Subject: Basic Calculus

Grade Level: Grade 11

Topic: Chapter 2 Unit 2 Lesson 6.1 Differentiability Implies Continuity
Content Standard: The learners demonstrate an understanding of basic concepts of
derivatives.
Performance Standard: The learner shall be able to formulate and solve accurately
situational problems involving extreme values.

Objective:
1. Determine the relationship between differentiability and continuity of a function.
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2. Apply the differentiation rules in computing the derivative of algebraic, exponential,
logarithmic, trigonometric functions, and inverse trigonometric functions.
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Learning within the curriculum:

1. The concept of limits, which is foundational in understanding continuity and
differentiability. Students will explore how limits help determine the behavior of
functions as they approach specific points, which is crucial in establishing whether a
function is continuous or differentiable.
2. The Fundamental Theorem of Calculus, which connects differentiation and
integration. Understanding this theorem will allow students to see how differentiation
can be applied to solve problems related to area under curves and rates of change.

Learning across the curriculum:

1. Physics - The concept of velocity and acceleration can be tied to derivatives.
Students can learn how the derivative of the position function gives the velocity
function, allowing them to see practical applications of differentiation in motion
problems.
2. Economics - The concept of marginal cost and revenue can be introduced.
Students can apply differentiation to find the rate of change of cost with respect to
quantity produced, illustrating how calculus is used in decision-making processes in
business.

Elicit:
Teaching Strategy: Think-Pair-Share
Instructional Materials: Whiteboard and markers
Anecdote 1: "Imagine you're riding a bike down a hill. As you pedal faster, you feel
the wind against your face. The speed at which you're going changes based on how
hard you pedal, just like how a function's value changes based on its input. This is
similar to how we’ll explore differentiability and continuity in functions."
Anecdote 2: "Think about how you pour water from one container to another. If you
pour steadily, the water flows smoothly, representing a continuous function. But if
you suddenly stop or change direction, the flow is interrupted, much like a function
that is not differentiable at a point."

Engage:
Teaching Strategy: Interactive Learning
Instructional Materials: None required
Energizer 1: "Function Relay" - Students form teams and race to solve simple
derivative problems on the board. Each correct answer allows the next teammate to
go. This fosters teamwork and excitement about the topic.
Energizer 2: "Human Graph" - Students represent points on a graph by standing in
designated areas. The teacher calls out different functions, and students must
arrange themselves to form the correct shape of the graph, promoting kinesthetic
learning and engagement.

Explore:

Activities
Activity 1: "Continuity Check"
Teaching Strategy: Inquiry-Based Learning
Materials: Graph paper, rulers, and pencils
Significance: This activity allows students to examine functions for continuity
visually and analytically.

Instructions:
1. Draw a piecewise function on graph paper.
2. Identify points where the function is continuous and where it is not.
3. Discuss as a class the implications of continuity on differentiability.

Rubrics:
- Accuracy of drawn functions: 10 pts.
- Identification of continuous points: 10 pts.
- Class discussion contribution: 5 pts.

Assessment Questions:
1. What does it mean for a function to be continuous?
2. How can you determine if a function is not continuous?
3. Why is continuity important for differentiability?
Activity 2: "Derivative Application"
Teaching Strategy: Project-Based Learning
Materials: Calculators, graphing software (if available)
Significance: Students apply differentiation rules to real-world problems, reinforcing
their understanding of derivatives.

Instructions:
1. Choose a function representing a real-world scenario (e.g., profit, distance).
2. Calculate the derivative using different rules (power, product, quotient).
3. Present findings to the class, explaining the significance of the derivative in
context.

Rubrics:
- Correctness of derivative calculation: 10 pts.
- Clarity of presentation: 10 pts.
- Relevance of real-world application: 5 pts.

Assessment Questions:
1. What does the derivative represent in your chosen scenario?
2. Which differentiation rule was most useful for your function?
3. How did your understanding of the function change after finding the derivative?

Explain:
Activity 1 - Differentiability is a key concept in calculus that determines whether a
function has a defined slope at a given point. A function must be continuous to be
differentiable, but not all continuous functions are differentiable. Understanding these
relationships helps students analyze functions more deeply.
Activity 2 - The concept of limits helps students understand the behavior of functions
near specific points, which is crucial for determining continuity. When a function
approaches a particular value from both sides, it illustrates the importance of limits in
calculus.
Activity 3 - The derivative represents the rate of change of a function, and
understanding how to compute it using various rules is essential for solving real-
world problems involving change.

Elaborate:
Teaching Strategy: Cooperative Learning
1. Task: In groups, students will create a presentation on a specific type of function
(e.g., polynomial, exponential) and demonstrate how to find its derivative.
2. Task: Students will analyze a case study where differentiation is applied, such as
in optimizing a business process or analyzing motion in physics.
Discussion: After presentations, each group will discuss how their findings relate to
the broader concepts of continuity and differentiability, facilitating peer learning and
deeper understanding.

Evaluate:
Teaching Strategy: Assessment through discussion

Questions:
1. Explain the relationship between continuity and differentiability.
2. How do different types of functions affect their derivatives?
3. Describe a real-world application of differentiation that you learned about today.

For Higher Order Thinking Skills:

Questions:
1. Why might a function be continuous but not differentiable?
2. How can the concept of derivatives be applied in predicting trends in data?
3. Discuss a scenario where understanding limits is crucial for decision-making.
Answers:
1. A function may be continuous but not differentiable at points where it has sharp
corners or cusps, indicating abrupt changes in direction.
2. Derivatives can provide insights into trends by showing rates of change, helping
predict future behaviors based on current data.
3. In finance, limits help understand maximum profit points or break-even analysis,
which are critical for making informed investment decisions.

Extend:
Teaching Strategy: Project-Based Learning
Instructional Materials: None required
Usecase 1: Students can create a small business plan where they apply
differentiation to calculate expected profits based on varying production levels. They
will analyze how changes in output affect revenue and costs, reinforcing the practical
application of calculus.
Usecase 2: Students may volunteer to assist in a community project that requires
analyzing data trends, such as local environmental changes. They will use
differentiation to predict future changes based on current data, applying
mathematical concepts to real-world issues.

Assignment:
1. Write a short essay on how differentiation is used in a field of your choice (e.g.,
economics, biology, physics). Discuss specific examples and the importance of
understanding derivatives in that field.