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NAME: _____________________________ DATE:________________________
GRADE & SECTION:___________________ TEACHER:_____________________

Concept 1
I. Title: The Limit of a Function
Reference: DepEd Teaching guide for Senior High School “Basic Calculus”.
II. Objectives:
At the end of the lesson the learners should be able to:
1. Illustrate the limit of a function using a table of values and the graph of the
function.
2. Distinguish between 𝑓(𝑥) 𝑎𝑛𝑑 𝑓(𝑐) .
III. Concept Note

Consider a function f of a single variable x. Consider a constant c which the variable x

will approach (c may or may not be in the domain of f). The limit, to be denoted by L, is
the unique real value that f(x) will approach as x approaches c. In symbols, we write this
process as
𝑓(𝑥) = 𝐿
This is read, ‘‘The limit of f(x) as x approaches c is L.”

Example 1
Illustrate (1 + 3𝑥) by constructing table of values and graph.

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

* To evaluate the given limit, we will make use of a table to help us keep track of the
effect that the approach of x toward 2 will have on f(x).
* Of course, on the number line, x may approach 2 in two ways: through values on its
left and through values on its right.

* First consider approaching 2 from its left or through values less than 2. (Remember that the
values to be chosen should be close to 2.)

* Next consider approaching 2 from its right or through values greater than but close to
2.

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The table show that as x approaches 2, f(x) approaches 7. In symbols, (1 + 3𝑥) = 7.

Its graph is given by

It can be seen from the graph that as values of x approach 2, the values of f(x) approach
7.
2
𝑥 −5𝑥+4
EXAMPLE 2: Investigate 𝑥−1
through a table of values.

* Approaching 1 from the left and right.

2
𝑥 −5𝑥+4
The table show that as x approaches 1, f(x) approaches -3. In symbols, 𝑥−1
=− 3.

EXAMPLE 3: Investigate through a table of values 𝑓(𝑥) if

2
f(x) = {𝑥 + 1 𝑖𝑓 𝑥 < 4 (𝑥 − 4) + 3 𝑖𝑓 𝑥 ≥ 4

* When x approaches 4 from the left, the values taken should be substituted in f(x) =
x+1.

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x 3.70 3.85 3.995 3.99999 4 4.00001 4.001 4.10 4.30

f(x) 4.70 4.85 4.995 4.9999 ? 3.0000000001 3.000001 3.01 3.09

* Observe that the values that f(x) approaches are not equal, namely, f(x) approaches 5
from the left while it approaches 3 from the right. In such a case, we say that the limit of
the given function does not exist (DNE). In symbols, 𝑓(𝑥) 𝐷𝑁𝐸.

I. Exercises
2
1. Complete the following tables of values to investigate (𝑥 − 2𝑥 + 4)

𝑥−1
2. Complete the following tables of values to investigate 𝑥+1

3-5, Use the graph to visually determine the limit.

3. 4. 5

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Concept 2

I. Title: Limit Theorems

Reference: DepEd Teaching guide for Senior High School “Basic Calculus”.
II. Objectives:
At the end of the lesson the learners should be able to:
1. Illustrate the limit theorem/laws.
2. Apply the limit laws in evaluating the limit.
III. Concept Note
In the following statements, c is a constant, and f and g are functions which may or may not
have c in their domains.

1.The limit of a constant is itself. If k is any constant then, 𝑘 = 𝑘

Examples:
A. 2=2 B. − 3. 14 =− 3. 14

2.The limit of x as x approaches c is equal to c. This may be thought of as the substitution

law, because x is simply substituted by c.
𝑥=𝑐
Examples:
A. 𝑥=9 B. 𝑥 = 0. 005

3.The Constant Multiple Theorem

The limit of multiple of a function is simply that multiple of the limit of the function.
𝑘 • 𝑓(𝑐)
Example: If 𝑓(𝑥) = 4
A. 8 • 𝑓(𝑥) = 8 • 𝑓(𝑥) = 8 • 4 = 32
B. − 11 • 𝑓(𝑥) =− 11 • 𝑓(𝑥) =− 11 • 4 =− 44

4.The Addition Theorem

The limit of a sum of functions is the sum of the limits of the individual functions.
Subtraction is also included in this law, that is the limit of a difference of functions is the
difference of their limits.
(𝑓(𝑥) ± 𝑔(𝑥)) = 𝑓(𝑥) ± 𝑔(𝑥) = 𝐿 ± 𝑀

Example: If 𝑓(𝑥) = 4 𝑎𝑛𝑑 𝑔(𝑥) =− 5, 𝑡ℎ𝑒𝑛

A. (𝑓(𝑥) + 𝑔(𝑥) = 𝑓(𝑥) + 𝑔(𝑥) = 4 + (− 5) =− 1
B. (𝑓(𝑥) − 𝑔(𝑥)) = 𝑓(𝑥) − 𝑔(𝑥) = 4 − (− 5) = 9

5.The Multiplication Theorem

The limit of a product of functions is equal to the product of their limits.
(𝑓(𝑥) • 𝑔(𝑥)) = 𝑓(𝑥) • 𝑔(𝑥) = 𝐿𝑀

Example: Let 𝑓(𝑥) = 4 𝑎𝑛𝑑 𝑔(𝑥) =− 5

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A. (𝑓(𝑥) • 𝑔(𝑥) = 𝑓(𝑥) • 𝑔(𝑥) = (4)(− 5) =− 20

Remark 1: The Addition and Multiplication Theorems may be applied to sums, differences,
and products of more than two functions.

Remark 2: The Constant Multiple Theorem is a special case of the Multiplication Theorems.
Indeed, in the Multiplication Theorem, if the first function f(x) is replaced by a constant k,
the result is the Constant Multiple Theorem.

6.The Division Theorem

The limit of a quotient of functions is equal to the quotient of the limits of the
individual functions, provided the denominator limit is not equal to 0.
𝑓(𝑥) 𝑓(𝑥) 𝐿
𝑔(𝑥)
= 𝑔(𝑥)
= 𝑀

Example:
A. If 𝑓(𝑥) = 4 𝑎𝑛𝑑 𝑔(𝑥) =− 5
𝑓(𝑥) 𝑓(𝑥) 4 4
𝑔(𝑥)
= 𝑔(𝑥)
= −5
=− 5
B. If 𝑓(𝑥) = 0 𝑎𝑛𝑑 𝑔(𝑥) =− 5
𝑓(𝑥) 0
𝑔(𝑥)
= 5
=0
𝑓(𝑥)
C. If 𝑓(𝑥) = 4 𝑎𝑛𝑑 𝑔(𝑥) = 0 , it is not possible to evaluate 𝑔(𝑥)
, or we may
say that the limit DNE.x

7.The Power Theorem

The limit of an integer power p of a function is just that power of the limit of the
function.
𝑝 𝑝 𝑃
(𝑓(𝑥)) = (𝑓(𝑥)) = 𝐿

Example:
A. If 𝑓(𝑥) = 4, 𝑡ℎ𝑒𝑛
3 3 3
(𝑓(𝑥) = (𝑓(𝑥)) = (4) = 64
B. If 𝑓(𝑥) = 4, 𝑡ℎ𝑒𝑛
−2 −2 −2 1 1
(𝑓(𝑥)) = ( 𝑓(𝑥)) = (4) = 2 = 16
4

8.The Radical/Root Theorem

If n is a positive integer, the limit of the nth root of a function is just the nth root of the
limit is a real number.
𝑛 𝑛 𝑛
𝑓(𝑥) = 𝑓(𝑥) = 𝐿

Example:
1.If 𝑓(𝑥) = 4, 𝑡ℎ𝑒𝑛
𝑓(𝑥) = 𝑓(𝑥) = 4 = 2
2.If 𝑓(𝑥) =− 4, 𝑡ℎ𝑒𝑛 it is not possibleto evaluate 𝑓(𝑥)

I. Exercises

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Assume the following:
𝑓(𝑥) = 1, 𝑔(𝑥) =− 1, 𝑎𝑛𝑑 ℎ(𝑥) = 2

Compute the following limits:

A. (𝑓(𝑥) + 𝑔(𝑥))
B. (𝑓(𝑥) − 𝑔(𝑥) − ℎ(𝑥))
C. (3 • 𝑔(𝑥) + 5 • ℎ(𝑥))
D. 𝑓(𝑥)
3
E. 𝑔(𝑥)
𝑔(𝑥)−𝑓(𝑥)
F. ℎ(𝑥)
5
G. (ℎ(𝑥))
1
H. 𝑓(𝑥)−ℎ(𝑥)

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NAME: _____________________________ DATE:________________________
GRADE & SECTION:___________________ TEACHER:_____________________

Concept 3

I. Title: Evaluating limits of Polynomial, Rational, and Radical Functions.

Reference: DepEd Teaching guide for Senior High School “Basic Calculus”.
II. Objectives:
At the end of the lesson the learners should be able to:
1. Determine the limit theorems.
2. Apply the limit laws in evaluating the limit of Algebraic Functions.

III. Concept Note

Limit Theorems

Theorem 1. Let c, k, L and M be real numbers, and let f(x) and g(x) be functions defined on
some open interval containing c, except possibly at c.

1. If 𝑓(𝑥) exists, then it is unique. That is, if 𝑓(𝑥) = 𝐿 𝑎𝑛𝑑 𝑓(𝑥) = 𝑀 , then L=M.
2. 𝑐=𝑐
3. 𝑥=𝑐
4. Suppose 𝑓(𝑥) = 𝐿 𝑎𝑛𝑑 𝑔(𝑥) = 𝑀
a) Constant Multiple
[𝑘 • 𝑔(𝑥)] = 𝑘 • 𝑀
b) Addition
[𝑓(𝑥) ± 𝑔(𝑥)] = 𝐿 ± 𝑀
c) Multiplication
[𝑓(𝑥) • 𝑔(𝑥)] = 𝐿 • 𝑀
d) Division
𝑓(𝑥) 𝐿
𝑔(𝑥)
= 𝑀
, 𝑝𝑟𝑜𝑣𝑖𝑑𝑒𝑑 𝑀 ≠ 0
e) Power
𝑃 𝑃
[𝑓(𝑥)] = 𝑙 𝑓𝑜𝑟 𝑝, 𝑖𝑠 𝑎 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝑖𝑛𝑡𝑒𝑔𝑒𝑟
f) Root/Radical
𝑛 𝑛
𝑓(𝑥) = 𝐿 for positive integers n, and provided that L>0 when n is even.

Evaluating the Limits Algebraic Functions

Example 1. Determine (2𝑥 + 1)
Solution. From theorems above,
(2𝑥 + 1) = 2𝑥 + 1 (Addition)
(2𝑥 + 1) = 2𝑥 + 1 (Constant Multiple)
(2𝑥 + 1) = 2 (1) + 1 (𝑥 = 𝑐 )
(2𝑥 + 1) = 3

3 2
Example 2. Evaluate (2𝑥 − 4𝑥 + 1)
Solution.

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3 2 3 2
(2𝑥 − 4𝑥 + 1) = 2𝑥 − 4𝑥 + 1 (Addition)
3 2 3 2
(2𝑥 − 4𝑥 + 1) = 𝑥 − 4𝑥 + 1 (Constant Multiple)
3 2 3 2
(2𝑥 − 4𝑥 + 1) = 2(− 1) − 4(− 1) + 1 (Power)
3 2
(2𝑥 − 4𝑥 + 1) = − 4+ 1
3 2
(2𝑥 − 4𝑥 + 1) = −5

4
Example 3. Evaluate (3𝑥 − 2𝑥 − 1)
Solution.
4 4
(3𝑥 − 2𝑥 − 1) = 3𝑥 − 2𝑥 − 1 (Addition)
4 4
(3𝑥 − 2𝑥 − 1) = 3𝑥 − 2𝑥 − 1 (Constant Multiple)
4 4
(3𝑥 − 2𝑥 − 1) = 3(0) − 2(0) − 1
4
(3𝑥 − 2𝑥 − 1) = 0 − 0 − 1
4
(3𝑥 − 2𝑥 − 1) = − 1

1
Example 4. Evaluate 𝑥
Solution.
1 1
𝑥
= 𝑥
(Division)
1 1
=𝑥 = 1
=1

𝑥
Example 5. Evaluate 𝑥+1
Solution.
𝑥 𝑥
𝑥+1
= 𝑥+1
(Division)
𝑥 2 2
𝑥+1
= 2+1
= 3

𝑛 𝑛−1
Theorem 2. Let f be a polynomial of the form 𝑓(𝑥) = 𝑎𝑛𝑥 + 𝑎𝑛−1𝑥 +... + 𝑎𝑥 + 𝑎0, if c is
real number, then
𝑓(𝑥) = 𝑓(𝑐)

3 2
Example 6. Evaluate (2𝑥 − 4𝑥 + 1 )
Solution:
• Note first the function is a polynomial
3 2
𝑓(𝑥) = 2𝑥 − 4𝑥 + 1
• Computing for the value of f at x = -1,
3 2
𝑓(− 1) = 2(− 1) − 4(− 1) + 1 = 2(− 1) − 4(1) + 1 =− 5
• Therefore, from theorem 2,
3 2
(2𝑥 − 4𝑥 + 1 = 𝑓(− 1) =− 5
We get the same answer when we use limit theorems.

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𝑓(𝑥)
Theorem 3. Let h be a rational function of the form h(x)= 𝑔(𝑥)
where f and g are polynomials
𝑓(𝑥) 𝑓(𝑐)
functions. If c is a real number and g(c) ≠ 0, then ℎ(𝑥) = 𝑔(𝑥) = 𝑔(𝑐)
1−5𝑥
Example 7. Evaluate 4 2
4𝑥 +3𝑥 +1
Solution. Since the denominator is not zero when evaluated at x=1, apply theorem 3.
1−5𝑥 1−5(1) −4 1
4 2 = 4 2 = 8
=− 2
4𝑥 +3𝑥 +1 4(1) +3(1) +1

Example 8. Evaluate 𝑥 + 4
Solution.
𝑥 + 4 = 𝑥 + 4 = 4= 2

3 2
Example 9. Evaluate 𝑥 + 3𝑥 − 6
Solution.
3 2 3 2 3 3
𝑥 + 3𝑥 − 6 = 𝑥 + 3𝑥 − 6 = 4 − 6 − 6 = − 8 =− 2

I. Exercises
Find the limit.
3𝑥+1
1. (3𝑥 + 2) 6. 2−𝑥
2 3 2 3
2. (1 − 𝑥 ) 7. (1 + 𝑤)(2 − 𝑤 + 3𝑤 )
3 2 𝑥−5
3. (3𝑥 − 2𝑥 + 4) 8. 𝑥−3
2
3 𝑡 −1
4. 𝑥+ 4 9. 2
𝑡 +3𝑡−1
2
2 𝑥 +3−2
5. 𝑥+2
10. 2
𝑥 +1

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NAME: _____________________________ DATE:________________________
GRADE & SECTION:___________________ TEACHER:_____________________

Concept 4

I. Title: Limits of Exponential, Logarithmic, and Trigonometric Functions.

Reference: DepEd Teaching guide for Senior High School “Basic Calculus”.
II. Objectives:
At the end of the lesson the learners should be able to:
1. Compute the limits of exponential, logarithmic, and trigonometric functions using tables of
values and graphs of the functions.
III. Concept Note
Recall this functions:
a) If b > 0, b ≠ 1, the exponential function with base b is defined by,
𝑥
𝑓(𝑥) = 𝑏 , 𝑥 ϵ 𝑅
𝑦
b) Let b > 0, b ≠ 1. If 𝑏 = 𝑥 then y is called the logarithm of x to the base b, denoted by, 𝑥

Evaluating Limits of Exponential Functions

𝑥
Consider the natural exponential function 𝑓(𝑥) = 𝑒 , where e is called the Euler number and
has value 2.718281…

𝑥
Example 1. Evaluate 𝑒
Solution.
𝑥
Construct the table of values for f(x) = 𝑒 . Start by approaching the number 0 from the left or
through the values less than but close to 0.

𝑥
Intuitively, from the table above, lim𝑒 = 1 . Now consider approaching 0 from its right
or through values greater than but close to 0.

From the table, as the values of x get closer and closer to 0, the values of f(x) get closer
𝑥
and closer to 1.bCombining the two one-sided limits allows us to conclude that 𝑒 = 1 .

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𝑥
We can use the graph of f(x) = 𝑒 to determine its limit as x approaches 0. The figure
𝑥
below is the graph of f(x) = 𝑒 .
As the values of x approach 0, either from the
right or the left, the values of f(x) will get closer
and closer to 1. We also have the following:

𝑥
a) 𝑒 = 𝑒 = 2. 718
𝑥 2
b) 𝑒 = 𝑒 = 7. 389
𝑥 −1
c) 𝑒 = 𝑒 = 0. 367

Example 2. Evaluate 𝑙𝑛 𝑥
Solution.
Construct the table of values for f(x) = ln x.

As the values of x get closer and closer to 1, the value of f(x) get closer and closer to 0. In
symbols, 𝑙𝑛 𝑥 = 0.
* Recall that f(x) = 𝑥 = log 𝑙𝑜𝑔 𝑥
Example 3. Evaluate log 𝑙𝑜𝑔 𝑥
Solution.
Construct the table of values for f(x) = log 𝑙𝑜𝑔 𝑥.

As the values of x get closer and closer to 1, the values of f(x) get closer and closer to 0. In
symbols, log 𝑙𝑜𝑔 𝑥 = 0.
Consider now the graphs of both the natural and common logarithmic functions. Their
graph can be use to determine their limits as x approaches 1.

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The figure helps verify our observations that
ln 𝑙𝑛 𝑥 = 0 𝑎𝑛𝑑 log 𝑙𝑜𝑔 𝑥 = 0. Also based
on the figure,
a) ln 𝑙𝑛 𝑥 = 1
b) log 𝑙𝑜𝑔 𝑥 = 1
c) ln 𝑙𝑛 𝑥 = ln 𝑙𝑛 3 = 1. 09
d) log 𝑙𝑜𝑔 𝑥 = log 𝑙𝑜𝑔 3 = 0. 47
e) ln 𝑙𝑛 𝑥 =− ∞
f) log 𝑙𝑜𝑔 𝑥 =− ∞

Example 4. Evaluate 𝑠𝑖𝑛 𝑥

Solution.
Construct the table of values for f(x) = sin x.

As the values of x get closer and closer to 1, the values of f(x) get closer and closer to 0.
In symbols, 𝑠𝑖𝑛 𝑥 = 0
We can also find 𝑠𝑖𝑛 𝑥 sin x by using the graph of the sine function. Consider the graph
of f(x)= sin x.

The graph validates our observation in Example 4 that 𝑠𝑖𝑛 𝑥 = 0 . Also, using the graph,
we have the following:
a) 𝑠𝑖𝑛 𝑥 = 1 c) 𝑠𝑖𝑛 𝑥 =− 1
b) 𝑠𝑖𝑛 𝑥 = 0 d) 𝑠𝑖𝑛 𝑥 = 0

IV. Exercises
I. Evaluate the following limits by constructing the table of values.
𝑥
A. 3 B. log 𝑙𝑜𝑔 𝑥 C. 𝑐𝑜𝑠 𝑥 D. 𝑡𝑎𝑛 𝑥
NAME: _____________________________ DATE:________________________
GRADE & SECTION:___________________ TEACHER:_____________________

Concept 5

I. Title: Evaluating limits of Polynomial, Rational, and Radical Functions.

Reference: DepEd Teaching guide for Senior High School “Basic Calculus”.

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II. Objectives:
At the end of the lesson the learners should be able to:
𝑠𝑖𝑛 𝑡 1−𝑐𝑜𝑠 𝑡
1. Determine the limits of three special functions; namely f(t) = 𝑡
, g(t) = 𝑡
, h(t) =
𝑡
𝑒 −1
𝑡
: and
𝑡
𝑠𝑖𝑛 𝑡 1−𝑐𝑜𝑠 𝑡 𝑒 −1
2. Evaluate limits involving the expression 𝑡
, 𝑡
, and 𝑡
using table of values.
III. Concept Note
Three Special Functions
𝑠𝑖𝑛 𝑡
Example 1. Evaluate 𝑡
.
𝑠𝑖𝑛 𝑡
Solution. Construct the table of values for f(t) = 𝑡
.

𝑠𝑖𝑛 𝑡 𝑠𝑖𝑛 𝑡 𝑠𝑖𝑛 𝑡

Since 𝑡
𝑎𝑛𝑑 𝑡
are both equal to 1. It conclude that 𝑡
= 1.
𝑠𝑖𝑛 𝑡
The graph of f(t) = 𝑡
below confirms that the y-values approach 1 as t approaches 0.

1−𝑐𝑜𝑠 𝑡
Example 1. Evaluate 𝑡
.
1−𝑐𝑜𝑠 𝑡
Solution. Construct the table of values for g(t) = 𝑡
.

1− 𝑐𝑜𝑠 𝑡 1 − 𝑐𝑜𝑠 𝑡 1−𝑐𝑜𝑠 𝑡

Since 𝑡
𝑎𝑛𝑑 𝑡
are both equal to 1. It conclude that 𝑡
= 0.
1−𝑐𝑜𝑠 𝑡
The graph of g(t) = 𝑡
. We see that the y-values approach 0 as t tends to 0.

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𝑡
𝑒 −1
Example 1. Evaluate 𝑡
.
𝑡
𝑒 −1
Solution. Construct the table of values for h(t) = 𝑡
.

𝑡 𝑡 𝑡
𝑒 −1 𝑒 −1 𝑒 −1
Since 𝑡
𝑎𝑛𝑑 𝑡
are both equal to 1. It conclude that 𝑡
= 1.
𝑡
𝑒 −1
The graph of h(t) = 𝑡
below confirms that ℎ(𝑡) = 1

Remark: We note here that the three limits discussed in this section,
𝑡
𝑠𝑖𝑛 𝑡 1−𝑐𝑜𝑠 𝑡 𝑒 −1
𝑡
, 𝑡
, 𝑡
0
will result in 0
upon direct substitution. However, they are not resolved by factoring or
rationalization, but by a method which you will learn in college calculus.

IV. Exercises
A. Evaluate the following limits by constructing their respective tables of values.
1−𝑐𝑜𝑠(3𝑡)
1. 3𝑡
𝑠𝑖𝑛 𝑡 1−𝑐𝑜𝑠 𝑡
2. 𝑡
• 𝑡
1−𝑐𝑜𝑠 𝑡
3. 𝑠𝑖𝑛 𝑡

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BASIC CALCULUS
NAME: _____________________________ DATE:________________________
GRADE & SECTION:___________________ TEACHER:_____________________

Concept 6

I. Title: Evaluating limits of Polynomial, Rational, and Radical Functions.

Reference: DepEd Teaching guide for Senior High School “Basic Calculus”.
II. Objectives:
At the end of the lesson the learners should be able to:
1. Illustrate continuity of a function at a number; and
2. Determine whether a function is continuous at a number o not.
III. Concept Note

Limits and Continuity at a Point

Intuitively, this means that in drawing the graph of a function, the point in question will be
traversed.

Example 1. Consider the graph below.

Is the function continuous at x = 1?

Solution. To check if the function is continuous at x =

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

Example 2. Consider the graph of the function g(x) below.

Is the function continuous at x = 1?

Solution. Follow the process in the previous

example. Tracing the graph from the left of x = 1
going to right of x = 1, one finds that s/he must lift
her/his pen briefly upon reaching x = 1, creating a
hole in the graph. Thus, the function is
discontinuous at x = 1.

1
Example 3. Consider the graph of the function h(x) = 𝑥
.

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Is the function continuous at x = 0?

Solution. If we trace the graph from the left of x = 0 going to

right of x = 0, we have to lift our pen since at the left of x =
0, the function values will go downward indefifinitely,
while at the right of x = 0, the function values will go to
upward indefifinitely. In other words,
1 1
𝑥
=− ∞ 𝑎𝑛𝑑 𝑥
= ∞
Thus, the function is discontinuous at x = 0.

1
Example 4. Consider the graph of the function h(x) = 𝑥
. Is the function continuous at x =
2?
1
Solution. If we trace the graph of the function h(x) = 𝑥
from the left of x = 2 to the right
of x = 2, you will not lift your pen. Therefore, the function h is continuous at x = 2.

3 2
Example 5. Determine if 𝑓(𝑥) = 𝑥 + 𝑥 − 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) = 0.
3 2 3 2
b) 𝑓(𝑥) = ( 𝑥 + 𝑥 − 2) = (1) + (1) − 2 = 0
c) 𝑓(𝑥) = 0 = 𝑓(𝑥)
Therefore, f is continuous at x = 1.

2
𝑥 −𝑥−2
Example 6. Determine if 𝑓(𝑥) = 𝑥−2
is continuous or not at x = 2?
Solution. Note that f is not defined at x = 2 since 2 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 = 2.

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Example 7. Determine if
2
𝑓(𝑥) = {𝑥 + 1, 𝑖𝑓 𝑥 < 4, (𝑥 − 4) + 3, 𝑖𝑓 𝑥 ≥ 4
is continuous or not at x = 4.
Solution. Note that f is defined at x = 4 since f(4) = 3. However,
𝑓(𝑥) = 5 𝑤ℎ𝑖𝑙𝑒 𝑓(𝑥) = 3. Therefore, 𝑓(𝑥) 𝐷𝑁𝐸, and f is discontinuous at x = 4.

IV. Exercises
Determine if the following functions are continuous at the given value of x.
2
1. 𝑓(𝑥) = 3𝑥 + 2𝑥 + 1 𝑎𝑡 𝑥 =− 2
2
2. 𝑓(𝑥) = 9𝑥 − 1 𝑎𝑡 𝑥 = 1
1
3. 𝑓(𝑥) = 𝑥−2
𝑎𝑡 𝑥 = 2

4. 𝑓(𝑥) = 𝑥 − 3 𝑎𝑡 𝑥 = 4
𝑥
5. 𝑓(𝑥) = 𝑎𝑡 𝑥 = 8
4−𝑥

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