BASIC

CALCULU
S
(Module 5)

PREPARED BY:
MS. CHRISHELYN D. DACSIL
SHS TEACHER

NAME OF STUDENT: _____________________________________

STRAND AND SECTION: __________________________________
Good day our dear students!

Welcome to Basic Calculus: Module 5 for Grade 11!

This module was created and designed for you to learn and for you to be provided with fun and meaningful
activities which will enhance your skills in independent learning.

Please be reminded of the important activities to be accomplished upon the use of this module:

1. Please do the OPENING PRAYER before proceeding to the entire lessons and activities given for the
day.
Please take a moment of silence and proceed to the opening prayer.

Opening Prayer
Heavenly Father, who by the light of the Holy Spirit, did instruct the hearts of the faithful, grant that by the
same spirit that we may be truly wise and ever enjoy His consolation. All of these we pray in Jesus name.
Amen.

2. Please use and answer your module with love, eagerness and care.
3. All the instructions are clearly written on your module. Please read them carefully and make sure to follow
them faithfully.
4. Please read and understand the intended lesson for the day.
5. Please observe honesty and integrity in accomplishing the tasks given.
6. Please practice to have a motivating mood, patience and perseverance in understanding and
accomplishing the self – learning module.
7. You have to finish the tasks at hand before proceeding to the next. Make sure no activities will be
neglected.
8. Please be reminded that all the activities and lessons on the module must be finished on the given time
frame.
9. After finishing the module, make sure to submit this on the given schedule.
10. Once all the lesson and activities were accomplished, please do not forget to do the

CLOSING PRAYER. Please take another moment of silence and proceed to the closing prayer.

If you encounter problems or difficulties in answering this module, please do not hesitate to address your
concerns to the responsible teacher. The contact number of the teacher and the consultation hours are
provided in this module. Please bear in mind that you have someone that will guide and will help you in
finishing your module.

It is with a positive mind that this material will really help you to have meaningful learning and gain deep
understanding of the most essential learning competencies intended for this subject. We hope that you will
be fully equipped with the necessary knowledge that will enhance you into a wholesome human being.

TOGETHER EVERYONE ACHIEVES MORE!

Enjoy your module! Thank you and God bless!

SENIOR HIGH SCHOOL SELF-LEARNING MODULE

Grade: 11 Semester: First Semester

Core Subject Title: Basic Calculus No. of Hours/Semester: 80 hours

Core Subject Description:

This learning area will help you 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.

Introduction

Welcome to the Basic Calculus!

Calculus is one of the most important inventions in mathematics. Developed in the second half of the 17th
century by Isaac Newton and Gottfried Leibniz, it is now a fundamental area of mathematics and is a
powerful tool used extensively not only by mathematicians but also by engineers, scientists, economists and
others in a wide variety of applications. Calculus provides the language and concepts that allow us to model
natural phenomena.

MODULE 5

Topic/ Lesson Name Limits of Some Transcendental Functions

Content Standards The learners demonstrate an understanding of the basic concepts of limit and
continuity of a function.
Performance Standards The learners shall be able to... formulate and solve accurately real-life
problems involving continuity of functions.
Most Essential Learning sin t 1−cos t ,∧e
t

Competencies  illustrate limits involving the expressions , using

t t t
tables of values.
References (Books and  Cuaresma, Genaro A. et al. 2004. Analytic Gometry and
other learning portals or Calculus 1: A Worktext for Math 26. Los Baños, Laguna:
websites) Institute of Mathematical Sciences and Physics, University of
the Philippines. Department of Education-Bureau of Learning
Resources. 2016. Precalculus Learner's Material. Leithold,
Louis. 1989. College Algebra and Trigonometry. Addison
Wesley Longman Inc., reprinted by Pearson Education Asia Pte.
Ltd., 2002.

LEARNING OBJECTIVES:

Upon the completion of this module, you will be able to:

t
sin t 1−cos t ,∧e
illustrate limits involving the expressions , using tables of values.
t t t

LET’S WARM- UP

t
Complete the table of values to evaluate lim =¿ ¿_______
t →0 sin t
Module Content

In this lesson, we will determine some special limits of the following functions:
t
sin t ( ) 1−cos t e −1 sin t
f ( t )= ,g t = ,∧h ( t )= . Let us start by evaluating the function f ( t )= .
t t t t

t
Example 1. Evaluate lim .
t →0 sin t

Solution: Let us construct the table of values

lim ¿
for t → 0−¿ t
¿
. We start by approaching
sin t

the number 0 from the left or through values

lim ¿
less than but close to 0. Therefore, t → 0−¿ t
=1 ¿
.
sin t

Now we consider approaching 0 from its right or

through values greater than but close to 0.

From the table on the right, as the values of 𝑡

get closer and closer to 0, the values of 𝑓(𝑡) get

lim ¿
closer and closer to 1. So, t → 0+¿ t
=1¿
.
sint

t
Therefore, thelim =1.
t →0 sin t

1−cos t
Let us consider the next function ( t )=lim .
t →0 t

.
1−cos t
Example 2. Evaluate lim
t →0 t

Solution: Let us construct the table of values for

lim ¿
t → 0−¿
1−cos t
¿
. We start by approaching the number
t

0 from the left or through values less than but close

lim ¿
to 0. Therefore, t → 0−¿ 1−cos t =0 ¿ .
t
Now we consider approaching 0 from its right or

through values greater than but close to 0. From

the table on the right, as the values of 𝑡 get closer and

closer to 0, the values of 𝑔(𝑡) get closer and closer to

lim ¿
0. So, t → 0+¿ 1−cost =0 ¿ .
t

1−cos t
Therefore, the lim =0.
t →0 t

t
e −1
Let us now consider the next special function lim .
t →0 t
t
e −1
Example 3. Evaluate lim .
t →0 t

Solution: Let us construct the table of values for

lim ¿
t → 0−¿
t
e −1
¿
. We start by approaching the number
t

0 from the left or through values less than but

lim ¿
close to 0. Therefore, t → 0−¿ e −1 =1¿ . t

Now we consider approaching 0 from its right

or through values greater than but close to 0.

From the table on the right, as the values of 𝑡

get closer and closer to 0, the values of ℎ(𝑡)

lim ¿
get closer and closer to 1. So, t → 0+¿ e −1 =1 ¿ . t

t
e −1
Therefore, the lim =1.
t →0 t
 ACTIVITY SHEET

NAME:

STRAND & SECTION:

WEEK NO.: SUBJECT TEACHER:

ASSESSMENT

A. ASSIMILATION

t
Complete the table of values to evaluate lim t
=¿ ¿ _________.
t →0 e −1

B. Reflection

As a senior high school student, what will be your limits to improve your quality of life?
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Closing Prayer

We give you thanks Almighty Father through your son Jesus Christ for all the benefits you have given us to you who
live and reign forever and ever. Amen.

Well done! So you have successfully completed the activities and tasks for this module. It is expected that you have
gained insights and meaningful experiences. What a great achievement!

Again, CONGRATULATIONS, KEEP SAFE AND GOD BLESS!

 “Your EDUCATION is your Life. Guard it well.”
- Proverbs 4:13b

Name of Teacher Contact No. Consultation Day Consultation Hours

Ms. Chrishelyn D. Dacsil 0977-307-6602 Tuesday 1:00-5:00