Basic Calculus Module Unit 1 PDF

BASIC CALCULUS
Level: SENIOR HIGH SCHOOL Semester: SECOND

Subject Group: SPECIALIZED SUBJECT (STEM) Quarter: THIRD
Course Description:
At the end of the course, the students must know how to determine the limit of a function, differentiate, and
integrate algebraic, exponential, logarithmic, and trigonometric functions in one variable, and to formulate and
solve problems involving continuity, extreme values, related rates, population models, and areas of plane
regions.
Course Requirements and Calendar of Activities:

Below is the list of activities that must be completed and submitted with their corresponding percentage.
Final
WEEK ACTIVITIES Date of Completion Raw Score
Grade
Enabling Assessment Activity 1
1
Mini Performance Task 1
2 Enabling Assessment Activity 2
3 Mini Performance Task 2
4 Enabling Assessment Activity 3
7
8 Final Performance Task
9 Quarterly Examination
TOTAL
Culminating Performance Task

GOAL: Solve situational problems involving related rates.
ROLE: You are a SHS student in CDLB
AUDIENCE: STEM students and teachers
SITUATION: The STEM students are tasked to design and solve real life problems involving related rates.
PRODUCT: Students will form groups. They will brainstorm to design a real-life scenario/ problem that can be
solved using the concept of related rates. The groups will also provide a solution for their own problem. The
teacher will check the problems and answers. After checking, the groups will exchange problems with each
other. They will work on the problems assigned to them.
STANDARDS: You will be assessed based on
Originality (20 pts)
Content and Organization (40 pts)
Solution (40 pts)
Colegio de Los Baños – BASIC CALCULUS 1
PREREQUISITE ASSESSMENT
Evaluate the following functions for the given values.

1. 𝑓(𝑥) = 3𝑥 − 5, find 𝑓(2) 2. 𝑓(𝑥) = 4𝑥 2 − 7𝑥 + 9, find 𝑓(−1)
Learning Materials: Module, pen, paper, calculus books, internet (if applicable)
Prerequisite Content-knowledge: Definition of function
Prerequisite Skill:
 Evaluate function
 Plot points
 Perform basic operations
INTRODUCTION:
A. TIME ALLOTMENT: 2 hours
B. CONSULTATION: For questions and clarifications, you may consult your subject teacher on the
assigned schedule via face-to-face, FB messenger, mobile number.
C. RUA: At the end of the lesson, you should be able to:

1. illustrate the limit of a function using a table of values and the graph of the function; and
2. distinguish between lim f(x) and f(c).
x→c
D. INSTITUTIONAL VALUES: Critical Thinking and Problem Solving
E. OVERVIEW OF THE LESSON

Limits are the backbone of calculus, and calculus is called the Mathematics of Change. The study of limits
is necessary in studying change in great detail. The evaluation of a particular limit is what underlies the
formulation of the derivative and the integral of a function.
For starters, imagine that you are going to watch a basketball game. When you choose seats, you would
want to be as close to the action as possible. You would want to be as close to the players as possible and
have the best view of the game, as if you were in the basketball court yourself. Take note that you cannot be in
the court and join the players, but you will be close enough to describe clearly what is happening in the game.
This is how it is with limits of functions. We will consider functions of a single variable and study the behavior
of the function as its variable approaches a particular value (a constant). The variable can only take values
very, very close to the constant, but it cannot equal the constant itself. However, the limit will be able to describe
clearly what is happening to the function near that constant.
STUDENT’S EXPERIENTIAL LEARNING

CHUNK 1. ILLUSTRATING LIMIT OF A FUNCTION
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,
lim f(x) = 𝐿.
x→c
This is read, ‘‘The limit of f(x) as x approaches c is L.”

To illustrate, let us consider lim (1 + 3x).
x→2
Here, 𝑓(𝑥) = 1 + 3𝑥 and the constant c, which x will approach, is 2. To evaluate the given limit, we will make
use of a table to help us keep track of the effect that the approach of x toward 2 will have on f(x). Of course,
on the number line, x may approach 2 in two ways: through values on its left and through values on its right.
Remember that the values to be chosen should be close to 2.
We consider approaching 2 from its left or through values less We consider approaching 2 from its right or through values
than but close to 2. greater than but close to 2.
Observe that as the values of x get closer and closer to 2, the values of f(x) get closer and closer to 7. This
behavior can be shown no matter what set of values, or what direction, is taken in approaching 2. In symbols,
lim (1 + 3x) = 7.
x→2
Example 1. Investigate lim (𝑥 2 + 1) by constructing tables of values.

x→−1
Here, c = −1 and f(x) = 𝑥 2 + 1.
Approach −1 from the left. Approach −1 from the right.
The tables show that as x approaches −1, f(x) approaches 2. In symbols, lim (𝑥 2 + 1) = 2.
x→−1
Example 2. Investigate through a table of values 𝑓(𝑥)

𝑥 + 1, 𝑖𝑓 𝑥 < 4
if 𝑓(𝑥) = {
(𝑥 − 4)2 + 3, 𝑖𝑓 𝑥 ≥ 4
When x approaches 4 from the left, the values When x approaches 4 from the right, the values
taken should be substituted in f(x) = x + 1. taken should be substituted in f(x) = (𝑥 − 4)2 + 3.
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, lim 𝑓(𝑥)𝐷𝑁𝐸.
x→4
Have you noticed a pattern in the way we have been investigating a limit?
Remarks:
• If x approaches c from the left, or through values less than c, then we write lim− f(x).
x→𝑐
• If x approaches c from the right, or through values greater than c, then we write lim+ f(x).
x→𝑐
Furthermore, we say
lim f(x) = 𝐿
x→c
if and only if
lim f(x) = L and lim+ f(x) = L.

x→𝑐 − x→𝑐
These limits, lim− f(x) and lim+ f(x), are also referred to as one-sided limits, since you only consider values on
x→𝑐 x→𝑐
one side of c.
CHUNK 2. LOOKING AT THE GRAPH OF 𝑦 = 𝑓(𝑥)

If one knows the graph of f(x), it will be easier to determine its limits as x
approaches given values of c.
Consider again 𝑓(𝑥) = 1 + 3𝑥. Its graph is the straight line with slope 3 and
intercepts (0, 1) and (−1/3, 0). Look at the graph in the vicinity of x = 2.
You can easily see the points (from the table of values) (1, 4), (1.4, 5.2), (1.7,
6.1), and so on, approaching the level where y = 7. The same can be seen from
the right Hence, the graph clearly confirms that
lim (1 + 3x) = 7.
x→2
Recall Example 1 where Recall Example 2 where

f(x) = 𝑥 2 + 1. 𝑥 + 1, 𝑖𝑓 𝑥 < 4
𝑓(𝑥) = {
(𝑥 − 4)2 + 3, 𝑖𝑓 𝑥 ≥ 4
We can see from the graph that f(x) has no limit as x

It can be seen from the graph that as values of x approaches 4. The two separate parts of the function
approach −1, the values of f(x) approach 2. move toward different y-levels (y = 5 from the left, y =
3 from the right) in the vicinity of c = 4.
So, in general, if we have the graph of a function, such as below, determining limits can be done much
faster and easier by inspection.
For instance, it can be seen from the graph of y = f(x) that:

a. lim f(x) = 1
x→−2
b. lim f(x) = 3. Here, it does not matter that f(0) does not exist. Always remember that what matters is the
x→0
behavior of the function close to c = 0 and not precisely at c = 0. In fact, even if f(0) were defined and equal to
any other constant (not equal to 3), like 100 or −5000, this would still have no bearing on the limit. In cases like
this, lim f(x) = 3 prevails regardless of the value of f(0), if any.
x→0
c. lim f(x) 𝐷𝑁𝐸. As can be seen in the figure, the two parts of the graph near c = 3 do not move toward a
x→0
common y-level as x approaches c = 3.
CHUNK 3. THE LIMIT OF A FUNCTION AT C VERSUS THE VALUE OF THE FUNCTION AT C
Critical to the study of limits is the understanding that the value of

lim f(x)
x→c
may be distinct from the value of the function at x = c, that is, f(c). As seen in previous examples, the limit may
be evaluated at values not included in the domain of f. Thus, it must be clear that the exclusion of a value from
the domain of a function does not prohibit the evaluation of the limit of that function at that excluded value,
provided of course that f is defined at the points near c.
Let us again consider lim (1 + 3x) and we had concluded that lim (1 + 3x) = 7. In comparison, f(2) = 7. So,
x→2 x→2
in this example, lim f(x) and f(2) are equal. Notice that the same holds for lim (𝑥 2 + 1). That is, lim (𝑥 2 + 1) =
x→2 x→−1 x→−1
2 and f(-1) = 2.
This, however, is not always the case. Let us consider the function
𝑥 + 1, 𝑖𝑓 𝑥 < 4
𝑓(𝑥) = { 2
(𝑥 − 4) + 3, 𝑖𝑓 𝑥 ≥ 4
That is, lim f(x) 𝐷𝑁𝐸 while f(4) = 2. Once again, we see that lim f(x) and f(c) are not the same.
x→4 x→c
A review of the graph given in previous example (redrawn below) will emphasize this fact.
We restate the conclusions, adding the respective values of f(c):

a. lim f(x) = 1 and f( -2)=1
x→−2
b. lim f(x) = 3 and f(0) does not exist (or is undefined).

x→0
c. lim f(x) 𝐷𝑁𝐸 and f(3) also does not exist (or is undefined).
x→0
ANSWER SHEET (Please submit this page after answering the activities. Do not return the entire module)
Name: ________________________________________ Section: _______________________________

LAST NAME, FIRST NAME MIDDLE INITIAL
ENABLING ASSESSMENT Activity NO. 1 – LIMIT OF A FUNCTION

ENGAGEMENT Score: _______/15
Construct a table of values to investigate lim (𝑥 2 + 4𝑥 + 2).
x→1
Answer:______________________
ASSIMILATION Score: _____/10

Consider the function f(x) whose graph is shown below.

2
1. 𝑓(𝑥) = √3 + 𝑥, find 𝑓(1) 2. 𝑓(𝑥) = 𝑥 2 + 2𝑥 + 1, find 𝑓(1) 3. 2. 𝑓(𝑥) = 1, find 𝑓(2)
𝑥2
Prerequisite Content-knowledge: Definition of Limit
Prerequisite Skill:
 Evaluate Function
 Perform Basic Operations
INTRODUCTION:
1. illustrate the limit laws; and
2. apply the limit laws in evaluating the limit of algebraic functions (polynomial, rational, and radical).
Must one always construct a table or graph the function to determine a limit? Filling in a table of values
sometimes requires very tedious calculations. We will state eight theorems. This will enable us to directly
evaluate limits, without need for a table or a graph.

CHUNK 1. LIMIT LAWS
Theorem 1. The limit of a constant is itself. If k is any constant, then,

lim k = 𝑘
x→c
Examples.
1. lim 2 = 2 2. lim −3.14 = −3.14 3. lim 789 = 789
x→c x→c x→c
Theorem 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.
lim x = 𝑐
x→c
Examples.
1. lim x = 9 3. lim x = −10
x→9 x→−10
For the remaining theorems, we will 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
Constant Multiple Theorem. This says that the limit of a multiple of a function is simply that multiple of
the limit of the function.
lim k ⦁ 𝑓 (𝑥) = 𝑘 ⦁ lim 𝑓 (𝑥) = 𝑘 ⦁ L
x→c x→c
Examples. If lim 𝑓(𝑥) = 4 , then

x→c
1. lim 8 ⦁ 𝑓(𝑥) = 8 ⦁ lim 𝑓(𝑥) = 8 ⦁ 4 = 32
x→c x→c
2. lim −11 ⦁ 𝑓(𝑥) = −11 ⦁ lim 𝑓(𝑥) = −11 ⦁ 4 = −44
x→c x→c
3 3 3
3. lim ⦁ 𝑓(𝑥) = ⦁ lim 𝑓(𝑥) = ⦁4=6
x→c 2 2 x→c 2
Addition Theorem. This says that 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.
lim (𝑓(𝑥) ± 𝑔(𝑥)) = lim 𝑓(𝑥) ± lim 𝑔(𝑥) = L ± M
x→c x→c x→c
Examples. lim 𝑓(𝑥) = 4 and lim 𝑔 (𝑥) = −5 , then

x→c x→c
1. lim (𝑓(𝑥) + 𝑔(𝑥)) = lim 𝑓(𝑥) + lim 𝑔(𝑥) = 4 + (−5) = −1
x→c x→c x→c
2. lim (𝑓(𝑥) − 𝑔(𝑥)) = lim 𝑓(𝑥) − lim 𝑔(𝑥) = 4 − (−5) = 9

x→c x→c x→c
Multiplication Theorem. This is similar to the Addition Theorem, with multiplication replacing addition as
the operation involved. Thus, the limit of a product of functions is equal to the product of their limits.
lim (𝑓(𝑥)⦁𝑔(𝑥)) = lim 𝑓(𝑥) ⦁ lim 𝑔(𝑥) = L ⦁ M

x→c x→c x→c
Example. If lim 𝑓(𝑥) = 4 and lim 𝑔 (𝑥) = −5 , then

x→c x→c
lim (𝑓(𝑥)⦁𝑔(𝑥)) = lim 𝑓(𝑥) ⦁ lim 𝑔(𝑥) = 4 ⦁ (−5) = −20
x→c x→c x→c
Division Theorem. This says that 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 ) lim 𝑓(𝑥) 𝐿
lim 𝑔(𝑥) = x→c
= , provided M≠0.
x→c lim 𝑔(𝑥) 𝑀
x→c
Examples.
1. If lim 𝑓(𝑥) = 4 and lim 𝑔 (𝑥) = −5 , then
x→c x→c
𝑓(𝑥) 𝑙𝑖𝑚 𝑓(𝑥) 4 4
= 𝑥→𝑐 = =−
𝑔(𝑥) 𝑙𝑖𝑚 𝑔(𝑥) −5 5
𝑥→𝑐
2. If lim 𝑓(𝑥) = 0 and lim 𝑔 (𝑥) = −5 , then

x→c x→c
𝑓(𝑥) 0
lim = =0
x→c 𝑔(𝑥) −5
𝑓(𝑥)
3. If lim 𝑓(𝑥) = −5 and lim 𝑔 (𝑥) = 0 , it is not possible to evaluate , or we may say that the limit
x→c x→c 𝑔(𝑥)
DNE.
Power Theorem. This theorem states that the limit of an integer power p of a function is just that power
of the limit of the function.
lim (𝑓 (𝑥 ))𝑝 = (lim 𝑓(𝑥 ))𝑝 = 𝐿𝑝
x→c x→c
Examples.
1. If lim 𝑓(𝑥) = 4 , then
x→c
lim (𝑓(𝑥))3 = (lim 𝑓(𝑥))3 = 43 = 64
x→c x→c

x→c
1 1
lim (𝑓(𝑥))−2 = (lim 𝑓(𝑥))−2 = 2−2 = =
x→c x→c 22 4
Radical/Root Theorem. This theorem states that if n is a positive integer, the limit of the nth root of a
function is just the nth root of the limit of the function, provided the nth root of the limit is a real number.
Thus, it is important to keep in mind that if n is even, the limit of the function must be positive.
𝑛 𝑛
lim √𝑓(𝑥) = 𝑛√ lim 𝑓(𝑥) = √𝐿 .
x→c x→c
Examples.
x→c
lim √𝑓(𝑥) = √ lim 𝑓(𝑥) = √4 = 2 .

x→c x→c
2. If lim 𝑓(𝑥) = −4 , then it is not possible to evaluate lim √𝑓(𝑥) because then,
x→c x→c
lim √𝑓(𝑥) = √−4 ,
x→c
and this is not a real number.
CHUNK 2. LIMITS OF POLYNOMIAL FUNCTIONS
Example. Determine lim (2𝑥 3 − 4𝑥 2 + 1).

x→−1
Solution.
Theorem. Let f be a polynomial of the form
f(x) = anxn + an−1xn−1 + an−2xn−2 + ... + a1x + a0.

If c is a real number, then
lim 𝑓(𝑥) = 𝑓(𝑐)
x→c
Example. Evaluate lim (2𝑥 3 − 4𝑥 2 + 1).

x→−1
Solution.
Note first that our function
𝑓(𝑥) = 2𝑥 3 − 4𝑥 2 + 1,
is a polynomial. Computing for the value of f at x = −1, we get

𝑓(−1) = 2(−1)3 − 4(−1)2 + 1 = −5 .
Therefore, from the Theorem,
lim (2𝑥 3 − 4𝑥 2 + 1) = 𝑓(−1) = −5.

x→−1
Note that we get the same answer when we use limit theorems.
CHUNK 3. LIMITS OF RATIONAL FUNCTIONS

𝑥
Example. Evaluate lim .
x→2 𝑥+1
Solution.
We start by checking the limit of the polynomial function in the denominator.
Since the limit of the denominator is not zero, it follows that
𝑓(𝑥)
Theorem. Let h be a rational function of the form ℎ(𝑥) = where f and g are polynomial functions. If c
𝑔(𝑥)
is a real number and g(c)≠0, then
𝑓(𝑥) 𝑓(𝑐)
lim ℎ(𝑥) = lim = .
x→c x→c 𝑔(𝑥) 𝑔(𝑐)
1−5𝑥
Example. Evaluate lim .
x→1 1+3𝑥 2 +4𝑥 4
Solution. Since the denominator is not zero when evaluated at x = 1, we may apply the Theorem.
CHUNK 4. LIMITS OF RADICAL FUNCTIONS
Example. Evaluate lim √𝑥.

x→1
Solution. Note that lim 𝑥 = 1> 0. Therefore, by the Radical/Root Rule,

x→1
3
Example. Evaluate √𝑥 2 + 3𝑥 − 6.
Solution. Since the index of the radical sign is odd, we do not have to worry that the limit of the radicand is
negative. Therefore, the Radical/Root Rule implies that
Additional Resources
https://tutorial.math.lamar.edu/classes/calci/thelimit.aspx
https://www.youtube.com/watch?v=h_Rf_2OeSJU
Practice!
Evaluate the following limits. Show your solution.
a. lim (3𝑥 4 − 2x − 1)
x→0
1
b. lim 𝑥
x→2
𝑥−3
c. lim 𝑥+1
x→1
d. lim √𝑥 + 4
x→0
√2𝑥+5
e. lim
x→2 3𝑥+1
Name: ________________________________________ Section: _______________________________

MINI PERFORMANCE TASK NO. 1 – LIMIT LAWS

ENGAGEMENT Score: _____________/12
Evaluate the following limits using limit laws. Show your solution.
𝑥
1. lim 150 4. lim ( )
x→5 x→1 2
2. lim 8x 5. lim (𝑥 3 )
x→−4 x→2
3. lim (3 + x) 6. lim (√𝑥)

x→1 x→16
ASSIMILATION Score: _____________/15

Evaluate the following limits using limit laws. Show your solution.
1. lim (𝑥 2 − 2x + 1)
x→0
2. lim (2𝑥 2 + x + 1)
x→3
𝑥 2 +6𝑥+3
3. lim
x→1 𝑥+1
4. lim √𝑥 + 9
x→16
𝑥2
5. lim
x→3 √𝑥+6

2
1. 𝑓(𝑥) = √3 + 𝑥, find 𝑓(1) 2. 𝑓(𝑥) = 𝑥 2 + 2𝑥 + 1, find 𝑓(1) 3. 𝑓(𝑥) = 1, find 𝑓(2)
𝑥2
Prerequisite Skill:
 Perform Basic Operations
INTRODUCTION:
1. Compute the limits of exponential, logarithmic, and trigonometric functions using tables of values
and graphs of the functions; and
sin 𝑡 1−cos 𝑡 𝑒 𝑡 −1
2. Illustrate limits involving the expressions , and using tables of values.
𝑡 𝑡 𝑡

CHUNK 1. EVALUATING LIMITS OF EXPONENTIAL FUNCTIONS
We consider the natural exponential function 𝑓(𝑥) = 𝑒 𝑥 , where e is called the Euler number, and has
value 2.718281....
Example 1. Evaluate thelim 𝑒 𝑥 .

x→0
Solution. We will construct the table of values for 𝑓(𝑥) = 𝑒 𝑥 .
We consider approaching 0 from its left or We consider approaching 2 from its right or
through values less than but close to 0. through values greater than 2.
Since lim− 𝑒 𝑥 = 1 and lim+ 𝑒 𝑥 = 1, we conclude that lim 𝑒 𝑥 = 1.

x→0 x→0 x→0
We can use the graph of 𝑓(𝑥) = 𝑒 𝑥 to determine its limit as x approaches 0.

Looking at the figure, as the values of x approach 0 from both directions, the
values of f(x) will get closer and closer to 1. We also have the following:
(a) lim 𝑒 𝑥 = 𝑒 = 2.718 …
x→1
(b) lim 𝑒 𝑥 = 𝑒 2 = 7.389 …

x→2
(c) lim 𝑒 𝑥 = 𝑒 −1 = 0.367 …

x→−1
CHUNK 2. EVALUATING LIMITS OF LOGARITHMIC FUNCTIONS

Consider the natural logarithmic function 𝑓(𝑥) = 𝑙𝑛 𝑥. Recall that 𝑙𝑛 𝑥 = loge x. Moreover, it is the
inverse of the natural exponential function 𝑦 = 𝑒 𝑥 .
Example 2. Evaluate the lim ln 𝑥 .

x→1
Solution. We will construct the table of values for 𝑓(𝑥) = 𝑙𝑛 𝑥.

through values less than but close to 1. through values greater than but close to 1.
Since lim− ln 𝑥 = 0. and lim ln 𝑥 = 0, we conclude that lim ln 𝑥 = 0 .

x→1 x→+ x→1
Example 3. Evaluate the lim log 𝑥 .

x→1
Solution. We will construct the table of values for f(x) = 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,
lim log 𝑥 = 0 .
x→1
Consider now the graphs of both the natural and common logarithmic
functions. We can use the following graphs to determine their limits as x
approaches 1.
The figure helps verify our observations that lim ln 𝑥 = 0 and
x→1
lim log 𝑥 = 0. Also, based on the figure, we have
x→1
CHUNK 3. EVALUATING LIMITS OF TRIGONOMETRIC FUNCTIONS

Example 4. Evaluate the lim sin 𝑥 .
x→0
Solution. We will construct the table of values for f(x) = sinx.

As the values of x get closer and closer to 1, the values of f(x) get closer and closer to 0. In symbols,
lim sin 𝑥 = 0.
x→0
We can also find lim sin 𝑥 by using the graph of the sine function. Consider the graph of f(x)=sinx. The graph
x→0
validates our observation in Example 4 that lim sin 𝑥 = 0. Also, using the graph, we have the following:
x→0
Observe the limit of the functions above and their functional value at a point.
If f is either exponential, logarithmic or trigonometric, and if c is a real number which is in the domain of f,
then
lim f(x) = 𝑓(𝑐).
x→c
CHUNK 4. SPECIAL LIMITS

sin 𝑡
Example 1. Evaluate lim .
t→0 𝑡
sin 𝑡
Solution. We will construct the table of values for f(t) = .
𝑡
sin 𝑡 sin 𝑡 sin 𝑡

Since lim− and lim+ are both equal to 1, we conclude that lim = 1.
t→0 𝑡 t→0 𝑡 t→0 𝑡
sin 𝑡
The graph of 𝑓(𝑡) = below confirms that the y-values approach 1 as t approaches 0.
𝑡
1−cos 𝑡
Example 2. Evaluate lim
t→0 𝑡
1−cos 𝑡
Solution. We will construct the table of values for g(t) =
𝑡
1−cos 𝑡 1−cos 𝑡 1−cos 𝑡

Since lim− = 0 and lim+ = 0 , we conclude that lim = 0.
t→0 𝑡 t→0 𝑡 t→0 𝑡
1−cos 𝑡
Below is the graph of g(t) = . We see that the y-values approach 0 as t tends to 0.
𝑡
𝑒 𝑡 −1
Example 3. Evaluate lim .
t→0 𝑡
𝑒 𝑡 −1
Solution. We will construct the table of values for h(t) = .
𝑡
𝑒 𝑡 −1 𝑒 𝑡 −1 𝑒 𝑡 −1
Since lim− = 1 and lim+ = 1 , we conclude that lim = 1.
t→0 𝑡 t→0 𝑡 t→0 𝑡
𝑒 𝑡 −1
The graph of 𝑓(𝑡) = below confirms that lim ℎ(𝑡) = 1.
𝑡 t→0
Name: ________________________________________ Section: _______________________________

ENABLING ASSESSMENT Activity NO. 2 –

LIMITS OF EXPONENTIAL, LOGARITHMIC, AND TRIGONOMETRIC FUNCTIONS

Evaluate the following limits. Show your solution.
1. lim 3𝑥
x→1
2. lim log 𝑥
x→5
3. lim sin 𝑥
x→0
4. lim tan 𝑥
x→0
𝑡
5. lim
t→0 sin 𝑡

𝑡
Construct a table of values to evaluate the limits lim .
t→0 sin 𝑡
x f(x) x f(x)
Answer:
Consider the function, 𝑓(𝑥) = 𝑥3
+ 𝑥2 −2
1. Evaluate 𝑓(1) when x=1.
2. Evaluate lim f(x).

x→1
Prerequisite Skill:
 Determine Limit of a Function
 Perform basic mathematical operations
INTRODUCTION:
C. RUA: At the end of the lesson, you should be able to illustrate coterminal angles.
1. illustrate continuity of a function at a number;
2. determine whether a function is continuous at a number or not; and
3. illustrate continuity of a function on an interval.
4. solves problems involving continuity of a function

As we have observed in our discussion of limits in Lesson 1, there are functions whose limits are not equal
to the function value at x = c, meaning, lim f(x) ≠ 𝑓(𝑐). lim f(x) is NOT NECESSARILY the same as f(c). This
x→c x→c
leads us to the study of continuity of functions.

CHUNK 1. CONTINUITY AT A POINT
Intuitively, “continuity at a point” means that in drawing the graph of a function, the point in question will
be traversed. We start by graphically illustrating what it means to be continuity at a point.
Example 1. Consider the graph on the left.
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).

Solution. We 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

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 indefinitely, while at the right of x = 0, the function
values will go to upward indefinitely. In other words,
1 1
lim− = −∞ and lim+ = ∞
x→0 𝑥 x→0 𝑥
Thus, the function is discontinuous at x = 0.
1
Example 4. Consider again the graph of h(x) = . Is the function continuous at x = 2?
𝑥
Solution.
1
If we trace the graph of the function h(x) = from the left of x = 2 to the right of x = 2, you will not lift your pen.
𝑥
Therefore, the function h is continuous at x = 2.
Suppose we are not given the graph of a function but just the function itself. We have to check three conditions.
Three Conditions of Continuity

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

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

Example 5. 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) = 0.
(b) lim f(x) = lim (𝑥 3 + 𝑥 2 − 2)= 13 + 12 − 2 = 0.
x→1 x→c
(c) f (1) = 0 = lim f(x)
x→1
Therefore, f is continuous at x = 1.
𝑥 2 −𝑥−2
Example 6. Determine if 𝑓(𝑥) = is continuous or not at x = 0.
𝑥−2
Solution. We have to check the three conditions for continuity of a function.

(a) If x = 0, then f (0) = 1.
𝑥 2 −𝑥−2 (𝑥−2)(𝑥+1)
(b) lim f(x) = lim = lim = lim (𝑥 + 1)= 1
x→0 x→0 𝑥−2 x→0 𝑥−2 x→0
(c) f(0) = 1 = lim 𝑓(𝑥)
x→0
Therefore, f is continuous at x = 0.
𝑥 + 1, 𝑖𝑓 𝑥 < 4
Example 7. Determine if 𝑓(𝑥) = { is continuous or not at x = 4.
(𝑥 − 4)2 + 3, 𝑖𝑓 𝑥 ≥ 4
Solution. Note that f is defined at x = 4 since f(4) = 3. However, lim− 𝑓(𝑥) = 5 while
x→4
lim+ 𝑓(𝑥) = 3. Therefore lim 𝑓(𝑥)DNE, and f is discontinuous at x = 4.
x→4 x→4
CHUNK 2. CONTINUITY ON AN INTERVAL

A function can be continuous on an interval. This simply means that it is continuous at every point on
the interval. Equivalently, if we can draw the entire graph of the function on an interval without lifting our tracing
pen, or without being interrupted by a hole in the middle of the graph, then we can conclude that the function is
continuous on that interval.
We begin our discussion with two concepts which are important in determining whether a function is
continuous at the endpoints of closed intervals.
One-Sided Continuity
(a) A function f is said to be continuous from the left at x = c if f(c) = lim− f(x).
x→𝑐
(b) A function f is said to be continuous from the right at x = c if f(c) = lim+ f(x)
x→𝑐
Here are known facts on continuities of functions on intervals:
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,∞).
Example 8. Consider the graph of the function f given below.
Determine using the given graph if the function f is continuous on the following intervals:
a. (−1, 1)
Solution. If we trace the graph of the function f from the right side of x = −1 to the left side of x = 1, we will be
interrupted by a hole when we reach x = 0. We are forced to lift our pen just before we reach x = 0 to indicate
that f is not defined at x = 0 and continue tracing again starting from the right of x = 0. Therefore, we are not
able to trace the graph of f on (−1, 1) without lifting our pen. Thus, the function f is not continuous on (−1, 1).
b. [0.5, 2]
Solution. For the interval [0.5, 2], if we trace the graph from x = 0.5 to x = 2, we do not have to lift the pen at
all. Thus, the function f is continuous on [0.5, 2].
Now, if a function is given without its corresponding graph, we find other means to determine if the function is
continuous or not on an interval. Here are definitions that will help us:
A function f is said to be continuous...
(a) everywhere if f is continuous at every real number. In this case, we also say f is continuous on R.
(b) on (a, b) if f is continuous at every point x in (a, b).
(c) on [a, b) if f is continuous on (a, b) and from the right at a.
(d) on (a, b] if f is continuous on (a, b) and from the left at b.
(e) on [a, b] if f is continuous on (a, b] and on [a, b).
(f) on (a, ∞) if f is continuous at all x > a.
(g) on [a, ∞) if f is continuous on (a,∞) and from the right at a.
(h) on (−∞, b) if f is continuous at all x < b.
(i) on (−∞, b] if f is continuous on (−∞, b) and from the left at b.
Example 9. Determine the largest interval over which the function f(x) = √𝑥 + 2 is continuous.
Solution. Observe that the function f(x) = √𝑥 + 2 has function values only if x + 2 ≥ 0, that is, if x Є [−2,
+∞). For all c Є (−2, +∞),
f(c) = √𝑥 + 2 = lim √𝑥 + 2 .
x→c
Moreover, f is continuous from the right at −2 because

f(−2) = 0 = lim+ √𝑥 + 2 .
x→2
Therefore, for all x Є [−2, +∞), the function f(x) = √𝑥 + 2 is continuous.
𝑥 𝑖𝑓 𝑥 ≤ 0,
3 𝑖𝑓 0 < 𝑥 ≤ 1,
Example 10. Consider g(x)= Is g continuous on (0, 1]? on (4,∞)?
3 − 𝑥 2 𝑖𝑓 1 < 𝑥 ≤ 4,
{𝑥−3 𝑖𝑓 𝑥 > 4.
Solution.
Since g is a piecewise function, we just look at the ‘piece’ of the function corresponding to the interval
specified.
(a) On the interval (0, 1], g(x) takes the constant value 3. Also, for all c Є (0, 1],
lim 𝑔(𝑥) = 3 = g(c).
x→c
Thus, g is continuous on (0, 1].
(b) For all x > 4, the corresponding ‘piece’ of g is g(x) = x − 3, a polynomial function. Recall that a
polynomial function is continuous everywhere in R. Hence, f(x) = x−3 is surely continuous for all x Є (4, ∞).
Additional Resources
https://www.youtube.com/watch?v=joewRl1CTL8
https://www.youtube.com/watch?v=WT7oxiiFYt8
Name: ________________________________________ Section: _______________________________

MINI PERFORMANCE TASK NO. 2 – CONTINUITY OF A FUNCTION

Given the graph below, determine if the function H(x) is continuous at the given values of x:
1. x = -3 ______________________
2. x = -2 ______________________
3. x = 0 ______________________
4. x = 1 ______________________
5. x= 4 ______________________

Answer the following items. Show your solution.
𝑥 2 −9
1. Determine if 𝑓(𝑥) = is continuous at x=2
𝑥+3
𝑥 𝑖𝑓 𝑥 ≤ 0,
3 𝑖𝑓 0 < 𝑥 ≤ 1,
2. Determine if g (x)= , is continuous on [1,4].
3 − 𝑥2 𝑖𝑓 1 < 𝑥 ≤ 4,
{𝑥−3 𝑖𝑓 𝑥 > 4.
Define the following:
1. Tangent line
2. Secant line
Prerequisite Content-knowledge: Limit of a Function
Prerequisite Skill:
 Solve for Slope of a Line
 Determine the Limit of a Function
INTRODUCTION:
1. illustrate the tangent line to the graph of a function at a given point;
2. apply the definition of the derivative of a function at a given number; and
3. relate the derivative of a function to the slope of the tangent line.

CHUNK 1. RECALL DEFINITION OF TANGENT LINE
Recall from geometry class that a tangent line to a circle centered at O is a line intersecting the circle at
exactly one point. It is found by constructing the line, through a point A on the circle, that is perpendicular to the
segment (radius) OA. A secant line to a circle is a line intersecting the circle at two points.
The following are facts about the tangent lines to the circle at different points:
(a) At (±1, 0), the tangent lines are vertical;

(b) At (0, ±1), the tangent lines are horizontal;
(c) At points in the first and third quadrants, the tangent lines are slanting to the left; and
(d) At points in the second and fourth quadrants, the tangent lines are slanting to the right.
One more way to see this is to choose the line through a point that locally looks most like the curve.
Among all the lines through a point (c, f(c)), the one which best approximates the curve y = f(x) near the point
(c, f(c)) is the tangent line to the curve at that point.
CHUNK 2. THE TANGENT LINE DEFINED MORE FORMALLY
The precise definition of a tangent line relies on the notion of a

secant line. Let C be the graph of a continuous function y = f(x) and let
P be a point on C. A secant line to y = f(x) through P is any line
connecting P and another point Q on C. In the figure on the right, the line
PQ is a secant line of y = f(x) through P.
We now construct the tangent line to y = f(x) at P.

Choose a point Q on the right side of P,and connect the two points to
construct the secant line PQ.
Choose another point Q1 in between P and Q. Connect the two points P
and Q1 to construct the secant line PQ1.
Choose another point Q2 in between P and Q1. Construct the secant line
PQ2.
Consider also the case when Q is to the left of P and perform the
same process. Intuitively, we can define the tangent line through P to be
the limiting position of the secant lines PQ as the point Q (whether to the
left or right of P) approaches P.
If the sequence of secant lines to the graph of y = f(x) through P
approaches one limiting position (in consideration of points Q to the left
and from the right of P), then we define this line to be the tangent line to
y = f(x) at P.
We summarize below the definitions of the secant line through a point, and the tangent line at a point of the
graph of y = f(x).
Definition
Let C be the graph of a continuous function y = f(x) and let P be a point on C.
1. A secant line to y = f(x) through P is any line connecting P and another point Q on C.
2. The tangent line to y = f(x) at P is the limiting position of all secant lines PQ as Q →P.
Example 1. The tangent line to another line at any point is the line itself.
Indeed, let l be a line and let P be on l. Observe that no matter what point Q on l we take, the secant line
PQ is l itself. Hence, the limiting position of a line l is l itself.
Example 2. Our definition of the tangent line allows for a vertical tangent line.
A vertical tangent line may also exist even for continuous functions.
3
Drawn on the left is the curve y= √𝑥 with vertical tangent line l.
Curves That Do Not Have Tangent Lines

There are only two cases that the tangent line to a graph of a function at a point does not exist.
1. The case when the function is not continuous at x0: It is clear from the definition of the tangent line that
the function must be continuous.
2. The case when the function has a sharp corner/cusp at P: This case produces different limiting positions
of the secant lines PQ depending on whether Q is to the left or to the right of P.
CHUNK 3. THE EQUATION OF THE TANGENT LINE

Consider the graph of a function y = f(x) whose graph is given below. Let P(x0, y0) be a point on the graph
of y = f(x). Our objective is to find the equation of the tangent line (TL) to the graph at the point P(x0, y0).
• Find any point Q(x, y) on the curve.

• Get the slope of this secant line PQ.
𝑦 − 𝑦0
𝑚𝑃𝑄 =
𝑥 − 𝑥0
• Observe that letting Q approach P is equivalent to letting x approach x0.
We use the formal definition of the tangent line:

• Since the tangent line is the limiting position of the secant lines as Q approaches P, it follows that the slope
of the tangent line (TL) at the point P is the limit of the slopes of the secant lines PQ as x approaches x0. In
symbols,
𝑦 − 𝑦0 𝑓(𝑥) − 𝑓(𝑥0 )
𝑚𝑇𝐿 = lim = lim
𝑥→𝑥0 𝑥 − 𝑥0 𝑥→𝑥0 𝑥 − 𝑥0
•Finally, since the tangent line passes through P(x0, y0), then its equation is given by
𝑦 − 𝑦0 = 𝑚𝑇𝐿 (𝑥 − 𝑥0 ).
Equation of the Tangent Line
To find the equation of the tangent line to the graph of y = f(x) at the point P(x0, y0), follow this 2-step
process:
 Get the slope of the tangent line by computing

𝑦−𝑦0 𝑓(𝑥)−𝑓(𝑥0 )
𝑚 = lim or 𝑚 = lim
𝑥→𝑥0 𝑥−𝑥0 𝑥→𝑥0 𝑥−𝑥0
 Substitute this value of m and the coordinates of the known point P(x0, y0) into the point-slope
form to get
𝑦 − 𝑦0 = 𝑚 (𝑥 − 𝑥0 ).
Example 3. Find the equation of the tangent line to y = x2 at x = 1.
Solution.
To get the equation of the line, we need the point P(x0, y0) and the slope m. We
are only given x0 = 2. However, the y-coordinate of x0 is easy to find by substituting
x0 = 2 into y = x2. This gives us y0 = 4. Hence, P has the coordinates (2, 4).
Now, we look for the slope:
𝑦 − 𝑦0 𝑥2 − 4
lim = lim =4
𝑥→𝑥0 𝑥 − 𝑥0 𝑥→2 𝑥 − 2
Finally, the equation of the tangent line with slop m = 4 and passing through P(2,
4) is
𝑦 − 4 = 4 (𝑥 − 2) or 𝑦 = 4𝑥 − 4
Example 4. Find the equation of the tangent line to y = 2x + 3 at (1, 5).
Solution. We first compute for the slope of the tangent line. Note that x0 = 1 and y0 = 5.
𝑦 − 𝑦0 (2𝑥 + 3) − 5 2𝑥 − 2
𝑚 = lim = lim = lim =2
𝑥→𝑥0 𝑥 − 𝑥0 𝑥→1 𝑥−1 𝑥→1 𝑥−1
Therefore, substituting this into the point-slope form with P(1, 5) and m = 2, we get
y − 5 = 2(x − 1) or y = 2x + 3.
This is the same equation as that of the given line.
CHUNK 4. THE DEFINITION OF THE DERIVATIVE
The expression
𝑓(𝑥) − 𝑓(𝑥0 )
lim
𝑥→𝑥0 𝑥 − 𝑥0
computes more than just the slope of the tangent line. The fraction in the limit also gives us the relative change
of the function on the time or space interval [x 0, x]. Thus, we may interpret this limit as the instantaneous rate
of change of f with respect to x. It is therefore fitting to make an abstraction out of this. Afterwards, we can
regard this as a tool that can be used in finding the slope of the tangent line, or in finding the instantaneous rate
of change. In what follows, we define this expression as the derivative of f(x) at x0.
Definition of the Derivative

Let f be a function defined on an open interval I ⊆ R, and let x0 ЄI. The derivative of f at x0 is defined
to be
𝑓(𝑥) − 𝑓(𝑥0 )
𝑓′(𝑥0 ) = lim
𝑥→𝑥0 𝑥 − 𝑥0
if this limit exists. That is, the derivative of f at x0 is the slope of the tangent line at (x0, f(x0)), if it exists.
Notations: If y = f(x), the derivative of f is commonly denoted by
𝑑 𝑑 𝑑𝑦
𝑓′(𝑥), 𝐷𝑥 [𝑓(𝑥)], [𝑓(𝑥)], [𝑦], .
𝑑𝑥 𝑑𝑥 𝑑𝑥
Example 5. Compute f’ (1) for each of the following functions:

a. f(x) = 3x – 1
Solution. Note that f(1) = 2, so by factoring
b. f(x) = 2x2 + 4
Solution. Here, f(1) = 6 so again, by factoring,
2
c. f(x)=
𝑥+1
Solution. We see that f(1) = 1. So, from the definition,
We multiply both the numerator and the denominator by x+1 to simplify the complex fraction:
d. f(x)= √𝑥 + 8
Solution. Note that f(1) = 3. Therefore, by rationalizing the numerator (meaning, multiplying by √𝑥 + 8+ 3),
Remember that the computed f’(1), is just the slope of the tangent line to y = f(x) at x = 1.
Name: ________________________________________ Section: _______________________________

ENABLING ASSESSMENT Activity NO. 3 – THE DERIVATIVE AS THE SLOPE OF THE TANGENT LINE

Answer the following problems using the definition of derivative. Show your solution.
1. Find the equation of the tangent line to y = 3x2 − 12x + 1 at the point (2, -11).
2. Find the equation of the tangent line to y = 3x2 − 12x + 1 at the point (0, 1).
For each of the following functions, find the indicated derivative using the definition. Show your solution.
1. f(x) = x2 − 6x + 9; f’(3)
2. f(x) = √2𝑥 + 5; f’(2)
𝑥+5
3. f(x)= ; f’(6)
𝑥
Given the function f(x) = x2 − 6x + 5, find f’(1) using the definition of derivative.
Prerequisite Content-knowledge: Definition of Derivative
Prerequisite Skill: Perform Basic Mathematical Operations
INTRODUCTION:
1. determine the relationship between differentiability and continuity of a function
2. apply the differentiation rules in computing the derivative of an algebraic, exponential, and
trigonometric functions;
We see that computing the derivative using the definition of even a simple polynomial is a lengthy process.
What follows next are rules that will enable us to find derivatives easily.

CHUNK 1. DIFFERENTIAILITY IMPLIES CONTINUITY
The difference between continuity and differentiability is a critical issue. Most, but not all, of the functions we
encounter in calculus will be differentiable over their entire domain. Before we can confidently apply the rules
regarding derivatives, we need to be able to recognize the exceptions to the rule.
Theorem. If a function f is differentiable at a, then f is continuous at a.
Remarks:
(a) If f is continuous at x = a, it does not mean that f is differentiable at x = a.
(b) If f is not continuous at x = a, then f is not differentiable at x = a.
(c) If f is not differentiable at x = a, it does not mean that f is not continuous at x = a.
(d) A function f is not differentiable at x = a if one of the following is true:
i. f is not continuous at x = a.
ii. the graph of f has a vertical tangent line at x = a.
iii. the graph of f has a corner or cusp at x = a.
CHUNK 2. DIFFERENTIATION RULES INVOLVING ALGEBRAIC FUNCTIONS
The Constant Rule

If f(x) = c where c is a constant, then f’(x)=0. The derivative of a constant is equal to zero.
Examples.
1. If f(x) = 5, then f’(x)=0.
2. If h(x) = √5, then h’(x)=0.
3. If g(x)=2𝜋, then g’(x)=0.
The Power Rule
If 𝑓(𝑥) = 𝑥 𝑛 where 𝑛 ∈ 𝑁, then 𝑓 ′ (𝑥) = 𝑛𝑥 𝑛−1 .
Examples.
1. If 𝑓(𝑥) = 𝑥 3 , then 𝑓 ′(𝑥) = 3𝑥 3−1 = 3𝑥 2 .
1
2. If 𝑔(𝑥) = , then we can write 𝑔(𝑥) = 𝑥 −2 before we apply the Power Rule. We have
𝑥2
1
3. If ℎ(𝑥) = √𝑥, then we can write ℎ(𝑥) = 𝑥 2 . We have
The Constant Multiple Rule

If 𝑓(𝑥) = 𝑘 ℎ(𝑥) where k is a constant, then 𝑓 ′ (𝑥 ) = 𝑘 ℎ′(𝑥).
Examples.
3 3
3 9 −1
1. If 𝑓(𝑥) = 3𝑥 4, then 𝑓 ′ (𝑥) = 3⦁ 𝑥 4−1 = 𝑥 4.
4 4
1 1 1
1 1 1 1 1
2. If 𝑔(𝑥) = √𝑥, then we can write it as 𝑔(𝑥) = 𝑥 2 . We have 𝑔′ (𝑥) = ⦁ 𝑥 2−1 = 𝑥 −2 .
2 2 2 2 4
3. If ℎ(𝑥) = −√7𝑥, then ℎ′ (𝑥) = −√7⦁𝑥 1−1 = −√7
The Sum and Difference Rule

If 𝑓(𝑥) = 𝑔(𝑥) ± ℎ(𝑥) where g and h are differentiable functions, then 𝑓 ′ (𝑥 ) = 𝑔′(𝑥 ) ± ℎ′(𝑥).
Examples.
1. If 𝑓(𝑥) = 𝑥 2 + 2𝑥 + 1, then 𝑓 ′(𝑥) = 2𝑥 2−1 + 2𝑥 1−1 + 0 = 2𝑥 + 2
5 3
2. If 𝑔(𝑥) = 2 + − , then we can write it as 𝑔(𝑥) = 2 + 5𝑥 −1 − 3𝑥 −2 . We have
𝑥 𝑥2
𝑔′(𝑥) = 0 + [5⦁(−1)𝑥 −1−1 ] − [3⦁(−2)𝑥 −2−1 ] = −5𝑥 −2 + 6𝑥 −3 .
1 1
3. If 𝑦 = − , then 𝑦 ′ = −2𝑥 2−3 .
𝑥2 2
The Product Rule

If f and g are differentiable functions, then 𝐷𝑥 [𝑓 (𝑥 )𝑔(𝑥 )] = 𝑓 (𝑥 )𝑔′ (𝑥 ) + 𝑔(𝑥 ) 𝑓′(𝑥).
The Product Rule states that the derivative of the product of two differentiable functions is the first function
times the derivative of the second function plus the second function times the derivative of the first function.
Mnemonic: left dright + right dleft
Examples.
1. Find 𝑔′ (𝑥) if 𝑔(𝑥) = (3𝑥 2 − 4)(𝑥 2 − 3𝑥)
2. Find 𝑓 ′ (𝑥) if 𝑓(𝑥) = √𝑥 (6𝑥 3 + 2𝑥 − 4).
The Quotient Rule

If f and g be two differentiable functions with 𝑔(𝑥) ≠ 0, then
𝑓 (𝑥 ) 𝑔 ( 𝑥 ) 𝑓 ′ ( 𝑥 ) − 𝑓 (𝑥 ) 𝑔 ′ ( 𝑥 )
𝐷𝑥 [ ]= .
𝑔 (𝑥 ) [𝑔(𝑥 )]2
𝒍𝒐 𝒅𝒉𝒊−𝒉𝒊 𝒅𝒍𝒐
Mnemonic:
𝒍𝒐𝟐
Examples.
3𝑥+5
1. Let ℎ(𝑥) = 2 . Compute h’(x).
𝑥 +4
2𝑥 4 +7𝑥 2 −4
2. Let 𝑔(𝑥) = . Compute g’(x).
3𝑥 5 +𝑥 4 −𝑥+1
CHUNK 3. DIFFERENTIATION RULES INVOLVING TRIGONOMETRIC FUNCTIONS
Derivatives of Trigonometric Functions

(a) 𝐷𝑥 (sin 𝑥) = cos 𝑥 (d) 𝐷𝑥 (cot 𝑥) = −𝑐𝑠𝑐 2 𝑥
(b) 𝐷𝑥 (cos 𝑥) = − sin 𝑥 (e) 𝐷𝑥 (sec 𝑥) = sec 𝑥 tan 𝑥
(c) 𝐷𝑥 (tan 𝑥) = 𝑠𝑒𝑐 2 𝑥 (f) 𝐷𝑥 (csc 𝑥) = − csc 𝑥 cot 𝑥
Examples.
1. If 𝑓(𝑥) = sec 𝑥 + 3 csc 𝑥 , then
2. If 𝑔(𝑥) = 𝑥 2 sin 𝑥 − 3𝑥 cos 𝑥 + 5 sin 𝑥, then
Remarks:
1. Whenever this rule is applied to problems where the trigonometric functions are viewed as functions of
angles, the unit measure must be in radians.
2. Every trigonometric function is differentiable on its domain. In particular, the sine and cosine functions are
everywhere differentiable.
CHUNK 4. DIFFERENTIATION RULES INVOLVING EXPONENTIAL FUNCTIONS
Derivative of an Exponential Function

If 𝑓(𝑥) = 𝑒 𝑥 , then 𝑓′(𝑥) = 𝑒 𝑥 .
Examples.
1. If 𝑓(𝑥) = 3𝑒 𝑥 , then 𝑓′(𝑥) = 3𝑒 𝑥
2. If 𝑔(𝑥) = −4𝑥 2 𝑒 𝑥 + 5𝑥𝑒 𝑥 − 10𝑒 𝑥 , then
Name: ________________________________________ Section: _______________________________

MINI PERFORMANCE TASK NO. 3 – RULES OF DIFFERENTIATION

Find the derivatives of the functions using differentiation rules. Show your solution.
1. 𝑓(𝑥) = 150 6. ℎ(𝑥) = (𝑥 2 + 2)(𝑥 2 + 1)
5𝑥
2. 𝑔(𝑥) = 𝑥 5 7. 𝑓(𝑥) = 2𝑥+1
1 8. 𝑓(𝑥) = csc 𝑥
3. ℎ(𝑥) =
𝑥5
3
9. 𝑦 = 𝑒 𝑥
4. 𝑓(𝑥) = √𝑥
10. 𝑦 = 7𝑥 −3
5. 𝑓(𝑥) = 2𝑥 3 + 2

Find the derivatives of the functions using differentiation rules. Show your solution.
1. 𝑓(𝑥) = 4𝑥 3 − 18𝑥 2 + 6𝑥 + 3
6𝑥2 +1
2. 𝑓(𝑥) =
𝑥3 +1
3. 𝑓(𝑥) = 𝑒𝑥 − 𝑡𝑎𝑛𝑥 𝑐𝑜𝑡𝑥

Write the mathematical equation for each scenario.
(a) The product P of a given number x and the number which is one unit bigger.
(b) The volume V of a sphere of a given radius r.
(c) The volume V of a right circular cone with radius 3cm and a given height h.
Prerequisite Content-knowledge: Differentiation Rules
Prerequisite Skill:
 Write mathematical equation
 Differentiate functions
INTRODUCTION:
1. illustrate the Extreme Value Theorem
2. solve optimization problems that yield polynomial functions
Before we start with problem solving, we recall key concepts in mathematical modeling. Functions are used to
describe physical phenomena. For example:
• The number of people y in a certain area that is infected by an epidemic after some time t;
• The concentration c of a drug in a person’s bloodstream t hours after it was taken;
• The mice population y as the snake population x changes, etc.
We model physical phenomena to help us predict what will happen in the future. We do this by finding or
constructing a function that exhibits the behavior that has already been observed. In the first example above,
we want to find the function y(t). For example, if y(t) = 1000·2t, then we know that initially, there are y(0) = 1000
affected patients. After one hour, there are y(1) = 1000 · 21 = 500 affected patients.
Observe that the independent variable here is time t and that the quantity y depends on t. Since y is dependent
on t, it now becomes possible to optimize the value of y by controlling at which time t you will measure y.

CHUNK 1. CRITICAL POINTS AND POINTS WHERE EXTREMA OCCUR
Definition
Let f be a function that is continuous on an open interval I containing x0.
• We say that x0 is a critical point of f if f’’(x0)=0 or f(x0) does not exist (that is, f has a corner or a cusp
at (x0, f(x0))).
• We say that the maximum occurs at x0 if the value f(x0) is the largest among all other functional
values on I, that is,
f(x0) ≥ f(x) for all x ∈ I.
• We say that the minimum occurs at x0 if the value f(x0) is the smallest among all other functional
values on I, that is,
f(x0) ≤ f(x) for all x ∈ I.
• We say that an extremum of f occurs at x0 if either the maximum or the minimum occurs at x0.
Examples. Find all critical points of the given function f.

a. 𝑓(𝑥) = 3𝑥 2 − 3𝑥 + 4
b. 𝑓(𝑥) = 𝑥 3 − 9𝑥 2 + 15𝑥 − 20
c. 𝑓(𝑥) = 𝑥 3 − 𝑥 2 − 𝑥 − 10
Solution. We differentiate f and find all values of x such that f’’(x) becomes zero or undefined.
a. 𝑓 ′ (𝑥) = 6𝑥 − 3
1
𝑓 ′ (𝑥) = 0  6𝑥 − 3 = 0  𝑥 =
2
1
So 𝑥 = is a critical point
2
b. 𝑓′(𝑥) = 3𝑥 2 − 18𝑥 + 15
𝑓 ′ (𝑥) = 0  3𝑥 2 − 18𝑥 + 15 = 0  3(𝑥 − 5)(𝑥 − 1) = 0  𝑥 = 1, 5
So 𝑥 = 1 and 𝑥 = 5 are critical points.
c. 𝑓′(𝑥) = 3𝑥 2 − 2𝑥 − 1
1
𝑓 ′ (𝑥) = 0  3𝑥 2 − 2𝑥 − 1 = 0  (3𝑥 + 1)(𝑥 − 1) = 0 𝑥=− , 1
3
So 𝑥 = −1/3 and 𝑥 = 1 are critical points.
Fermat’s Theorem. Let I be continuous on an open interval I containing x0. If f has an extremum at x0,
then x0 must be a critical point of f.
To illustrate this, recall that the derivative of f at x0 is the slope of the tangent line of f at x0.
Extreme Value Theorem. 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.
Examples. Find the extrema of the given functions on the interval [-1, 1].
a. 𝑓(𝑥) = 3𝑥 2 − 3𝑥 + 4
b. 𝑓(𝑥) = 𝑥 3 − 9𝑥 2 + 15𝑥 − 20
c. 𝑓(𝑥) = 𝑥 3 − 𝑥 2 − 𝑥 − 10
Solution. We remember that we have solved all critical points of f in the previous examples. However, we will
only consider those critical points on the interval [-1, 1]. Moreover, by the Extreme Value Theorem, we also
have to consider the endpoints. So, what remains to be done is the following:
• Get the functional values of all these critical points inside [-1, 1];
• Get the functional values at the endpoints; and
• Compare the values. The highest one is the maximum value while the lowest one is the minimum
value.
(a) There’s only one critical point, x = 1/2, and the endpoints are x = ±1. We present the functional values in a
table.
x -1 1/2 1
f(x) 10 13/4 4
Clearly, the maximum of f occurs at x = -1 and has value 10. The minimum of f occurs at x = 1/2 and has
value 13/4.
(b) 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. Below is the table of functional values at this critical point, as well as those at the endpoints.
x -1 1
f(x) -45 -13
Therefore, the maximum value -13 occurs at x = 1 while the minimum value -45 occurs at x = -1.
(c) Considering the critical points and the endpoints, we consider the functional values at - 1/3, -1 and 1:
x -1 -1/3 1
f(x) -11 -25/27 -11
Thus, the maximum point is (-1/3, 25/27) while the minimum points are (1, -11) and (-1, -11).
CHUNK 2. OPTIMIZATION: APPLICATION OF EXTREMA TO WORK PROBLEMS

Many real-life situations require us to find a value that best suits our needs. If we are given several options for
the value of a variable x, how do we choose the “best value?” Such a problem is classified as an optimization
problem.
Suggested Steps in Solving Optimization Problems

1. If possible, draw a diagram of the problem.
2. Assign variables to all unknown quantities involved.
3. Specify the objective function. This function must be continuous.
i. Identify the quantity, say q, to be maximized or minimized.
ii. Formulate an equation involving q and other quantities. Express q in terms of a single
variable, say x. If necessary, use the information given and relationships between quantities to
eliminate some variables.
iii. The objective function is
maximize q = f(x)
or minimize q = f(x).
4. Determine the domain or constraints of q from the physical restrictions of the problem. The domain
must be a closed and bounded interval.
5. Use appropriate theorems involving extrema to solve the problem. Make sure to give the exact
answer (with appropriate units) to the question.
Example. Find the number in the interval [-2, 2] so that the difference of the number from its square is
maximized.
Solution. Let x be the desired number. We want to maximize

𝑓(𝑥) = 𝑥 2 − 𝑥
where x ∈ [-2, 2]. Note that f is continuous on [-2, 2] and thus, we can apply the Extreme Value Theorem.
We first find the critical numbers of f in the interval (-2, 2). We have
𝑓 ′(𝑥) = 2𝑥 − 1,
1
which means that we only have one critical number in (-2, 2): x = .
2
Then we compare the function value at the critical number and the endpoints. We see that
1 1
𝑓(−2) = 6, 𝑓(2) = 2, 𝑓 ( ) = − .
2 4
From this, we conclude that f attains a maximum on [-2, 2] at the left endpoint x =-2.
Hence, the number we are looking for is -2.
Example. 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.
Solution.
Let s be the length of the side of the squares to be cut out, and imagine the “flaps” being turned up to form
the box. The length, width and height of the box would then be 24- 2s, 9- 2s, and s, respectively. Therefore,
the volume of the box is
𝑉(𝑠) = (24 − 2𝑠)(9 − 2𝑠)𝑠 = 2(108𝑠 − 33𝑠2 + 2𝑠3 ).
We wish to maximize 𝑉(𝑠) but note that s should be nonnegative and should not be more than half the width
of the cardboard. That is, s ∈ [0, 4.5]. (The case s = 0 or s = 4.5 does not produce any box because one of
the dimensions would become zero; but to make the interval closed and bounded, we can think of those
cases as degenerate boxes with zero volume). Since V is just a polynomial, it is continuous on the closed
and bounded interval [0, 4.5]. Thus, the Extreme Value Theorem applies. Now
𝑉 ′(𝑠) = 216 − 132𝑠 + 12𝑠 2 = 4(54 − 33𝑠 + 3𝑠2 ) = 4(3𝑠 − 6)(𝑠 − 9)
and hence the only critical number of V in (0, 4.5) is 2 (s = 9 is outside the interval).
We now compare the functional values at the endpoints and at the critical points:
s 0 2 4.5
V(s) 0 200 0
Therefore, from the table, we see that V attains its maximum at s = 2, and the maximum volume is equal to
V (2) = 200 cm3.
Name: ________________________________________ Section: _______________________________

MINI PERFORMANCE TASK NO. 4 – OPTIMIZATION

Answer the optimization problem below systematically.
A rectangular box is to be made from a piece of wood 30 cm long and 13 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.
Given the function f(x) = x2 − 6x + 5, find f’(1) using the definition of derivative.
Prerequisite Content-knowledge: Definition of Derivative
Prerequisite Skill: Perform Basic Mathematical Operations
INTRODUCTION:
1. compute higher-order derivatives of functions;
2. illustrate the Chain Rule of differentiation; and
3. solve problems using the Chain Rule.
We see that computing the derivative using the definition of even a simple polynomial is a lengthy process.
What follows next are rules that will enable us to find derivatives easily.

CHUNK 1. HIGHER-ORDER DERIVATIVES OF FUNCTIONS
𝑑𝑦
Consider the function y = f(x). The derivative 𝑦 ′ , 𝑓′(𝑥), 𝐷𝑥 𝑦 or is called the first derivative of f with respect
𝑑𝑥
to x. The derivative of the first derivative is called the second derivative of f with respect to x and is denoted
by any of the following symbols:
𝑑2 𝑦
𝑦 ′′ , 𝑓′′(𝑥), 𝐷𝑥2 𝑦,
𝑑𝑥 2
The third derivative of f with respect to x is the derivative of the second derivative and is denoted by any of
the following symbols:
𝑑3 𝑦
𝑦 ′′′ , 𝑓′′′(𝑥), 𝐷𝑥3 𝑦, 𝑑𝑥3
In general, the nth derivative of f with respect to x is the derivative of the (n − 1)st derivative and is denoted
by any of the following symbols:
𝑑𝑛 𝑦
𝑦 (𝑛) , 𝑓 (𝑛) (𝑥), 𝐷𝑥𝑛 𝑦, 𝑑𝑥𝑛
Example 1. Find the 4th derivative of the function 𝑓(𝑥) = 𝑥 5 − 3𝑥 4 + 2𝑥 3 − 𝑥 2 + 4𝑥 − 10
Solution. We differentiate the function repeatedly and obtain

Example 2. Find the first and second derivatives of the function defined by
𝑦 = (3𝑥 2 − 4)(𝑥 2 − 3𝑥).
Solution. Using the Product Rule, we compute the first derivative:
Similarly, we obtain the second derivative:
Remarks:
(a) The function f can be written as f(0)(x).
(b) In the notation f(n)(x), n is called the order of the derivative.
CHUNK 2. CHAIN RULE

The Chain Rule below provides for a formula for the derivative of a composition of functions.
Chain Rule
Let f be a function differentiable at c and let g be a function differentiable at f(c). Then the composition
g◦f is differentiable at c and
𝐷𝑥 (𝑔 ◦ 𝑓 ) = 𝑔′ (𝑓(𝑐))⦁𝑓′(𝑐).
In words, the derivative of a composition of functions is the derivative of the outer function evaluated at the
inner function, times the derivative of the inner function.
Example 1. Let 𝑦 = sin(2𝑥). Find y’ using the Chain Rule.

Solution. We can rewrite 𝑦 = sin(2𝑥) as 𝑦 = 𝑓(𝑢) where 𝑓(𝑢) = sin 𝑢 and u=2x. Hence,
Example 2. Let 𝑦 = (3𝑥 2 + 4𝑥 − 5)5 . Find y’ using the Chain Rule.

Solution.
𝑑𝑦
Example 3. Let 𝑦 = √3𝑥 3 + 4𝑥 + 1. Find using the Chain Rule.
𝑑𝑥
Solution.
Name: ________________________________________ Section: _______________________________

ENABLING ASSESSMENT ACTIVITY NO. 4 – RULES OF DIFFERENTIATION

Find the derivatives of the functions using chain rule. Show your solution.
a. 𝑦 = (3𝑥 2 + 2𝑥 + 1)10
𝑥−1 3
b. 𝑦 = ( )
𝑥+3

1. Find y’’’ for 𝑦 = 𝑥 −7 .
2. Given the function 𝑦 = 9𝑥 3 + 18𝑥 2 + 2𝑥 − 3. Find all the derivaties of the nth order from n=1 to n=4. Show
your solution.
Given the function 𝑓(𝑥) = (3𝑥 2 − 2𝑥 + 4)2 . Find f’(x) using the Chain Rule.
Prerequisite Skill:
 Find derivative using differentiation rules
INTRODUCTION:
1. Illustrate implicit differentiation; and
2. solve problems (including logarithmic, and inverse trigonometric functions) using implicit
differentiation
The majority of differentiation problems in basic calculus involves functions y written explicitly as functions
of the independent variable x. This means that we can write the function in the form y = f(x). For such a function,
we can find the derivative directly. For example, if
𝑦 = 4𝑥 5 + cos(2𝑥 − 7)
then the derivative of y with respect to x is
𝑑𝑦
= 20𝑥 4 − 2𝑠𝑖𝑛 (2𝑥 − 7)
𝑑𝑥
However, some functions y are written implicitly as functions of x. This means that the expression is not given
directly in the form y = f(x). A familiar example of this is the equation
𝑥2 + 𝑦2 = 5
In this module, we will learn another method to obtain derivatives. The method is called implicit differentiation.

We have seen that functions are not always given in the form y = f(x) but in a more complicated form
that makes it difficult or impossible to express y explicitly in terms of x. Such functions are called implicit
functions, and y is said to be defined implicitly.
Differentiating quantities involving only the variable x with respect to x is not a problem; for instance, the
derivative of x is just 1. But if a function y is defined implicitly, then we need to apply the Chain Rule in getting
𝑑𝑦
its derivative. So, while the derivative of 𝑥 2 is 2𝑥, the derivative of 𝑦 2 is 2𝑦 .
𝑑𝑥
More generally, if we have the expression f(y), where y is a function of x, then
𝑑 𝑑 𝑑𝑦
(𝑓(𝑦)) = (𝑓(𝑦))⦁ .
𝑑𝑥 𝑑𝑦 𝑑𝑥
Example 1. Find the slope of the tangent line to the circle 𝑥 2 + 𝑦 2 = 5 at the point (−2, 1).
𝑥2 + 𝑦2 = 5
𝑑 2 2 𝑑
→ (𝑥 + 𝑦 ) = (5)
𝑑𝑥 𝑑𝑥
𝑑 𝑑
→ (𝑥 2 ) + 𝑑𝑥 (𝑦 2 ) = 0
𝑑𝑥
𝑑𝑦
→ 2𝑥 + 2𝑦 𝑑𝑥 = 0
Solving for dy/dx, we obtain

𝑑𝑦 2𝑥 𝑥
=− = − .
𝑑𝑥 2𝑦 𝑦
Substituting x = −2 and y = 1, we find that the slope is
𝑑𝑦
= 2.
𝑑𝑥
𝑑𝑦
Example 2. Find for 𝑦 3 + 4𝑦 2 + 3𝑥 2 𝑦 + 10 = 0.
𝑑𝑥
Solution. Differentiating both sides of the equation gives
We collect the terms involving dy/dx and rearrange to get
We isolate dy/dx on one side of the equation. Thus,
Note that the derivative of the term 3𝑥 2 𝑦 is obtained by applying the Product Rule. We consider 3𝑥 2 as one
function and 𝑦 as another function.
Implicit differentiation can be applied to any kind of function, whether they are polynomial functions, or
functions that involve trigonometric and exponential, quantities.
𝑑𝑦
Example 3. Let y be a differentiable function of x. Find for (3𝑦 5 + 2𝑦)3 = 2𝑥 + 1.
𝑑𝑥
Solution. Differentiate term by term with respect to x.
𝑑𝑦
Example 4. Let y be a differentiable function of x. Find for 𝑥 2 + √𝑥𝑦 + 𝑦 2 = 2.
𝑑𝑥
Solution. Differentiate term by term with respect to x.

Name: ________________________________________ Section: _______________________________

ENABLING ASSESSMENT Activity NO. 5 – IMPLICIT DIFFERENTIATION

Find the derivatives of the functions using implicit differentiation. Show your solution.
1. 𝑥 4 + 𝑦 4 = 16
2. 4𝑥 3 + 𝑥𝑦 + 𝑦 = 5
3. 𝑥 2 𝑦 − 3𝑥 + 𝑦 = 4
Give one example of an application of math derivative.
Prerequisite Skill:
 Find derivative using differentiation rules
INTRODUCTION:
C. RUA: At the end of the lesson, you should be able to solve situational problems involving related
rates.

The discussion on related rates concerns quantities which change (increase/decrease) with time, and which
are related by an equation. Differentiating this equation with respect to time gives an equation of relationship
between the rates of change of the quantities involved. Therefore, if we know the rates of change of all but one
quantity, we can solve this using the relationship between the rates of change.

We first need to recall that aside from being the slope of the tangent line to a function at a point, the
derivative is also interpreted as a rate of change. The sign of the derivative indicates whether the function is
increasing or decreasing.
Related rates involve variables related to each other that change with respect to time.
In solving related rates problems, the key technique is implicit differentiation with respect to time.
Outline of Solution
1. Define all variables.
2. Identify what is being asked.
3. State the known constants and instantiations.
4. Identify the working equation.
5. Differentiate working equation with respect to time.
6. Substitute all known constants and instantiations.
7. Solve for the unknown by isolating it on one side of the equation.
8. State the conclusion.
Example 1. Faye is inflating a (spherical) balloon. When the radius is 50 cm, the volume is increasing at the
rate of 100 cubic centimeters per minute. How fast is the radius increasing when the radius is 50 cm?
Solution:
1. Let V be the volume of the sphere
r be the radius of the sphere
𝑑𝑟
2. Find the when r = 50
𝑑𝑡
𝑑𝑉
3. Given = 100 when r =50
𝑑𝑡
4
4. Working equation (one that related r and v): 𝑉 = 𝜋𝑟 3
3
4
5. Differentiate 𝑉 = 𝜋𝑟 3 with respect to time t.
3
𝑑𝑉 4 𝑑𝑟 𝑑𝑟
= ⦁3 𝜋𝑟 2 = 4 𝜋𝑟 2
𝑑𝑡 3 𝑑𝑡 𝑑𝑡
𝑑𝑉
6. Substitute = 100 and r =50.
𝑑𝑡
4 𝑑𝑟 𝑑𝑟
100 = ⦁3 𝜋(50)2 = 4 𝜋(50)2
3 𝑑𝑡 𝑑𝑡
𝑑𝑟
7. Isolate on one side of the equation.
𝑑𝑡
𝑑𝑟 100 1
= =
𝑑𝑡 4 𝜋(50)2 100𝜋
1
8. Conclusion: The radius increases at the rate of cm/min when the radius is 50 cm long.
100𝜋
Example 2. Water is pouring into an inverted cone at the rate of 8𝑚3 /𝑚𝑖𝑛. If the height of the cone is 12 m and
the radius of its base is 6 m, how fast is the water level rising when the water is 4-meter deep?
Solution:
1. Let V be the volume of water in the cone at any time t.
h be the depth of water in the cone
r be the radius of (top) surface of water in the cone
𝑑ℎ
2. Find the when h = 4.
𝑑𝑡
𝑑𝑉
3. Given that = 8
𝑑𝑡
𝜋𝑟 2 ℎ
4. Now, the relationship between the three defined variables is given by the volume of the cone: 𝑉 = 3
𝜋𝑟 2 ℎ
Observe that the rate of change of r is neither given nor asked. Working equation 𝑉 = should then
3
be expressed in terms of v and h only. To do this, find a relation between the radius and height OR
radius and volume. From the illustration, we see that by the proportionality relations in similar triangles,
ℎ 6 ℎ
= = 2 𝑟 =
𝑟 12 2
Working equation becomes
ℎ 2
𝜋𝑟 2 ℎ 𝜋(2) ℎ 𝜋 3
𝑉= = = ℎ
3 3 12
5. Differentiate with respect to time t.
𝑑𝑉 𝜋 2 𝑑ℎ
= ℎ
𝑑𝑡 4 𝑑𝑡

𝜋 𝑑ℎ
8 = (4)2
4 𝑑𝑡
𝑑ℎ
7. Isolate on one side of the equation.
𝑑𝑡
𝑑ℎ 32 2
= =
𝑑𝑡 16𝜋 𝜋
2
8. Conclusion: The water is lowering at the rate of m/min when the water is 4 meters deep.
𝜋
Name: ________________________________________ Section: _______________________________

FINAL PERFORMANCE TASK

A water tank in the form of an inverted cone is being emptied at the rate of 5 cubic meters per minute. The
altitude of the cone is 20 meters, and the radius is 10 meters. Find how fast the water level is lowering when
the water is 8 meters deep.
1. Define all variables.
2. Identify what is being asked.
3. State the known constants and instantiations.
4. Identify the working equation.
5. Differentiate working equation with respect to time.
7. Solve for the unknown by isolating it on one side of the equation.
8. State the conclusion.

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BASIC CALCULUS

Level: SENIOR HIGH SCHOOL Semester: SECOND

Course Requirements and Calendar of Activities:

Culminating Performance Task

Evaluate the following functions for the given values.

C. RUA: At the end of the lesson, you should be able to:

D. INSTITUTIONAL VALUES: Critical Thinking and Problem Solving

E. OVERVIEW OF THE LESSON

STUDENT’S EXPERIENTIAL LEARNING

This is read, ‘‘The limit of f(x) as x approaches c is L.”

Example 1. Investigate lim (𝑥 2 + 1) by constructing tables of values.

Example 2. Investigate through a table of values 𝑓(𝑥)

lim f(x) = L and lim+ f(x) = L.

CHUNK 2. LOOKING AT THE GRAPH OF 𝑦 = 𝑓(𝑥)

Recall Example 1 where Recall Example 2 where

We can see from the graph that f(x) has no limit as x

For instance, it can be seen from the graph of y = f(x) that:

CHUNK 3. THE LIMIT OF A FUNCTION AT C VERSUS THE VALUE OF THE FUNCTION AT C

Critical to the study of limits is the understanding that the value of

We restate the conclusions, adding the respective values of f(c):

b. lim f(x) = 3 and f(0) does not exist (or is undefined).

Name: ________________________________________ Section: _______________________________

ENABLING ASSESSMENT Activity NO. 1 – LIMIT OF A FUNCTION

ASSIMILATION Score: _____/10

Evaluate the following functions for the given values.

STUDENT’S EXPERIENTIAL LEARNING

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

lim f(x) = 𝐿 and lim g(x) = 𝑀

Examples. If lim 𝑓(𝑥) = 4 , then

Examples. lim 𝑓(𝑥) = 4 and lim 𝑔 (𝑥) = −5 , then

2. lim (𝑓(𝑥) − 𝑔(𝑥)) = lim 𝑓(𝑥) − lim 𝑔(𝑥) = 4 − (−5) = 9

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

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

2. If lim 𝑓(𝑥) = 0 and lim 𝑔 (𝑥) = −5 , then

2. If lim 𝑓(𝑥) = 2 , then

lim √𝑓(𝑥) = √ lim 𝑓(𝑥) = √4 = 2 .

CHUNK 2. LIMITS OF POLYNOMIAL FUNCTIONS

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

Theorem. Let f be a polynomial of the form

f(x) = anxn + an−1xn−1 + an−2xn−2 + ... + a1x + a0.

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

is a polynomial. Computing for the value of f at x = −1, we get

Therefore, from the Theorem,

lim (2𝑥 3 − 4𝑥 2 + 1) = 𝑓(−1) = −5.

CHUNK 3. LIMITS OF RATIONAL FUNCTIONS

Since the limit of the denominator is not zero, it follows that

CHUNK 4. LIMITS OF RADICAL FUNCTIONS

Example. Evaluate lim √𝑥.

Solution. Note that lim 𝑥 = 1> 0. Therefore, by the Radical/Root Rule,

Name: ________________________________________ Section: _______________________________

MINI PERFORMANCE TASK NO. 1 – LIMIT LAWS

3. lim (3 + x) 6. lim (√𝑥)

ASSIMILATION Score: _____________/15

Evaluate the following functions for the given values.

D. INSTITUTIONAL VALUES: Critical Thinking and Problem Solving

STUDENT’S EXPERIENTIAL LEARNING

Example 1. Evaluate thelim 𝑒 𝑥 .

Since lim− 𝑒 𝑥 = 1 and lim+ 𝑒 𝑥 = 1, we conclude that lim 𝑒 𝑥 = 1.

We can use the graph of 𝑓(𝑥) = 𝑒 𝑥 to determine its limit as x approaches 0.

Name: __________ Section: _

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Name: __________ Section: _

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