amount of radium in 845 years.
−4
𝑦 = 200𝑒 −(4.1014𝑥10 )(845) = 141.4 𝑔𝑟𝑎𝑚𝑠 𝑜𝑓 𝑟𝑎𝑑𝑖𝑢𝑚
BOUNDED GROWTH
Thinking back, populations cannot really grow without bound. In many
cases, the population is limited by some resource, such as food or space. This
limiting quantity or upper bound is sometimes referred to as the carrying capacity,
and researchers measure the difference between this limiting quantity and the
actual population. If the carrying capacity is given by a positive constant, K, the
rate of change of y with respect to time t is proportional to the difference (K y). That
is,
75
𝑑𝑦
= 𝑘(𝐾 − 𝑦)
𝑑𝑡
This type of growth is called bounded growth.
𝑑𝑦
= 𝑘𝑡
(𝐾 − 𝑦)
− ln|𝐾 − 𝑦| = 𝑘𝑡 + 𝐶1
Just like on the first example resulting to.
𝐾 − 𝑦 = 𝐶𝑒 −𝑘𝑡
Two cases emerge from the absolute value expression on the left: Ky>0 and Ky<0.
The former means that population is lower than the carrying capacity, while the
latter has the opposite meaning. It is more usual that the former happens, thus for
the succeeding computation we consider the former, i.e., y < K. resulting to
𝑦 = 𝐾 − 𝐶𝑒 −𝑘𝑡
For future problem-solving, it is useful to note that C is equal to K-y0, where again
y0 is the initial population, or the population at time t.
Example:
1. A certain pawikan breeding site is said to be able to sustain 5000 pawikans. One
thousand pawikans are brought there initially. After a year, this increased to 1100
pawikans. How many pawikans will there be after 5 years? Assume that pawikans
follow the limited growth model.
Solution: We recall the bounded growth equation and identify parts given in the
word problem.
K= 5000
y0 = 1000
resulting to the equation
𝑦 = 5000 − 4000𝑒 −𝑘𝑡
The population after 1 year, y1 = 1100, means we can substitute y with 1100 and t
with 1 to obtain ek.
1100 = 5000 − 4000𝑒 −𝑘
4000𝑒 −𝑘 = 5000 − 1100
4000𝑒 −𝑘 = 3900
3900 3900
𝑒 −𝑘 = ln |𝑒 −𝑘 | = ln | |
4000 4000
Applying the logarithmic law, and we now ln |𝑒| = 1, ℎ𝑒𝑛𝑐𝑒
3900
𝑘 = − ln | | = 0.975
4000
With the values we have enumerated and solved, the bounded equation is now of
the form.
𝑦 = 5000 − 4000(0.975)𝑡
We can now find the required population in 5 years, y5.
𝑦 = 5000 − 4000(0.975)5 = 1476 𝑝𝑎𝑤𝑖𝑘𝑎𝑛𝑠
Therefore, there will be approximately 1476 pawikans in the breeding site.
The next example illustrates a sort of “decay.” Remember we said earlier that there
are occasions when y > K? This is one instance.
76
2. Suppose that newly baked cupcakes are taken out of the oven which is set at
100 degrees. Room temperature is found to be 25 degrees, and in 15minutes the
cupcakes are found to have a temperature of 50 degrees. Determine the
approximate temperature of the cupcakes after 30 minutes.
Solution: Newton’s Law of Cooling states that the rate of change of the
temperature of an object is equal to the difference between the object’s temperature
and that of the surrounding air. This gives the differential equation.
𝑑𝑦
= −𝑘(𝑦 − 25)
𝑑𝑡
Since the situation anticipates that the temperature of an object, y, will decrease
towards that of the surrounding air, ya. Thus, y is assumed to be greater than ya.
Furthermore, to denote the decrease, the constant of proportionality is written as
k, with k>0. t in this problem is measured in minutes.
By separation of variables, this becomes.
𝑦 = 25 + 𝐶𝑒 −𝑘𝑡
y0 = 100, we get C = 75 and t=0 at initial condition the equation becomes
𝑦 = 25 + 75𝑒 −𝑘𝑡
The 50-degree temperature after 15 minutes gives.
1
1 15
𝑒 −𝑘 =( )
3
and the equation changes further to
1 𝑡
𝑦 = 25 + 75( )15
3
We can now proceed to approximate the temperature after 30 minutes:
1 30
𝑦 = 25 + 75( )15 ≈ 33.33
3
Hence, after 30 minutes, the cupcakes’ temperature will be approximately 33
degrees.
LOGISTIC GROWTH
Further studies say that it is more appropriate for the rate of change of a
population to be expressed as proportional to both the size of the population, y,
and the difference between a limiting quantity, K, and the size of the population.
Hence,
𝑑𝑦
= −𝑘𝑦(𝐾 − 𝑦)
𝑑𝑡
This is called logistic growth.
In preparation for integration, we write the
above equation as
𝑑𝑦
= 𝑘𝑑𝑡
𝑦(𝐾 − 𝑦)
where the left side of the equation may be
written as
1 1 1
( + )
𝐾 𝑦 𝐾−𝑦
We solve this differential equation shown
in the left
77
We follow the same assumption for bounded growth that y<K. Thus
𝑦 𝑦
| |=
𝐾−𝑦 𝐾−𝑦
And
𝑦
= 𝑒 𝐾𝑘𝑡+𝐶
𝐾−𝑦
Finally, we isolate y.
The logistic equation is thus,𝑦 =

𝐾
1+𝐶∙𝑒 −𝐾𝑘𝑡
where C and K are positive constants. Its graph is shown on the right.
Example
1. Ten Philippine eagles were introduced to a national park 10 years ago. There are
now 23 eagles in the park. The Park can support a maximum of 100 eagles.
Assuming a logistic growth model, when will the eagle population reach 50?
Solution:
To solve the problem, we first recognize how the given information will fit into and
improve our equation.
100
Since K= 100, we have 𝑦 = 1+𝐶∙𝑒 −100𝑘𝑡
Since y0 = 10 at initial condition t=0 we can solve for C
100
10 =
1 + 𝐶 ∙ 𝑒0
100
10 = ; 𝐶=9
1+𝐶
Hence, the equation becomes.
100
𝑦=
1 + 9 ∙ 𝑒 −100𝑘𝑡
The current population of 23 eagles is equal to the population after 10 years, or y 10
= 23.
This piece of information allows us to solve for the exponential term.
100
23 =
1 + 9 ∙ 𝑒 −100𝑘(10)
100
23 =
1 + 9 ∙ 𝑒 −1000𝑘
100
1 + 9 ∙ 𝑒 −1000𝑘 =
23
100
9 ∙ 𝑒 −1000𝑘 = −1
23
77 −1000𝑘 77
9 ∙ 𝑒 −1000𝑘 = 𝑒 = ≈ 0.37
23 23 ∙ 9
78
Instead of solving for k, it will suffice to find a substitute for e-Kk = e100k. Clearly, if
e1000k ≈ 0.37, then
e-100k≈ (0.37)1/10. So,
100
𝑦= 𝑡
1 + 9 ∙ 0.3710
We are now ready to answer the question, “When will the eagle population
reach 50?” Given the most recent version of our logistic equation, we just
substitute y with 50 and solve for t, the time required to have 50 eagles in the
100
population.𝑦 = 𝑡
1+9∙0.3710
100
50 = 𝑡
1 + 9 ∙ 0.3710
𝑡
50(1 + 9 ∙ 0.3710 ) = 100
𝑡
50 + 450 ∙ 0.3710 ) = 100
𝑡 100 − 50
0.3710 =
450
110
0.37𝑡 =
9
110
110 ln 9
ln 0.37𝑡 = ln 𝑡= ≈ 22 𝑦𝑟𝑠
9 ln 0.37
The eagle population in the said national park will reach 50 in approximately 22
years.
ACTIVITY: Read the question and evaluate each problem
1. The population of Barangay Siksikan is increasing at a rate proportional to its

current population. In the year 2000, the population was 10,000. In 2003, it
became 15,000. What was its population in 2009? In approximately what year will
its population be 100,000?
2. Certain bacteria cells are being observed in an experiment. The population
triples in 1 hour. If at the end of 3 hours, the population is 27,000, how many
bacteria cells were present at the start of the experiment? After how many hours,
approximately, will the number of cells reach 1 million?
3. The half-life of a radioactive substance refers to the amount of time it will take
for the quantity to decay to half as much as it was originally. Substance Q has a
half-life of 20 years. If in 2015, 100g of Q was at hand, how much will be at hand
in 2055? How much will be at hand in 2060?
4. Your parents bought a car in 2012 at the price of P1.2 million. The value of your
car will depreciate over the years due to use. Thus, in 2015 your car is valued at
P900,000. What will be your car? worth in 2018? In what year, approximately, will
your car just be worth P200,000?
79
5. As the biologist for a certain crocodile farm, you know that it carrying capacity is
20,000 crocodiles. You initially release 5000 crocodiles into the farm. After 6 weeks,
the crocodile population has increased to 7500. How many weeks will the
population reach 10,000? In how many weeks will the population reach 20,000?
Problems in predicting the Cases in COVID pandemic

Jose comes from an island-town of 3000 people. He goes to the mainland with a
friend and there they catch a Covid Virus. A week after their return to their island-
town, 8 people are infected. How many will be affected after another week?
MODULE 4
master on the Introduction to Definite Integration. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

Lesson 4.1 – Riemann Sum
Lesson 4.2 – Introduction to Definite Integration
Lesson 4.3 – Solving Definite Integration using Substitution rule
1. illustrate the definite integral as the limit of the Riemann sums
2. illustrate the Fundamental Theorem of Calculus
3. compute the definite integral of a function using the Fundamental
Theorem of Calculus
4. compute the definite integral of a function using the substitution rule
80
Lesson
Riemann Sum
4.1
Throughout this lesson, we will assume that

function f is positive (that is, the graph is above
the x-axis), and continuous on the closed and
bounded interval [a, b]. The goal of this lesson is
to approximate the area of the region R
bounded by y = f(x), x = a, x = b, and the x-axis.
PARTITION POINTS
First, we discuss how to divide equally the

interval [a, b] into n subintervals. To do this, we compute the
step size
LEFT RIEMANN SUM
The nth left Riemann sum Ln is the sum of the areas of the
rectangles whose heights are the functional values of the left
endpoints of each subinterval.
For example, we consider the following illustration. We

subdivide the interval into three subintervals corresponding to
three rectangles. Since we are considering left endpoints, the
height of the first rectangle is f(x0), the height of the second
rectangle is f(x1), and the height of the third rectangle is f(x2).
Therefore, in this example, the 3rd left Riemann sum equals
In general, if [a, b] is subdivided into n intervals with partition points {x0, x1, . . .
,xn}, then the nth left Riemann sum equals
RIGHT RIEMANN SUM
The nth right Riemann sum Rn is the sum of the areas of the rectangles whose
heights are the functional values of the right endpoints of each subinterval.
81
For example, we consider the following illustration. We
subdivide the interval into three subintervals
corresponding to three rectangles. Since we are
considering right endpoints, the height of the first
rectangle is f(x1), the height of the second rectangle is
f(x2), and the height of the third rectangle is f(x3).
Therefore, in this example, the 3rd right Riemann sum equals
,xn}, then the nth right Riemann sum equals
MIDPOINT RIEMANN SUM
The nth midpoint Riemann sum Mn is the sum of the

areas of the rectangles whose heights are the functional
values of the midpoints of the endpoints of each
subinterval. For the sake of notation, we denote by mk
the midpoint of two consecutive partition points
xk−1and xk; that is,
We now consider the following illustration. We

subdivide the interval into three sub intervals
corresponding to three rectangles. Since we are
considering midpoints of the endpoints, the height of
the first rectangle is f(m1), the height of the second
rectangle is f(m2), and the height of the third rectangle
is f(m3).
Therefore, in this example, the 3rd midpoint Riemann

sum equals
,xn}, then the nth midpoint Riemann sum equals
Examples:
Find the 4th left, right, and midpoint Riemann sums of the following functions with
respect to a regular partitioning of the given intervals.
82
ACTIVITY 1: Find the general solution of the following Riemann Sum
Problems. Answer it on a separate sheet of paper.
83
Relative to the same partition, which among the left, right, and midpoint
Riemann sums provides the best approximation of the exact area of a region?
(Without much loss of generality, you can assume that the curve is monotone
because if it is not monotone on a subinterval, then a sufficient refinement of the
partition on that subinterval would result in monotone portions of the graph on
each subinterval.)
Lesson
Introduction to Definite Integration
4.2
In the past lessons we discuss about the indefinite integration and its application
in life sciences. Now we will introduce the fundamental theorem of calculus where
we will introduce the upper limit and the lower limit. Also, we need to consider if
the function is continuous at a given range since it can affect our computation
when we integrate.
“If the function is not continuous it is not differentiable also not integrable”
so, we need to take note this concept.
Last time, we discuss about the Riemann integral where we will solve the
area under the curve by approximation. As per definition as the differential gets
smaller resulted to many infinite rectangles formed in which it is more accurate
compared to the least amount of rectangle by approximation, so we will introduce
the concept of the fundamental theorem of calculus.
Fundamental Theorem of Calculus (FTOC)

Let f be a continuous function on [a, b] and let F be an antiderivative of f, that is,
𝐹′(𝑥) = 𝑓(𝑥). Then
𝑏
∫ 𝑓(𝑥)𝑑𝑥 = 𝐹(𝑏) − 𝐹(𝑎)
𝑎
Where a is the lower limit and b is the upper limit.
As we recall, when we integrate the function, it resolves to the original function so
we will just substitute it only to be able to integrate. and notice the arbitrary
constant “C” will be eliminated resulted to a numerical number only. To
understand this concept, we will solve some sample problems.
84
Example:
1. Evaluate
1
∫ 𝑥 2 𝑑𝑥
0
Solution:
Since it is a graph of the function is a polynomial therefore it is continuous so we
can integrate it. Just do the normal integration power rule process.
1
𝑥3 1
∫ 𝑥 2 𝑑𝑥 = | + 𝑐|
0 3 0
So, the vertical line means we will substitute the upper and lower limit of the
function as per the definition of the fundamental theorem of calculus.
𝑥3 1 13 03
| + 𝑐| = ( + 𝑐) − ( + 𝑐)
3 0 3 3
13 03 13 03 1
( + 𝑐) − ( + 𝑐) = +𝑐− −𝑐 =
3 3 3 3 3
Notice the arbitrary constant “C” is cancelled so in dealing with the definite
integration always remember there is no “C”. If we are dealing with an indefinite
integration there must be a “C” on the equation.
2. Evaluate
5
∫ (𝑥 3 − 5𝑥 2 + 7𝑥 − 3)𝑑𝑥
3
Solution:
Since it is a graph of the function is a polynomial therefore it is continuous so we
can integrate it. Just do the normal integration power rule process.
5
𝑥 4 5𝑥 3 7𝑥 2 5
∫ (𝑥 3 − 5𝑥 2 + 7𝑥 − 3)𝑑𝑥 = | − + − 3𝑥 + 𝑐|
3 4 3 2 3
So, the vertical line means we will substitute the upper and lower limit of the
function as per the definition of the fundamental theorem of calculus.
54 5(5)3 7(5)2 34 5(3)3 7(3)2 68
=( − + − 3(5) + 𝑐) − ( − + − 3(3) + 𝑐) =
4 3 2 4 3 2 3
Since we will just apply the upper and lower limit it is not possible to encounter
the integration of different functions so we will recall the basic formulas introduced
in the past lessons given the ff:
85
THE DEFINITE INTEGRAL AS A NET SIGNED AREA
We always assumed that the function that we are considering is always positive.
What happens if the function has a negative part? How do we interpret this
geometrically?
For example, consider the following

graph of y = f(x) on [a, b].If the areas of
the shaded regions are A, B and C, as
shown, then
86
ACTIVITY: Evaluate the following integrals by considering the areas they
represent.
Problems in predicting the Cases in COVID pandemic

Jose comes from an island-town of 3000 people. He goes to the mainland
with a friend and there they catch a Covid Virus. A week after their return to their
island-town, 8 people are infected. How many will be affected after another week?
Lesson Solving Definite Integration using

4.3 Substitution Rule
In this topic we will discuss about the substitution in integration. Now again
in the past lesson we discuss it on the indefinite integration where we just let
another variable to the function for easier computation. Imagine in the “x world” so
it means in terms of x and we recall we can use any variable we may encounter.
So, there are cases we will introduce it on the “u world” means we let the equation
in terms of u.
87
Now for the upper and lower limit how does it imply? Since we will use
substitution, it is also applied in the limits. To understand this concept, we will
solve some sample problems.
Example:
1. Evaluate:
3
∫ (𝑥 − 2)54 𝑑𝑥
1
Solution: we can use the normal way but it will consume time and we know time is
gold so we will use substitution in this process.
We let 𝑢 = 𝑥 − 2 𝑎𝑛𝑑 𝑑𝑢 = 𝑑𝑥
Are we finished? Not yet since we use the substitution the upper and lower limit
must change also so here’s we will do.
𝐼𝑓 𝑥 = 1 𝑡ℎ𝑒𝑛 𝑢 = 1 − 2 = −1 𝑎𝑛𝑑 𝑖𝑓 𝑥 = 3 𝑡ℎ𝑒𝑛 𝑢 = 3 − 2 = 1, so our new upper and
lower limit are 1 and -1.
3 1
𝑢55 1 155 −155 2
∫ (𝑥 − 2)54 𝑑𝑥 = ∫ 𝑢54 𝑑𝑢 = | + 𝑐| =( + 𝑐) − ( + 𝑐) =
1 −1 55 −1 55 55 55
2. Evaluate
2
∫ (2𝑥 − 1)3 𝑑𝑥
0
Solution: we can use the normal way but it will consume time and again we know
time is gold so we will use substitution in this process.
𝑑𝑢
We let 𝑢 = 2𝑥 − 1 𝑎𝑛𝑑 𝑑𝑢 = 2𝑑𝑥 𝑟𝑒𝑠𝑢𝑙𝑡𝑖𝑛𝑔 𝑡𝑜 𝑑𝑥 = 2
Are we finished? Not yet since we use the substitution the upper and lower limit
must change also so here’s we will do.
𝐼𝑓 𝑥 = 0 𝑡ℎ𝑒𝑛 𝑢 = 2(0) − 1 = 1 𝑎𝑛𝑑 𝑖𝑓 𝑥 = 2 𝑡ℎ𝑒𝑛 𝑢 = 2(2) − 1 = 3, so, our new upper and
lower limit are 1 and 3.
2
1 3 1 𝑢4 3 1 34 14
∫ (2𝑥 − 1)3 𝑑𝑥 = ∫ 𝑢3 𝑑𝑢 = | + 𝑐| = [( + 𝑐) − ( + 𝑐)] = 10
0 2 1 2 4 1 2 4 4
ACTIVITY: Using the substitution rule, evaluate the following definite

integrals. Answer it on a separate sheet of paper.
88
Write your explanation why it is essential to do substitution rule in some
cases? How can it help you as a student in basic calculus?
MODULE 5
master on the area of a plane region using the definite integral. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.

Lesson 5 – area of a plane region using the definite integral
1. compute the area of a plane region using the definite integral
2. solve problems involving areas of plane regions
89
Lesson Area of a Plane region using the
5 Definite Integral
We now generalize the

problem from finding the
area of the region bounded by
above by a curve and below by
the x-axis to finding the area of
a plane region bounded by
several curves.
Example
1. Find the area of the plane region bounded
by the curves y = x2 - 2 and y = x.
Solution:
1. First since there are no upper and lower
limits, we need to find the intersection of the
2 function
𝑥 = 𝑥2 − 2
0 = 𝑥2 − 𝑥 − 2
0 = (𝑥 + 1)(𝑥 − 2)
Hence, the upper limit is x = 2 and the lower
limit is x = -1 solving for the area region.
Based on the graph we need to know where is the f(x) and the g(x)
2
9
∫ (𝑥 − (𝑥 2 − 2))𝑑𝑥 = 𝑠𝑞𝑢𝑎𝑟𝑒 𝑢𝑛𝑖𝑡𝑠
−1 2
Area between two curves

If f and g are continuous functions on the interval [a,b] and f(x) g(x) for all
x in the interval of [a,b], then the area of the region R bounded above by y
= f(x), below by y = g(x), and the vertical lines x = a and x = b is
𝑏
𝐴𝑅 = ∫ (𝑓(𝑥) − 𝑔(𝑥))𝑑𝑥
𝑎
Incase if the graph is not followed on the top and bottom like on the example
below?
90
In this case we will follow the Right side
minus the left side in translating the
equation
𝑏
𝐴𝑅 = ∫ (𝑓(𝑥) − 𝑔(𝑥))𝑑𝑥
𝑎
F(x) is the right while the g(x) is

the left side and the values of
a and b from x coordinates
we will shift to the y-
coordinate of the function.
Example:
1. Set up the integral of the area of the region bounded by the curves x = - y2 + 2
and x = y2 – 2.
Solution:
Solve for the intersection of the
coordinate this time we will focus on
the y- coordinates
−𝑦 2 + 2 = 𝑦 2 − 2
2𝑦 2 − 4 = 0
2(𝑦 2 − 2) = 0
We get 𝑦 = √2 and 𝑦 = −√2 as our
limits. As shown in the graph
Solving for the area region bounded by
the 2 curves we have since we are on
the horizontal side dx is replaced by dy
since our limits in on the y side
√2
𝐴𝑅 = ∫ ((𝑦 2 − 2) − (−𝑦 2 + 2))𝑑𝑦 = 7.5425 𝑠𝑞𝑢𝑎𝑟𝑒 𝑢𝑛𝑖𝑡𝑠
−√2
ACTIVITY 1: Answer the Following Problems
1. Given the region R bounded by the curves 𝑦 = √𝑥

and
𝑦 = 𝑥 3 , Set up the definite integral for the area of R
using
a. vertical rectangles; and
b. horizontal rectangles.
2. Find the area of the region bounded by the graphs
91
of
a. 𝑥𝑦 = 6 𝑎𝑛𝑑 𝑦 = 6 − 𝑥
b. 𝑦(1 + 𝑥 2 ) = 1 𝑎𝑛𝑑 15𝑦 = 𝑥 2 − 1
Find the area of the region bounded by

x = y2, x =1, y =2 and y =1. (See figure below.)
(Quarter 4)
4𝑑𝑥
1. Evaluate the ff: ∫ 3𝑥+2
4 1
A. 4 ln |3𝑥 + 2| + 𝐶 B. 3 ln |3𝑥 + 2| + 𝐶 C. 3 ln |3𝑥 + 2| + 𝐶 D. 2 ln |3𝑥 + 2| + 𝐶
𝑥 2 +1
2. Evaluate the ff: ∫ 2𝑥𝑒 𝑑𝑥
2
𝑒 𝑥 +1 𝑥2 2 +1
A. ln 2
+𝐶 B. 𝑒 +𝐶 C. 𝑒 𝑥 +𝐶 D. 2𝑥𝑒 𝑥 + 𝐶
tan(ln 𝑥)
3. Evaluate the ff: ∫ 𝑥
𝑑𝑥
1
A. ln | cos | ln 𝑥 | | + 𝐶 C. 2 tan2 (ln |𝑥|) + 𝐶
B.ln | sin | ln 𝑥 | | + 𝐶 D. tan (ln |𝑥|)2 + 𝐶
𝑒 2𝑥 𝑑𝑥
4. Evaluate the ff: ∫
1+𝑒 2𝑥
1 1
A. 2 ln |1 + 𝑒 2𝑥 | + 𝐶 C. 2 ln |1 + 𝑒 2𝑥 |
B.ln |1 + 𝑒 2𝑥 | + 𝐶 D. ln |1 + 𝑒 2𝑥 |
5. Evaluate the ff: ∫ tan 𝜃 ln(sec 𝜃) 𝑑𝜃
(ln(sec 𝜃))2
A. 2(ln(sec 𝜃))2 + 𝐶 C. 2
+ 𝐶
(ln(sec 𝜃))2
B.(ln(sec 𝜃))2 + 𝐶 D. 2
𝑑𝑥
6. Given the ff. Equation. Evaluate the integral of the ff:
ln √(𝑙𝑛)2 +1
A.𝑎𝑟𝑐𝑠𝑒𝑐(ln |𝑥|) + 𝐶 C. ln |√(ln|𝑥|)2 + 1| + 𝐶
2
2
B. 3 [(ln|𝑥|)2 + 1]3 + 𝐶 D. 𝑎𝑟𝑐𝑠𝑖𝑛(ln |𝑥|) + 𝐶
𝑥 3 +1
7. Investigate and find the ff: ∫ 𝑥+2 𝑑𝑥
𝑥3
A.𝑥 3 + 𝑥 2 + 4𝑥 + 7 ln |𝑥 + 2| + 𝐶 C. − 𝑥 2 + 4𝑥 − 7 ln |𝑥 + 2| + 𝐶
3
𝑥2 𝑥3
B.𝑥 3 − 2 + 4𝑥 − 7 ln |𝑥 + 2| + 𝐶 D. 3
+ 𝑥 2 + 4𝑥 − 7 ln |𝑥 + 2| + 𝐶
8. Evaluate the Integral of ∫ sin 𝑥 cos 𝑥 𝑑𝑥
92
cos2 𝑥 cos2 𝑥
A. 2
+𝐶 C. − 2
+𝐶
2
sin 𝑥 2
sin 𝑥
B. 2 + 𝐶 D. − 2 +𝐶
𝑑𝑥
9. Investigate the integral of the ff: ∫
√9−𝑥 2
𝑥 𝑥
A.𝑠𝑖𝑛(3) + 𝐶 C. arc𝑠𝑖𝑛(3) + 𝐶
𝑥 𝑥
B. -𝑠𝑖𝑛( ) + 𝐶 D. -arc𝑠𝑖𝑛( ) + 𝐶
3 3
𝑥 3 𝑑𝑥
10. Evaluate and find the integral of the ff: ∫ (𝑥2 +1)3
2 1 2 1
(4x−3)8 7(4x−3)8 (4x−3)8 7(4x−3)8
A. 3 + 2
+𝐶 C. 3
− 2
+𝐶
2 1 2 1
(4x−3)8 7(4x−3)8 (4x−3)8 7(4x−3)8
B.− 3 + 2
+𝐶 D. − 3 − 2
+𝐶
11. Evaluate and find the integral of the ff: ∫ sin2 𝑥 cos2 𝑥 𝑑𝑥
𝑥 sin(4𝑥) 𝑥 sin(4𝑥)
A.4 − 16 + 𝐶 C. 8 − 32 + 𝐶
𝑥 sin(2𝑥) 𝑥 sin(4𝑥)
B. 8 − 32 + 𝐶 D. 4 − 16 + 𝐶
12. Solve the General solution of the ff: 3(𝑦 + 2)𝑑𝑥 − 𝑥𝑦𝑑𝑥 = 0
A.3 ln |𝑥| − 𝑦 + 2 ln |𝑥 + 2| + 𝐶 C. 3 ln |𝑥| − 𝑦 − 2 ln |𝑥 + 2| + 𝐶
B.3 ln |𝑥| − 𝑥 + 2 ln |𝑥 + 2| + 𝐶 D. 3 ln |𝑥| − 𝑦 − 2 ln |𝑥 + 2| + 𝐶
13. A certain pawikan breeding site is said to be able to sustain 5000 pawikans.
One thousand pawikans are brought there initially. After a year, this increased to
1100 pawikans. How many pawikans will there be after 5 years? Assume that
pawikans follow the limited growth model.
A. 1467 pawikans B. 1567 pawikans C. 1667 pawikans D. 1767 pawikans
14. Find the 4th left, Riemann sums of the following function 𝑦 = 𝑥 2 with respect to
a regular partitioning of the given interval of [0,1].
A. 0.57812 B. 0.82571 C. 0.75125 D. 0.21875
15. What is the equation pertaining to?
A. Indefinite Integral B. Definite Integral C. Riemann Integral D. Newton’s Integral

𝜋
16. Evaluate ∫02 𝑒 𝑠𝑖𝑛𝑥 𝑐𝑜𝑠𝑥𝑑𝑥
A. e-1 B. e+1 C. e D. 1
6 𝑑𝑥
17. Evaluate ∫1 𝑥+3
√
A. 1 B. 2 C. 3 D. 4
2 (𝑥+1)𝑑𝑥
18. Evaluate ∫−1 2
√𝑥 +2𝑥+4
A.1 B. √2 C. √3 D. 2
8 (𝑥−1)𝑑𝑥
19. Evaluate ∫3 𝑥−1
√
A.7.46 B.8.46 C.9.46 D. 10.46
15 𝑥𝑑𝑥
20. Evaluate ∫0 𝑥+1
√
A.33 B.34 C.35 D. 36
93
Quarter 3
94
Quarter 4
95
References
Feliciano and Uy (1983), Differential and Integral Calculus, Merriam & Websters
Bookstore, Inc.
L. Leithold (1995), The Calculus 7, Harpercollins College Div., 7th edition,
Peterson (1960), Calculus with Analytic Geometry
PNU- DepEd (2016), Basic calculus Teaching Guide.
Alferez, G.S. Introduction to Calculus. Quezon City, Philippines: MSA Publishing
House, 2004.
Balmaceda J.M. et al.Teaching Guide for Senior High School: Basic Calculus. Quezon
City, Philippines: Commission on Higher Education, 2016
Mendelson, E. 3000 Solved Problems in Calculus. New York, United States of
America: McGraw Hill Company, 1988
Thomas, G.B et al. Thomas’ Calculus. United States of America: Pearson
Education, 2010
Canlapan, Raymond B. Basic Calculus. Diwa Learning Systems, Inc., Makati City.
2017
Cuaresma, Genaro A. et al. 2004. Analytic Geometry and Calculus 1: A
Worktext for Math 26. Los Baños, Laguna: Institute of Mathematical
Sciences and Physics, University of the Philippines. Department of Education-
Bureau of Learning Resources. 2016. Precalculus Learner's Material.
Leithold, Louis. 1989. College Algebra and Trigonometry. Addison Wesley Longman
Inc., reprinted by Pearson Education Asia Pte. Ltd., 2002.
96
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Learning Resource Management Section
Bagumbayan Elementary School Compound

M, Naval St., Sipac Almacen, Navotas City
Telefax: 02-8332-77-64
Email Address: [email protected]

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DIVISION OF NAVOTAS CITY

Published by the Department of Education

Development Team of the Module

Inilimbag sa Pilipinas ng ________________________

Department of Education – Navotas City

Answer Key ..................................................................................... 94

A. undefined B. 0 C. infinity D. 1/7

3. What is the limit of cos (1/y) as y approaches infinity?

A. infinity B. ¾ C. 2/5 D. 4/7

A. 0.262 B. 0.354 C. 0 D. infinity

9. If 𝑓(𝑥) = 𝑡𝑎𝑛𝑥 – 𝑥 and 𝑔(𝑥) = 𝑥 3 , evaluate the limit of f(x)/g(x) as x approaches

10. It states that if a real-valued function f is continuous in the closed and

12.Find the derivative of h with respect to u if ℎ = 𝜋 2𝑢 .

14. Find 𝑦’ 𝑖𝑓 𝑦 = 𝑎𝑟𝑐 𝑠𝑖𝑛 (𝑥)

15.Find the derivative of log 𝑎 𝑢 with respect to x.

16. Find the derivative of 𝑎𝑟𝑐 𝑐𝑜𝑠 (2𝑥).

17. Find the first derivative of 𝑦 = 2 𝑠𝑖𝑛2 (3𝑥 2 − 3).

18. A rectangular box is to be made from a piece of cardboard 24 cm long and 9 cm

The module is divided into 5 lessons, namely:

After going through this module, you are expected to:

x 0 1 2 2.5 2.9 2.99 2.999 2.9999 2.99999

In Table 1, we let x approach 3 by starting from 0 and moving toward 3 from

Definition of the Limit of a Function

From the right of -1:

By observing the two tables, we will see that from

This is clearly shown in Figure 2.

Solution: The given is an example of

Limit and Function Value

The limit of a function at a specified value of x gives us a value to which it is not

1. Constant Rule. If k is any constant, then lim 𝑘 = 𝑘

2. Identity Rule. lim 𝑥 = 𝑐

3. Constant Multiple Rule. If k is any constant, then

4. Sum Rule. lim[𝑓(𝑥) + 𝑔(𝑥)] = lim 𝑓(𝑥) + lim 𝑔(𝑥) = 𝐿 + 𝑀

5. Difference Rule. lim[𝑓(𝑥) − 𝑔(𝑥)] = lim 𝑓(𝑥) − lim 𝑔(𝑥) = 𝐿 − 𝑀

6. Product Rule. lim[𝑓(𝑥) ∗ 𝑔(𝑥)] = lim 𝑓(𝑥) ∗ lim 𝑔(𝑥) = 𝐿 ∗ 𝑀

𝑓(𝑥) lim 𝑓(𝑥) 𝐿

8. Power Rule. If n is a positive integer, then

9. Root Rule. If n is a positive integer, then

1. lim 0 2. lim 𝑥 3. lim 64. lim1 𝑥

1.lim[3 ∗ 𝑓(𝑥)] 4. lim[𝑓(𝑥)𝑔(𝑥)]

3.lim[𝑓(𝑥) − 𝑔(𝑥)] 6. lim √𝑓(𝑥)

In life, we are sometimes taught on different process on how to solve a specific

Lesson Limits of Algebraic, Radical and

Example 2. Determine lim (4𝑥 3 − 3𝑥 2 + 1)

Solution: Applying the given theorems,

lim (4𝑥 3 − 3𝑥 2 + 1) = lim 4𝑥 3 − lim 3𝑥 2 + lim 1 Addition

= 4(−1)3 − 3(−1)2 + 1 Power

Example 4. Evaluate lim √𝑥 + 16

In mathematics, the limit of a function is a fundamental concept in calculus and

Lesson Limits of Exponential, Logarithmic

Example 3. Evaluate lim sin 𝑥. 𝑥 𝑓(𝑥)

lim 5𝑥 = _____ lim− 5𝑥 = _____

2. lim log 𝑥 = _____

lim log 𝑥 = _____ lim− log 𝑥 = _____

Activity 1. Use your notebook to answer the following.

The module is divided into 4 lessons, namely:

After going through this module, you are expected to:

1. illustrate continuity of a function at a number

This leads us to the study of continuity functions. In this module, we will be

lim 5𝑥 = _ lim− 5𝑥 = _

lim log 𝑥 = _ lim− log 𝑥 = _