DE LA SALLE UNIVERSITY-Dasmarinas

College of Science and Computer Studies

Mathematics and Statistics Department

Modules in calculus 1
School year 2020-2021
Midterm Period
(Sept 14 – Nov 14, 2020)

Writers/Contributors:

NAPOLEON A. BATACLAN
ANTONIO T. MERCADO
NORMALYN R. PANTINO
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 SELF-MONITORING REPORT
Midterm Period
Sept 14 – Nov 14, 2020

Date Date
Accomplished/ Accomplished/
Score Submitted Score Submitted

Module 0 Module 2

Module 1 A 1 Module 3 A

2 B

3 C

4 D

B Module 4

C 1
Total
2 Score

D
Just put a
E Legend check mark

Submitted by:

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Signature over Printed Name Date

Noted:

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Signature over Printed Name of Parent/Guardian Date

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 TABLE OF CONTENTS

Midterm Period
Module 0. Course Introduction 5

CHAPTER 1: PRE-CALCULUS CONCEPTS 13

Module 1. Review of Functions 14

Module 2. Mathematical Modelling 30
Module 3. Limits and Continuity of Functions 39

CHAPTER 2: DERIVATIVES OF FUNCTIONS 59

Module 4. Derivatives of Functions & Higher Order derivatives 60

Lesson 1: Tangent Line and Normal Line 61

Lesson 2: Basic Differentiation Rules 63
Lesson 3. Trigonometric Functions 69
Lesson 4. Higher Order Derivatives 72
Lesson 5. Exponential and Logarithmic Functions 75
Lesson 6. Inverse Trigonometric Functions 80
Lesson 7. Hyperbolic 83
Lesson 8. Inverse hyperbolic Functions 86
Final Term
CHAPTER 3: TECHNIQUES OF DIFFERENTIATION

Module 5. Implicit Differentiation

Module 6. Logarithmic Differentiation

CHAPTER 4: APPLICATIONS

Module 7. Rates of Change

Module 8. Rectilinear Motion
Module 9. Related Rates
Module 10. Maxima and Minima: Optimization
Module 11. Curve Sketching

CHAPTER 5: PARTIAL DERIVATIVES

Module 12. Partial Derivatives

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 CHAPTER 1

PRE-CALCULUS TOPICS

Are you curious how Calculus can help you in your field of specialization? Have you
ever encountered a problem in your previous Math subject that makes you anxious because the
formula did not work? Did you become so serious about a certain situation when facing a
problem that is not natural or common?

You may be wondering how Calculus can be so hard to most of students but so simple to
use in finding solutions to problems which are not so common.

So, take the first step in understanding Calculus. Keep wondering and enjoy the journey
in exploring new horizons.

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 Module 1
Review of Functions
Week 2

I. Prayer:

St John Baptist De La Salle ...pray for us

Live Jesus in our hearts … Forever

II. Overview:

This module will re-introduce you to the concept of function. You can always
associate anything that you experienced to the concept of function. Age as function of time. The
velocity of a running car as function of time. Typhoon as function of air speed and amount of
rainfall. The spread of disease as function of time. Can you cite some more example?

III. Learning Outcomes:

At the end of this module, you should be able to:

1. identify the domain of the functions;

2. evaluate function values;
3. transform functions;
4. graph functions;

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 5. collaborate with others in developing function based on actual data

IV. Unlocking of Difficulties:

The Set of Real Numbers

Recall the set of real numbers and all its properties. Can you recall some of the numbers you
have encountered before? Can you classify them accordingly?

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For the purpose of studying functions in Calculus, you will only consider the use of real numbers.
If the function value is a number not found in the set of real number, you will say “the function
is undefined” under the set of Real Numbers.

The Real Number Line

The set of real numbers cannot be expressed using roster method. In order to understand, you
can use a diagram called number line to represent the set.

https://www.google.com/imgres?imgurl=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fimage01.ipracticemath.com%2Fcontent%2Fimageslm%2Frealnumber%2Freal-number-
system.png&imgrefurl=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.ipracticemath.com%2Flearn%2Frealnumber&tbnid=53NwbAhrUVLPJM&vet=12ahUKEwiYtKm_hJfqAhUYR5QKHT7qCGQQ
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UYR5QKHT7qCGQQMygTegUIARDcAQ

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Properties of Real Numbers

Some properties of Real numbers that will be useful in the study of functions. Consider
𝑎, 𝑏, 𝑐 and 𝑑 as real numbers or variables or algebraic expression.

1. Commutative property 𝒂+𝒃=𝒃+𝒂 𝒂𝒃 = 𝒃𝒂

2. Associative property (𝑎 + 𝑏) + 𝑐 = 𝑎 + (𝑏 + 𝑐) (𝑎𝑏)𝑐 = 𝑎(𝑏𝑐)

3. Distributive property 𝑐(𝑎 + 𝑏) = 𝑐𝑎 + 𝑐𝑏 (𝑎 + 𝑏)𝑐 = 𝑎𝑐 + 𝑏𝑐

4. Identity property 𝑎+ =𝑎 𝑎× =𝑎

5. Inverse property 𝑎 + (−𝑎) =

𝑎× = ;𝑎≠
𝑎
6. Closure property 𝑎+𝑏𝜖ℝ 𝑎𝑏 𝜖 ℝ

7. Addition property of equality If 𝑎 = 𝑏, 𝑡ℎ𝑒𝑛 𝑎 + 𝑐 = 𝑏 + 𝑐

8. Multiplication property of equality If 𝑎 = 𝑏, 𝑡ℎ𝑒𝑛 𝑎𝑐 = 𝑏𝑐

𝑎 𝑏
9. Division property of equality If 𝑎 = 𝑏, 𝑡ℎ𝑒𝑛 𝑐
= 𝑐; 𝑐 ≠

10. Transitive property If 𝑎 = 𝑏 𝑎𝑛𝑑 𝑏 = 𝑐, than 𝑎 = 𝑐

11. Law of Trichotomy Only one holds true: 𝑎 = 𝑏 𝑜𝑟 𝑎 > 𝑏 𝑜𝑟 𝑎 < 𝑏

Cartesian Coordinate Plane.

The Cartesian coordinate plane is named in honor of the French mathematician Rene
Descartes (1596-1650). It is composed of two real number lines. Conventionally, the two number
lines are drawn perpendicularly with each other with zero (0) mark as the point of intersection.
This is known as the origin. The plane is divided into four (4) quadrants. The horizontal axis is
called the x-axis and the vertical is called y-axis.

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https://www.google.com/imgres?imgurl=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fd20khd7ddkh5ls.cloudfront.net%2Fimg12_63.jpg&imgrefurl=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fwww.expii.com%2Ft%2Fcoordinate
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e&hl=en&ved=2ahUKEwjdla7GkZjqAhUXBaYKHTzYBesQMygAegUIARDPAQ

Watch the video https://youtu.be/5ctsUsvIp8w & https://youtu.be/VhNkWdLGpmA. These

videos can help you understand the Cartesian coordinate. It explains how to plot points on the
Cartesian plane and explains the relationship between variables in the equation.

After watching the video, can you cite some of the learnings you have? How important is the
coordinate plane in showing relationship between variables? This will be explained further in
the Lesson proper.

V. Lesson Proper. Before you formally define function, consider the following:

Function as an idea. When two variables are interrelated, you can associate it to the
concept of function. Say, time and velocity. The velocity of an object running along a straight
path is considered a function in terms of time.

Function as set of ordered pairs. Observe the example of order pairs below and notice
how the value of x and y somehow relates. Can you see the relation that exists between the
values of x and y?

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 Function as graph. The graph below shows how the values along the horizontal and
vertical axes are related to each other.

Function as rule.
Function as an equation. Relationship of variables may be written in the form of an
equation, say, 𝑦 = 3𝑥 2 − 2𝑥 + .

So, what is a function?

Definition:

A function 𝑓 is a rule that assigns to each element 𝑥 in a set 𝐴 exactly one element, called 𝑓(𝑥), in
a set 𝐵.

In other words, if a variable 𝑦 depends on a variable 𝑥 in such as way that each value of
𝑥 determines exactly one value of 𝑦, then we say that “𝒚 is a function of 𝒙”.

Source: Algebra & Trigonometry (2nd ed), Stewart et. al.; Calculus Early Transcendentals (10th ed), Anton et. al.

You now have a clear definition of what a function is. From the definition you can say
that the x is the independent variable and y is the dependent variable. Conventionally, we
write “y is a function of x” in the equation form,

𝑦 = 𝑓(𝑥)

You may use other letters to denote a function i.e. 𝑔(𝑥), ℎ(𝑥), 𝐺(𝑥)

The set of all the values of 𝑥 which make the value of 𝑦 defined is called the domain of
the function. The set of all the resulting values of 𝑦 is called range.

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Example 1. Let 𝑓(𝑥) = 𝑥 2 − 3𝑥 − . Evaluate and interpret the function value.

(a) 𝑓(−2) (b) 𝑓( ) (c) 𝑓(2) (d) 𝑓( )

Solution. Recall how you evaluate the function 𝑓 given a value of 𝑥. From the given function
you substitute the number for 𝑥.

(a) 𝑓(𝑥) = 𝑥 2 − 3𝑥 −

𝑓(−2) = (−2)2 − 3(−2) −

= + − means the value of f is 6 when 𝑥 = −2
=

(b) 𝑓( ) = ( )2 − 3( ) − =− means the value of f is − when 𝑥 =

(c) 𝑓(2) = (2)2 − 3(2) − =− means the value of f is − when 𝑥 = 2
(d) 𝑓( ) = ( )2 − 3( ) − =− means the value of f is − when 𝑥 =
𝑓(𝑥+∆𝑥)−𝑓(𝑥)
Example 2. Let 𝑓(𝑥) = 𝑥 2 + 2𝑥 − . Find the difference quotient ℎ(𝑥) = .
∆𝑥

Solution. Using concept of function value, first find

𝑓(𝑥 + ∆𝑥) = (𝑥 + ∆𝑥)2 + 2(𝑥 + ∆𝑥) −

= 𝑥 2 + 2𝑥∆𝑥 + (∆𝑥)2 + 2𝑥 + 2∆𝑥 −

Substitute to ℎ(𝑥),

Example 3. Find the domain the following functions.

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(a) 𝑓(𝑥) = (c) 𝑔(𝑥) = sin−1(2𝑥 − )
𝑥−1
(b) ℎ(𝑥) = ln(𝑥 + 2) (d) 𝐹(𝑥) = √𝑥 2 −

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Solution. You need to remember that the function is only defined under the set of real numbers
as discussed earlier in the Module.
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(a) 𝑓(𝑥) = 𝑥−1 . The domain of the function is the {𝑥|𝑥 ≠ } or you may write it in the form
(−∞, ) ∪ ( , +∞). You know that the function 𝑓 is undefined when the denominator is
0.

(b) ℎ(𝑥) = ln (𝑥 + 2). The domain of the function ℎ is the {𝑥|𝑥 > −2} or (−2, +∞). You
learned previously that logarithmic function is only defined at positive real numbers.
Thus, 𝑥 + 2 > , so the values of x must be 𝑥 > −2

(c) 𝑔(𝑥) = sin−1 (2𝑥 − ). The domain of the function 𝑔 is {𝑥|2 ≤ 𝑥 ≤ 3} or [2, 3].
Remember that the of sine of an angle ranges from − to 1. Thus, the inverse sine
function only exists at − to 1. You write − ≤ (2𝑥 − ) ≤ . By finding solution to the
inequality, you have − + ≤ 2𝑥 ≤ + = ≤ 2𝑥 ≤ = 2 ≤ 𝑥 ≤ 3.

(d) 𝐹(𝑥) = √𝑥 2 − . The domain of the function 𝐹 is {𝑥|𝑥 ≤ −2, 𝑥 ≥ 2} or (−∞, −2] ∪
[2, +∞). You may try assigning values to 𝑥 say, − , , . What have you noticed? The
values of the function are undefined when those numbers are used. You may also
consider the fact that 𝐹 will be defined when 𝑥 2 − ≥ . You solve the inequality for
values of 𝑥. You factor the right side of the inequality (𝑥 + 2)(𝑥 − 2) ≥ . By sign test,
you only consider the + +, − − . By solving algebraically, you have the solution set
{𝑥|𝑥 ≤ −2, 𝑥 ≥ 2}, thus the domain of the function.

Example 3. Draw the graph of the following functions and observe the behavior of the
graphs.

(a) 𝑓(𝑥) = 𝑥 2 (b) 𝑓(𝑥) = 𝑥 2 + 2 (c) 𝑓(𝑥) = 𝑥 2 (d) 𝑓(𝑥) = 𝑥 2 − 2

Solution. You may now recall how to draw the graph of an equation. By the way what is a
graph? A graph is a set of ordered pairs (𝑥, 𝑦) in the coordinate plane satisfying an equation
(function).

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Draw the graph of the functions then observe the behavior of each graph.

(a) 𝑓(𝑥) = 𝑥 2

(b) 𝑓(𝑥) = 𝑥 2 + 2

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(c) 𝑓(𝑥) = 𝑥 2

(d) 𝑓(𝑥) = 𝑥 2 − 2

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 Can you see how the graphs (a), (b), (c) and (d) behave? What have you noticed when 2
and −2 are added to 𝑥 2 ? You’re right! From 𝑓(𝑥) = 𝑥 2 , when 2 is added the graph moves up
by two and down by two when −2 is added. These are observed in (b) and (d). How about in
the behavior of the graph in (c)? When 𝑥 2 is multiplied by 4, the graph was compressed.

These changes are called transformation. The transformation illustrated in the

previous example are shifting and stretching (shrinking). Another transformation that can be
used is reflecting.

In (b) and (d), vertical shifting is used. So, by adding /subtracting a number to an
original function, the graph of the “new” function can shift up or down. On the other hand,
shrinking happened in graph of (c). Multiplying an original function by a number can make the
graph of the “new” function shrink or stretch.

Note that transformation can be combined, that is, shifting and shrinking can happen.

You may rework on the examples and try to explore by giving your own.

Now that you have revisited and reworked the examples, you are now ready for the
practice exercises.

More types of functions shall be discussed in the succeeding modules.

VI. Enabling Exercises.

A. Evaluate the functions in the indicated values.

1. 𝑓(𝑥) = 𝑥 2 + 𝑥; 𝑓( ), 𝑓(3), 𝑓(−3), 𝑓(𝑎), 𝑓(−𝑥)
1−𝑥
2. 𝑔(𝑥) = 1+𝑥 ; 𝑔(2), 𝑔(−2), 𝑔(𝑎), 𝑔(𝑎 − ), 𝑔(− )
𝑖𝑓 𝑥 ≤
3. ℎ(𝑥) = { ; ℎ(−3), ℎ( ), ℎ(2), ℎ(3), ℎ( )
2𝑥 − 3 𝑖𝑓 𝑥 >
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4. 𝐹(𝑥) = √2𝑥 − ; 𝐹 (2) , 𝐹(2), 𝐹(3), 𝐹(𝑎2 ), 𝐹(𝑎)

B. Find the domain of the functions. Write your answer as set or interval notation form.
(See examples)
1. 𝑔(𝑥) = 𝑥 3 − 2𝑥 2 + 𝑥 − 𝜋
2. 𝑓(𝑥) = 2𝑥
3. ℎ(𝑥) = √𝑥 + 2
𝑥 2 −3𝑥−4
4. 𝐻(𝑥) = 𝑥+1

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C. Given the graphs of the functions, evaluate the function values.
1. Given the graph of 𝑓. Find 𝑓(−2), 𝑓(− ), 𝑓( ), 𝑓( ), 𝑓(2)

2. Given the graph of 𝑔. Find 𝑔(−3), 𝑔(− ), 𝑔( ), 𝑔( ), 𝑔(2). Note: the small circle
denotes no point. It’s called empty point.

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D. Draw the graph of the functions
1. 𝑓(𝑥) = √ 𝑥 − 3

2. 𝑔(𝑥) = 𝑥 3 + 2𝑥 −

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 −𝑥 + 2 𝑖𝑓 𝑥 ≤
3. ℎ(𝑥) = {
𝑥 𝑖𝑓 𝑥 >

𝑥 2 −1
4. 𝐺(𝑥) =
𝑥−1

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E. Application. 21st century skills. Collaborate with a partner.

Consider the data provided by the DOH as regard to the Covid19 positive cases
for a given month (use daily case report). Let 𝑡 be the variable for time (day) and 𝑓(𝑡) as
the number of cases. Create the table of values and plot the points on the Cartesian
coordinate plane. Use a graphing software (i.e. Graphmatica) to create the function rule.
𝑡

𝑓(𝑡)

VII. Answers to the Enabling Exercises.

A.
1. , 2, , 𝑎2 + 𝑎, 𝑥 2 − 𝑥
−1 1−𝑎 2−𝑎
2. 3
, −3, 1+𝑎 , 𝑎 , undefined
3. , , , 3,
4. , 𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑, , √2𝑎2 − , √2𝑎 −
B.
1. ℝ 𝑜𝑟 (−∞, +∞)
2. ℝ 𝑜𝑟 (−∞, +∞)
3. {𝑥|𝑥 ≥ −2} 𝑜𝑟 [−2, +∞)
4. {𝑥|𝑥 ≠ − } 𝑜𝑟(−∞, − ) ∪ (− , +∞)
C.
1. 9, 3, , 3, 9
2. , 2, 3, 2, −

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D.

1.

2.

3.
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 4.

VIII. References

Anton H., Irl B, Stephen D. (2013) Calculus Early Transcendental Tenth Edition. ISV, John
Wiley & Sons Singapore Pte, Ltd

Leithold, Louis. (2002) The Calculus 7 (Reprinted). Pearson Education Asia Pte. Ltd.

Larson, R. and Bruce Edwards (2015) Calculus (10th Edition) Cengage Learning Asia Pte
Ltd.

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