Calculus 1

ii
Course Introduction
This module begins with Analytic Geometry that includes the plotting of ordered
pairs of real numbers in Cartesian plane, finding the distance and slope between two
points, finding the different equation of a line, parallel and perpendicular lines, and the
conic sections. For calculus, the limits of functions, differentiation, and integration
ofalgebraic, exponential, logarithmic, and trigonometric functions in one variable. It also
includes exposure to more challenging problems continuity and areas of regions.
This module is primarily concerned with developing the students’ understanding

of the concepts of core analytic geometry by relating these to calculus concepts of limits,
continuity, derivatives, and antiderivatives. To demonstrate higher order thinking skills by
applying concepts in carrying out computations and explorations of analytic geometry
and calculus problems with or without use of ICT tools. The course emphasizes a
different approach to calculus, with concepts, results, and problems being expressed
geometrically, numerically, analytically, and verbally. The connections among these
representations also are important.
This learning package is designed for the benefits of education students with
area of specialization mathematics. The module contains very specified presentations of
the contents with corresponding examples for the learners easy understanding.More
exercises and activities are given for them to enhance and develop their skills in every
topic.The students are required to pass the assigned task for the monitoring of the
progress.
This module introduces the notion of a function, which captures precisely ways in
which different quantities or measurements are linked together. The module covers
quadratic, cubic and general power and polynomial functions; exponential and
logarithmic functions; and trigonometric functions.
This module introduces techniques of differential calculus. We look at average

rates of change that become instantaneous, as time intervals become vanishingly small,
leading to the notion of a derivative. We then explore techniques involving differentials
that exploit tangent lines. The module introduces Leibniz notation and shows how to use
it to get information easily about the derivative of a function and how to apply it.
This module continues the development of differential calculus by introducing the

first and second derivatives of a function. We use sign diagrams of the first and second
derivatives and from this, develop a systematic protocol for curve sketching. The module
also introduces rules for finding derivatives of complicated functions built from simpler
functions, using the Chain Rule, the Product Rule, and the Quotient Rule, and how to
exploit information about the derivative to solve difficult optimization problems.
This learning package is sensitive to sexist words to avoid discrimination to the

intended users and used international sources to address the needs of the intended
users for internationalize competencies and with the activities the future skills was also
integrated. The designs also utilizes both asynchronous and synchronous mode of
teaching delivery and home based learning modality and other.
iii
This learning package is a friendly learning material that could help you understand
the relationships of physical activities for health and for skills development to individuals’
behaviour that from time to time become a problem. The understanding on how to help
individuals’ motivation in participating sports training and exercise plan would probably
the most interesting information that one can get from this learning package. There is no
reason to step back used this learning package and go on fight for the future.
Republic of the Philippines
JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga del Norte
COLLEGE OF EDUCATION
Program: BSED
Department: Education
Syllabus Code
Instructor/Professor: MA.BETTY P. DECIN
COURSE SYLLABUS
Course
Pre-Requisites: SPEC 106-M Day & Time:
Code
Unit of Credit: Room:
Course
No. of Hours: CALCULUS 1 WITH ANALYTIC GEOMETRY Consultation Hours:
Title
PHILOSOPHY Jose Rizal Memorial State University adheres to the principle of dynamism and cultural diversity in building a just and humane society.
VISION A dynamic and diverse internationally recognized University
Jose Rizal Memorial State University pledges to deliver effective and efficient services along research, instruction, production and
extension.
MISSION
It commits to provide advanced professional, technical and technopreneurial training with the aim of producing highly competent,
innovative and self-renewed individuals.
Jose Rizal Memorial State University focuses on developing graduates who are exemplars of Rizal’s ideals that can:
E - xhibit relevant and responsive competencies across disciplines towards
X - enial delivery of services;
C - ommunicate ideas proficiently in both written and spoken forms;
GOALS
E - ngage in lifelong learning;
L - ead effectively and efficiently amidst socio-cultural diversity;
L - ive up the challenges of the global community;
E - mbody professional, social and ethical responsibilities;
ii
N - urture a harmonious environment;

C - onserve and promote Filipino cultural heritage; and
E - valuate their contribution to the local and global communities.
Globally Competitive, Industry Relevant, Service-Driven, Lifelong Learner, Effective Communicator, Innovative
Graduate Attributes
1. Exhibit competence in mathematical concepts and procedures

2. Exhibit proficiency in relating mathematics to other curricular areas
3. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics
Program Outcome/s 4. Demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics
5. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity
6. Use effectively appropriate approaches, methods and techniques in teaching mathematics including technological tools
7. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery
This course is an introduction to calculus with analytic geometry. It provides the students with the basic concepts and skills to understand mathematicsl models
for situations involving change or rate of change. These concepts and skills include limits, continuity, derivatives, differentials, indefinite integrals definite
Course Description integrals of algebraic function and their applications.
Course Learning Learning Formative Summative

Topics References Learning Activities
Outcomes Outcomes Materials Assessment Assessment
Copy from Copy from Form citation only Provide the Title Only
Form 13, 13, Column 3 Ex: Finfgeld- Learning (elaboration is in
Column 4 Connett (2018) Title only Materials the module)
(elaboration is in (No need to
the module) describe the
learning
materials)
Midterm Coverage
iii
Recite the VMGO of At the end of the Introduction of University Code Posting comments or videos
JRMSU period, the students VMGOs, GAD, and
should be able to: www.jrmsu.edu.ph LCD Projector, Laptop, Recite the VMGO of
Course Syllabus
video clip JRMSU
Group
1. Memorize and Listens attentively to
Present a role play
recite the discussion of the VMGO of Recitation
highlighting
VMGO of JRMSU.Watches a video
dynamism in Present a role play
JRMSU.
developing the clip of JRMSU’s highlighting dynamism in
Act out different
attributes of VMGO achievements and developing the attributes of
situations applying
the attributes of the challenges to the students. VMGO
VMGO.
Present a role play
highlighting dynamism in
developing the attributes of
VMGO
 Plot oints on the Analytic Geometry LOVE, C. E., &

Cartesin Plane RAINVILLE, E. D.
1.1 Oedered Pairs of Worksheets Problem set Compilation of Problem
 Compute the
real Numbers (1955). Analytic sets with answers
distance between
Rubrics
two points geometry (5th ed.
Portfolio
 Identify and
1.2 Distance Formula ).
compute the slope
1.3 Slopes; Different
of a line
Forms of the Equation Cooperative Learning
 Determine the
of a Line; Activity: Pairs Check
equation of a line
given certain
1.4. Parallel and
conditions
perpendicular lines;
 Identify whether
two lines are 1.5 Conic Sections
parallel or
perpendicular
through their slopes
 Determine the
iv
equation of conic
sections satisfying
given conditions
 Graph conic
sections
Exhibit • Evaluate the limit of Functions , Feliciano, F. T., Worksheets Compilation of Problem
competence in a function using & Uy, F. B. Rubrics Sets
limit theorems Limits, and Continuity (1983).
mathematical • Define continuity at Differential and
concepts and a point and on an integral calculus. Problem-Solution
1.1 Functions and their
procedures. interval. Portfolio
Graphs
1.2 Operations on
Demonstrate Functions and Types LOVE, C. E., &
competence in of Functions RAINVILLE, E.
designing, 1.3 Functions as D. (1962).
Mathematical Differential and
constructing, and
Models integral calculus
utilizing different 1.4 Graphical (6th ed.).
forms of Introduction to Exercises
assessment in Limits of Functions Limit of a
mathematics. 1.5 Definition of the function. (2003, Answering the
Limit of a Function August 1). problems in the
and Limit Theorems Wikipedia, the
free graphic organizers
1.6 One-sided Limits
1.7 Infinite Limits encyclopedia.
Retrieved July
1.8 Continuity of a
30, 2020, from
Composite Function
https://en.wikipe
and Continuity on an dia.org/wiki/Limit
Interval _of_a_function
1.9 Continuity of the
Trigonometric
Functions and the
Squeeze Theorem
v
Final Coverage
Exhibit proficiency • Use the definition DERIVATIVES James Stewart.
in relating of a limit to get
mathematics to the derivative of a 1.1 Derivatives and Beginning Calculus Worksheets Problem set Compilation of Problem
other curricular function. (2nd Ed.)
areas. • Apply rates of change Elliot Mendelson sets with answers
Rubrics
differentiation 1.2 The derivative as a
rules on various Elementary Calculus Portfolio
function
types of functions. An Infinitesimal
1.3 Differentiation Approach (2nd Ed.)
formulas H. Jerome Keisler
1.4 Derivatives of Calc for the Clueless
trigonometric 1 Cooperative Learning
functions Bob Miller Activity: Pairs Check
1.5 Implicit Master Math:
differentiation Pre-Calculus and
1.6 Rates of change in Geometry
Debra Ross
the natural and
social sciences
1.7 Related rates
Manifest • Apply the Behavior of Functions Calculus (7th Ed.) Worksheets Compilation of Problem
meaningful and derivative tests to and Their Graphs, James Stewart. Rubrics Sets
comprehensive find extrema of a
pedagogical function, graph of Extreme Function
Beginning Calculus Exercises Problem-Solution
content functions, and Values and
knowledge(PCK) of solve optimization
(2nd Ed.) Portfolio
Approximation Elliot Mendelson Answering the
mathematics. problems.
problems in the
Elementary graphic organizers
Calculus
An Infinitesimal
Approach (2nd Ed.)
vi
H. Jerome
Keisler
Calc for the

Clueless 1
Bob Miller
Master Math:
Pre-Calculus and
Geometry
Debra Ross
Demostrate • Compute The Definite Integral Calculus (7th Ed.)

proficiency in antiderivatives of and Integration James Stewart.
problem-solving by various functions
solving and and definite Beginning Calculus
Logarithmic,
creating routine integrals.
Exponential, Inverse (2nd Ed.)
and non-routine Solve problems
problems with involving areas of Trigonometric, and Elliot Mendelson
different levels of regions, volumes of Hyperbolic Functions
complexity. solids of revolution, Elementary
and differential Calculus
equations. An Infinitesimal
Approach (2nd Ed.)
H. Jerome
Keisler
Calc for the

Clueless 1
Bob Miller
Master Math:
Pre-Calculus and
Geometry
Debra Ross
vii
Use effectively 1. Formulate the INTEGRALS

appropriate idea of definite  Areas and distances
approaches, integral
methods and  The definite and
2. Solve
techniques in indefinite integrals
problems and
teaching
applications on  The Fundamental
mathematics. theorem of Calculus
integration
Basic Integration and
application
References
Anton, H., Bivens, I.C., & Davis, S. (2011). Calculus Early Transcendentals, 10th Edition. Wiley.
Anton, H., Bivens, I.C., & Davis, S. (2012). Calculus, 10th Edition. Wiley.
Blume, F. (2007). Applied calculus for scientists and engineers : a journey in dialogues. Sudbury, Mass. : Jones and Bartlett.
Edwards, Jr., C.H. & Penney, E. (2007). Calculus, Early Transcendentals, 7th Edition. Prentice Hall.
Etgen, G., Salas, S. & Hille, E. (2003). Calculus : One and Several Variables, 9th Ed. John Wiley and Sons, Inc.
Leithold, L. (1996). The Calculus 7. Harper Collins.
Smith, R.T. & Minton, R. B. (2008). Calculus : single variable , 3rd Edition. McGraw-Hill Higher Education.
Stewart, J. (2011). Calculus: Early Transcendentals, 7th Edition. Brooks/Cole.
Thomas, G.B., Weir, M.D. & Hass, J.L. (2009). Thomas’ Calculus, 12th Edition. Pearson.
Thomas, G.B., Weir, M.D. & Hass, J.L. (2009). Thomas’ Calculus Early Transcendentals, 12th Edition. Pearson.
Varberg, D., Purcell, E.J., & Rigdon, S.E. (2006). Calculus Early Transcendentals, 1st Edition. Pearson.
GRADING PLAN
The term grade is computed using the formula:
40% - Performance (synthesis reports, memos, research article)

30% - Major exam grade (written performance, oral research presenttaion)
30% - Attendance/recitation/quizzes
viii
Midterm Grade = 100% of the Midterm Grade

Final Grade = 50% of the Midterm Grade + 50% of the Final Term Grade
CLASSROOM RULES OF CONDUCT
1. Attendance:
a. Students who are absent for more than 20% of the total number of class hours (54 in a 3 unit course) may be dropped from the course
/subject.
b. Any student who finds it necessary to be absent from class must present a letter of excuse to his/her instructor.
c. If a student’s absences reach ten (10) times, the instructor/professor may recommend to the Dean that the said student be dropped from
the course or be given a grade of 5.0.
2. Course requirements must be submitted on time.
3. Plagiarism is strictly prohibited. Be aware that plagiarism in this course would include not only using another’s words, but another’s specific
intellectual posts in social media. Assignments must be done independently and without reference to another student’s work. Any outside
sources used in completing an assignment, including internet references must be fully cited on any homework assignment or exercise.
4. All students should feel free to talk to the instructor face-to-face or through media during office hours.
5. Academic accommodations are available for students with special needs. Students with special needs should schedule an appointment with
the instructor early in the semester to discuss any accommodations for this course.
Prepared: Noted: Noted: Approved/Disapproved:
MA.BETTY P. DECIN PATRICK G. GALLETO, EdD NARCISA S. BUREROS, EdD ALICE MAE M. ARBON, PhD
Instructor Program Chair, BSEd Mathematics College Dean OIC, Office of the VPAA
Date: August 13, 202020 Date: Date: Date:
Date Revised: _____________

Learning Guide
Conceptual Relationship of Modules
The students must study the application of analytical geometry to calculus. It

focused on limits, functions, derivatives and integrals This subject constitutes a major
part of contemporary education in mathematics. It includes Calculus 's widespread
applications in science, economics, and engineering and can solve many problems that
algebra alone is inadequate for.
The Calcumetry module is used in a multitude of fields you wouldn't necessarily

think would take advantage of its principles. Those include physics, engineering,
environment, statistics, and medicine. It is often used in fields as diverse as space
exploration, as well as assessing how pharmaceutical products communicate with the
body, and even constructing safer structures. You'll understand why calculus is useful in
so many areas if you know a bit about its history as well as what it is designed to do and
measure.
Schedule
Module 1: Calculus I with Analytic Geometry

Note: August 24-28 Orientation
Unit Activities Deadlines
Pretest August 31, 2020/Monday
(August 31- Multiple Choice Test (8:30-10:00am)
September 7, 2020/ 1 Learning Activities August 31, 2020/Monday
and half weeks) 1. Answer Students’ Actvity 2 (1:00-2:30pm)
on
Unit 1: Analytic https://www.projectmaths.ie/
Geometry documents/T&L/TheDistance
Formula.pdf?strand
2. Activity 1 Perform the September 1, 2020/Tuesday
Activity on (1:00-4:00pm)
https://study.com/academy/l
esson/conic-sections-
activities.html
3. Plot the following points September 2, 2020/
then connect to form a Wednesday (1:00-2:30pm)
Halloween Witch Hat, find the
distance and slope, and find
the equation of the lines
formed.
Assessment September 7, 20200 Monday
Problem Set (8:30-10:00am)
Pre-test September 11, 2020/ Friday
(September 11-14, Multiple Choice Test (8:30-10:00am)
2020/ 1 and half Learning Activities September 11, 2020/ Friday
ii
weeks) Activity 1: Evaluating (1:00-2:30pm)

Functions in a Star Diagram
Unit 2: Functions Assessment September 14, 2020/
Multiple Choice Test Monday (1:00-2:30pm)
Pre-test September 18, 2020/ Friday
Multiple Choice Test (8:30-10:00)
(September 18-28, Learning Activities September 18, 2020/ Friday
2020/ 1 and half Activity 1: Graphic (1:00-2:30pm)
weeks) Organizer
Unit 3: Limit of a Assessment September 28, 2020/
Function Problem Set Monday (8:30-10:00)
Pre-test October 9, 2020/ Friday
(October 9-30,2020/ 3 Multiple Choice Test (1:00-2:30pm)
weeks) Learning Activities October 9, 2020/ Friday
Unit 4: Differentiation Activity 1: Matching Type of (1:00-2:30pm)
of Algebraic Test
Functions Assessment October 30, 2020/ Friday
Multiple Choice Test (1:00-2:30pm)
(November 3- Pre-test November 3,2020/Friday
13,2020/10days) Multiple Choice Test (3:00-5:00pm)
Unit 5: Polynomial Learning Activities November 6,2020/Friday
Curves Graphic Organizer (3:00-5:00pm)
Assessment November 13,2020/Friday
Problem Set (3:00-5:00pm)
(November 16- Pre-test November 20, 2020/Friday
27,2020/ weeks) Matching Type of Test (3:00-5:00pm)
Unit 6: Learning Activities November 20,
Trigonometric Problem Set 2020/Friday(3:00-5:00pm)
Functions Assessment November 27,
Multiple Choice Test 2020/Friday(3:00-5:00pm)
(December 1-11, Pre-test December 2,
2020/9days) Selection Type of Test 2020/Wednesday 3:00-
Unit 7 – Differentiation 5:00pm)
of Inverse Learning Activities December 2,
trigonometric Graphic Organizer 2020/Wednesday 3:00-
Functions 5:00pm)
Assessment December 11, 2020/Friday
Multiple Choice Test 3:00-
Summative
Assessment
Course Requirements
This learning package contains problem sets in each unit for students to deepen
and check their undertstanding on the lesson. The students are also required to submit
their activities and task based on the schedules given above. They will be assessed on
iii
the several form of performance assessment like rubrics before they can proceed to the
next unit.
Feedback Modality
The feedback modalities of this learninng package uses celphone and online.
These will help students in doing their activities or task so that they will be guided. Key
answers are provided for the students’self assessment . The learning package also
provide teachers initiated phone call and students initiated phone call which must be on
the given time and working days to assess the teaching-learning process. The other
modality will be the online with the different instruction on the activities student can have
online inquiry using Google classroom, email, messenger and other online platforms,
then the instructor can also provide immediate feedback using the Teacher-Initiated-
Phone Call Google classroom application.
Communication Mechanism
These learning package provide an effective contact through a Google classroom or

facebook group in a form of group or individual meetings, orientation and review
sessions which serves as one of the portal for activities in the learning content. Students
Initiated Phone Calls is used for students having difficulty in internet access to keep in
touch with the learning process. Meaning the students can initiate call to instructors in
the time as scheduled to answer their queries. For the freedom of teaching online below
are contact information that could help students access their teachers and other offices
for important matters and concerns.
Teacher: Globe:09273412929/Smart:09477132995
[email protected]
https://www.facebook.com/decinma.betty
IMDO
CED FB Page:
CED-
Telphone Number:
Student Services
DSAD FB Page:
Gmail:
Contact Number:
Library FB Page:
DRRMO
iv
LEARNING AGREEMENT
By signing this learning agreement, I commit to the following terms and conditions of
Jose Rizal Memorial State University in the implementation of Flexible Learning System.
Specifically, I commit to observe the following:
1. That I must observe all guidelines of the state pertaining to the prevention of
COVID, specifically to stay home, to observe physical distancing and the use of
face masks when interacting with others.
2. That I shall prioritize my health and safety while I comply with all the necessary
learning activities and assessments needed in my enrolled courses.
3. That I will exhaust all means of complying the requirements at home or in a less
risky place and location that will not allow me to be exposed to other people.
4. That I have already read and understood all instructions pertaining to my enrolled
courses.
5. That I commit to do all the learning activities diligently, following deadlines and
the learning guide enabling me to deliver the course requirements.
6. That I commit to answer all forms of assessment in the learning package
honestly.
7. That I shall initiate in giving feedback to my instructor at least once every two
weeks.
8. That I shall not reproduce or publish any part of the learning package content
without the written consent of the University and the author/s.
9. That I shall not commit any form of plagiarism in all course requirements.
Conformed:
_______________________________ ___________________
Name and signature of student Date signed
_______________________________ ___________________
Name and signature of parent/guardian Date signed
_______________________________
Contact Number of Parent/Guardian
**Please email the signed copy of this learning agreement to your instructor as soon as you have
received the learning package.
v
Summative Assessment
Summative Assessment Plan
No Course Outcome Type of Description Scoring/Grading Weigth (%) in

Assessment Standard Final Grade
1 Exhibit competence in Problem set Provide an problem sets Raw score/Total
mathematical concepts and Multiple Choice to illustrate the number of items x
procedures. Test application of 50 + 50
mathematical concepts *80 is the standard
and procedures. percentage for
major subject
based on the
University
handbook This is 30% in
2 Exhibit proficiency in Problem set Design a graohic Raw score/Total Final Grade
relating mathematics to Graphic organizer to achieve number of items x for Midterm.
other curricular areas. Organizers course learning outcome. 50 + 50
Multiple Choice
Test *80 is the standard
Portfolio percentage for
major subject
based on the
University
handbook
3 Manifest meaningful and Problem set Create and utilize Raw score/Total
comprehensive Graphic learning experiences in number of items x
pedagogical content Organizers the problem sets to 50 + 50
knowledge(PCK) of Multiple Choice develop learners’skills in
mathematics. Test discovery learning, *80 is the standard
Portfolio problem learning and percentage for
critical thinking. major subject
based on the
University
handbook This is 40% in
4 Demonstrate competence in Problem set Design and utilize varies Raw score/Total Final Grade
designing, constructing, and Graphic assessment tools in number of items x for Midterm
utilizing different forms of Organizers mathematics, including 50 + 50
assessment in mathematics. Multiple Choice alternative form of
Test assessment. *80 is the standard
major subject
based on the
University
handbook
5 Demostrate proficiency in Problem set Used varies resources Raw score/Total
problem-solving by Graphic for selecting and creating number of items x
solving and creating Organizers problems to develop the 50 + 50
routine and non-routine Multiple Choice students’ problem
problems with different Test solving skills. *80 is the standard
levels of complexity. Portfolio percentage for
major subject
based on the
University This is 30% in
handbook Final Grade
6 Use effectively Problem set Utilizes a variety of Raw score/Total for Midterm
appropriate approaches, Graphic student-centered number of items x
methods and techniques Organizers approaches and 50 + 50
in teaching mathematics. Multiple Choice methods in the
Test classroom. *80 is the standard
major subject
based on the
University
handbook
7 Appreciate mathematics Problem set Create and utilize Raw score/Total
as an opportunity for Graphic learning experiences in number of items x
vi
creative work, moments Organizers the problem sets to 50 + 50

of discovery, and gaining Multiple Choice develop learners’skills in
insights of the world. Test discovery learning, *80 is the standard
Portfolio problem learning and percentage for
critical thinking. major subject
based on the
University
handbook
Summative Assessment Instruction
Introduction and Rationale
Module 1 Summative Assessment
The student should first exhibit competence in mathematical concepts and procedures,
and demonstrate higher order thinking skills by applying concepts in carrying out
computations and explorations of analytic geometry and calculus problems. They will
answer several problem sets in every unit to master their competency in the subject.
Module 1 Assessment Rubrics
Criteria Weight Advance Proficient Developing Beginning

4 3 2 1
Clear evidence Beginning of Poorly Does not enter
of critical critical developed the discussion
thinking- thinking; critical thinking
application, reports tend
Evidence of Critical analysis, to address
Thinking 6 synthesis, and peripheral
evaluation. issues.
Reports are Generally
characterized accurate, but
by clarity of could be
argument, improved
depth of insight with more
into theoretical analysis and
issues, creative
originality of thought.
treatment, and Tendency to
relevance. recite facts
Sometimes rather than
include unusual address
insights. issues
Arguments are
well supported
vii
Content module Content Content module Content Module

has intended module has limited has no strategies
learner provides startegies to
Content Quality 6 strategies startegies but complete the
no brief odule
outline of the
content
Goes over and Includes all of Missing one or Several required

Required Elements above all the the required more of the elements are
required elements as required missing from the
2 elements stated stated in the elements as output
in the directions directions/inst stated in the
& instructions ructions directions/instruc
tions
Exceptionally Thoughtfully A few original Shows little
clever and and uniquely touches enhance creativity,
unique in presented; the project to originality and/or
Creativity 2 showing deep clever at show some effort in
understanding times in understanding of understanding the
showing the task task.
understandin
g of the task
Clearly Synthesizes Synthesizes Demonstrates
synthesizes the content from some of the minimal synthesis
content from several content from of information
Synthesis of Ideas 4 several sources sources several sources
dealing with a dealing with a dealing with a
single issue, single issue, single issue, but
paraphrasing paraphrasing paraphrasing
the ideas and the ideas and demonstrates
connecting connecting limited
them to other them to other comprehension
sources and sources and
related topics to related topics
demonstrate to
comprehension demonstrate
comprehensi
on.
Source: Blended Learning @ Simons College and iRubric
viii
Rubric for Limits
Instructional 4 – Mastery 3 – Proficient 2 - Basic 1 – Below 0 – No

Focus Basic Evidenc
e
Estimate Find a limit Find a limit Find a limit

limits of graphically and graphically and graphically and
functions numerically using numerically numerically
graphically proper notation using proper using proper
and with all of the notation with notation with
numerically following: four of the three of the
following: Limits following: Li
Limits One mits One
One sided sided Limits sided
Limits Limits at Limits
Limits at infinity Limits at
infinity Infinite infinity
Infinite limits limits
Limits Limits that Infinite
that don’t exist don’t exist and limits
and interpret interpret the Limits that
the behavior of behavior of don’t exist and
functions   functions interpret the
behavior of
functions
Can extend
thinking Little
Determine Determine limits Determine Determine
beyond the evidence
limits of of functions using limits of limits of
standard, of
functions correct notation functions using functions using
including reasonin
algebraically with all of the correct correct
tasks that g or
following notation with notation with
may involve applicati
three of the two of the
one of the on to
Algebraic following  following 
following: solve the
manipulation Algebraic Algebraic
Designin problem
Algebraic rules manipulation manipulation
g
(sum, Algebraic
Connectin Does
 difference, rules (sum, Algebraic
g not
product,  difference, rules (sum,  
 quotients) product,   difference,
meet
Composite quotients) product,  
Synthes the
Functions Composite quotients)
izing criteria
Trig Functions Functions Composite
Applyin in a
and interpret the Trig Functions
g level 1
behavior of Function Trig
Justifying Functions   and interpret Functions and
the behavior of interpret the
Anal
Functions behavior of
yzin
Functions
g
ix
Crea
Apply ting Do all of the Do three of Do two of the
concepts of Creati following: the following: following:
continuity ng Apply limits of
Provin continuity Apply Apply limits
g limits of of continuity
continuity
Applying the Apply the Apply the Use

definition of definition of definition of substitution to
derivative derivative using derivative set up the
correct notation to using correct definition of
algebraically find notation to derivative in
the derivative of a algebraically general or at a
function in find the point.
general and at a derivative of a
point and function in
interpret. general or at a
point.
Source: AP Calculus 2019

x
Rubric for Derivatives
Instruct 4– 3 – Proficient 2 - Basic 1 – Below 0 – No

ional Mastery Calculate and Calculate Basic Evidence
Focus Can Extend estimate the and estimate Calculate and
thinking derivative the derivative estimate the
beyond the (including (including derivative
standard, higher order) higher order) (including higher Little
Calculat including for all of the for all of the order) for all of evidence of
ing tasks that following following the following reasoning
derivativ may involve functions: functions: functions: or
es. one of the Polynomial Polynomia Polynomial application
following: s ls s to solve the
Designi Rational Rational Rational problem
ng Exponen Expone Exponentia
Connecti tial ntial l Does not
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ing Piecewise   ric Inverse  Calculate
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ing derivatives  Calculate using two of the
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ing following rules: using three Sum/Differ
Creati Sum/Diff of the ences
ng erence following Products
Provin s rules: Quotients
g Products Sum/Dif Power
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s Product notation)
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 (with proper Quotient limit of a
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luate limits of Power (w indeterminate
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 L’Hospital’s  Evaluate of reasoning or
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xi
derivativ derivative calculate derivative

es using (including derivative (including higher
chain higher order) (including order) for
rule for composite higher order) composite
functions, for composite functions (with
inverses, and functions, proper notation)
implicit and inverses
differentiation or implicit
(with proper differentiation
notation) (with proper
notation)
xii
xiii
i
Calcumetry
SPEC 106 – M Calculus I with Analytic Geometry
MA.BETTY PARAME-DECIN
ii
Calcumetry
by
Ma.Betty P. Decin
and
Jose Rizal Memorial State University
All rights reserved. This book or any portion thereof may not be reproduced or used in
any manner whatsoever without the express written permission of the author except for
the use of brief quotations in a book review.
Page and Cover designed: Christopher Dabodabo
ISBN 000-0000-00-0
First Edition. English. 2020

Gov. Guading Adaza St. Sta Cruz, Dapitan City, 7101
Tel. No. (065) 908-8294
[email protected]
iii
Acknowledgment
First and foremost, I praise and thank God the All-Powerful for answering my
prayers for giving me strength and wisdom to complete this module successfully. Writing
such an instructional material is not my passion but because of the countless support of
these wonderful people that they shared to make this work possible.
I would like to thank Dr. Daylinda Luz R. Laput, President of the University, and
Dr. Carina A. Romarate, Administrator of the JRMSU-Katipunan Campus, for helping me
build my writing skills to participate in the JRMSU program. The same compliments also
to Prof. Jovito Anito, Chair of the Flexible Learning System Committee, for his useful
suggestions and insights for the improvement of the material.
I would like to express my deep appreciation to Dr. Jovelyn Cantina, who gave
me the golden opportunity to do this Compilation and for her professional guidance and
valuable support, in which it is very useful in making.
My deepest appreciation to Dr. Leonora T. Divinagracia, Associate Dean,

JRMSU-Katipunan Campus faculty and staff for their abundant help and offered
invaluable assistance, support and guidance, and constructive criticism of this module.
I would also like to thank my mother Mrs. Nieves Parame, my husband Agustin
Decin Jr., my sons: Justin Bryan, Jon Brix, Jeron Bryce, and Jhon Bryle, my colleagues,
my friends, who provide unending inspiration.
The Author
iv
Preface
Calcumetry module is designed for the students taking the course of calculus,
integrating creative features to improve learning. The book guides students through the
basic calculus principles and helps them understand how they relate those principles to
their lives and the world around them.
This module adheres to the scope and sequence of most general calculus
courses nationwide. The content makes calculus interesting to students and accessible
while retaining the mathematical rigor inherent in the subject. With this aim in mind, the
contents were developed and arranged to ensure a logical progression from
fundamental concepts to more advanced concepts, building on what students have
already learned and emphasizing connections between topics and between theory and
applications. The aim of each unit is not only to allow students to understand concepts
but also to interact with them in ways that will be useful in later courses and careers.
Throughout Calcumetry you will find examples and exercises that present
classical ideas and techniques as well as modern applications and methods. Derivations
and explanations on the part of long-term calculus teachers are based on years of
classroom experience, looking for a combination of consistency and rigor that has
proven successful with their students.
This module should act as a study reference for learners taking SPEC 106-M
(Calculus I with Analytic Geometry). This module is the first module of this course that
equips pre-service teachers with quantitative expertise, problem-solving abilities,
behaviors, and principles.
This learning module consists of 7 units. Units 1 to 4 for mid-term coverage and
full coverage from units 5 to 7.
This module has the following elements which distinguish it from other
instructional materials.
Module- Gives one major portion of this material.
Unit – Gives the material 's unique lesson.
Learning Outcomes- These are claims that explain or define what the learner is willing
to do, do, attain or become as learning experience outcomes.
Pretest- Test provided before the material to assess learner's previous information.
Content- Provides complete detail on the learning results.

v
Contents
Page
Title Page i
Copyright ii
Acknowledgment iii
Preface iv
Module
Unit 1 Analytic Geometry
Unit 2 Functions 1
Unit 3 Limits of a Functions and Continuity
Unit 4 Derivative of a Function 7
Unit 5 Polynomial Curves 14
Unit 6 Trigonometric Functions 20
Unit 7 Differentiation of Inverse trigonometric Functions 23
References 00
Rubrics 00
Glossary 00
Answer Key 00
User`s Evaluation Form 00

Calculus I with Analytic Geometry 1
“Not intended for publication. For classroom purposes only ”.
Unit 1- Analytic Geometry
Analytic Geometry is the study of geometric properties by means of

algebraic operations upon symbols defined in terms of a coordinate
system,(“Definition of analytic geometry,” n.d.).
Analytic geometry is used in physics and engineering, and also in aviation,

rocketry, space science, and spaceflight. It is the foundation of most modern fields of
geometry, ncluding algebraic, differential, discrete and computational geometry,
(Analytic geometry, “2001).
Learning Outcome
Analytic geometry is used in physics and engineering, and also

At in aviation,
the end of rocketry,
this unit, space science,
you will be ableand
to: spaceflight. It is the foundation of most
 Plot points on the Cartesin Plane
modern fields of geometry,
 Compute
including algebraic, differential,
the distance discretetwo
between andpoints
computational geometry, ("Analytic
 Identify
geometry," 2001)
and compute the slope of a line
 Determine the equation of a line given certain conditions
 Identify whether two lines are parallel or perpendicular through their slopes
 Determine the equation of conic sections satisfying given conditions
 Graph conic sections
Pretest
Choose the letter that corresponds to the correct answer.

1. Which quadrant contains the point named by (2, 4)?
a. Quadrant I b. Quadrant II c. Quadrant III d. Quadrant IV
2. In which quadrant is the following point?
(-3, 12)
a. Quadrant I b. Quadrant II c. Quadrant III d. Quadrant IV
3. If you were to plot the point (4, -12) what would be the correct method?
a. Up 4, left 12 b. Right 4, up 12 c. Down 4, left 12 d. Right 4, down 12
4. The coordinate plane is divided by a horizontal number line called what?
a. y-axis b. origin c. x-axis d. quadrant
5. The axes divide the coordinate plane into four sections called what?
a. ordered pairs b. origins c. quadrants c. coordinate plane
6. The vertical number line in the coordinate plane is called what?
a. y-axis b. origin c. quadrant d. x-axis
7. Find the distance between (-4, -4 and (-1, -5).
a. √10 b. √11 c. √12 d. √13
8. Find the distance.

a. 9.7 b.10.7 c. 11.7 d.12.7

9. Find the slope of the line joining the points ( 1,-2) and (4,-3).
1 1 1 1
a. − b. − c. − d. −
2 4 5 3
10. Show that the vertices (-1,2), (5,4), (-3, 0) are the vertices of a right triangle, and
finds its area.
a. 12 sq units b. 13 sq units c. 14 sq units. d. 15 sq units.
11. Find the radius of a circle with center at (2,3), if a chord of length 8 is bisected at
(-1,4).
a. √25 b.√26 c. 2√26 d. 3√26
12. Find the slope of t he line joining the points ( 2,-2) and (1,-3).
a. 1 b. 2 c. 3 d. 4
13.Verify the statement: The circle having the points (-4, 3), (6, 3) as ends of a diameter
also passes through (-2, 7).
a. ( -2,7) is on the chord c. ( -2,7) is on the circle
b. ( -2,7) is on the center d. ( -2,7) is on the radius
14. The center of a circle is at (4,2) and its radius is 5. Find the length of the chord which
is bisected at (2, -1).
a. 4√2 b. 4√3 c. 2√3 d. 3√5
15. The center of a circle is at (-3, -2) and its radius 7. Find the length of the chord which
is bisected at (3, 1).
a. 1 b. 2 c. 3 d. 4
Congratulation! You are done with the activities if

you have clarification or questions post it in our Google
classroom or you can private message via text on the
consultation schedule. I think you are ready so you may
proceed to the assessment. Thank you and God bless.
Content
1.Ordered Pairs of Real Numbers

An ordered pair is two numbers which are important for the order they are given
in. Ordered pair generally refers to a set of two numbers used to locate a point in a plane
of the coordinates. When an ordered pair refers to the location of a point in the
coordinate plane, it is called the point coordinates.
While real numbers correspond to points on a line, ordered pairs of real numbers
correspond to points on a plane. This correspondence gives us a way to draw pictures of
calculus problems and to translate physical problems into the language of calculus. It is
the starting point of the subject called analytic geometry.
An ordered pair of real numbers, (a, b), is given by the first number a and the
second number b. For example, (1, 3), (3, 1), and (1, 1) are three different ordered pairs.
Following tradition, we use the same symbol for the open interval (a, b) and the ordered
pair (a, b). However the open interval and ordered pair are completely different things. It
will always be quite obvious from the context whether (a, b) stands for the open interval
or the ordered pair.
We now explain how ordered pairs of real numbers correspond to points in a

plane. A system of rectangular coordinates in a plane is given by a horizontal and a
vertical copy of the real line crossing at zero. The horizontal line is called the horizontal
axis, or x-axis, while the vertical line is called the vertical axis, or y-axis. The point where
the two axes meet is called the origin and corresponds to the ordered pair (0, 0). Now
consider any point P in the plane. A vertical line through P will cross the x-axis at a real
number x0, and a horizontal line through P will cross the y-axis at a real number y0. The
ordered pair (x0, y0) obtained in this way corresponds to the point P. (See Figure 1We
sometimes call P the point (x0, y0) and sometimes write P(x0, y0). x0 is called the x-
coordinate of P and y0 the y-coordinate of P.
Figure 1
Conversely, given an ordered pair (x 0, y0) of real numbers there is a

corresponding point P(x0, y0) in the plane. P(x0, y0) is the point of intersection of the
vertical line crossing the x-axis at x0 and the horizontal line crossing the y-axis at y0.
We have described a one-to-one correspondence between all points in the plane and
all ordered pairs of real numbers.
From now on, we shall simplify things by identifying points in the plane with
ordered pairs of real numbers, as shown in Figure 2.
Figure 2
(Lohninger, n.d.)
1.Distance Between Two Points

The distance between two points P1P2 can be expressed in terms of their coordinates by
the thoerem of Pythagoras. Let the coordintes of the two points be denoted by the letters
x, y with sunscripts: P1: (x1, y1).
Distance Formula: Given P (x1, y1) and (x2, y2), the distance d between these points is
given by the formula:
d =√(𝑥1 −𝑥2 )2 + (𝑦1 −𝑦2 )2
Example (a).Find the distance between the points (–2, –5) and (–4, 4).
Solution: Given: P1(–2, –5) and P2(–4, 4)

Just plug the coordinates into the Distance Formula:
d =√{−2 − (−4)}2 + { −5 − 4}2
= √(−2 + 4)2 + ( −5 − 4)2
= √22 + −92
= √4 + 81
= √85 = ≈9.22
Then the distance is√85, or about 9.22, rounded to two decimal places.
Example (b). Given the points (–2, –3), (2, 1), and (5, –2), determine if they are the
vertices of a right triangle.
Figure 3
(Stapel, n.d.)
Solution: Use the Distance Formula to find the lengths of the each of the sides of
the triangle, these lengths being the distances between the pairs of points. Then plug in
these distances into the Theorem to see if this triangle is a right triangle.
I think the points (–2, –3) and (5, –2) mark off the hypotenuse, assuming this triangle
turns out to be right, so I'll test the distances that way first.
Points: (–2, –3) and (2, 1)

d1 = √(−2 − 2)2 + (−3 − 1)2 Checking the Theorem
Using the squares of the distances:
= √(−4)2 + (−4)2
(√32)2 + (√18)2 =(√50)2
= √16 + 16 = √32 = 4√2
32 + 18 = 50
Points: (2,1) and (5,-2)
Since the squares of the
d2 = √(2 − 5)2 + {1 − (−2)}2 smaller two distances equal the
= √(−3)2 + (3)2 square of the largest distance,
= √9 + 9 = √18 = 3√2 then these points are the
vertices of a right triangle.
Points: ((–2, –3) and (5,-2)
d3 = √(−2 − 5)2 + {−3 − (−2)}2
= √(−7)2 + (−1)2
= √49 + 1 = √50 = 5√2
2. Slope
Let a straight line l intersect the x - axis at A. The angle between the positive x -
axis and the line l, measured in counter clockwise direction is called the angle of
inclination of the straight line l.
The slope of a line is the tangent

Figure 4 of the angle of inclination,
denoted by m:
m = tanθ.
The slope of a line joining the

points P1 (x1, y1) and P2: (x2,y2) is
𝑦 −𝑦
m = 2 1 , (x2 ≠ x1)
𝑥2 −𝑥1
The equation of a line given the

two points:
(y-y1) = m(x-x1)
Slope of a line - Positive or Negative or Zero or Undefined

Figure 5 Figure 6
("Angle of inclination and slope of a line," n.d.)

Figure 7 Figure 8
TTwo nonvertical lines are parallel if and only if they have the same slope.
TTwo lines with slopes and are perpendicular if and only if ; that is, their slopes are
negative reciprocals:
1
m2 = − .
𝑚1
3. Parallel and Perpendicular Lines

Example (a).Verify that the points P1: (-1, 3), P2: (0, 5), P3: (3, 1) are the vertices of a right
triangle.
Solution: m of P1P2, P1P3 are respectively

5−3 1−3 1
m1 = = 2, m2 = = − , whence it follows that P1P2 and P1P3 are perpendicular.
0+1 3+1 2
4. Conic Sections
The conic sections are the shapes that can be created when a plane intersects
a double cone like the one below. In other words, the conic sections are the cross
sections of a double cone. There are four primary conic sections - the circle,
the parabola, the ellipse, and the hyperbola.
The Geometry of Conic Sections
 A parabola is a curve such that any point on the curve is equidistant from another
point, called the focus, and a line called the directrix.
 A circle is a set of points that are equidistant from a center point.
 An ellipse is the set of all points such that the sum of the distances from two fixed
points, called foci (the plural of focus), is constant.
 A hyperbola is the set of all points such that the differences of the distances from the
foci are constant.
Figure 9
Conic
Equation Picture
Section
Circle
(x-h)2 + (y-k)2 = r2
Parabola (x-h)2 =4p(y-k) or

(y-k)2 = (x-h)
Ellipse
(x-h)2a2 + (y-k)2b2 =1
(x-h)2a2 - (y-k)2b2 =1
Hyperbola or
(y-k)2a2 – (x-h)2b2 =1
("Welcome to CK-12 Foundation," n.d.)
Equations of Conic Sections
 To find an equation of a conic section in standard form, we complete the square.

 The standard forms of the equation of a parabola are (x−h)2=4p(y−k) (vertical axis of
symmetry) and (y−k)2=4p(x−h) (horizontal axis of symmetry).
 The standard form of an equation of a circle is (x−h)2+(y−k)2=r2, where (h,k) are the
coordinates of the center, and r is the radius.
(x−h)2 + (y−k)2 +
 The standard forms of an equation of an ellipse are + =1 (horizontal
𝑎2 𝑏2
(x−h)2 + (y−k)2 +
major axis) and + =1 (vertical major axis). We assume a>b.
𝑏2 𝑎2
(x−h)2 +
 The standard forms of an equation of a hyperbola are -
𝑎2
(y−k)2 + (y−k)2 (x−h)2 +
=1 (horizontal transverse axis) and - =1 (vertical transverse
𝑏2 𝑎2 𝑏2
axis).
Graphing Conic Sections
 To graph a parabola, find the vertex and p. Identify the focus and then count 2p units
away from the focus perpendicular to the axis of symmetry. Draw a parabola through
the vertex and these two points.
 To graph a circle, find the center and then count the radius number of units to the
right, left, up, and down to get four points on the graph of the circle. Draw a circle to
connect them.
 To graph an ellipse, we find the center, the vertices, and the co-vertices. The ellipse
goes through the vertices and co-vertices.
 To graph a hyperbola, draw a box using the center, a, and b. Then draw the
asymptotes and the vertices. Last, graph the branches of the hyperbola.
Solving Systems of Conic Sections
 We can solve systems of conic sections by graphing, substitution, and elimination by

addition.
Example (a).What is the center and radius of the circle indicated by the equation?
(x-2)2 + y2 =36
Solution: A circle is defined by an equation in the format (x−h)2+(y−k)2=r2.

The center is indicated by the point (h,k) and the radius r.
In the equation (x−2)2+(y)2=36=62, the center is (2,0) and the radius is 6.
Example (b). Graph x2 = 4y and state the vertex, focus, axis of symmetry, and directrix.
Solution:
Figure 10
Stapel, n.d.
The vertex is at the origin rearranging algebraically the given equation into the conics
form:
x2 = (x – 0)2 = 4(y – 0)
This rearrangement "shows" that the vertex is at (h, k) = (0, 0). The axis of
symmetry is the vertical line right through the vertex: x = 0. The focus is "p" units from the
vertex. Since the focus is "inside" the parabola and since this is a "right side up" graph,
the focus has to be above the vertex.
From the conics form of the equation, shown above, I look at what's multiplied on
the unsquaredpart and see that 4p = 4, so p = 1. Then the focus is one unit above the
vertex, at (0, 1), and the directrix is the horizontal line y = –1, one unit below the vertex.
vertex: (0, 0); focus: (0, 1); axis of symmetry: x = 0; directrix: y = –1
Example (c). Find the center of this ellipse: 33x2 +13y2 – 396x + 26√7 y -850 = 0.
Solution: To find the center of this ellipse we need to put it into a better form. We
do this by rearranging our terms and completing the square for both our y and x terms.
33(x2−12x)+13(y2+26√7 y)=−850
Completing the square for both gives us this.
33(x2−12x+36)+13(y2+2√7 y +7)=−429
33(x−6)2+13(y+√7 )2=429
We could divide by 429 but we have the information we need. The center of our ellipse is
(6,− √7 ).
Example (d). Using the information below, determine the equation of the
hyperbola.
Foci: (-5,4) and (7,4)
3
Eccentricity: 2
Solution: Equation for horizontal transverse hyperbola:

(𝑥−ℎ)2 (𝑦−𝑘)2
- =1
𝑎2 𝑏2
Distance between foci =2c
Distance between vertices = 2a
𝑐
Eccentricity =
𝑎
a2 + b2 = c2
center: (h, k)
First determine the value of c. Since we know the distance between the two foci is 12,
we can set that equal to 2c.
12=2c
c=6
Next, use the eccentricity equation and the value of the eccentricity provided in the
question to determine the value of a.
𝑐 3
Eccentricity: =
𝑎 2
𝑐 3 6
= =
𝑎 2 𝑎
12 = 3a
a=4
a2 = 16
determine the value of b2
a2 + b2 = c2
42+b2=62
b2=20
Determine the center point to identify the values of h and k. Since the y coordinate of the
foci are 4, the center point will be on the same line. Hence, k=4.
Since center point is equal distance from both foci, and we know that the distance
between the foci is 12, we can conclude that h=1
Center point: (h, k)=(1,4)
Thus, the equation of the hyperbola is:
(x−1)2 (y−4)2 +
- =1
162 202
Learning Activities
1. Answer Students’ Actvity 2 on

https://www.projectmaths.ie/documents/T&L/TheDistanceFormula.pdf?strand
2. Perform the Activity on https://study.com/academy/lesson/conic-sections-
activities.html
3. Plot the following points then connect to form a Halloween Witch Hat, find the
distance and slope, and find the equation of the lines formed.
a. (25, 3) n. (15, 6)
b. (22, 2) o. (11, 6)
c. (17, 1) p. (9, 7)
d. (9, 1) q. (16, 12)
e. (3, 2) r. (15, 15)
f. (1, 3) s. (13, 19)
g. (3, 4) t. (13, 22)
h. (8, 5) u. (15, 24)
i. (11, 4) v. (13, 23)
j. (15, 4) w. (11, 22)
k. (18, 5) x. (10, 19)
l. (22, 4) y. (9, 15)
m. (17, 7)
Congratulation!You did a great job on the activities, with

that you are now ready to have the assessment. Enjoy!!!
Assessment
I. Find the slope and distance between the given points.

1. ( -2,4) and ( -3, 2)
2. (4, 0) and ( 2, -3)
3. (-3,-5) and (5,-3)
2
4. (2,-2) and ( , 1)
3
1 2 1
5. (− , ) and ( -2, )
3 5 2
II. Solve.
1. Find the distance from the line x+y = -7 to the point (4,-1).
2. Write the equation of a circle with center at (2, -3) and radius 5.
3. Using the information below, determine the equation of the hyperbola.
Foci: (1, 8) and (9, 8)
Eccentricity: 2
4. An ellipse is centered at (-3, 2) and passes through the points (-3, 6) and (4, 2).
Determine the equation of this ellipse.
Congratulation!!! You had just completed this unit

You are now ready to the next unit. Enjoy!!!
Unit 2- Functions
The origins of word calculus in ancient Rome was a small stone or

pebble used in counting and gambling, and the Latin verb calculare came to
mean “to figure out,” “to compute,” “to calculate.” Calculus is usually divided into
two main parts, called differential calculus and integral calculus. Each of these
parts has its own unfamiliar terminology, puzzling notation, and specialized
computational methods. Getting accustomed to all this takes time and practice,
much like the process of learning a new language. Nevertheless, this fact
should not prevent us from seeing at the beginning that the central problems of
the subject are really quite simple and clear, with nothing strange or mysterious
about them (Feliciano & Uv. 1983.p.xx).
Learning Outcome
At the end of this unit, you will be able to:

 evaluate a function and
 draw and express the function by a formula.
Pretest

1. If f(x)= x3- 1 , find f(1).
a. 1 b. 2 c. 0 d. 4
2. If f(y) = 2y2 + 2, find f(1/2).
a. 2/3 b. 3/2 c. 5/2 d. 2/5
3. If f(y) = y(y-3)2, find f(x+3).
a. x2(x+3) b. x(x2+3) c. x(x2-3) d.
2
x (x+3)
4. If g(x) = cosx, find f(0).
a. 0 b. 1 c. 2 d. -1
𝑏−𝑏2
5. If F(b) = , find (tanx).
1+𝑏2
a. F(tanx)= sinx(cosx-sinx) c. F(tanx)= sin2x(cosx-sinx)
b. F(tanx)= sinx(cos2x-sinx) d. F(tanx)= sin 2x(cosx-sinx)
Congratulation! You are done with the activities if you have
clarification or questions post it in our Google classroom or you
can private message via text on the consultation schedule. I think
you are ready so you may proceed to the assessment. Thank you
and God bless.
Content
1. Functions
When two quantities x and y are related such that the value of y is determined by
that of x for some range of values of x, we say that y is a function of x. For a square with
side length c the area is given by A= c2, c > 0.Therefore A is a function of c, the range of
values of c being determined by the physical significance of the quantities involved.
We use symbols like f(x), which reads "f of x," to denote a function of x. We write y
= f(x) to express the fact that y is a function of x, without defining the manner in which y
is associated with x. They use letters other than f in the same way: we can write
z = w(v), u = s(v), to indicate that z and u are both functions of v.
Example (a). Let f(x) = x2 + 1. Find f(1), f(2), f(-3), f(u+2).
Solution: Since f(x) = x2 + 1,

f(1) =12 + 1 = 2,
f(2) =22 + 1 = 5,
f(1) =-32 + 1 = 10,
f(1) =(u+2)2 + 1 = (u2 +2u + 4) +1 = u2 +2u +5.
Example (b). Let g(y) =cos2y -2siny. Find g(π), g(½π), g(0), and [g(x) + g(-x)].
Solution: From the definition of g(y) it follows that

g(π) = cos2π – 2sin π = 1- 0 = 1,
g(½π) = cos π – 2sin ½π = -1 - 2 = -3,
g(0) = cos 0 -2sin0 = 1 – 0 = 1,
since g(x) = cos2x – 2sin x,
g(-x) = cos(-2x) – 2sin(- x)
= cos2x + 2sinx.
Therefore g(x) + g(-x) = 2cos2x.
2. Graph of a Function
The curve y = f(x) is called the graph of the function f(x). Many properties of the
function are made more vivid by this graphic representation.
Example (c). A right triangle has a fixed base of length 7. Express the length of the
altitude of the triangle as a function of the length of the hypothenuse.
With the notation in Fig. 11 theTheorem of Pythagoras yields h2 = 49 + a2
or a =√ℎ2 − 49, h>7. ( a is expressed as a function (explicit of h).
h
a
Figure 11 7
Learning Activities
Activity 1 . Evaluate the function on the shape oblong in the diagram below by
writing the answer on the square to its corresponding assign value.
Figure 12
a) f(-2) = (b) f(1) =
1. If f(x) =x2 – 3x +1,
(c) f(x-1)2 = (e) f ( sinx) =

(d) f (1/2) =
Congratulation! You did a great job on the activities,

with that you are now ready to have the assessment.
Enjoy!!!
Assessment
I. The following functions are explicitly defined. Perform the indicated operations and
simplify.
1. If f(x) = 4x4 -2x3 +2 , find f(1), f(2), f(-3), f(1/2), f (y).

2. If f(x) = 8-3x2 +3, find f(-1), f(2), f(-1/2).
𝑏−𝑏2
3. If F(b) = , find (1), f(1/2).
1+𝑏2
II. Express the function by a formula and draw the graph, indicating that portion of the
graph which has s meanin in the problem.
1. The amount of $1 at 4% simple interest, as a function of time.

2. The volume of a sphere as a function of the radius.
3. The radius of a sphere as a function of the volume.
4. The volume of a cube as a function of the length of an edge.
5. The surface area of a cube as a function of the length of an
edge.
Unit 3– Limit of a Function
A limit tells us the value that a function approaches as

that function's inputs get closer and closer to some number. The idea of
a limit is the basis of all calculus (“Limit of a function, “ 2003).
Learning Outcomes

 define a limit and
 evaluate the limit of a function using the limit theorems.
Pretest
1. What is the value of the limx→1 x2 − x − 2 x2 – 2?

a. 0 b. 1 c. 2 d. -4
2. What is the value of the lim x→4 (x2 +3x -5).
a. 20 b. 21 c. 22 d. 23
𝑥 2 −1
3. What is the value of the lim x→1 2 .
𝑥 +3𝑥−4
a. 2/5 b. 3/5 c. 4/5 d. 3/2
𝑥 2 +𝑥−12
4. Evaluate the limx→3 2 .
2𝑥 −7𝑥+3
a. 6/5 b. 7/5 c. 7/3 d. 3/7
5. Evaluate the limx→2 (x+4)√2𝑥 + 5.
a. 15 b. 16 c. 17 d. 18
Congratulation! You are done with the activities

if you have clarification or questions post it in our
Google classroom or you can private message via text
on the consultation schedule. I think you are ready so
you may proceed to the assessment. Thank you and
God bless.
Content
Definition of a Limit
Let f(x) be a function of x and let a be constant. It there is a number L such that,
in order to make the value of f(x) as cloe to L as may be desired, it is sufficient to
choose x close enough to a, then we say that the limit of f(x), as x approaches a, is
L.We write this as limx→a f(x)=L.
Theorems on Limits
L1. Lim x→a c = c
L2. lim x→a cf(x) = clim x→a f(x)
L3. lim x→a =a
L4. lim x→a [f(x) + g(x)] = lim x→a f(x) + lim x→a g(x)
L5. lim x→a [f(x) . g(x)] = lim x→a f(x) . lim x→a g(x)
𝑓(𝑥) 𝑙𝑖𝑚 x→a 𝑓(𝑥)
L6. lim x→a =
𝑔(𝑥) 𝑙𝑖𝑚 x→a 𝑔(𝑥)
L7. lim x→a 𝑛√𝑓(𝑥) = 𝑛√𝑙𝑖𝑚x→a 𝑓(𝑥) , n = any positive and f(x) ≥ 0 if n is even.
L8. lim x→a [f(x)]n = [lim x→a f(x)]n
Example (a). lim x→1 (x2 +2x +5) = limx→1 x2 + lim x→1 2x + lim x→1 5 …….……………..L4
=[lim x→1 x]2 +2lim x→1 x + 5 ………...………..L8,L3,L1
=[1]2 +2(1) +5 …………………………...………….L2
=8
Example (b). lim x→2 (x-1)√3𝑥 + 3 = lim x→2 (x-1) limx→2 √3𝑥 + 3 ………………..……..L5
= (limx→2 x - lim x→2 1) √ 𝑙𝑖𝑚x→2 3𝑥 + 3………...L4,L7
= (limx→2 x - lim x→2 1) √ 𝑙𝑖𝑚x→2 3𝑥 + 𝑙𝑖𝑚x→2 3…...L4
= (limx→2 x - lim x→2 1) √3𝑙𝑖𝑚x→2 𝑥 + 𝑙𝑖𝑚x→2 3…...L3
= (2-1) √3(2) + 3 ….........................................L2, L1
=3
Infinity
Let f(x) be a function. If we can make f(x) as large as we please by making x

close enough, but not equal, to a real number a, then we describe this situation by
writing.
limx→2 f(x) = ∞, where the symbol ∞ is read

“infinity.
Limit at Infinity
A function f(x) may have a finite limit even when the independent variable x
becomes infinite. This statement “x” becomes “infinite” is customarily expressed in
1
symbolism by “x→∞”. Consider a function f(x) = , it approaches a finite limit (the
𝑥
1
number zero) as x increases without bound. That is → 0 as x →∞.
𝑥
We can consider this fact as an additional theorem on limits and in symbol, we
write
1
L9. lim x→∞ = 0.
𝑥
1 1 1 1
Example (c). lim x→∞ = limx→∞( . . )
𝑥3 𝑥 𝑥 𝑥
1 1 1
= lim x→∞ . lim x→∞ . limx→∞ ………………....…………L5
𝑥 𝑥 𝑥
=0
4𝑥 3 +3𝑥 2 −6
Example (d). lim x→∞
2𝑥 3 +5𝑥+3
∞
Solution:The function assumes the indeterminate form when x is replaced by ∞.
∞
Dividing the numerator and denominator by x3, we get
3 6
4𝑥 3 +3𝑥 2 −6 4+ 𝑥− 3 4+0−0
𝑥
lim x→∞ = lim x→∞ 5 3 = =2
2𝑥 3 +5𝑥+3 2+ 2 − 3 2+0+0
𝑥 𝑥
Learning Activities
Evaluate the limits and find the answer in the rectangles above the table.
4 6 8 2
1/2 7/5 5 0
lim x→1 2x2 + 2𝑎3 −5𝑎2 −4𝑎+12 1−𝑐𝑜𝑠𝑦 4𝑥+5

lim a→2 limy→0 lim x→∞
𝑎3 −12𝑎+16 𝑠𝑖𝑛2 𝑦 𝑥 2 +1
x+2
𝑥 2 −4 𝑥 3 −64 lim x→ -1 x2 - 6x+1 𝑥 2 +2𝑥−8
lim x→2 lim x→4 lim x→2
𝑥−2 𝑥 2 −4 3𝑥−6
Congratulation! You did a great job on the activities, with

Assessment
Apply the limits theorems to evaluate each of the following.
1). lim x→0 (x2 - 5)

3 2
2). lim x→2 (x + 5x - 6x + 1)
x→0 x - 6x + 8 x – 4
3
3). lim
6𝑥 3 +4𝑥 2 +5
4). limx→∞
8𝑥 3 +7𝑥−3
𝑦 3 −13𝑦+12
5). lim y→2 3
𝑦 −14𝑦+15
Congratulation!!! You had just completed this unit .

Unit 4– Differentiation of Algebraic Functions
Derivatives are a fundamental tool of calculus. ... The derivative of a

function of a single variable at a chosen input value, when it exists, is the slope of
the tangent line to the graph of the function at that point. The tangent line is the
best linear approximation of the function near that input value. ("Introduction to
derivatives," n.d.)
The original purpose of the derivative is to analyze the sensitivity or rate

of change of a function with respect to its independent variable — that is, given a
tiny change in the independent variable x, how much does the dependent variable,
y,respond respond to that change (“What is the purpose of derivatives in
calculus?,” n.d.).
variable —Outcomes
Learning that is, given a tiny change in the independent variable x, how much does
the dependent variable, y, respond to that change. If the derivative of a function is
high,
At theitend
means that,
of this foryou
unit, thatwill
function,
be abletheto:dependent variable responds greatly to that
• use
tiny the
change in its independent
definition variable;
of a limit to get if the derivative
the derivative is low,and
of a function the dependent
• apply differentiation
variable changes a very rules on various
small amounttypes of functions.
in response.
Pretest

𝑑𝑦
1. If y = 2x3 -5x +4, find .
𝑑𝑥
' 2
a. y = 6x -5 b. y' = 5x2 -5 c. y' = 5x2 -6 d. y' = 6x2 -5x
𝑑𝑦
2. If y = (1 + 22 + 33 + 44 )9 , find .
𝑑𝑥
𝑑𝑦 𝑑𝑦 𝑑𝑦
a. =1 b. =0 c. = -1 d. 2
𝑑𝑥 𝑑𝑥 𝑑𝑥
𝑑𝑦
3. If y = √𝑥 + 2, find .
𝑑𝑥
𝑑𝑦 3 𝑑𝑦 1 𝑑𝑦 1 𝑑𝑦 1
a. = b. = c. = d. =
𝑑𝑥 2√𝑥+2 𝑑𝑥 2√𝑥+2 𝑑𝑥 √𝑥+2 𝑑𝑥 2√𝑥+4
1
𝑑𝑦
4. If y = (3-2x2)2 , find .
𝑑𝑥
𝑑𝑦 2𝑥 𝑑𝑦 4𝑥 𝑑𝑦 −3𝑥 𝑑𝑦 −4𝑥
a. = 4 b. = 4 c. = 4 d. = 4
𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥
5(3−2x2)5 5(3−2x2)5 5(3−2x2)5 5(3−2x2)5
5. If y = ( 3x3 -2)4 , find y' .
a. y'=12x3(3x2 – 2)3 c. y'=12x2(3x2 – 2)3
b. b. y'=12x3(3x2 – 2)4 d. y'=14x3(3x2 – 2)3

and God bless.
Content
Introduction about derivatives

Figure 13
It is all about slope…

𝐂𝐡𝐚𝐧𝐠𝐞 𝐢𝐧 𝐘
Slope =
𝐂𝐡𝐚𝐧𝐠𝐞 𝐢𝐧 𝐗
("Introduction to derivatives," n.d.)
To find the derivative of a function y = f(x) we use the slope formula:
The symbol ∆ (read “delta”) is Figure 14

customarily used to denote this
change or increment. If we regard
x as the variable, then the symbol
∆x (read “delta x”) denotes the
increment of x.
Note: ∆x may either be positive or

negative, but not zero.
Suppose y=f(x). a change ∆x in x produces a corresponding change ∆y in y. That

is,
y+∆y = f(x + ∆x )
∆y = f(x + ∆x ) –y
But since y = f(x), then we have the relation
∆y = f(x + ∆x ) –f(x)
∆y
The ratio approaches a limit of the slope of the line. The limit is called the
∆x
𝑑𝑦
derivative of y with respect to x.The derivative is designated by the symbol :
𝑑𝑥
𝑑𝑦 ∆y f(x + ∆x ) –f(x)
= lim∆x →0 = lim∆x →0 .
𝑑𝑥 ∆x ∆x
𝑑
Other symbols for the derivative are y′,f’(x), Dx y, 𝑓(𝑥). The process of finding
𝑑𝑥
the derivative is called differentiation.
Rules for Differentiation

𝑑
D1 (𝑐) = 0 …………………………………..The Constant Rule
𝑑𝑥
𝑑
D2 (𝑥) = 1 ….……………………………….The Identity Function Rule
𝑑𝑥
𝑑 𝑑𝑢
D3 (𝑐𝑢) = c ………………………………The Constant and a Function Rule
𝑑𝑥 𝑑𝑥
𝑑 𝑑𝑢 𝑑𝑣
D4 (𝑢 + 𝑣) = + ……………………..The Sum Rule
𝑑 𝑑𝑣 𝑑𝑢
D5 (𝑢𝑣) = 𝑢 +𝑣 ……………………..The Product Rule
𝑑𝑢 𝑑𝑣
𝑑 𝑢 𝑣 𝑑𝑥 −𝑢 𝑑𝑥
D6 ( )= ………………………The Quotient Rule
𝑑𝑥 𝑣 𝑣2
𝑑 𝑑𝑢
D7 (𝑢𝑛 ) = 𝑛𝑢𝑛−1 ……………………….The Power Rule
𝑑𝑥 𝑑𝑥
𝑑𝑢
𝑑 𝑑𝑥
D8 (√𝑢) =
𝑑𝑥 2√𝑢
𝑑 1 −𝑛 𝑑𝑢
D9 =
𝑑𝑥 𝑢𝑛 𝑢𝑛+1 𝑑𝑥
Example (a). Find the derivative of y = 4x3 +3x -2.
Solution: y = 4x3 +3x -2

𝑑𝑦 𝑑 𝑑 𝑑
= (4x3) + (3x ) - (2)………………………………….….D4
𝑑 3 𝑑 𝑑
= 4 (x ) +3 (x) - (2) …………………………....……….D3
= 4(3x2) +3 + 0 ………………………………………..…….….D7
= 12x2 + 3
𝑑𝑦 4
Example (b). Find 𝑑𝑥 if y = (2𝑥+1)3 = 4(2𝑥 + 1)−3
𝑑
= 4𝑑𝑥 (2𝑥 + 1)−3 ……………………………………….…… D3
𝑑
= 4(-3) (2𝑥 + 1)−4 𝑑𝑥 (2𝑥 + 1) ……………………….…… D7
= -12(2𝑥 + 1)−4 (2)
= -24(2𝑥 + 1)−4
24
= - (2𝑥+1)4
𝑑𝑦
Example (c). If y = √4𝑥 + 2, find 𝑑𝑥 .
= (4𝑥 + 2)1/2 ………………..…………Transform the radical into

exponential form.
𝑑𝑦 1 𝑑
= 2 (4𝑥 + 2)−1/2 𝑑𝑥 (4𝑥 + 2)
𝑑𝑥
1
= 2
(4𝑥 + 2)−1/2 (4)
2
= (4𝑥+2)1/2
The Chain Rule
Certain functions are formed out of simpler functions by a process of substitution.
Functions, which result in a manner, are called composite functions.
Consider the functions f and g given by y = f(u) and u = g(x) respectively. We

have here a situation in which y depends in u and u in turns depends on x. To
eliminate u, we simply substitute u = g(x) in y = f (u) and thereby obtain a new
function h expressed symbolically in the form
y = h (x) = f [ g(x) ]
𝑑𝑦
Example (a). Find if y = 4u3 and u = x2 + 5x
𝑑𝑥
Solution: Substituting u = x2 + 5x in y = 4u3, we get
y ′= 4(x2 + 5x)3
y′ = 12(x2 + 5x)2 (2x + 5) ……………………………………..D7
Higher Derivatives
The derivative of a function y = f(x) is itself a function y′ =

f′(𝑥), you can take the derivative of f′(x) =f′ (x), which is generally referred to as the
second derivative of f(x) and written f′′ (x) or f2 (x). This differentiation process can be
continued to find the third, fourth, and successive derivatives of f(x), which are called
higher order derivatives of f(x) ("Higher order derivatives," n.d.).
Example (a). Find the first, second, and third derivatives of y = 4x3 -2x2 +5x-7.
Solution: y = 4x3 -2x2 +5x-7

y′= 12x2 - 4x + 5
y′′ = 24x -4
y′′′ = 24
Implicit Differentiation
In implicit differentiation, we differentiate each side of an equation with two

variables (usually x and y) by treating one of the variables as a function of the other.
This calls for using the chain rule.
Example (a). Let's differentiate x2 +y2 =1. Here, we treat y as an implicit function of x.
𝑑 𝑑
Solution: 𝑑𝑥 ( x2 +y2 ) = 𝑑𝑥 1
𝑑 𝑑
(x2 )+ 𝑑𝑥 (y2) = 0
𝑑𝑥
𝑑𝑦
2x + 2y𝑑𝑥 = 0
2yy′ = -2x
𝑥
y′ = −
𝑦
𝑑𝑦
Notice that the derivative of y2 is 2y is not simply 2y.This is because we treat y as a
𝑑𝑥
function of x ("Implicit differentiation review (article)," n.d.).
Example (b). Find y′′, if x2 –y2 = a2.

Solution: At once, 2x -2yy′ = 0 from which we obtain
𝑥
y′ =
𝑦
A second differentiation gives
𝑦−𝑥𝑦′
y′′ =
y2
Employing the value of y′, we write as

𝑥2
𝑦− 𝑦 𝑦2 − 𝑥2
y′′ = = ;
y2 𝑦3
since x2 –y2 = a2, this reduces to
𝑎2
y′′ = -
𝑦3
Learning Activities
Check your understanding.

Match Column A with the correct answer in Column B. Write only the letter in the
space provided before each number.
Column A Column B
𝑑𝑦 2𝑦
_____________1. y = 5x4-3x-2 + 5x +1 a. 𝑑𝑥 = − 2
3𝑦 +2𝑥
3 1
_____________2. y = 2t +6x b. y′ = -
4(√1+√1−𝑥 √1−𝑥
−1 1
_____________3. y = 3x4 -8x2 +5x-4, find y′′ c. y′ = - 𝑥 2 𝑦 2
_____________4. y = -6x-2 + 3x, find y′′ d. y′′ = -36x- 4
−4𝑎 2
_____________5. y2 (x+2y) = c3 e. y′′ = 𝑦 3
_____________6. y3 +2xy -3 =0 f. y′ = 20x3 +6x-3 +5
1 1 1
𝑑𝑦
_____________7. 𝑥 + 𝑦 = 𝑎 2 2 2 g. 𝑑𝑥
= 6t2 +6
−2𝑎
_____________8. y2 = 4ax h. x′′ = 9𝑥 2
_____________9. y = √1 + √1 − 𝑥 i. y′′ = 36x2 -16

𝑑2 𝑥 −𝑦
____________10. x3 = at2, find 𝑑𝑡2 j. y′ = 2(𝑥+3𝑦
k. y′′ = 32x2 -16
Congratulation! You did a great job on the activities, with

Assessment
Choose the correct answer and write only the letter that corresponds to the
correct answer.
1. Which of the following is not correct notation for derivative?

𝑑𝑦
a. f′(x) b. y′ c. dy d.
𝑑𝑥
2. Find f (x) if f(x) = x3.
a. x2 b. 3x2 c. 3x d. 3x3
3. Derivative means the same thing as
a. slope of the tangent line c. slope of the normal line
b. exponent d. exponential form
2 2 𝑑𝑦
4. If y = √𝑎 + 𝑥 , find .
𝑑𝑥
𝑥 −𝑥 𝑥 2𝑥
a. b. c. d.
√𝑎2 +𝑥 2 √𝑎2 +𝑥 2 2√𝑎2 +𝑥 2 √𝑎2 +𝑥 2
1 4 𝑑𝑥
5. If x = 𝑡 -5t-3 , find .
2 𝑑𝑡
a. = 2𝑡 3 − 5 b. = 3𝑡 4 − 5 c. = 4𝑡 4 − 5 d. = 2𝑡 4 − 5
𝑑𝑡 𝑑𝑡 𝑑𝑡 𝑑𝑡
3𝑥−1 𝑑𝑦
6. If y = , find .
2𝑥+5 𝑑𝑥
𝑑𝑦 16 𝑑𝑦 17 𝑑𝑦 18 𝑑𝑦 19
a. = b. = c. = d. =
𝑑𝑥 (2𝑥+5)2 𝑑𝑥 (2𝑥+5)2 𝑑𝑥 (2𝑥+5)2 𝑑𝑥 (2𝑥+5)2
7. If y = 3x - √𝑥, find y′.
1 1 1 1
a. y′ = 1 - b. y′ = 2 - c. y′ =3 - d. y′ = 4 -
2√𝑥 2√𝑥 2√𝑥 2√𝑥
8. If v = √𝑎2 − 𝑦2 , find v′.
−𝑦 −2𝑦 𝑦 −𝑦
a. v′ = b. v′ = c. v′ = d. v′ =
√𝑎2 −𝑦 2 √𝑎2 −𝑦 2 √𝑎2 −𝑦 2 2√𝑎2 −𝑦 2
3
𝑑𝑢
9. If u = 𝑡 2 , find .
𝑑𝑡
𝑑𝑢 3 1 𝑑𝑢 5 1 𝑑𝑢 3 1 𝑑𝑢 3 3
a. = 𝑡2 b. = 𝑡2 c. = 𝑡2 d. = 𝑡2
𝑑𝑡 2 𝑑𝑡 2 𝑑𝑡 4 𝑑𝑡 2
𝑑𝑦
10. If y = x√𝑥 − 1, find .
𝑑𝑥
𝑑𝑦 3𝑥−2 𝑑𝑦 3𝑥−3 𝑑𝑦 2𝑥−2 𝑑𝑦 3𝑥−4
a. = b. . = c. . = d. =
𝑑𝑥 2√𝑥−1 𝑑𝑥 2√𝑥−1 𝑑𝑥 2√𝑥−1 𝑑𝑥 2√𝑥−1
11. If (x2 +x +1)2 , find y′′.
a. y′′ = 6(2x2 +2x +2) c. y′′ = 6(2x2 +2x +1)
b. y′′ = 4(2x2 +2x +1) d. y′′ = 5(2x2 +2x +1)
1 𝑑2 𝑥
12. If x = , find
𝑑𝑡 2
.
√1−𝑡 2
𝑑2 𝑥 1+2𝑡 2 𝑑2 𝑥 2+2𝑡 2 𝑑2 𝑥 1+3𝑡 2 𝑑2 𝑥 3+2𝑡 2
a. 2 = 5 b. = 5 c. = 5 d. = 5
𝑑𝑡 𝑑𝑡 2 𝑑𝑡 2 𝑑𝑡 2
(1−𝑡 2 )2 (1−𝑡 2 )2 (1−𝑡 2 )2 (1−𝑡 2 )2
(1+𝑡) 2 𝑑2 𝑥
13. If x = 2 , find 2 .
𝑡 𝑑𝑡
𝑑2 𝑥 6 𝑑2 𝑥 6 5 𝑑2 𝑥 5 4 𝑑2 𝑥 6 4
a. = + 3 b. = + c. = + d. = +
𝑑𝑡 2 𝑡4 𝑑𝑡 2 𝑡4 𝑡3 𝑑𝑡 2 𝑡4 𝑡3 𝑑𝑡 2 𝑡4 𝑡3
1
14. If y = , find y′′.
(1+√1−𝑥)2
1 3
a. y′′ = c. y′′ =
√1−𝑥(1+√1−𝑥)3 √1−𝑥(1+√1−𝑥)3
2 1
b. y′′ = d. y′′ =
√1−𝑥(1+√1−𝑥)3 √1+𝑥(1+√1−𝑥)3
15.If y = √2𝑎𝑥 − 𝑥 2 , find find y′.

𝑎−2𝑥 𝑎−𝑥 2𝑎−𝑥 𝑎+𝑥
a. y′ = 2
b. y′ = c. y′ = d. y′ =
√2𝑎𝑥−𝑥 √2𝑎𝑥−𝑥 2 √2𝑎𝑥−𝑥 2 √2𝑎𝑥−𝑥 2

Unit 5 – Polynomial Curves

In this unit will focus on applications of derivatives. The two main

applications that we’ll be looking at in this unit are using derivatives to
determine information about graphs of functions and optimization problems.
These will not be the only applications however. We will be revisiting limits and
taking a look at an application of derivatives that will allow us to compute limits
that we haven’t been able to compute previously. We will also see how
derivatives can be used to estimate solutions to equations (Calculus I –
Applications of derivatives, “ n.d.).
Learning Outcomes

1. apply the derivative tests to find maxima/minima of a function,graphs of functions and
solve optimization problems.
2. Determine the effects of derivatives on the shape of the graph of a function and, in
particular, locate maximum and minimum values of functions.
Pretest
1. Find the equation of the tangent and the normal at the point indicated: x2 - 6x + 2y
– 8 = 0 at x = 3.
a. x=1 b. x = 2 c. x=3 d. x=4
2. Find the equation of the tangent and the normal at the point indicated:y = 2 + 4x
– x3 at x = –1.
a. y = –x –4 b. y = –x –3 c. y = –2x –2 d. y = –x –2
3. Find the tangent lines as directed to the ellipse x2 + 4y2 = 8 parallel to the line x +
2y = 6.
a. x + 2y = ± 2 b. x + 2y = ± 3 c. x + 2y = ± 4 d. x + 2y = ± 5
1
4. Find the tangents of slope − and 2 respectively, to the ellipse x + 2y2 = 3.
2
2
a. 2x – y = ± 3 b. 2x–y = ± 2 c. 2x – y = ± 4 d. 2x –y = ± 1
5. Find the tangent lines as directed to the ellipse x2 + 2y2 = 9 perpendiular to the line
4x – y = 6.
a. x + 5y = ± 9 b. x + 4y = ± 9 c. x + 3y = ± 9 d. x + 2y = ± 9

and God bless.
Content
Tangents and Normals to Plane Curves

The equation of a line of slope m through the point (x1, y1 ) is y-y1 = m(x-x1).
Hence, to find the tangent at any point of a plane curve we have only to find the slope
of the curve (i.e., the vakue of y′) at that point, and substitute for m in the above
formula.
The normal* to a curve at the point (x1, y1 ) is defined to be the line through that
point and perpendicular to the tangent line there.
The equation of the normal is found from that of the tangent by recalling that if
two lines are perpendicular, the slope of one is the negative reciprocal of the slope of
the other.
Figure 15
("Equations of tangents and normals - Google search," n.d.)
Example (a). Find the tangent and normal to the ellipse 4x 2 +9y2 = 25 at he point P: (2, -1).
Figure 16
Solution: Differentiating of both members of
the equation of the ellipse yields
8x + 18yy′ = 0.
At the point of contact (2, -1) x has the value 2, y
N M T the value (-1), and we shall denote the slope there
by m. Thus at (2, -1) the equation yields 16 –
0
8
18m = 0; m = .
P(2, -1) 9
8
The equation of tagent line is y + 1 = (x-2) or 8x - 9y = 25.
9
The normal line is perpendicular to the line 8x - 9y = 25( tangent line ) and
passes through (2, -1). Hence the normal is 9x + 8y = 10.
*The word “normal” is used in advanced mathematics to mean “perpendicular”.

𝑥2 𝑦2
Example (b). Find the tangent to the ellipse 2 + = 1 at any point (x1, y1) on
𝑎 𝑏2
the curve.
𝑥2 2𝑦𝑦′
Differentiating we obtain : + =0
𝑎2 𝑏2
𝑏2 𝑥
y′ = –
𝑎2 𝑦
Hence, at the point (x1, y1) , the slope is
𝑏 2 𝑥1
m=–
𝑎2 𝑦1
We may now substitute the value of m into the equation
𝑏2 𝑥1
y–y1 = – (x– 𝑥1 )
𝑎2 𝑦1
after clearing the fractions, dividing by a2b2, and rearranging,
𝑥1 𝑥 𝑦 𝑦 𝑥 2 𝑦1 2
+ 1 2 = 12 + 2
𝑏 𝑎2
𝑎 𝑏
Nowhere in the above work have we imposed the condition that the point (x1,
y1) be on the ellipse. The point (x1, y1) is on the ellipse if and inly if its condtition
𝑥2 𝑦2
satisfy the equation + = 1. We may now conclude that the equation of the
𝑎2 𝑏2
𝑥1 𝑥 𝑦1 𝑦
tangent at any point (x1, y1) on the ellipse is + = 1.
𝑎2 𝑏2
Putting b = a, we deduce the further result that the tngent at any point (x1, y1)
of the circle x2 + y2 = a2 is x1x + y1y = a2.
Example (c).Find the tangents of slope 2 to the circle x2 + y2 = 5.

y Solution:Differentiating
x + yy′ = 0. ………. Eq’n 1
The slope of the tangent line is to be
2.Therefore, the coordinates of the
point of contact must satisfy the
 (-2,1) equation
(√5, 0)
x x+ 2y = 0, …………… Eq’n 2
0 Found by using y′ = 2 in Eq’n 1.
 (2,-1) Solving simultaneously Eq’n 1 and 2,
we determine the point of contact (-2,1)
and (2,-1).
Each point of contact, together with the
slope 2, yields the requation of one od
the desired tangent lines.With the aid
Figure 17 of point-slope form,
2x-y = -5, 2x-y =5.
Graph of a Function Figure 18
("Finding maxima and minima using derivatives," n.d.)
I. Decreasing and increasing function as x increases

y = increases if y′ > 0
y = decreases if y′ < 0
II. Maximum and minimum points

y′ = 0 at point where y′ = 0 ( as x increases)
y – is maximum if y′ changes from + to –
y – is minimum if y′ changes from – to +
y – is neither a maximum or minimum if y does not change the sign
III. Concavity at a point where

y′ = 0
if y′′ < 0, y is maximum
if y′′ > 0, y is minimum
if y′′ = 0, the test falls
IV. Point of inflection the points where the concavity from downward to upward and
vice versa at point of inflection y′′ = 0.
Sketching Polynomial Curves 1

Example: Sketch the curve y = 𝑥 3 − 𝑥 2 −
1
3 2
Figure 19 2𝑥 + 2.
1. When x = 0, y = 2. The x – intercepts
are irrational and will not be
y determined.
2. When x is numerically large, the sign
of y is the same as the sign of the
 highest-degree term in x.Hence,
19
when x is large and negative;,y is
-1, large and negative; when x is large
6
and positive, y is large and positive.
3. y′ = x2 –x -2 =(x+1)(x-2): the critical
19 4
points are (-1, ), (2,− ).Since y is
6 3
large and negative when x is large
0 and negative, the curve must come
x up through the third quadrant, rise to
4
 2,− 19
a maximum at (-1, ), fall to a
3 6
4
minimum at (2,− ), and then rise
3
indefinitely.
4. y′′ = 2x ---------equating this to 0, we
1 1 11
get x = ; the point ( , ) is a point of
2 2 12
inflection, the slope at the point being
9
− .
4
Learning Activities
Use derivatives with respect to mathematical

concepts and in real-life scenarios. Present in a
form of graphic organizer.
Congratulation! You did a great job on the

activities, with that you are now ready to have the
assessment. Enjoy!!!
Assessment
I. Find the equation of the tangent and the normal at the point indicated.
1). y = 3x2 – 2x +1 at (1, 2).

2). y = x3 – 3x2 -2 at (1, -4).
3). To the ellipse 4x2 + 9y2 = 25 at the point (2, -1).
II. Find the tangent lines as directed.

4). Find the tangents of slope 2 to the circle x2 + y2 = 5.
2
5). Find the normal of slope to the hyperbola 3x2 -4y2 =8.
3

Unit 6 – Trigonometric Functions
The differentiation of trigonometric functions is the mathematical

process of finding the derivative of a trigonometric function, or its rate of
change with respect to a variable. For example, the derivative of the sine
function is written sin′(a) = cos(a), meaning that the rate of change of sin(x) at
a particular angle x = a is given by the cosine of that angle (“Differentiation of
trigonometric functions, “2007).
Learning Outcomes

1. find the derivative of trigonomretric function using differentiation formulas;
2. Use identities to rewrite tangent, cotangent, secant, and cosecant functions and
then apply derivative rules to find formulas for their derivatives; and
3. Use the rules for derivatives of trigonometric functions in association with other
derivative rules.
Pretest
Match Column A with the answers in Column B ("Trig derivative quiz," n.d.)
Column A Column B
__ 1. f(x)= -2cos(2x) A. f'(x)= -2sin(2x)

__ 2. f(x)= 2sinx B. f'(x)= sec2(x)
__ 3. f(x)= cos(2x) C. f'(x)= 2tan(x)sec2(x)
__ 4. f(x)= csc(2x) D. f'(x)= 2cos(2x)
__ 5. f(x)= sec(2x) E. f'(x)= 2cosx
__ 6. f(x)= sin(2x) F. f'(x)= 2sec(2x)tan(2x)
__ 7. f(x)= tan(2x) G. f'(x)= 1+cos(x)
__ 8. f(x)= tan2(x) H. f'(x)= -2csc(2x)cot(2x)
__ 9. f(x)= tanx I. f'(x)= -4sin(2x)
__ 10. f(x)= x+sinx J. f'(x)= 2sec2(x)

and God bless.
Content
Derivatives of Trigonometric Functions Formulas

𝒅 𝒅𝒖 𝒅 𝒅𝒖
(𝒔𝒊𝒏𝒖) = 𝒄𝒐𝒔 𝒖 (𝒄𝒔𝒄𝒖) = −𝒄𝒔𝒄𝒖𝒄𝒐𝒕𝒖
𝒅𝒙 𝒅𝒙 𝒅𝒙 𝒅𝒙
(𝒄𝒐𝒔𝒖) = −𝒔𝒊𝒏𝒖 (𝒔𝒆𝒄𝒖) = 𝒔𝒆𝒄𝒖𝒕𝒂𝒏𝒖
(𝒕𝒂𝒏𝒖) = 𝒔𝒆𝒄𝟐 𝒖 (𝒄𝒐𝒕𝒖) = −𝒄𝒔𝒄𝟐 𝒖
Example (a). Find the first derivative of y = sin3x.

d
y′ = sin3x
dx
d
= cos 3x 3𝑥
dx
= cos 3x(3)
= 3cos3x
Example (b). Find the first derivative of f(x) = x sin 2x.
Solution:
𝒅 𝑑
f′(x) = x (sin)2x + sin2x (𝑥) …. Product Rule
𝒅𝒙 𝑑𝑥
𝒅
= xcos(2x) (2𝑥) + sin2x
𝒅𝒙
= xcos2x(2) + sin2x
= 2xcos2x + sin2x
Example (c). Find the first derivative of y =tan23x.
Solution:
𝑑
y′ = 2tan3x tan3x ……………… Power Rule
𝑑𝑥
𝑑
= 2tan3x(sec23x) (3x)
𝑑𝑥
= 6tan3x sec23x
Learning Activities
Write down the derivatives of all six trig functions.

𝑑
(1) sin(x) =
𝑑𝑥
𝑑
(2) cos(x) =
𝑑𝑥
𝑑
(3) sec(x) =
𝑑𝑥
𝑑
(4) csc(x) =
𝑑𝑥
𝑑
(5) tan(x) =
𝑑𝑥
𝑑
(6) cot(x) =
𝑑𝑥

Assessment

1. If f(x) = sin3(2x), then f'(x) =
a. 3cos(2x) b. 3sin(2x) c.8sin2(2x)cos(2x) d.6sin2(2x)cos(2x)
2. If f(x) = sec(4x), then f'(x) =
a. 4sec(4x)tan(4x) c. -4csc(4x)cot(4x)
b. 2sec(4x)tan(4x) d. -2csc(4x)cot(4x)
3. Let y =sec(3x – 5x), find y′ .
2
a. (6x−5)sec(3x2 – 5x) c. (6x−5x)sec(3x2 – 5x)

sin(3𝑥 2 – 5x)(6x−5) sin(3𝑥 2 – 5x)
b. d.
𝑐𝑜𝑠 2 (3𝑥 2 – 5x) 𝑐𝑜𝑠 2 (3𝑥 2 – 5x)
π 𝑑𝑦 π
4. Let y = cos(4x- ), find at x = .
3 𝑑𝑥 6
1 1
a. 2√3 b. c. - d. - 2√3
2 2
5. Let h(x)=cot(6x-x2 ),find h' (x).
2x−6 x2 −6 −2x−6 2x−5
a. b. c. d.
𝑠𝑖𝑛2 (6x−𝑥 2 ) 𝑠𝑖𝑛2 (6x−𝑥 2 ) 𝑠𝑖𝑛2 (6x−𝑥 2 ) 𝑠𝑖𝑛2 (6x−𝑥 2 )
3 𝑑𝑦
6. If y = cos 𝑥, find .
7 𝑑𝑥
𝑑𝑦 3 𝑑𝑦 3 𝑑𝑦 7 𝑑𝑦 7
a. = sin 𝑥 b. = − sin 𝑥 c. = − sin 𝑥 d. = − cos 𝑥
𝑑𝑥 7 𝑑𝑥 7 𝑑𝑥 3 𝑑𝑥 3
2
7. If y= tan 7x , find y′.
a. y′ = 14sec(7x2)tan(7x2) c. y′ = 14sec2(7x2)tan(7x2)
b. y′ = -14sec2(7x2)tan(7x2) d. y′ = 15sec2(7x2)tan(7x2)
8. If y= 2xcotx, find y′.
a. y′ = -2xcsc2x + 2cotx c. y′ = 2xcsc2x - 2cotx
b. y′ = -2xcsc2x - 2cotx d. y′ = 2xcsc2x + 2cotx
9. If y= cos(sinx), find y′.
a. y′ = -sin(sinx)cosx c. y′ = sin(sinx)cosx
b. y′ = -cos(sinx)cosx d. y′ = cos(sinx)cosx
3
10. If y= √𝑠𝑖𝑛3𝑥 , find y′.
cos3x tan3x 3cos3x cos3x
a. y′ = 2 b. y′ = 2 c. y′ = 2 d. y′ = 2
(𝑠𝑖𝑛3𝑥)3 (𝑠𝑖𝑛3𝑥)3 (𝑠𝑖𝑛3𝑥)3 (3𝑠𝑖𝑛3𝑥)3

Unit 7 – Differentiation of Inverse trigonometric Functions
Differentiation of inverse trigonometric functions ia small and specialized

topic. However, these particular derivatives are interesting to us for two
reasons. First, computations of these derivatives pprovides a good workout
in the use of the chain rule, the definition of inverse functons, and some
basic trigonometry. Second, it turns out that the derivatives of the functions
are actually algebraic functions. This is an unexpected and interesting
connection between two seemingly very different classes of
functions(“Derivative of inverse trigonometric functions,”n.d.)
Learning Outcomes

1. find the derivative of inverse trigonometric function using differentiation formulas.
Pretest
5 𝑥 1
𝑦′ = 𝑦 ′ = x( + 2arcsinx) 𝑦′ =
(1+𝑥 2 )(2−3𝑎𝑟𝑐𝑡𝑎𝑛𝑥)2 √1−𝑥 2 √2𝑥−𝑥 2
1 2𝑥 12𝑥 2 {arcsin(𝑥 3 )}3 2𝑥

𝑦′ = 𝑦′ = 𝑦′ = 𝑦′ = −
𝑎2 +𝑥 2 1+𝑥 4 √1−𝑥 6 1+𝑥 4
𝑎𝑟𝑐𝑡𝑎𝑛𝑥[2𝑥+(1+𝑥 2 )𝑎𝑟𝑐𝑡𝑎𝑛𝑥] 1 1
𝑦′ = 𝑦′ = − 𝑦′ = −
1+𝑥 2 √𝑥−𝑥 2 1+𝑥 2
Differentiate the following and check your answer on the box above.
1. y = arcsin(1-2x)
2. y = arcsin(x-1)
3. y = arccotx2
1 𝑥
4. y = arctan
𝑎 𝑎
1
5. y = arccot 2
𝑥
6. y =[arcsin(𝑥 3 )]4
7. y = x(arctan)2
1+𝑎𝑟𝑐𝑡𝑎𝑛𝑥
8. y =
2−3𝑎𝑟𝑐𝑡𝑎𝑛𝑥
9. y =x2arcsinx
𝑥+1
10. y =𝑎𝑟𝑐𝑡𝑎𝑛 (x≠ 1)
𝑥−1
Congratulation! You are done with the activities if

you have clarification or questions post it in our Google
classroom or you can private message via text on the
consultation schedule. I think you are ready so you may
proceed to the assessment. Thank you and God bless.
Contents
Inverse Trigonometric Functions
Let y be defined as a function of x by the equation
sin y = x
i.e., is the sine of y, or, what is exactly yhe same thing, y is an ange whose sine is x.
When this equation is solved for y, a new kind of function, neither algebraic nor
trigonometric, is obtained; we must therefore devise a new symbol to denote this
function.
An angle whose sine is x is represented by the symbol arcsin x or 𝑠𝑖𝑛−1 x:
y = arcsin x if sin y = x.
That is the function arcsin x is the inverse of the sine. Similarly, we lay down the
definitions
y = arccos x if cos y = x;
y = arctanx if tan y = x; etc.The new function here define are

called inverse trigonometric functions.
Derivatives of Inverse Trigonometric Functions

𝒅𝒖 𝒅𝒖
𝒅 𝒅𝒙 𝒅 𝒅𝒙
𝒂𝒓𝒄𝒔𝒊𝒏 𝒖 = 𝒂𝒓𝒄𝒄𝒐𝒕 𝒖 = −
𝒅𝒙 √𝟏−𝒖𝟐 𝒅𝒙 𝟏+𝒖𝟐
𝒅𝒖 𝒅𝒖
𝒂𝒓𝒄𝒄𝒐𝒔𝒖 = − 𝒂𝒓𝒄𝒔𝒆𝒄𝒖 =
𝒅𝒙 √𝟏−𝒖𝟐 𝒅𝒙 𝒖√𝒖𝟐 −𝟏
𝒅𝒖 𝒅𝒖
𝒂𝒓𝒄𝒕𝒂𝒏 𝒖 = 𝒂𝒓𝒄𝒄𝒔𝒄𝒖 = −
𝒅𝒙 𝟏+𝒖𝟐 𝒅𝒙 𝒖√𝒖𝟐 −𝟏
Example (a). Find the first derivative of the function y = Arcsin4x.

𝒅(𝟒𝒙)
𝒅𝒙
Solution: y′ = , where u = 4x
√𝟏−(𝟒𝒙)𝟐
𝟒
=
√𝟏−𝟏𝟔𝒙𝟐
Example (b). If y = Arctan (1+4w), find y′.

𝒅(𝟏+𝟒𝒘)
𝒅𝒙
Solution: y′ = , where u = 1 + 4w
𝟏+(𝟏+𝟒𝒘)𝟐
𝟒
=
𝟐+𝟖𝒘+𝟏𝟔𝒘𝟐
𝟐
=
𝟏+𝟒𝒘+𝟖𝒘𝟐
Example (c). If y = xArcsinx + √1 − 𝑥 2

−𝟏
𝟏 1
Solution: y′ = x + Arcsinx(1) + (1-x2) 𝟐 (-2x)..Product rule and
√𝟏−𝒙𝟐 2
Quotient rule
𝒙 𝒙
= 𝟐
+ Arcsinx -
√𝟏−𝒙 √𝟏−𝒙𝟐
= Arcsinx
Learning Activities
Supply the missing parts of the solutions in evaluating the inverse trigonometric
functions and the formula/s being used.
𝑥
If y = a2Arcsin - x√𝑎2 − 𝑥 2 , find y′.
𝑎
𝑑 𝑥
y′ = 𝑎2 𝐴𝑟𝑐𝑠𝑖𝑛 − ________________________
𝑑𝑥 𝑎
1 −1
1
= 𝑎2 𝑎
− [𝑥( )(𝑎2 − 𝑥 2 ) 2 (−2𝑥) +_____________
𝑥 2
ට1−(𝑎)2
−1
___________________+ x2(a2 –x2 ) 2 −___________
𝑎2 + 𝑥 2 − __________________________
1
(𝑎2 − 𝑥 2 )2
2𝑥 2
y′ =
√𝑎2 −𝑥 2

Asessment
1. If y = Arccos(1-3x), then find y'.

−3 3 2 −2
a. 2
b. 2
c. d.
√1−9𝑥 √1−9𝑥 √1−9𝑥 2 √1−9𝑥 2
𝑥
2. If y = Arctan then find y'.
𝑎
𝑎 −𝑎 2𝑎 −2𝑎
a. 2 b. 2 c. 2 d. 2
𝑎2+𝑥 𝑎2+𝑥 𝑎2+𝑥 𝑎2+𝑥
3. If y = √𝐴𝑟𝑐𝑠𝑖𝑛𝑥, then find y'.
1 −1 𝑥 −𝑥
a. b. c. d.
2√𝐴𝑟𝑐𝑠𝑖𝑛𝑥√1−𝑥 2 2√𝐴𝑟𝑐𝑠𝑖𝑛𝑥√1−𝑥 2 2√𝐴𝑟𝑐𝑠𝑖𝑛𝑥√1−𝑥 2 2√𝐴𝑟𝑐𝑠𝑖𝑛𝑥√1−𝑥 2
4. If y = Arccos(sin2x), then find y'.
a. 4 b. 3 c.2 d.1
5. If y = sin(Arctan2x),then findy'.
2 1
a. 2 cos(𝐴𝑟𝑐𝑡𝑎𝑛2𝑥)
1+4𝑥
c. -
1+4𝑥 2
cos(𝐴𝑟𝑐𝑡𝑎𝑛2𝑥)
2𝑥 −2
b. cos(𝐴𝑟𝑐𝑡𝑎𝑛2𝑥) d. cos(𝐴𝑟𝑐𝑡𝑎𝑛2𝑥)
1+4𝑥 2 1+4𝑥 2
6. Find the first derivative of y =(x−1)√2𝑥 − 𝑥 2 + Arc sin(x – 1).
a.3√2𝑥 − 𝑥 2 b. 3√2𝑥 − 𝑥 2 c.−2√2𝑥 − 𝑥 2 d. 2√2𝑥 − 𝑥 2
𝑥 𝑥
7. Find the first derivative of y = − 𝐴𝑟𝑐𝑠𝑖𝑛 .
√𝑎2 −𝑥 2 𝑎
𝑥 2𝑥 3𝑥 −2𝑥
a. 3 b. 3 c. 3 d. 3
(𝑎2 −𝑥 2 )2 (𝑎2 −𝑥 2 )2 (𝑎2 −𝑥 2 )2 (𝑎2 −𝑥 2 )2
𝑥
8. Find the first derivative of y = 2Arcsinට .
2
−1 1 2 −2
a. b. c. d.
√2𝑥−𝑥 2 √2𝑥−𝑥 2 √2𝑥−𝑥 2 √2𝑥−𝑥 2
1
9. Find the first derivative of y = Arcsin3x + √1 − 9𝑥 2 .
3
−𝑥 2 2𝑥 2 𝑥2 −2𝑥 2
a. 3 b. 3 c. 3 d. 3
(𝑎2 −𝑥 2 )2 (𝑎2 −𝑥 2 )2 (𝑎2 −𝑥 2 )2 (𝑎2 −𝑥 2 )2
𝑥 √𝑎2 −𝑥 2 )
10. Find the first derivative of y = Arcsin + .
𝑎 𝑥
√𝑎2 −𝑥 2 ) √𝑎2 −𝑥 2 ) √𝑎2 −𝑥 2 ) 𝑥√𝑎2 −𝑥 2 )
a. − b. c. d.
𝑥2 −2𝑥 2𝑥 2 2𝑥 2

REFERENCES
Book
Feliciano, F. T., & Uy, F. B. (1983). Differential and integral calculus.
LOVE, C. E., & RAINVILLE, E. D. (1962). Differential and integral calculus (6th ed.).
Internet
Limit of a function. (2003, August 1). Wikipedia, the free encyclopedia. Retrieved July
30, 2020, from https://en.wikipedia.org/wiki/Limit_of_a_function
Finding maxima and minima using derivatives. (n.d.). Math is Fun.
Introduction to derivatives. (n.d.). Math is Fun.

https://www.mathsisfun.com/calculus/derivatives-introduction.html
Implicit differentiation review (article). (n.d.). Khan Academy.

https://www.khanacademy.org/math/ap-calculus-ab/ab-differentiation-2-new/ab-3-
2/a/implicit-differentiation-review
Higher order derivatives. (n.d.). CliffsNotes Study Guides | Book Summaries, Test
Preparation & Homework Help | Written by Teachers. https://www.cliffsnotes.com/study-
guides/calculus/calculus/the-derivative/higher-order-derivatives
Equations of tangents and normals - Google search. (n.d.). Google.

https://www.google.com/search?q=Equations+of+tangents+and+normals&sxsrf=ALeKk0
33Ziwt54pGthK_SnNpgITzbXj2-
g:1595384144655&tbm=isch&source=iu&ictx=1&fir=4nBMmFJEZz-
akM%252CH_o8EW2d1pyZ6M%252C_&vet=1&usg=AI4_-kRUhP9IY3jq754Vg5g-
R8bM_cQ6fQ&sa=X&ved=2ahUKEwi1qOOJ5d_qAhUlw4sBHcK4BbIQ_h0wAXoECAgQ
Bg#imgrc=FYRhJQ0NwvK6XM
What is the purpose of derivatives in calculus? (n.d.). Quora - A place to share

knowledge and better understand the world. https://www.quora.com/What-is-the-
purpose-of-derivatives-in-calculus
Calculus I - Applications of derivatives. (n.d.). Pauls Online Math Notes.

https://tutorial.math.lamar.edu/classes/calci/DerivAppsIntro.aspx
Differentiation of trigonometric functions. (2007, September 7). Wikipedia, the free

encyclopedia. Retrieved August 2, 2020, from
https://en.wikipedia.org/wiki/Differentiation_of_trigonometric_functions
Trig derivative quiz. (n.d.). ThatQuiz.

https://www.thatquiz.org/tq/preview?c=ioui8190&s=kbkhtf
Derivatives of inverse trigonometric functions. (n.d.). Oregon State University.

https://oregonstate.edu/instruct/mth251/cq/Stage6/Lesson/invTrigDeriv.html
Solutions to differentiation of inverse trigonometric functions. (n.d.). UC Davis Mathematics

:.https://www.math.ucdavis.edu/~kouba/CalcOneDIRECTORY/invtrigderivsoldirectory/InvTrigDe
rivSol1.html
Mathematics / AP calculus. (n.d.). School District U-46 /. https://www.u-46.org/Page/10325
Definition of analytic geometry. (n.d.). Dictionary by Merriam-Webster: America's most-trusted

online dictionary. https://www.merriam-webster.com/dictionary/analytic%20geometry
Analytic geometry. (2001, October 15). Wikipedia, the free encyclopedia. Retrieved August 10,
2020, from https://en.wikipedia.org/wiki/Analytic_geometry
Lohninger, H. (n.d.). Elementary calculus: Ordered pairs of real numbers. Virtual Institute of
Applied Science. https://www.vias.org/calculus/01_real_and_hyperreal_numbers_01_04.html
Stapel, E. (n.d.). Pythagorean theorem: Additional examples. Purplemath.

https://www.purplemath.com/modules/pythagthm2.htm
Angle of inclination and slope of a line. (n.d.).

onlinemath4all. https://www.onlinemath4all.com/angle-of-inclination-and-slope-of-a-line.html
Welcome to CK-12 Foundation. (n.d.). CK-12 Foundation. https://www.ck12.org/book/ck-12-

geometry-concepts-honors/section/10.1/
Conic sections - Precalculus. (n.d.). Online Tutoring, Classes, and Test Prep - Varsity
Tutors.https://www.varsitytutors.com/precalculus-help/conic-sections?page=2
Conic sections activities. (n.d.). Study.com. https://study.com/academy/lesson/conic-sections-

activities.html
Preface · Calculus. (n.d.). Phil's Musings · notes from a peripatetic

programmer.https://philschatz.com/calculus-book/contents/m60013.html
The cartesian art Halloween witch hat math worksheet from the Halloween math Wor… | Aulas
de matemática, Atividades de matemática divertidas, Projetos de matemática. (n.d.).
Pinterest.https://www.pinterest.ph/pin/106116134949453780/
Stapel, E. (n.d.). Conics: Parabolas: Finding information from the equation.

Purplemath.https://www.purplemath.com/modules/parabola2.htm
Glossary
analytic (Cartesian) geometry: the study of geometry using a coordinate
system and the principles of algebra and analysis, thus defining
geometrical shapes in a numerical way and extracting numerical
information from that representation
calculus (infinitesimal calculus): a branch of mathematics involving derivatives

and integrals, used to study motion and changing values.
Cartesian coordinates: a pair of numerical coordinates which specify the

perpendicular axes (which, with their positive and negative values, split the
plane up into four quadrants)
circle: a shape consisting of all points in a plane that are a given distance from a
given point, the centre; equivalently it is the curve traced out by a point that
moves in a plane so that its distance from a given point is constant.
conic section: the section or curve formed by the intersection of a plane and a
cone (or conical surface), depending on the angle of the plane it could be
an ellipse, a hyperbola or a parabola
coordinate plane: a plane with two scaled perpendicular lines that intersect at
the origin, usually designated x (horizontal axis) and y (vertical axis)
derivative: a measure of how a function or curve changes as its input changes,

i.e. the best linear approximation of the function at a particular input value,
as represented by the slope of the tangent line to the graph of the function
at that point, found by the operation of differentiation
ellipse: a plane curve resulting from the intersection of a cone by a plane, that
looks like a slightly flattened circle (a circle is a special case of an ellipse)
hyperbola: a smooth symmetrical curve with two branches produced by the

section of a conical surface
inflection point: point where the second derivative of a function changes sign is
called an inflection point. At an inflection point, the second derivative may
be zero, as in the case of the inflection point x = 0 of the function given by , or
it may fail to exist, as in the case of the inflection point x = 0 of the function
given by . At an inflection point, a function switches from being a convex
function to being a concave function or vice versa.
limit of a function: a fundamental concept in calculus and analysis concerning

the behavior of that function near a particular input.
logarithm: the inverse operation to exponentiation, the exponent of a power to

which a base (usually 10 ore for natural logarithms) must be raised to
produce a given number, e.g. because 1,000 = 10 3, the log10 100 = 3
parabola: a type of conic section curve, any point of which is equally distant from
a fixed focus point and a fixed straight line
slope: the steepness or incline of a line, determined by reference to two points

on the line, e.g. the slope of the line y = mx + b is m, and represents the
rate at which y is changing per unit of change in x
Rubric for Limits
Instructional 4 – Mastery 3 – Proficient 2 - Basic 1 – Below 0 – No

Focus Basic Evidenc
e
Estimate Find a limit Find a limit Find a limit

limits of graphically and graphically and graphically and
functions numerically using numerically numerically
graphically proper notation using proper using proper
and with all of the notation with notation with
numerically following: four of the three of the
following: following: Li
Limits Limits mits One
One sided One sided
Limits sided Limits Limits
Limits at Limits at Limits at
infinity infinity infinity
Infinite limits Infinite limits
Limits Limits that Infinite limits
that don’t exist don’t exist and Limits that
and interpret interpret the don’t exist and
the behavior of behavior of interpret the
functions   functions behavior of
functions
Can extend
Determine Determine limits Determine Determine
thinking Little
limits of of functions using limits of limits of
beyond the evidence
functions correct notation functions using functions using
standard, of
algebraically with all of the correct correct
including reasonin
following notation with notation with
tasks that g or
three of the two of the
may involve applicati
Algebraic following  following 
one of the on to
manipulation Algebraic Algebraic
following: solve the
Algebraic rules manipulation manipulation
(sum, Algebraic problem
Designin
g  difference, rules (sum, Algebraic
product,  difference, rules (sum,   Does
Connecti not
ng  quotients) product,   difference,
Composite quotients) product,  
meet
Functions Composite quotients)
Composite the
Synthes Trig Functions Functions
Functions criteria
izing and interpret the Trig
in a
Applyin behavior of Function Trig
level 1
g Functions   and interpret Functions and
the behavior of interpret the
Justifying Functions behavior of
Anal Functions
yzin
Apply g Do all of the Do three of Do two of the

concepts of Crea following: the following: following:
continuity ting Apply limits of
Creati continuity Apply Apply limits
ng limits of of continuity
Provin continuity
g
Applying the Apply the Apply the Use
definition of definition of definition of substitution to
derivative derivative using derivative set up the
correct notation to using correct definition of
algebraically find notation to derivative in
the derivative of a algebraically general or at a
function in find the point.
general and at a derivative of a
point and function in
interpret. general or at a
point.
Source: AP Calculus 2019

Rubric for Derivatives
Instruct 4– 3 – Proficient 2 - Basic 1 – Below 0 – No

ional Mastery Basic Evidence
Focus
Can Extend Calculate and Calculate Calculate and Little

thinking estimate the and estimate estimate the evidence of
Calculat beyond the derivative the derivative derivative reasoning
ing standard, (including (including (including higher or
derivativ including higher order) higher order) order) for all of application
es. tasks that for all of the for all of the the following to solve the
may involve following following functions: problem
one of the functions: functions: Polynomial
following: Polynomial Polynomia s Does not
Designi s ls Rational
ng Rational Rational Exponentia meet the
Connecti Exponen Expone l criteria in a
ng tial ntial Logarithm level 1
Synthes Logarith Logarith Trigonomet
izing m m ric
Applyi Trigono Trigono Trigonomet
ng metric metric ric  Inverse
Justify Trigonomet Trigono Piecewise
ing ric Inverse met  Calculate
Critiqu Piecewise   ric Inverse derivatives
ing Calculate Piecewise using two of the
Analyz derivatives  Calculate following rules:
ing using all of the derivatives Sum/Differ
Creati following rules: using three ences
ng Sum/Diff of the Products
Provin erence following Quotients
g s rules: Power
Products Sum/Dif  (with proper
Quotient ferences notation)
s Product  Identify if the
Power s limit of a
 (with proper Quotient function is an
notation) Eva s indeterminate
luate limits of Power (w form.
a function ith proper Little evidence
using notation) of reasoning or
 L’Hospital’s  Evaluate application to
Rule more limits of a solve the
than once.   function problem
using Does not
L’Hospital’s meet the criteria
Rule once. in a level 1
Calculat Using chain Using chain Using chain
e rule, calculate rule, rule, calculate
derivativ derivative calculate derivative
es using (including derivative (including higher

chain higher order) (including order) for
rule for composite higher order) composite
functions, for composite functions (with
inverses, and functions, proper notation)
implicit and inverses
differentiation or implicit
(with proper differentiation
notation) (with proper
notation)
Answer Key
Unit I Analytic Geometry
Pretest
1. a
2. b
3. c
4. c
5. c
6. a
7. a
8. c
9. d
10. a
11. b
12. a
13. a
14. b
15. d
Unit II Function
pretest
1. c
2. c
3. a
4. b
5. a
Quiz
1. f(1) = 4, f(2) = 50, f(-3) = 272, f(1/2)=23/12, f(y)= 4y4-2y3+2

2. f(1)=8, f2)=-1, f(1/2)=41/4
3. f(1) =0, f(1/2)=1/5
4.
Unit III Limit
Pretest
1. d
2. d
3. a
4. b
5. d
Quiz
Apply the limits theorems to evaluate each of the following.
1). lim x→0 (x2 - 5)
2). lim x→2 (x3 + 5x2 - 6x + 1)
3). lim x→0 x

3
- 6x + 8 x – 4
6𝑥 3 +4𝑥 2 +5
4). limx→∞
8𝑥 3 +7𝑥−3
𝑦 3 −13𝑦+12
5). lim y→2
𝑦 3 −14𝑦+15
Unit IV derivative
Pretest
1. a
2. b
3. b
4. d
5. c
Quiz
1.c
2.b
3.a
4.a
5.d
6. b
7.c
8.a
9.a
10.a
11.c
12.a
13.d
14.a
15.b
Matching type
1. f
2. g
3. i
4. d
5. j
6. a
7. c
8. e
9. b
10. h
Unit V Polynomial curves

Pretest
1. c
2. d
3. c
4. d
5. b
Quiz
1.tangent: 4x-y =2, Normal: x+4y=9
2.Tangent: 3x+y =-1
3.Tangent: 8x-9y=25, Normal: 9x+8y=10

4.Tangent:2x-y=5, Normal:x+2y=0
5.2x-3y= ±7
Unit VI trigonometric differentiation
Pretest
Answer Key-matching type
1.I 2.E 3.A 4.H 5.F 6.D 7.J 8.C 9.B 10.G
Assessment
1.d 6.b
2.a 7.c
3.b 8.d
4.d 9.a
5.a 10.a
Unite VII
Learning Activity
1
1.y = arcsin(1-2x) 𝑦 ′ = −
√𝑥−𝑥 2
1
2.y = arcsin(x-1) 𝑦 ′ =
√2𝑥−𝑥 2
2𝑥
3.y = arccotx2 𝑦 ′ = −
1+𝑥 4
1 𝑥 1
4.y = arctan 𝑦′ =
𝑎 𝑎 𝑎2 +𝑥 2
1 2𝑥
5.y = arccot 𝑦′ =
𝑥2 1+𝑥 4
12𝑥 2 {arcsin(𝑥 3 )}3

6.y =[arcsin(𝑥 3 )]4 𝑦 ′ =
√1−𝑥 6
𝑎𝑟𝑐𝑡𝑎𝑛𝑥[2𝑥+(1+𝑥 2 )𝑎𝑟𝑐𝑡𝑎𝑛𝑥]
7.y = x(arctan)2 𝑦 ′ =
1+𝑥 2
1+𝑎𝑟𝑐𝑡𝑎𝑛𝑥 5
8.y = 𝑦′ =
2−3𝑎𝑟𝑐𝑡𝑎𝑛𝑥 (1+𝑥 2 )(2−3𝑎𝑟𝑐𝑡𝑎𝑛𝑥)2
𝑥
9.y =x2arcsinx 𝑦 ′ = x( + 2arcsinx)
√1−𝑥 2
𝑥+1 1
10.y =𝑎𝑟𝑐𝑡𝑎𝑛 (x≠ 1) 𝑦 ′ = −
𝑥−1 1+𝑥 2
Quiz Inverse Trigonometric
1. b
2. a
3. a
4. c
5. a
6. d
7. a
8. b
9. c
10. a

Calculus 1

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Calculus 1

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This module is primarily concerned with developing the students’ understanding

This module introduces techniques of differential calculus. We look at average

This module continues the development of differential calculus by introducing the

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JOSE RIZAL MEMORIAL STATE UNIVERSITY

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Course Learning Learning Formative Summative

 Plot oints on the Analytic Geometry LOVE, C. E., &

Calc for the

Demostrate • Compute The Definite Integral Calculus (7th Ed.)

Calc for the

Use effectively 1. Formulate the INTEGRALS

The term grade is computed using the formula:

40% - Performance (synthesis reports, memos, research article)

Midterm Grade = 100% of the Midterm Grade

CLASSROOM RULES OF CONDUCT

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Date Revised: _____________

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The students must study the application of analytical geometry to calculus. It

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Module 1: Calculus I with Analytic Geometry

weeks) Activity 1: Evaluating (1:00-2:30pm)

These learning package provide an effective contact through a Google classroom or

JOSE RIZAL MEMORIAL STATE UNIVERSITY

Summative Assessment Plan

No Course Outcome Type of Description Scoring/Grading Weigth (%) in

creative work, moments Organizers the problem sets to 50 + 50

Summative Assessment Instruction

Introduction and Rationale

Module 1 Summative Assessment

Module 1 Assessment Rubrics

Criteria Weight Advance Proficient Developing Beginning

Content module Content Content module Content Module

Goes over and Includes all of Missing one or Several required

Rubric for Limits

Instructional 4 – Mastery 3 – Proficient 2 - Basic 1 – Below 0 – No

Estimate Find a limit Find a limit Find a limit

Applying the Apply the Apply the Use

Source: AP Calculus 2019

Rubric for Derivatives

Instruct 4– 3 – Proficient 2 - Basic 1 – Below 0 – No

derivativ derivative calculate derivative

SPEC 106 – M Calculus I with Analytic Geometry

Jose Rizal Memorial State University

Page and Cover designed: Christopher Dabodabo

First Edition. English. 2020

JOSE RIZAL MEMORIAL STATE UNIVERSITY

My deepest appreciation to Dr. Leonora T. Divinagracia, Associate Dean,

Module- Gives one major portion of this material.

Unit – Gives the material 's unique lesson.

Content- Provides complete detail on the learning results.

Unit 1 Analytic Geometry

Unit 3 Limits of a Functions and Continuity

Unit 4 Derivative of a Function 7

Unit 5 Polynomial Curves 14

Unit 6 Trigonometric Functions 20

Unit 7 Differentiation of Inverse trigonometric Functions 23

User`s Evaluation Form 00

Unit 1- Analytic Geometry

Analytic Geometry is the study of geometric properties by means of

Analytic geometry is used in physics and engineering, and also in aviation,

Analytic geometry is used in physics and engineering, and also

Choose the letter that corresponds to the correct answer.

8. Find the distance.

a. 9.7 b.10.7 c. 11.7 d.12.7

Congratulation! You are done with the activities if

1.Ordered Pairs of Real Numbers

We now explain how ordered pairs of real numbers correspond to points in a

Conversely, given an ordered pair (x 0, y0) of real numbers there is a

1.Distance Between Two Points

Solution: Given: P1(–2, –5) and P2(–4, 4)

Points: (–2, –3) and (2, 1)

The slope of a line is the tangent