BASIC CALCULUS

Name of Learner: ____________________________________ Grade Level: ______________

Section: ___________________________________________ Date: ____________________

Learning Activity Sheet

Illustrating and Determining Continuity of a Function at a Number

Background Information for Learners

What does “continuity at a number” mean? You start by graphically illustrating what it means
to be continuous at a number. Intuitively, a function is continuous when its graph is unbroken on that
number. That is, you could draw the graph without lifting your pen.

Example 1: Consider Figure 1 at the right. Is the function

𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 continuous at 𝑥𝑥 = 1?

Solution: To determine whether the given function is

continuous at a given number 𝑥𝑥 = 1, use the graph and the Figure 1
‘pen technique’ (See Figure 2). Trace the graph from the left of the point, passing through the point
and going to its right. Did you lift your pen?

Since, you were able to trace the graph from the left
to the right of the point without lifting your pen, therefore
the function 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 is CONTINUOUS at 𝑥𝑥 = 1

Example 2: Consider the piecewise function in Figure 3. Figure 2

3 + 𝑥𝑥, 𝑥𝑥 ≤ 1
𝑓𝑓(𝑥𝑥) = �
3 − 𝑥𝑥, 1 < 𝑥𝑥

Is the function continuous at 𝑥𝑥 = 1?

Figure 3

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 Solution: Following the same process to determine
the continuity of the function at 𝑥𝑥 = 1, notice that you can
trace the graph of the function from the left of 𝑥𝑥 = 1 up to
𝑥𝑥 = 1. However, the graph breaks at 𝑥𝑥 = 1. The break in the
graph would require lifting your pen to continue tracing from
the point going to its right. Therefore, the function is
DISCONTINUOUS at 𝑥𝑥 = 1.
Figure 3

Suppose you are not given the graph of the function. How would you determine whether the
function is continuous at a given number with just the function itself? In this case, the following
conditions should be noted:

Conditions of Continuity
The function 𝑓𝑓 is said to be continuous at the number 𝑎𝑎 if and only if the
following three conditions are satisfied:
(i) 𝑓𝑓(𝑎𝑎) exists;
(ii) lim 𝑓𝑓(𝑥𝑥) exists; and
𝑥𝑥→𝑎𝑎

(iii) lim 𝑓𝑓(𝑥𝑥) = 𝑓𝑓(𝑎𝑎).

𝑥𝑥→𝑎𝑎

If at least one of these conditions is not met, 𝑓𝑓 is said to be discontinuous at 𝑎𝑎.

To test the conditions of continuity, recall the process of evaluating functions

𝑓𝑓(𝑥𝑥), when 𝑥𝑥 = 𝑎𝑎, and theorems in evaluating limit of functions, lim 𝑓𝑓(𝑥𝑥).
𝑥𝑥→𝑎𝑎

𝑥𝑥−3
Example 3: Determine if 𝑓𝑓(𝑥𝑥) = is continuous or not at 𝑥𝑥 = 0.
𝑥𝑥 2 −4𝑥𝑥+3

Solution: To determine the continuity of the function at 𝑥𝑥 = 0, check the three conditions.

CONDITION SOLUTION Is condition

met?
(i) 𝑓𝑓(𝑎𝑎) exists 𝑓𝑓(0) = (0)2
(0)−3
= −1
−4(0)+3

Since 𝑓𝑓(0) = −1, then 𝑓𝑓(𝑎𝑎) exists.

(ii) lim 𝑓𝑓(𝑥𝑥) exists lim 𝑓𝑓(𝑥𝑥) = lim �
𝑥𝑥−3
� = (0)2
(0)−3
= −1
𝑥𝑥→𝑎𝑎 𝑥𝑥→0 𝑥𝑥→0 𝑥𝑥 2 −4𝑥𝑥+3 −4(0)+3

Since lim 𝑓𝑓(𝑥𝑥) = −1, then lim 𝑓𝑓(𝑥𝑥) exists.

𝑥𝑥→𝑎𝑎 𝑥𝑥→𝑎𝑎

(iii) lim 𝑓𝑓(𝑥𝑥) = 𝑓𝑓(𝑎𝑎) Since 𝑓𝑓(0) = −1 and lim 𝑓𝑓(𝑥𝑥) = −1,
𝑥𝑥→𝑎𝑎 𝑥𝑥→0
then lim 𝑓𝑓(𝑥𝑥) = 𝑓𝑓(0)
𝑥𝑥→0

𝑥𝑥−3
Since all conditions were met, therefore the function 𝑓𝑓(𝑥𝑥) = is CONTINUOUS at 𝑥𝑥 = 0.
𝑥𝑥 2 −4𝑥𝑥+3

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 𝑥𝑥−3
Example 4: Determine if the same function,𝑓𝑓(𝑥𝑥) = is continuous or not at 𝑥𝑥 = 3.
𝑥𝑥 2 −4𝑥𝑥+3

Solution:
Is condition
CONDITIONS SOLUTION
met?
(i) 𝑓𝑓(𝑎𝑎) exists 𝑓𝑓(3) = (3)2
(3)−3
is undefined
−4(3)+3

𝑓𝑓(𝑎𝑎) does not exist.

(ii) lim 𝑓𝑓(𝑥𝑥) exists lim 𝑓𝑓(𝑥𝑥) = lim �
𝑥𝑥−3
� = lim �
𝑥𝑥−3
�
𝑥𝑥→𝑎𝑎 𝑥𝑥→3 𝑥𝑥→3 𝑥𝑥 2 −4𝑥𝑥+3 𝑥𝑥→3 (𝑥𝑥−3)(𝑥𝑥−1)
1 1 1
= lim � � = =
𝑥𝑥→3 𝑥𝑥−1 3−1 2

Since substituting 3 into the limit of the function will yield

0
“( )”, apply factoring to solve the limit of the rational
0
1
function, thus, yielding
2
(iii) lim 𝑓𝑓(𝑥𝑥) = 𝑓𝑓(𝑎𝑎) 1
𝑥𝑥→𝑎𝑎 Since 𝑓𝑓(3)is undefined, and lim 𝑓𝑓(𝑥𝑥) = ,
𝑥𝑥→3 2
then lim 𝑓𝑓(𝑥𝑥) ≠ 𝑓𝑓(3)
𝑥𝑥→3

Since two of the three conditions were not met, therefore the function is DISCONTINUOUS at 𝑥𝑥 = 3.

Learning Competency with code

• Illustrate continuity of a function at a number (STEM_BC11LC-IIIc-1)

• Determine whether a function is continuous at a number or not (STEM_BC11LC-IIIc-2)

Exercises / Activities

1
, 𝑥𝑥 ≤ −1
𝑥𝑥+1
Activity 1. Directions: Given the graph of the piecewise function, 𝑓𝑓(𝑥𝑥) = � 1 ,
, 2 < 𝑥𝑥
3−𝑥𝑥

determine whether the function is continuous at the given points. Color the piece containing the
number with BLUE if the function is continuous at the number while color it GREEN if it is
discontinuous at the given number. (25 pts)

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Activity 2. Directions. Illustrate whether the function is continuous at the given number by testing the
conditions of continuity on each item. The first one is done for you. (Use the attached rubrics for
grading)
1. 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 3 + 𝑥𝑥 2 − 2 at 𝑥𝑥 = 2 2. 𝑓𝑓(𝑥𝑥) =
𝑥𝑥 2 −𝑥𝑥−2
at 𝑥𝑥 = −1
𝑥𝑥+1
Answer: 𝑥𝑥
3. 𝑓𝑓(𝑥𝑥) = at 𝑥𝑥 = 5
√𝑥𝑥−3
(i) 𝑓𝑓(2) = 23 + 22 − 2 = 10
1
(ii) lim 𝑓𝑓(𝑥𝑥) = 23 + 22 − 2 = 10 4. 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 (𝑥𝑥 + 3)2 at 𝑥𝑥 =
2
𝑥𝑥→2
𝑥𝑥−1
(iii) 𝑓𝑓(2) = lim 𝑓𝑓(𝑥𝑥) 5. 𝑓𝑓(𝑥𝑥) = at 𝑥𝑥 = 1
𝑥𝑥 2 −1
𝑥𝑥→2
√4−𝑥𝑥
Since all conditions are met, the function is 6. 𝑓𝑓(𝑥𝑥) = at 𝑥𝑥 = 0
𝑥𝑥
CONTINUOUS at 𝑥𝑥 = 2.

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 Guide Question

1. How do you determine if a function is continuous at a number?

___________________________________________________________________________
___________________________________________________________________________

Rubric for Scoring

Use this rubric for Activity 2.

POINTS CRITERIA
3 Performed the right procedure and arrived at the correct answer.

Performed the right procedure but arrived at the wrong answer due to
2
careless error/slip
Showed effort in answering the activity but performed wrong procedure and
1
arrived at the wrong answer.

0 No answer and no calculation performed

Reflection

1. What are your learnings from the activities?

___________________________________________________________________________
___________________________________________________________________________
2. What did you like most from this lesson?
___________________________________________________________________________
___________________________________________________________________________
3. What is the most challenging or least interesting from the activities?
___________________________________________________________________________
___________________________________________________________________________

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 References

Leithold, L. (2002). The Calculus 7. Philippines. Pearson Education Asia Pte. Ltd

Balmaceda, J. (2016). Basic Calculus Teaching Guide. Commission on Higher Education

Answer Key

Prepared by:

NESSA S. LOVERES
Pariaan National High School

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 BASIC CALCULUS
Name of Learner: ____________________________________ Grade Level: ______________
Section: ___________________________________________ Date:____________________

Learning Activity Sheet

Illustrating Continuity of a Function on an Interval

Background Information for Learners

A function can be continuous on an interval. This simply means that it is continuous at every
point on the interval. Equivalently, if we are able to 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. Thus, a function 𝑓𝑓 is continuous on
an interval when the function is defined at every point on that interval and undergoes no
interruptions, jumps, or breaks.
Two concepts which are important in determining whether function is continuous at the
endpoints of closed intervals.

1. One-Sided Continuity
(a) A function 𝑓𝑓is said to be continuous from the left at 𝑥𝑥 = 𝑐𝑐 if 𝑓𝑓(𝑐𝑐) = lim− 𝑓𝑓(𝑥𝑥)
𝑥𝑥→𝑐𝑐
(b) A function 𝑓𝑓is said to be continuous from the right at 𝑥𝑥 = 𝑐𝑐 if 𝑓𝑓(𝑐𝑐) = lim+ 𝑓𝑓(𝑥𝑥)
𝑥𝑥→𝑐𝑐

Here are known facts on continuities of functions on intervals:

2. Continuity of Polynomial, Absolute Value, Rational and Square Root Functions
(a) Polynomial functions are continuous everywhere.
(b) The absolute value function 𝑓𝑓(𝑥𝑥) = |𝑥𝑥 | is continuous everywhere.
(c) Rational functions are continuous on their respective domains.
(d) The square root function 𝑓𝑓(𝑥𝑥) = √𝑥𝑥 is continuous on [0, ∞).

Example 1: Consider the graph of the function 𝑓𝑓 given below.

Using the given graph, determine if the function 𝑓𝑓is continuous on the following intervals:
a. (−1,1) b. (−∞, 0) c. (0, +∞)

Solution: Remember that when we say “trace from the

right side of 𝒙𝒙 = 𝒄𝒄”, we are tracing not from 𝒙𝒙 = 𝒄𝒄 on the
x-axis, but from the point �𝒄𝒄, 𝒇𝒇(𝒄𝒄)� along the graph.
(a) We can trace the graph from the right side of
𝑥𝑥 = −1 to the left side of 𝑥𝑥 = 1 without lifting
the pen we are using. Hence, we can say that
the function f is continuous on the interval
(−1,1).
(b) If we trace the graph from any negatively
large number up to the left side of 0, we will

46 | P a g e
 not lift our pen and so, f is continuous on (−∞, 0).
(c) For the interval (0, +∞), we trace the graph from the right side of 0 to any large number,
and find that we will not lift our pen. Thus, the function f is continuous on (0, +∞).
Example 2: Consider the graph of the function ℎ given at the
right.

Determine using the given graph if the function h is

continuous on the following intervals:
a. (−1,1) b. [0.5,2]

Solution. Because we are already given the graph of h, we

characterize the continuity of h by the possibility of tracing
the graph without lifting the pen.
(a) If we trace the graph of the function h from the
right side of 𝑥𝑥 = −1 to the left side of 𝑥𝑥 = 1, we
will be interrupted by a hole when we reach 𝑥𝑥 =
0. We are forced to lift our pen just before we
reach x = 0 to indicate that h is not defined at x = 0 and continue tracing again starting from
the right of 𝑥𝑥 = 0. Therefore, we are not able to trace the graph of ℎ on (−1,1) without
lifting our pen. Thus, the function h is not continuous on (−1,1).
(b) For the interval [0.5,2] if we trace the graph from 𝑥𝑥 = 0.5 to 𝑥𝑥 = 2, we do not have to lift
the pen at all. Thus, the function h is continuous on [0.5,2].

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 (𝑎𝑎, 𝑏𝑏) if f is continuous at every point x in (𝑎𝑎, 𝑏𝑏).
(c) on [𝑎𝑎, 𝑏𝑏) if f is continuous on (𝑎𝑎, 𝑏𝑏)and from the right at a.
(d) on(𝑎𝑎, 𝑏𝑏] if f is continuous on (𝑎𝑎, 𝑏𝑏)and from the left at b.
(e) on [𝑎𝑎, 𝑏𝑏]if f is continuous on (𝑎𝑎, 𝑏𝑏]and on [𝑎𝑎, 𝑏𝑏)
(f) on (𝑎𝑎, 1)if f is continuous at all 𝑥𝑥 > 𝑎𝑎.
(g) on [𝑎𝑎, 1) if f is continuous on (𝑎𝑎, 𝑏𝑏) and from the right at a.
(h) on (−1, 𝑏𝑏) if f is continuous at all 𝑥𝑥 < 𝑏𝑏.
(i) on (−1, 𝑏𝑏] if f is continuous on (−1, 𝑏𝑏) and from the left at b.

Example 3: Consider the function

Is 𝑔𝑔 continuous on the following intervals:

a. (0,1]?
b. (4, +∞)?

Solution: Since 𝑔𝑔 is a piecewise function, we just look at the ‘piece’ of the function corresponding to
the interval specified.
(a) On the interval (0,1], 𝑔𝑔(𝑥𝑥) takes the constant value 3. Also, for all 𝑐𝑐 𝜖𝜖 (0,1],
lim+ 𝑔𝑔(𝑥𝑥) = 3 = 𝑐𝑐 Thus, g is continuous on (0,1].
𝑥𝑥→𝑐𝑐
(b) For all 𝑥𝑥 > 4, the corresponding ‘piece’ of 𝑔𝑔 is 𝑔𝑔(𝑥𝑥) = 𝑥𝑥 − 3, a polynomial function. Recall
that a polynomial function is continuous everywhere in ℜ. Hence, 𝑔𝑔(𝑥𝑥) = 𝑥𝑥 − 3 is surely
continuous for all 𝑥𝑥 𝜖𝜖 (4, +∞).

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 The graph of the function 𝑔𝑔 is shown on the right to give a
clearer understanding of the solutions presented.

Learning Competency with code

The learners are able to illustrate continuity of a function on an interval (STEM_BC11LC-IIIc-2).

Activities

Activity 1. Get out of the Maze

Direction: Find your way to the end by identifying the interval for which each graph of functions is
continuous. Color the box and the path you took to make your path up to the end.

WARNING: There are lots of paths to get to the end but only one is correct

START

[𝟏𝟏, +∞) (−∞, 𝟏𝟏)

[−𝟏𝟏, 𝟏𝟏] (−𝟑𝟑, 𝟑𝟑)

(−∞, +∞) [𝟏𝟏, +∞) [−𝟑𝟑, 𝟑𝟑]

[𝟎𝟎, 𝟏𝟏) [𝟎𝟎, 𝟐𝟐]

6(𝑥𝑥 + 1) [𝟏𝟏, 𝟏𝟏]

(−∞, 𝟎𝟎) (−∞, +∞) [−𝟏𝟏. 𝟎𝟎)

(𝟏𝟏, 𝟐𝟐) [−𝟔𝟔, 𝟐𝟐) FINISH

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Activity 2. Continuous or Discontinuous?
Direction. Tell whether the given function is continuous or discontinuous on each interval. Explain
your answer. Write your explanation on the space provided. The first one is done as a guide.

5
1. 𝑓𝑓(𝑥𝑥) = 2 [−2, +∞)
𝑥𝑥 +1
The given function is a rational function. The domain is the set of all real numbers ℝ, by
this we know that a rational function is continuous on its domain, thus we can say that the
given function is continuous everywhere. Hence, 𝑓𝑓 is continuous on the interval [−2, +∞).
2. 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 − 4𝑥𝑥 − 5 [−1, 5]
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
1
3. 𝑓𝑓(𝑥𝑥) = [1, 4]
𝑥𝑥−2
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________________________
𝑥𝑥
4. 𝑓𝑓(𝑥𝑥) = 2 (−∞, 4]
𝑥𝑥 −4𝑥𝑥+3
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. 𝑓𝑓(𝑥𝑥) = −|−5𝑥𝑥 | [−1, +∞)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
6. 𝑓𝑓(𝑥𝑥) = √3𝑥𝑥 − 1 [−1, +∞)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Activity 3. Let’s Identify!

Direction: Identify the interval(s) on which the given function is continuous. Show the graph of the
function.

𝑥𝑥
1. 𝑓𝑓(𝑥𝑥) =
𝑥𝑥 2 +1
2. 2. 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 √𝑥𝑥 + 3
3. .

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 Guide Questions
1. When is a function continuous on an interval?
A function 𝑓𝑓 is continuous on an interval when the function is
___________________________________________________________________________
___________________________________________________________________________.
2. What does it mean when we say “trace from the right side of x=c”?
When we say ““trace from the right side of x=c””, we are tracing
___________________________________________________________________________
___________________________________________________________________________

Rubric for Scoring

Points 3 2 1 0
Solution and Solution is correct but Solution and answer No evidence of an
answer is correct answer is incorrect is incorrect and answer and
Criteria
and provides clear and provides unclear provides unclear explanation
explanation. explanation. explanation.

Reflection

Do the self-check by checking the emoji that best describes what you have felt through learning
continuity of a function on an interval.

1. I can identify the interval(s) where a function is

continuous.
2. I enjoyed learning the topic.

3. I enjoyed all the activities

References

Patricia B. Licuanan, Ph.D.,Et al,. Basic Calculus Teaching Guide for Senior High School. Commission
on Higher Education, 2016

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 BASIC CALCULUS
Name of Learner: ____________________________________ Grade Level: ______________
Section: ___________________________________________ Date: ____________________

Learning Activity Sheet

Solving Problems Involving Continuity

Background Information for Learners

In the previous lesson, you have learned how to determine continuity at a number and on an
interval. Now, you are going to apply your previous knowledge on continuity to solve problems that
shall enhance your understanding.

𝑥𝑥 2 +1
Example 1. At what numbers is the function 𝑓𝑓(𝑥𝑥) = continuous?
𝑥𝑥 2 −9
𝑥𝑥 2 +1
Solution. Note that the function 𝑓𝑓(𝑥𝑥) = is a rational function.
𝑥𝑥 2 −9
Remember!
Based on the previous discussion on continuity, rational functions are said to Rational function
cannot have a
be continuous on their respective domains. Therefore, to solve the given denominator equal to
0.
problem you need to solve for the domain of the rational function first.
Remember that the domain of the rational expression is the set of
real numbers except those that will make the denominator equal to 0. To find
the excluded value in the domain of the function, equate the denominator
to zero and solve for 𝑥𝑥.
𝑥𝑥 2 − 9 = 0
𝑥𝑥 2 = 9
𝑥𝑥 = ±3
Therefore, the domain of the rational function is the set of real numbers except 3 and -3.
𝒙𝒙𝟐𝟐 +𝟏𝟏
Hence, 𝑓𝑓(𝒙𝒙) = is continuous at all real numbers except 3 and -3.
𝒙𝒙𝟐𝟐 −𝟗𝟗

To check the continuity graphically, see Figure 1. Observe that

the graph is discontinuous at the vertical asymptotes 𝑥𝑥 = 3 and 𝑥𝑥 = −3
but continuous on the remaining values of 𝑥𝑥.

Figure 1

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 3𝑥𝑥 + 7, 𝑥𝑥 ≤ 4
Example 2. Find the value of the constant 𝑘𝑘 that makes the function 𝑓𝑓(𝑥𝑥) = �
𝑘𝑘𝑘𝑘 − 1, 4 < 𝑥𝑥
continuous at every number. Sketch the graph of the resulting function.
Solution. You may observe that the given function is an example of
Remember!
a piecewise function composed of two linear functions at specified intervals. Linear, quadratic, and
polynomial functions in
These two functions are continuous everywhere on their defined intervals. general are continuous
However, for the whole piecewise function to be continuous, the function everywhere.

should be continuous at 𝑥𝑥 = 4 since the function changed at this point. This

means that the limits of the function as 𝑥𝑥 approaches from the left and right
of 4 should exist and should be equal to 𝑓𝑓(4). In symbol,
𝑓𝑓(4) = lim− 𝑓𝑓(𝑥𝑥) = lim+ 𝑓𝑓(𝑥𝑥)
𝑥𝑥→4 𝑥𝑥→4

To ensure continuity of the function, evaluate the abovementioned conditions.

Step 1. Evaluate 𝑓𝑓(4). Use the function 𝑓𝑓(𝑥𝑥) = 3𝑥𝑥 + 7 since 4 is within the interval 𝑥𝑥 ≤ 4.

𝑓𝑓(4) = 3𝑥𝑥 + 7 = 3(4) + 7 = 19

Step 2. Evaluate lim− 𝑓𝑓(𝑥𝑥). Use the function 𝑓𝑓(𝑥𝑥) = 3𝑥𝑥 + 7 since the numbers at the left of 4 is within
𝑥𝑥→4
the interval 𝑥𝑥 ≤ 4.

lim 𝑓𝑓(4) = lim−3𝑥𝑥 + 7 = 3(4) + 7 = 19

𝑥𝑥→4− 𝑥𝑥→4

Step 3. Evaluate lim+ 𝑓𝑓(𝑥𝑥). Use the function 𝑓𝑓(𝑥𝑥) = 𝑘𝑘𝑘𝑘 − 1 since the numbers at the right of 4 is
𝑥𝑥→4
within the interval 4 < 𝑥𝑥.

lim 𝑓𝑓(4) = lim+ 𝑘𝑘𝑘𝑘 − 1 = 𝑘𝑘(4) − 1 = 4𝑘𝑘 − 1

𝑥𝑥→4+ 𝑥𝑥→4

Step 4. To find the value of 𝑘𝑘 that will make the function continuous, equate 4𝑘𝑘 − 1 to 19 since
𝑓𝑓(4) = lim− 𝑓𝑓(𝑥𝑥) = lim+ 𝑓𝑓(𝑥𝑥).
𝑥𝑥→4 𝑥𝑥→4

19 = 4𝑘𝑘 − 1
20 = 4𝑘𝑘
𝟓𝟓 = 𝒌𝒌
3𝑥𝑥 + 7, 𝑥𝑥 ≤ 4
Step 5. Sketch the graph 𝑓𝑓(𝑥𝑥) = � . Substitute the value of 𝑘𝑘 to the function. Notice
5𝑥𝑥 − 1, 4 < 𝑥𝑥
that the graph is continuous at every number when 𝑘𝑘 is 5.

Figure 2

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 𝑥𝑥 2 , 𝑥𝑥 < 0
Example 3. Given the function 𝑓𝑓(𝑥𝑥) = �𝑎𝑎𝑎𝑎 + 𝑏𝑏 , 0 ≤ 𝑥𝑥 < 1. What should be the values for 𝑎𝑎 and 𝑏𝑏
2 , 𝑥𝑥 ≥ 1
to create a continuous function?
Solution: To visualize the piecewise function, see Figure 3. Note
that 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 ; 𝑓𝑓(𝑥𝑥) = 𝑎𝑎𝑎𝑎 + 𝑏𝑏; and 𝑓𝑓(𝑥𝑥) = 2 are all polynomial
functions, thus, they are continuous at every point on their specified
interval. But to have a continuous piecewise function, it should be
continuous at the points joining the ‘pieces’ of functions. These points Figure 3
are 𝑥𝑥 = 0 and 𝑥𝑥 = 1. Hence, you are going to ensure continuity at 𝑥𝑥 = 0 and 𝑥𝑥 = 1.

To ensure continuity at 𝒙𝒙 = 𝟎𝟎
Step 1. Evaluate 𝑓𝑓(0). Use the function 𝑓𝑓(𝑥𝑥) = 𝑎𝑎𝑎𝑎 + 𝑏𝑏 since 0 is within the interval 0 ≤ 𝑥𝑥 < 1.

𝑓𝑓(0) = 𝑎𝑎𝑎𝑎 + 𝑏𝑏 = 𝑎𝑎(0) + 𝑏𝑏 = 𝑏𝑏

Step 2. Evaluate lim− 𝑓𝑓(𝑥𝑥). Use the function 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 since the numbers at the left of 0 is within
𝑥𝑥→0
the interval 𝑥𝑥 < 0.

lim 𝑓𝑓(𝑥𝑥) = lim− 𝑥𝑥 2 = 02 = 0

𝑥𝑥→0− 𝑥𝑥→0

Step 3. Evaluate lim+ 𝑓𝑓(𝑥𝑥). Use the function 𝑓𝑓(𝑥𝑥) = 𝑎𝑎𝑎𝑎 + 𝑏𝑏 since the numbers at the right of 0 is
𝑥𝑥→0
within the interval 𝑥𝑥 < 0.

lim 𝑓𝑓(𝑥𝑥) = lim+ (𝑎𝑎𝑎𝑎 + 𝑏𝑏) = 𝑎𝑎(0) + 𝑏𝑏 = 𝑏𝑏

𝑥𝑥→0+ 𝑥𝑥→0

Step 4. Equate b and 0 since they should be equal according to conditions of continuity at 𝑥𝑥 = 0.

𝒃𝒃 = 𝟎𝟎
To ensure continuity at 𝒙𝒙 = 𝟏𝟏
Step 5. Evaluate 𝑓𝑓(1). Use the function 𝑓𝑓(𝑥𝑥) = 2 since 1 is within the interval 𝑥𝑥 ≥ 1.

𝑓𝑓(1) = 2
Step 6. Evaluate lim− 𝑓𝑓(𝑥𝑥). Use the function 𝑓𝑓(𝑥𝑥) = 𝑎𝑎𝑎𝑎 + 𝑏𝑏 since the numbers at the left of 1 is within
𝑥𝑥→1
the interval 0 ≤ 𝑥𝑥 < 1.

lim 𝑓𝑓(𝑥𝑥) = lim− (𝑎𝑎𝑎𝑎 + 𝑏𝑏) = 𝑎𝑎(1) + 𝑏𝑏 = 𝑎𝑎 + 𝑏𝑏

𝑥𝑥→1− 𝑥𝑥→1

Step 7. Evaluate lim+ 𝑓𝑓(𝑥𝑥). Use the function 𝑓𝑓(𝑥𝑥) = 2 since the numbers at the right of 0 is within
𝑥𝑥→1
the interval 𝑥𝑥 ≥ 1.

lim 𝑓𝑓(𝑥𝑥) = lim+ 2 = 2

𝑥𝑥→1+ 𝑥𝑥→1

Step 8. Equate 𝑎𝑎 + 𝑏𝑏 and 2 since they should be equal according to conditions of continuity at 𝑥𝑥 = 1.

𝑎𝑎 + 𝑏𝑏 = 2
Since 𝑏𝑏 = 2, 𝑎𝑎 = 2 to satisfy 𝑎𝑎 + 𝑏𝑏 = 2. Therefore, the values should be 𝒂𝒂 = 𝟐𝟐 and 𝒃𝒃 = 𝟎𝟎

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 Learning Competency with code

• Solves problems involving continuity of a function (STEM_BC11LC-IIId-3)

Exercises / Activities

Activity 1. Directions: Give what is asked in each item. Use separate sheet(s) of paper for your
solution, if needed.
𝑥𝑥 2 −3𝑥𝑥−4
1. Given: 𝑓𝑓(𝑥𝑥)
𝑥𝑥−4

a. What kind of function is 𝑓𝑓(𝑥𝑥)? _______________________

b. At what number is the function discontinuous? _______________________
c. At what interval is the function continuous? _______________________
d. What is lim 𝑓𝑓(𝑥𝑥)? _______________________
𝑥𝑥→4

𝑘𝑘𝑘𝑘 − 1, 𝑥𝑥 ≤ 2
2. Given: 𝑓𝑓(𝑥𝑥) = �
𝑘𝑘𝑥𝑥 2 , 2 ≤ 𝑥𝑥
a. What kind of function is 𝑓𝑓(𝑥𝑥)? _______________________
b. At what interval is 𝑓𝑓(𝑥𝑥) = 𝑘𝑘𝑘𝑘 − 1continuous in the given function? ______________
c. What is 𝑓𝑓(2)? _______________________
d. What is lim− 𝑓𝑓(𝑥𝑥)? _______________________
𝑥𝑥→2

e. What is lim+ 𝑓𝑓(𝑥𝑥)? _______________________

𝑥𝑥→2

f. What is the value of 𝑘𝑘 to make the function continuous? _______________________

1
, 𝑥𝑥 < 0
𝑥𝑥 2 +1
Activity 2. Directions: Given the function 𝑓𝑓(𝑥𝑥) = �𝑎𝑎𝑎𝑎 + 𝑏𝑏 , 0 ≤ 𝑥𝑥 ≤ 3 , what should be the value
𝑥𝑥 − 5 , 𝑥𝑥 > 3
of 𝑎𝑎 and 𝑏𝑏 to create a continuous function?

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 Rubric for Scoring

Use this rubric for Activity 2

POINTS CRITERIA
5 Performed the right procedure and arrived at the correct answer.

Performed the right procedure but arrived at the wrong answer due to
4
careless error/slip.
Performed almost correct procedure but made errors towards the end of the
3
calculations leading to wrong answer.
Arrived at the correct answer but no clear solution was shown that will
2
demonstrate understanding.
Showed effort in answering the activity but performed wrong procedure and
1
arrived at the wrong answer.

0 No answer and no calculation performed

Reflection

Complete the sentences below by reflecting on your experience as you answer this learning
activity sheet.
1. I feel _______________________________________________________________________
___________________________________________________________________________
2. I realized that ________________________________________________________________
___________________________________________________________________________

References

Leithold, L. (2002). The Calculus 7. Philippines. Pearson Education Asia Pte. Ltd

Balmaceda, J. (2016). Basic Calculus Teaching Guide. Commission on Higher Education

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