Final Basiccalculus g11 Q3mod1 Functionslimitsand-continuity-V4

Senior High
School
NOT
BASIC
CALCULUS
Quarter 3 - Module 1
FUNCTIONS,
LIMITS, AND CONTINUITY
Retrieved from: https://wallsheaĺven.com/photos/calculus
Department of Education ● Republic of the Philippines
Basic Calculus- Senior High School
Alternative Delivery Mode
Quarter 3 - Module 1: Functions, Limits, and Continuity
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of
such work for profit. Such agency or office may, among other things, impose as a
condition the payment of royalty.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.
Published by the Department of Education – Division of Cagayan de Oro

Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V
Development Team of the Module
Author/s: Cristina D. Abao
Reviewers: Jean S. Macasero,Ph.D.
Illustrator and Layout Artist:
Management Team
Co-Chairpersons:
Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent
Co-Chairepersons: Alicia E. Anghay, PhD, CESE

Assistant Schools Division Superintendent
Members
Lorebina C. Carrasco, OIC-CID Chief
Jean S. Macasero,PhD,EPS-Science
Joel D. Potane, LRMS Manager
Lanie O. Signo, Librarian II
Gemma Pajayon, PDO II
Table 1
Printed in the Philippines by
Department of Education – Division of Cagayan de Oro City
Office Address: Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: (08822)855-0048
E-mail Address: [email protected]
Senior High School
Senior High School
BASIC CALCULUS
Quarter 3- Module 1
FUNCTIONS, LIMITS, AND
CONTINUITY
This
instructional
material was
collaboratively developed and reviewed by educators from public and private

schools, colleges, and or/universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at action@ deped.gov.ph.
We value your feedback and recommendations.
Department of Education ● Republic of the Philippines
FAIR USE AND CONTENT DISCLAIMER: This SLM (Self Learning Module) is for educational
purposes only. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in these modules are owned by their respective copyright holders. The
publisher and authors do not represent nor claim ownership over them. Sincerest appreciation to
those who have made significant contributions to these modules.
For inquiries and feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: [email protected]
Table of Contents
What This Module is About............................................................................................................ 1

What I Need to Know...................................................................................................................... 1
How to Learn from this Module…………………………………………………………………..2
Icons of this Module....................................................................................................................... .2
What I Know (Pretest)… ..............................................................................................................

..3 Lesson1:
The Limit of a Function............................................................................................... 6
What I Need to Know........................................................................................... 6
What’s In................................................................................................................ 6
What’s New … ...................................................................................................... 7
What Is It................................................................................................................ 8
What’s More ..........................................................................................................
13 What I Have Learned...........................................................................................
14
What I Can Do....................................................................................................... 16
Lesson 2:
Limit Theorem..................................................................................................................... 17
What’s In................................................................................................................ 17
What Is It.............................................................................................................. ..17
What’s More ...........................................................................................................21
What I Have Learned......................................................................................... ..22
What I Can Do…………………………………………………………………………..22
Lesson 3:
Limits of Polynomial, Rational, and Radical Functions................ 23
What’s In................................................................................................................ 23
What Is It.............................................................................................................. ..24
What’s More ...........................................................................................................31
What I Can Do..................................................................................................... ..32
Lesson 4:
Limits of Exponential, Logarithmic, and Trigonometric
Functions ................................................................................................................................
33 What I Need to Know........................................................................................... 33 What’s
In................................................................................................................ 33
What Is It.............................................................................................................. ..33
What’s More ...........................................................................................................38
What I Have Learned......................................................................................... ...39
What I Can Do..................................................................................................... ..39
Lesson 5:
Some Special Limits .................................................................................................... 40
What’s In................................................................................................................ 40
What Is It.............................................................................................................. ..40
What’s More ...........................................................................................................45 What I Have
Learned......................................................................................... ..46 Lesson 6:

Continuity of a Function .......................................................................................... 47
What’s In................................................................................................................ 47
What Is It.............................................................................................................. ..47
What’s More ...........................................................................................................52
What I Can Do..................................................................................................... ..54
Summary …………………………………………………………………………………………..55
Assessment: (Post-Test)………………………………………………………………………… 56
Key Answers ……………………………………………………………………………………… 61
References.................................................................................................................................... .. 62
What This Module is About

Limits are the backbone of calculus, and calculus is called the Mathematics of Change. The
study of limits is necessary in studying change in great detail. The evaluation of a particular
limit is what underlies the formulation of the derivative and the integral of a function.
For starters, imagine that you are going to watch a basketball game. When you
choose seats, you would want to be as close to the action as possible. You would want to be
as close to the players as possible and have the best view of the game, as if you were in the
basketball court yourself. Take note that you cannot actually be in the court and join the
players, but you will be close enough to describe clearly what is happening in the game.
This is how it is with limits of functions. We will consider functions of a single variable
and study the behavior of the function as its variable approaches a particular value (a
constant). The variable can only take values very, very close to the constant, but it cannot
equal the constant itself. However, the limit will be able to describe clearly what is happening
to the function near that constant.
Module Content
The following are the lessons contained in this module:
Lesson 1 – The Limit of a Function

Lesson 2 – Limit Theorem
Lesson 3 – Limits of Polynomial, Rational, and Radical Functions
Lesson 4 – Limits of Exponential, Logarithmic, and Trigonometric Functions
Lesson 5 – Some Special Limits
Lesson 6 – Continuity of Functions
What I Need to Know
At the end of this module, you should be able to:
1. illustrate the limit of a function using a table of values and the graph of the
function (STEM_BC11LC-IIIa-1);
2. distinguish between limx→c f(x) and f (c) (STEM_BC11LC-IIIa-2);
3. illustrate the limit laws (STEM_BC11LC-IIIa-3);
4. apply the limit laws in evaluating the limit of algebraic functions (polynomial,
rational, and radical) (STEM_BC11LC-IIIa-4);
5. compute the limits of exponential, logarithmic, and trigonometric functions
using table of values and graphs of the function (STEM_BC11LC-IIIb-1);
6. illustrate limits involving the continuity of a
function(STEM_BC11LC-IIIb-1) ; 8.
expressions ��
��1 determine whether a function is
�� , and −1
continuous at a number or not
1−��
�� , (STEM_BC11LC-IIIb-2) ;
using tables of values
(STEM_BC11LC-IIIb-2); 7. illustrate �� and
7
9. illustrate continuity of a function on an interval (STEM_BC11LC-IIIb-3) ;
10.solves problems involving continuity of a function (STEM_BC11LC-IIIb-3) ;
How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
Icons of this Module
What I Need This part contains learning objectives
to Know that are set for you to learn as you go
along the module.
What I know This is an assessment as to your level

of knowledge to the subject matter at
hand, meant specifically to gauge
prior related knowledge
What’s In This part connects previous lesson with

that of the current one.
What’s New An introduction of the new lesson

through various activities, before it will be
presented to you
What is It These are discussions of the activities
as a way to deepen your discovery and
under standing of the concept.
What’s More These are follow-up activities that are in

tended for you to practice further in order
to master the competencies.
What I Have Activities designed to process what

Learned you have learned from the lesson
What I can do These are tasks that are designed to

show case your skills and knowledge
gained, and applied into real-life concerns
and situations.
8
What I Know
Directions: Read the following questions comprehensively. Encircle the letter of the correct
answer.
1. Which of the following statements is NOT true?

A. The limit of a constant is zero.
B. The limit of x as x approaches c is equal to c.
C. The limit of a multiple of a function is simply that multiple of the limit of the function.
D. The limit of a sum of functions is the sum of the limits of the individual functions.
2. If f x L
lim ( )
x=
0, which of the following expressions is true? →
I.lim ( )
fx
−
x→ does not exist
0
II.lim ( )
fx
+
x→ does not exist
0
III.f x L
x
lim ( ) → −0
=
IV.f x L
x
lim ( ) → +0
=
A. I and IV only B. I and II only C. III and IV only D. II and III only
3. Which of the following statements is correct?

A. If lim ( ) = −6
→ fx → gx
x c, then lim ( ) + ( ) = −2
C. If lim ( ) = −6
x cand lim ( ) = 3 →g x
x c. f x
→ fxgx ()
x c. →f x
B. If lim ( ) = −6 →f x x c,then 2
x cand lim ( ) = 3 →g x
x c, then lim ( ) • ( ) = −2 →f x
lim = −
gx .
→
gx
x cand lim ( ) = 3
xc
()
D. If lim ( ) = −6 →f x x cand lim ( ) = 3 →g x
x c, then lim ( ) − ( ) = −2 →f x g x c.
4. Which of the following statements is NOT correct?

A.lim(3 7) 8
→x
x
5 −=
25
B.lim(3 10) 32 →− x
x
−=8 2
C.4 lim2= −
x→−
x
x
2
− 1
D.1 lim
1=
x 1 372xx
→−
x
− 2
lim 2 + −
5. What is the
342
x?
→
xx
1
−−
A.
38
−
B.
38
C. 0
D. does not exist
9
6. Which of the following function has a limit value of + ∞?
x 1
lim lim
A. 8 → − 6
+
8 − x −
x
B.
6 x→− x
1 1
lim 2 lim
C.
16
x D.
x 3
4
− →+ 7. What is the
6 →x
4 60 x→−
x
lim2 3
+
−
xx
+− ?
x
6
−
A. 16 B.12 C. 8 D. 4
2
xx
+−
lim 2 23
8. What is the
43
?
→
xx
x
1
−+
lim
A. 0 B. -2 C. -4 D. -6 −+
25
x
9. What is the
2
x?
→+∞
x
A.3 B. 2 C. 1 D. 0
2
25 10 1
xx
++
lim 3
10. What is the
8?
x →+∞
x −
A.3 B. 2 C. 1 D. 0 11. Which of the following graphs shows a limit that does not
exist?
A C.
A. D.
10
x +4
h xis discontinuous?
2
() −+
=
xx
12. In what point is the function
54
A. 3
B. 2
C. 1
D. 0
13. Which of the following functions is continuous at the indicated

A.⎪ ⎪ ⎧
point? ⎩ ⎨ −−
2
() t t=8
tt at the point
64
if
f t 88
=2 ( 8) ⎪ ⎧ ≤>
⎨ −−
t
t 64 point t =
t
3 at the 4
if
r t 44
⎪ t 4 ≠=
B. ⎩ ()
16 t
=
8 10
C. ⎧
⎩⎨ −− t
at the point t = 9
( )t
if
f t 99
=
17 ( )t
≠=
t
D. ⎧
⎩⎨ −−
76 6
t
at the point t =
if
f t 66
= t ≤>
11
14. Which of the following limit does not

A.
exist? 77
lim x −
x
7
−
→+ x
B. 49 2
7 lim
x x
→ x
−
7
−
−
C.
33
lim x −
x
3
−
→ −
x
D. 3
33 lim
−−
x
→
x x
15. Which of the following functions is discontinuous at x = 4?

hx x + 8
()
−−
=
xx
A.
( 7)( 1)
hx x + 4
2
() −+
=
xx
B. C.⎪ ⎪ ⎧
54 ⎩ ⎨ −−
2
() 64
xx
if
f x 88
=2 ( 8) x x x
2
⎪⎧ ≤> 64
⎨ −−
if
f x 88
⎪ x 8 ≠=
D. ⎩ ()
16 xx
=
11
Lesson The Limit of a Function

1
What I Need to Know
Upon completion of this lesson, you should be able to:
• illustrate the limit of a function using a table of values and graph of the function •
distinguish between limx→c f(x) and f (c)
What’s In
The concept of a limit or limiting process, essential to the understanding of calculus,

has been around for thousands of years. In fact, early mathematicians used a limiting
process to obtain better and better approximations of areas of circles. Yet, the formal
definition of a limit—as we know and understand it today—did not appear until the late 19th
century. We therefore begin our quest to understand limits, as our mathematical ancestors
did, by using an intuitive approach. At the end of this lesson, armed with a conceptual
understanding of limits, we examine the formal definition of a limit.
Consider a function f of a single variable x. Consider a constant c which the variable x
will approach (c may or may not be in the domain of f). The limit, to be denoted by L, is the
unique real value that f(x) will approach as x approaches c. In symbols, we write this process
as
This is read, ‘‘The limit of f(x) as x approaches c is L.”
LOOKING AT A TABLE OF VALUES
To illustrate, let us consider
Here, f(x)=1+3x and the constant c, which x will approach, is 2. To evaluate the given
limit, we will make use of a table to help us keep track of the effect that the approach of x
toward 2 will have on f(x). Of course, on the number line, x may approach 2 in two ways:
through values on its left and through values on its right. We first consider approaching 2
from its left or through values less than 2. Remember that the values to be chosen should be
close to 2.
12
x f(x)
14
1.4 5.2
1.7 6.1
1.9 6.7
1.95 6.85
1.997 6.991
1.9999 6.9997
1.9999999 6.9999997
Now we consider approaching 2 from its right or through values greater than but close to 2.
x f(x)
3 10
2.5 8.5
2.2 7.6
2.1 7.3
2.03 7.09
2.009 7.027
2.0005 7.0015
2.0000001 7.0000003
Observe that as the values of x get closer and closer to 2, the values of f(x) get closer
and closer to 7. This behavior can be shown no matter what set of values, or what direction,
is taken in approaching 2. In symbols,
What’s New
Activity
2
lim→−( )11
f (x) fx = −
xx
a. Find if .
x1
+
b. Complete the table of values.
x -2 -1.5 -1.1 -1.001 -1 -0.9 -0,5 -0,1 0
13
What Is It
Consider the following example that need to investigate.
Example 1: Investigate
by constructing tables of values. Here, c = －1 and f(x) = x2 + 1.

We start again by approaching －1 from the left.
x f(x)
-1.5 3.25
-1.2 2.44
-1.01 2.0201
-1.0001 2.00020001
Now approach －1 from the right.

x f(x)
-0.5 1.25
-0.8 1.64
-0.99 1.9801
-0.9999 1.99980001
The tables show that as x approaches －1, f(x) approaches 2. In symbols,
Its graph is given by
Retrieved from:basiccalc_initial_release_13june.pdf
14
It can be seen from the graph that as values of x approach －1,the values of f(x) approach 2.
x
lim→
Example 2: Investigate through a table of values. x0
Approaching 0 from the left and from the right, we get the following tables:
x f(x)
x f(x)
-0.3 0.3
-0.3 0.3 0.01 0.01
-0.01 0.01 0.00009 0.00009
-0.00009 0.00009 0.00000001 0.00000001
-0.00000001 0.00000001
Hence, lim→ x 0 x
It is clear that = 0, that is the two sides of the graph both move downward to the
origin (0,0) as x approaches 0.
Example 3: Investigate
by constructing tables of values. Here, c = 1 and

Take note that 1 is not in the domain of f, but this is not a problem. In evaluating a limit,
remember that we only need to go very close to 1; we will not go to 1 itself. We now
approach 1 from the left.
x f(x)
1.5 -2.5
1.17 -2.83
1.003 -2.997
1.0001 -2.9999
15
Approach 1 from the right
x f(x)
0.5 -3.5
0.88 -3.12
0.996 -3.004
0.9999 -3.0001
The tables show that as x approaches 1, f (x) approaches －3. In symbols,
Retrieved from :basiccalc_initial_release_13june.pdf
Take note that provided x ≠ 1. Hence, the

graph of f (x) is also the graph of y = x － 1, excluding the point where x = 1.
Example 4: Investigate through a table of values
if
This looks a bit different, but the logic and procedure are exactly the same. We still approach
the constant 4 from the left and from the right, but note that we should evaluate the
appropriate corresponding functional expression. In this case, when x approaches 4 from the
left, the values taken should be substituted in f(x) = x + 1. Indeed, this is the part of the
function which accepts values less than 4. So,
16
x f(x)
3.7 4.7
3.85 4.85
3.995 4.995
3.99999 4.99999
On the other hand, when x approaches 4 from the right, the values taken should be subs
tituted in f(x) = (x－ 4)2 + 3. So,
x f(x)
4.3 3.09
4.1 3.01
4.001 3.0000
4.00001 3.000000
Observe that the values that f(x) approaches are not equal, namely, f(x) approaches 5 from
the left while it approaches 3 from the right. In such a case, we say that the limit of the given
function does not exist (DNE). In symbols,
We can see from the graph that f (x) has no limit as x approaches 4. The two separate parts
of the function move toward different y-levels (y = 5 from the left, y = 3 from the right) in the
vicinity of c = 4.
17
So, in general, if we have the graph of a function, such as below, determining limits can be
done much faster and easier by inspection.
Remark 1: It can be seen from the graph of y = f(x) that:
a.
b. Here, it does not matter that f(0) does not exist (that is, it is undefined, or x
= 0 is not in the domain of f). Always remember that what matters
is the behavior of the function close to c = 0 and not precisely at c = 0. In fact,
even if f(0) were defined and equal to any other constant (not equal to 3), like 100 or
5000, this would still have no bearing on the limit. In cases like this, prevails
regardless of the value of f(0), if any.
c. As can be seen in the figure, the two parts of the graph near c = 3 do
not move toward a common y-level as x approaches c = 3.
Remark 2: We need to emphasize an important fact. We do not say that
“equals DNE”, nor do we write “ DNE”, because “DNE” is not a value.

In the previous
example,“DNE” indicated that the function moves in different
directions as its variable approaches c from the left and from the right. In other cases, the
limit fails to exist because it is undefined, such as for which leads to division of 1 by zero.
Remark 3: Have you noticed a pattern in the way we have been investigating a limit? We
have been specifying whether x will approach a value c from the left, through values less
than c, or from the right, through values greater than c. This direction may be specified in the
limit notation, by adding certain symbols.
⚫ If x approaches c from the left, or through values less than c, then

we write ⚫ If x approaches c from the right, or through
values greater than c, then we write
18
Furthermore, we say If and only if
What’s More
Exercises
2
→ xx
−
1 +
lim( 2 4)
1. Complete the following tables of values to investigate . x
1.6
x f(x)
1.35
0.5 1.05
0.7 1.005
0.995 1.00005
0.9995
0.99995
0
lim +−
x f(x)
x 1
2. Complete the following tables to investigate .
x →
x 1
19
x f(x) x f(x)
-1 1
-0.8 0.75
-0.35 0.45
-0.1 0.2
-0.09 0.09
-0.0003 0.0003
-0.000001 0.000001
3. Construct a table of values to investigate the following
limits. a.
b.
4. Consider the function f(x) whose graph is shown below.
Determine
the following:
What I Have Learned

x f(x)
Let us again consider
Recall that its tables of values are: 3 10
x f(x) 2.5 8.5
14 2.2 7.6
1.4 5.2 2.1 7.3
1.7 6.1 2.03 7.09
1.9 6.7 2.009 7.027
1.95 6.85 2.0005 7.0015
1.997 6.991 2.0000001 7.0000003
1.9999 6.9997
1.9999999 6.9999997
20
And we had concluded

that
lim→
f (x)
In comparison, f(2) = 7. So, in this example, and f (2) are equal. Notice that the x2
same holds for the next examples discussed:
This, however, is not always the case. Let us consider the function
In contrast to the second example above, the entries are now
unequal:
f (x)
This example shows that and f( c ) may be distinct..
lim
x→c
Furthermore, consider the third example in on the previous topic
where
We have:
f (x)
Once again we see that and f( c ) are not the same.
lim
x→c
21
What I Can Do
Exercises
Consider the function f(x) whose graph is given below.
Based on the graph, fill in the the table with the appropriate values.
22
Lesson Limit Theorem

2

• illustrate the limit laws
• apply the limit laws in evaluating the limit of algebraic functions (polynomial, rational,
and radical
What’s In
Lesson 1 showed us how limits can be determined through either a table of values or the
graph of a function. One might ask: Must one always construct a table or graph the function
to determine a limit? Filling in a table of values sometimes requires very tedious calculations.
Likewise, a graph may be difficult to sketch. However, these should not be reasons for a
student to fail to determine a limit. In this lesson, we will learn how to compute the limit of a
function using Limit Theorems. We will directly evaluate limits without need for a table of vor
a graph.
What Is It
The eight basic theorems on limits.
In the following statements, c is a constant, and f and g are functions which may or may not
have c in their domains.
lim k k.
1. The limit of a constant is itself. =
xc
→
If k is any constant, then,
Example,
x→c
lim− 3.14
i.
= −3.14
x→c
ii. lim 946 =

946 x→c
iii.
lim 2 = 2
23
2. The limit of x as x approaches c is equal to c. This may be thought of as the substitution
law, because x is simply substituted by c.
lim
=
xc
Example, xc
→
For the remaining theorems, we will assume that the limits of f and g both exist as x
approaches c and that they are L and M, respectively. In other words,
3. The Constant Multiple Theorem. The limit of a multiple of a function is simply that
multiple of the limit of the function.
lim ( ) = 4,
→f x
For example, if then
xc
24
4. The Addition Theorem. The limit of a sum of functions is the sum of the limits of the
individual functions. Subtraction is also included in this law, that is, the limit of a difference of
functions is the difference of their limits.
5. The Multiplication Theorem: This is similar to the Addition Theorem, with multiplication
replacing addition as the operation involved. Thus, the limit of a product of functions is equal
to the product of their limits.
6. The Division Theorem: This says that the limit of a quotient of functions is equal to the
quotient of the limits of the individual functions, provided the denominator limit is not equal to
0.
25
7. The Power Theorem: This theorem states that the limit of an integer power p of a function
is just that power of the limit of the function.
8. The Radical/Root Theorem: This theorem states that if n is a positive integer, the limit of
the nth root of a function is just the nth root of the limit of the function, provided the nth root of
the limit is a real number. Thus, it is important to keep in mind that if n is even, the limit of the
function must be positive.
26
What’s More
Assume the following:
Compute the following limits:

What I Have Learned What I Have Learned
Assume the following:
Compute the following limits:
27
What I Can Do
Assume that f(x) = x. Evaluate
28
Wha
Lesson Limits of Polynomials, Rational
3 and Radical Functions

• apply the limit laws in evaluating the limit of algebraic functions (polynomial, rational,
and radical
• compute and graph infinite limits
What’s In
In the previous lesson, we presented and illustrated the limit theorems. We start by recalling
these limit theorems.
In this lesson, we will show how these limit theorems are used in evaluating algebraic
functions. Particularly, we will illustrate how to use them to evaluate the limits of polynomial,
rational and radical functions.
29
What Is It
30
We will now apply the limit theorems in evaluating rational functions. In evaluating the
limits of such functions, recall from Theorem 1 the Division Rule, and all the rules stated
in Theorem 1 which have been useful in evaluating limits of polynomial functions, such as
the Addition and Product Rules.
31
32
We will now evaluate limits of radical functions using limit theorems.
lim→.
Example 9: Evaluate x
x1
Solution. Note that lim 1

→x
1=
x> 0. Therefore, by the Radical/Root Rule,
lim lim 1 1.
xx
===
x→ x→
11
lim 4
→x
0+
Example 10: Evaluate .
x
Solution. Note that > 0. Hence, by the Radical/Root Rule, lim( 4) 4

x
→
0+ =
x
Example 11: Evaluate
33
Solution. Since the index of the radical sign is odd, we do not have to worry that the
limit of the radicand is negative. Therefore, the Radical/Root Rule implies that
2
lim −+
25
x
Example 12: Evaluate
x
x
13
→
lim(1 3 ) 5 0.
→x
2− = − ≠ +=
2
lim(2 5) 9 →x
Solution. First, note that Moreover, > 0. Thus, using the
x
x
Division and Radical Rules of Theorem1, we obtain
INTUITIVE NOTIONS OF INFINITE LIMITS
fx
()
We investigate the limit at a point c of a rational function of the form where f and g are g x
()
polynomial functions with f(c) ≠ 0 and g(c) ≠ 0. Note that Theorem 3 does not cover this
because it assumes that the denominator is nonzero at c.
Now, consider the

x 2
function f(x) =
Note that the function is not

defined at x = 0
but we can check the behavior
of the function
as x approaches 0 intuitively.
We first
consider approaching 0 from the left.
34
Observe that as x approaches 0 from
the left, the value of the function
increases without
bound. When this happens, we say

that the limit of f(x) as x approaches 0
from the left
is positive infinity, that is,

Again, as x approaches 0 from the
right, the
value of the function increases without
bound that is,
Since
We
may conclude that
Now, consider the

x 2
function f(x) = －
Note that the function is not defined at x = 0
but we can check the behavior of the function
as x approaches 0 intuitively. We first
consider approaching 0 from the left.
35
This time, that as x approaches 0 from the
left, the value of the function increases
without bound. So, we say that the limit of
f(x) as x approaches 0 from the left
is negative infinity, that is, As x approaches 0 from the right, the value
of the function also decreases without bound,
that is,
Since
We are able to conclude that
We now state definition of infinite limits of

functions: Retrieved from:basiccalc_initial_release_13june.pdf
The limit of f(x) as x approaches c is positive infinity, denoted by, , if the

value of f(x) increases without bound whenever the values of x get closer and closer to c.
The limit of f(x) as x approaches c is negative infinity, denoted by,

if the value of f(x) decreases without bound whenever the values of x get closer and closer to
c.
36
1
the right suggest that
x
Let us consider f(x) = . The graph on
While
from:basiccalc_initial_release_13june.pdf
Because the one-sided limits are not the
same, we say that
Retrieved
Remark 1: Remember that is NOT a number. It holds no specific value. So,

lim f (x) lim f (x)
= +∞
Or = −∞
x c describes the behavior of the function near x=c, but it does xc
→
→
not exist as a real number.
Remark 2: Whenever we normally see the dashed

vertical line x = c. This is to indicate that the graph of y = f(x) is asymptotic to x = c, meaning,
the graph of y = f(x) and x = c are very close to each other near c. In this case we call x = c a
vertical asymptote of the graph of y = f(x).
What’s More
Evaluate the following limits.
37
What I Have Learned

Complete the following tables.
From the table, determine the following limits.
What I Can Do
Find the following limits if they exist.
1. 2 3.
x 41
8
32
lim + lim 2
lim +++
→+∞
x−
x xxx 2 27
2
57 x
x7
x
4
→−∞ −
x →+∞
x −
38
Lesson
Limits of Exponential, Logarithmic, 4
and Trigonometric Functions

• Compute the limits of exponential, logarithmic, and trigonometric functions using
tables of values and graphs of the functions
What’s In
Real-world situations can be expressed in terms of functional relationships. These functional
relationships are called mathematical models. In applications of calculus, it is quite important
that one can generate these mathematical models. They sometimes use functions that you
encountered in precalculus, like the exponential, logarithmic, and trigonometric functions.
Hence, we start this lesson by recalling these functions and their corresponding graphs.
What Is It
EVALUATION OF LIMITS OF EXPONENTIAL FUNCTIONS
e
x
Consider the natural exponential function f(x) = , where e is called the Euler number, and has
value 2.718281……
e
x
Example 1. Evaluate the
lim . 0 ex x→
Solution. We will construct a table of values for f(x) = . We start by approaching the
number 0 from the left or through the values less than but close to 0.
39
→
−
e x
lim 1 =
x 0
Intuitively, from the table above. Now we consider approaching 0 from its right or through
values greater than but close to 0.
From the table, as the value of x get closer and closer to 0, the value of f(x) get closer and →
+
e
x
lim 1
=
closer to 1. So, . combining the two one-sided limits allows us to conclude that
x
0 lim 1
→ e x
x
0=
e x
We can use the graph of f (x) = to determine its limit as x approaches 0. The figure e
x
below is the graph of f (x) = .
40
Looking at the graph on the right, as the value Retrieved
of x approach 0, either from the right or the from:basiccalc_initial_release_13june.pdflog
left, the value of f(x) will get closer and closer
to 1. we also have the following:
xc
Now, consider the natural logarithmic function f (x) = ln x. Recall that ln x =
e x
Moreover, it is the inverse of the natural exponential function y = .

Evaluate x
Example xlim ln →1
2:
Solution. We will construct the table of values for f(x) = ln x. We first approach the number 1
from the left or through values less than but close to1.
lim ln 0
− =
→ x
Intuitively, . Now we consider approaching 1 from its right or through values greater
x 1
than but close to 1. lim ln 0
+ =
→ x
Intuitively, . As the values of x get closer and closer to 1, the values of f(x) get
x 1
closer and closer to 0. lim ln 0. ←x
in symbols,
x
1 =
We now consider the common logarithmic function .
41
Recall that
log x logx 10 =.
lim log
x
x
→1
Solution. We will construct the table of values for f(x) = log x. We fiirst approach the number
1 from the left or through the values less than but close to 1.
Now we consider approaching to 1 from its right or through values greater than but close to
1.
As the values of x get closer and closer to 1, the values of f(x) get closer and closer to 0. In
symbols,
lim log 0
→x
1=
x
.
Consider now the graphs of both the natural and common logarithmic functions. We can
use the following graphs to determine their limits as x approaches 1..
42
lim ln 0 lim log 0 →x
→x
=
1=
1
x
The figure above helps verify our
observations that and
x
Also based on the figure, we have
TRIGONOMETRIC FUNCTIONS
sin
xlim x
→0
Solution: We will construct the table of values for f (x) = sin x. We first approach o from
the left or through the values less than but close to zero.
Now we consider approaching o from its right or through values greater than but close to
zero.
As the value of x get closer and closer to 1, the values of f ( x) get closer and closer to 0. In
symbols,
.
lim sin 0
→x
x
0 =
43
xlim x
sin
We can also find by using the graph of the sign function. Consider the graph of →0
f (x) = sin x.
lim sin 0
→x
0=
The graph validates our observation in example 4 that . Also, using the graph,we
x
have the following:
What’s More
Evaluate the following limits by constructing the table of values.
44
\What I have Learned

Given the graph below, evaluate the following limits:
What I Can Do
Given the graph of the cosine function f (x) = cos x, evaluate the following limits:
45
Lesson Some Special Limits

5

• evaluate the limits of
expressions involving
using tables of values, and
0" "
• evaluate the limits of expressions resulting in the indeterminate form . 0
What’s In
f tsin
( )tt
We will determine the limits of three special functions, namely, , =
e −1
t
1− cost
g (t) = , and . These function will be vital to the computation of the ( )t
t ht =
derivatives of the sine, cosine, and natural exponential functions in the module
2. What Is It
THE THREE SPECIAL FUNCTIONS

lim→0
sin t
t
t ( )tt
=
f tsin
Solution. We will construct the table of values for . We first approach the number 0 from the
left or through values less than but close to 0.
46
Now we consider approaching 0 from the right or through values greater than but close to 0.
sin sin sin

lim lim lim0= t
t t
Since and are both equal to 1, we conclude that .
t 0→+
t 1
0→− t tt →
t
f tsin
( )tt
=
The graph of below confirms that the y-values approach 1 as t approaches 0.
lim0−
t
1 cos
→
t t
1− cost
Solution. We will construct the table of values for g (t) = . We first approach the t
number 1 from the left or through the values less than but close to zero.
47
Now we consider approaching 0 from the right or through values greater than but close to
0.
1 cos
lim
− 1 cos
t lim0=
= 1 cos − −
0 lim t
t
Since and , we concluded that .
t →
t
→+ 0 = t
→− 0t t t
0
0
1− cost
Below is the graph of g (t) = . We see that y-values approach 0 as t tends to 0. t
et
lim0− 1
t −1
t
→
t e
( )t
Solution. We will construct the table of values for . We first approach the number 0
ht =
from the left or through the values less than but close to 0.
48
Now we consider approaching 0 from the right or through values greater than but close to
0.
e − 1 = 1 e − 1 = −
lim
t
lim
t
1 e
t 1
Since and , we concluded that . lim0=
x 1
→− 0t t
h te −1
t
x →+ 0 x
→
t
= lim ( ) 1 →h t
that t
( )t
0=
The graph of below confirms
INDETERMINATE FORM
There are functions whose limits cannot be determined immediately using the Limit theorems
we have so far. In these cases, the functions must be manipulated so that the limit, if it exists,
can be calculated. We call such limit expressions indeterminate forms.
In this lesson, we will define a particular indeterminate form, , and discuss

how to evaluate a limit which will initially result in this form.
49
Definition of Indeterminate Form of Type
lim ( ) = 0 lim
→f x
If and g(x) = 0, then is called an indeterminate form of type .x→c
xc
Remark 1: A limit that is indeterminate of type may exist. To find the actual value, one
should find an expression equivalent to the original. This is commonly done by factoring or by
rationalizing. Hopefully, the expression that will emerge after factoring or rationalizing will
have a computable limit.
2
xx
++
lim 21
→−
Example 4: Evaluate . x
x 1
+ 1
Solution. The limit of both the numerator and the denominator as x approaches -1 is 0. Thus,
0
this limit as currently written is an indeterminate form of type . However, observe that 0
(x+1) is a factor common to the numerator and the denominator, and
( )1
22
xx
++
x
21 x + 1
, when x ≠ -1.
x + 1 = x + 1 =+
21
2
xx
Therefore,
++ lim ( 1) 0
lim1
→− →− x 1= + =
x + 1
xx
.
le 5: x
Evalua 2
te −
1
lim
Examp
x
→
1
− 1
x
50
2 2
x 1
x→ x −
lim 1 0 1− = −=
1
lim 1 0 →x
Solution. Since and , then is an
x →
x
lim
x 1
− 1
indeterminate form of type . To find the limit, observe that x ≠ 1, then
What’s More
Evaluate the following limits by constructing their respective table of values.
What I Have Learned

Evaluate the following limits.
51
Lesson Continuity of a Function

6
⚫
⚫ Illustrate continuity of a function at a number
⚫
⚫
Determine whether a function is continuous at a number or not
Illustrate continuity of a function on an interval
Solves problems involving continuity of a function
As we have observed in our discussion of limits in lesson 1 and 2, there are

functions whose �� limits are not equal to the function value at = �� , meaning,
lim��→��(��) ≠ ��(��).
NECESSARILY the same This leads us to
as f(c). the study of continuity of functions. In this
��→��(��) is NOT
section, we will be focusing
NECESSARILY the same as f(c). is NOT
on the continuity of a function at a specific point.
What Is It
LIMITS AND CONTINUITY AT A POINT
What does “continuity at a point” mean? Intuitively, this means that in drawing the
graph of a function, the point in question will be traversed. We start by graphically illustrating
what it means to be continuity at a point.
EXAMPLE 1: Consider the graph below.
Is the function continuous at x = 1?
52
Solution. To check if the function is continuous at x = 1, use the given graph. Note that one is
able to trace the graph from the left side of the number x = 1 going to the right side of x = 1,
without lifting one’s pen. This is the case here. Hence, we can say that the function is
continuous at x = 1.
EXAMPLE 2: Consider the graph of the function g(x) below.
Solution. We follow the process in the previous example. Tracing the graph from the left of x
= 1 going to right of x = 1, one finds that s/he must lift her/his pen briefly upon reaching x = 1,
creating a hole in the graph. Thus, the function is discontinuous at x = 1. .
EXAMPLE 3: Consider the graph of the function h(x) = 1
Solution. If we trace the graph from the left of x = 0 going to right of x = 0, we have to lift our
pen since at the left of x = 0, the function values will go downward indefinitely, while at the
right of x = 0, the function values will go to upward indefinitely. In other words,
+
��→��
lim��→��−1�� 1
��= ∞+
= ∞− and lim
53
Thus, the function is discontinuous at x = 0. .
EXAMPLE 4: Consider again the graph of the function ℎ(��) =1��. Is the function
continuous at �� = 2?
Solution. If we trace the graph of the function ℎ(��) =1�� from the left of �� = 2 to the right
of �� = 2, you will not lift your pen. Therefore, the function h is continuous at = 2 . Suppose
we are not given the graph of a function but just the function itself. How do we determine if
the function is continuous at a given number? In this case, we have to check three
conditions.
Three Conditions of Continuity
A function f(x) is said to be continuous at x = c if the following three conditions are satisfied:
(i) ��(��) exists;
(ii) lim��→��(��) exists; and
(iii) ��(��) = lim��→��(��)
If at least one of these conditions is not met, f is said to be discontinuous at �� = ��.
Example 5: Determine if ��(��) = ��3 + ��2 − 2 is continuous or not

at �� = 1. Solution: We have to check the three conditions of a function.
(a) If �� = 1, then ��(1) = 0.
(b) lim��→1��(��) = lim��→1(��3 + ��2 − 2 ) = lim��→1(13 + 12 − 2) = 0.
(c) ��(1) = 0 = lim��→1��(��).
Therefore, �� is continuous at �� = 1.
Example 6: Determine if ��(��) =��2−��−2

��−2 is continuous or not at �� = 0.
Solution: We have to check the three conditions of a function.
(a) If �� = 1, then ��(0) = 1.
(b) lim��→0��(��) = lim��→0��2−��−2
��−2= lim��→0(��−2)(��+1)
(c) ��(0) = 1 = �� = 0.
lim��→0��(��). ��−2= lim��→0(�� + 1) = 1.
Therefore, �� is continuous at
EXAMPLE 7: Determine if ��(��) =��2−��−2

��−2is continuous or not at x = 2.
Solution: Note that �� is not defined at �� = 2 since 2 is not in the domain of ��. Hence,
the first condition in the definition of a continuous function is not satisfied. Therefore, �� is
discontinuous at �� = 2.
EXAMPLE 8: Determine if
��(��) = {�� + 1 �� < 4
(�� − 4)2 + 3 �� ≥ 4
is continuous or not at x = 4.
Solution. Note that f is defined at �� = 4 since ��(4) = 3. However, lim��→4−��(��) = 5
+
while ��→4 ��(��) = 3. Therefore, lim��→4−��(��) DNE, and �� is discontinuous at
�� = 4. .
lim
54
Exercise: Try this!
I. Given the graph below, determine if the function H(x) is continuous at the following
values of ��:
1. �� = 2
2. �� = −3
3. �� = 0
.
II. Determine if the following functions are continuous at the given value of x. 1.
��(��) = 3��2 + 2�� + 1 at �� = −2 5. ℎ(��) =��+1
�� −1at �� = 1
2
2. ��(��) = 9��2 − 1 at �� = 1 6. ��(��) = √�� − 3 at �� =

4 3. ��(��) =1
��−2at �� = 2 7. ��(��) =��

√��−3at �� = 8
4. ℎ(��) =��−1
�� −1at
2
�� = 1 8. ��(��) =√4−��
��at �� = 0
Continuity on an Interval
A function can be continuous on an interval. This simply means that it is continuous at every
point on the interval. Equivalently, if we are able to draw the entire graph of the function on an
interval without lifting our tracing pen, or without being interrupted by a hole in the middle of
the graph, then we can conclude that the function is continuous on that interval.
We begin our discussion with two concepts which are important in determining whether
function is continuous at the endpoints of closed intervals.
One-Sided Continuity
(a) A function �� is said to be continuous from the left at �� = �� if
��(��) = lim��→��−��(��)
(b) A function �� is said to be continuous from the right at �� = �� if
��(��) = lim
+
��→�� (��)
Here are known facts on continuities of functions on intervals:

Continuity of Polynomial, Absolute Value, Rational and Square Root Functions
(a) Polynomial functions are continuous everywhere.
(b) The absolute value function ��(��) = |��|is continuous everywhere.
(c) Rational functions are continuous on their respective domains.
55
(d) The square root function ��(��) = √�� is continuous on [0, ∞).
Example 1: Consider the graph of the function �� given below.
Retrieved from :basiccalc_initial_release_13june.pdf
Using the given graph, determine if the function �� is continuous on the following
intervals: (��) (−1, 1) (��) (−∞, 0) (��) (0, +∞) Solution: Remember that when we
say “trace from the right side of �� = ��”, we are tracing not from �� = �� on the
x-axis, but from the point (��, ��(��)) along the graph. (a) We can trace the graph
from the right side of �� = −1 to the left side of �� = 1 without lifting the pen we are
using. Hence, we can say that the function f is continuous on the interval (−1, 1).
(b) If we trace the graph from any negatively large number up to the left side of 0, we will not
lift our pen and so, f is continuous on (−1, 0).
(c) For the interval (0, +1), we trace the graph from the right side of 0 to any large number,
and find that we will not lift our pen. Thus, the function f is continuous on (0, +1).
Example 2: Consider the graph of the function ℎ given below.
Determine using the given graph if the function f is continuous on the following
intervals: a. (−1, 1) b. [0.5, 2]
Solution. Because we are already given the graph of h, we characterize the continuity of h
by the possibility of tracing the graph without lifting the pen.
(a) If we trace the graph of the function h from the right side of �� = −1 to the left side of
�� = 1, we will be interrupted by a hole when we reach x = 0. We are forced to lift our pen
just before we reach x = 0 to indicate that h is not defined at x = 0 and continue tracing
56
again starting from the right of �� = 0. Therefore, we are not able to trace the graph of
h on (−1, 1) without lifting our pen. Thus, the function h is not continuous on (−1, 1). (b) For
the interval [0.5, 2], if we trace the graph from �� = 0.5 to �� = 2, we do not have to lift the
pen at all. Thus, the function h is continuous on [0.5, 2].
A function f is said to be continuous...

(a) everywhere if f is continuous at every real number. In this case, we also say f is
continuous on R.
(b) on (a, b) if f is continuous at every point x in (a, b).
(c) on [a, b) if f is continuous on (a, b) and from the right at a.
(d) on (a, b] if f is continuous on (a, b) and from the left at b.
(e) on [a, b] if f is continuous on (a, b] and on [a, b).
(f) on (a, 1) if f is continuous at all x > a.
(g) on [a, 1) if f is continuous on (a, 1) and from the right at a.
(h) on (−1, b) if f is continuous at all x < b.
(i) on (−1, b] if f is continuous on (−1, b) and from the left at b.
�� ≤ 0,
Example 3: Consider the function ∞)?
��(��) = 3 �� 0 < �� ≤ 1, 3 −
{ ��2�� 1 < �� ≤ 4 �� − 3
�� > 4.
Is �� continuous on (0,1]? on (4,
Solution: Since g is a piecewise function, we just look at the ‘piece’ of the function corresponding to
the interval specified.
(a) On the interval (0, 1], ��(��) takes the constant value 3. Also, for all ��
+
�� (0, 1], ��→�� (��) = 3 = g(c).
lim
Thus, g is continuous on (0, 1].
(b) For all �� > 4, the corresponding ‘piece’ of g is ��(��) = �� − 3, a polynomial function.
Recall that a polynomial function is continuous everywhere in ℝ. Hence, ��(��) = �� − 3 is
surely continuous for all �� (4, +1).
What’s More
Exercise: Do as indicated
�� ≤ 0,
1. Is the function ��(��) =
continuous on [1,4]? on (−∞,
3 �� 0 < �� ≤ 1, 3 − �� − 3 �� > 4. {
2 0)?
�� 1 < �� ≤ 4
2. Consider the graph of the function ℎ given below.
57
Determine using the given graph if the function f is continuous on the following
intervals: a. (1, 1) b. [−1.5, 0]
Problems Involving Continuity
For every problem that will be presented, we will provide a solution that makes use of
continuity and takes advantage of its consequences, such as the Intermediate Value
Theorem (IVT).
APPROXIMATING ROOTS (Method of Bisection)
Finding the roots of polynomials is easy if they are special products and thus easy to
factor. Sometimes, with a little added effort, roots can be found through synthetic division.
However, for most polynomials, roots, can at best, just be approximated. Since polynomials
are continuous everywhere, the IVT is applicable and very useful in approximating roots
which are otherwise difficult to find. In what follows, we will always choose a closed interval
[��, ��] such that ��(��) and ��(��) differ in sign, meaning, ��(��) > 0 and
��(��) < 0, or ��(��) < 0 and ��(��) > 0.
In invoking the IVT, we take m = 0.This is clearly an intermediate value of ��(��)
and ��(��) since ��(��) and ��(��) differ in sign. The conclusion of the IVT now
guarantees the existence of �� [��, ��] such that��(��) = 0. This is tantamount to
looking for the roots of polynomial ��(��).
EXAMPLE 1: Consider��(��) = ��3 − �� + 1. Its roots cannot be found using factoring
and synthetic division. We apply the IVT.
• Choose any initial pair of numbers, say −3 and 3.
• Evaluate �� at these values.
��(−3) = 3 < 0 and ��(3) = 25 > 0
Since ��(−3) and ��(3) differ in sign, a root must lie between −3 and 3.
• To approach the root, we trim the interval.
– Try [0, 3]. However, ��(0) = 1 > 0 like ��(3) so no conclusion can be made about a root
existing in [0, 3].
– Try [−3, 0]. In this case, ��(0) and ��(−3) differ in sign so we improve the search space
for the root from [−3, 3] to [−3, 0].
• We trim further.
– ��(−1) = 1 > 0 so the root is in [−3, −1].
– ��(−2) = −5 < 0 so the root is in [−2, −1].
– ��(−32) = −78< 0 so the root is in [−32, −1].
– ��(−54) =19
3 5
64> 0 so the root is in [− 2, − 4].
• Further trimming and application of the IVT will yield the approximate root �� = −53
−1.325. This gives ��(��) = 0.0012. 40=
The just-concluded procedure gave one root, a negative one. There are two more possible
real roots.
FINDING INTERVALS FOR ROOTS
When finding an exact root of a polynomial, or even an approximate root, proves too
tedious, some problem-solvers are content with finding a small interval containing that root.
EXAMPLE 2: Consider again ��(��) = ��3 − �� + 1. If we just need an interval of length
1, we can already stop at [−2, −1]. If we need an interval of length 1/2, we can already stop
at [−32, −1]. If we want an interval of length 1/4, we stop at [−32, −54].
EXAMPLE 3: Consider ��(��) = ��3 − ��2 + 4. Find three distinct intervals of length 1,
or less, containing a root of f(x).
58
When approximating, we may choose as sharp an estimate as we want. The same
goes for an interval. While some problem-solvers will make do with an interval of length 1,
some may want a finer interval, say, of length 14. We should not forget that this type of search
is possible because we are dealing with polynomials, and the continuity of polynomials
everywhere allows us repeated use of the IVT.
What I Have Learned

JOURNAL WRITING
Description: This activity will enable you to reflect about the topic and activities you
underwent.
Instruction: Reflect on the activities you have done in this lesson by completing the
following statements. Write your answers on your journal notebook.
Reflect on your participation in doing all the activities in this lesson and complete the
following statements:
• I learned that I...
• I was surprised that I...
• I noticed that I...
• I discovered that I...
• I was pleased that I…
What I Can Do
In the oval callouts, make an illustrative example of the indicated mathematical
concept. Concept Illustrative Example
Continuity
of a
function at a
value
Function
Continuous at a
number or not
Continuity of a
function on an
interval
59
Summary
Limit Theorems
Let c, k, L, and M, be real numbers, and let f (x) and g (x) be functions defined on
some open interval containing c, except possibly at c.
60
Assessment
Directions: Read the following questions comprehensively. Encircle the letter of the correct
answer.
x
− is
1.
2
lim 2 x4
→
4 12
x
2
+ −
A. 1 B. 0 C. C. －1
2.
x
4 − 2
lim 2 is
x →∞
x − 1
A. 1 B. 0 C. -4 D. -1 3.
x − 3
is lim 2
x
3
−−
→
x
x
23
∞
A. 0 B. 1 C. D.
1
4
4. xx
lim→
is
x0
∞
B. 0
A. 1 C. D. -1
x −
5. lim 2 →x 8
3
x
2
− 4
is
A. 4 B. 0 C. 1 D. 3
4 x 2
6. −
lim 2
x
is →∞x
42
x
−−
1
A. -2 B. C. 1 D. 2
− 4
61
3
7. →∞ x x
5 27 3 x
+
lim+ +
x 20 10 9
A. ꝏ B. C. 3 D. 0
1
4
8. 2
27 −
27
3 lim 3
x +
→∞
x x
A. 3 B. ꝏ C. 1 D. 0
−
9.
2 lim xx
is
x
→∞ 2
A. -1 B. 1 C. 0 D. ꝏ
lim [x]
[x]
10. If is the greatest integer not greater than x, then is x 1/ 2
→
A. B. 1 C. nonexistent D. 0
1
2
11. (With the same notation) is
x
l 2
i [x]
m
→
A. 1 B. 2 C. 3 D. None of these 12.
tan x
lim→0
is
x
x
A. 0 B. 1
C. D. ꝏ π
13.
sin 2 x
lim→0
is
x
x
A. 1 B. 2 C. C. 0
1
2
14.
is
xlim x
sin →∞
62
A. Is nonexistent B. Is infinity C. D. Is zero
Oscillates between -1 and 1
sin 3 x
15.
lim→0
is
x
sin 4 x
A. 1 B. C. D. 0
1 cos
lim0−
16 x
4
34
3
is
x
→
x
A. nonexistent B. 1 C. 2 D. None of these 17.
sin x
lim
2
is x
x
3
→ 0
+ x
A. 1 B. C. 3 D. ꝏ
1
3
18. lim sin
1
is
x
x
→0
A. ꝏ B. 1 C. nonexistent D.-1
19.
tanπ
lim→0 x
is
x
x
π
A. B. 0 C. 1
D.
1
π
20.
x 1
x x
lim sin 2
is
→∞
A. 1 B. 0 C. ꝏ D. Oscillates between -1 and 1
21.
xlim csc
xx
is
→0
A. -ꝏ B. -1 C. 0 D. 1
22.
lim 2
2
x + 1
is ( x)( x)
x
−+
→∞
22
63
A. -4 B. 1 C. -2 D. nonexistent
x
23. lim
is
x0→
x
A. 0 B. 1 C. -1 D. None of these
24. 1
is lim sin
x →∞
x x
A. ꝏ B. 0 C. 1 D. -1 25.
sin ()
lim
π − x
is − x
→
ππ x
A. 1 B. ꝏ C. nonexistent D. None of these lim [ 1]
26. If is the greatest integer in x, the what is ?

[x] 1+
x
→− x
A. 0 B. 1 C. 2 D. The limit does not exist.
27.
Let
Which of the following statements, , are true?

Ι,ΙΙ,ΙΙΙ
.lim→ ΙΙΙ
Ι ΙΙ. f (1)exists
f (x)exixts
f is continuous at x=1 x 1
ΙΙ
Ι
A. Only B. Only C. and D. None of them
27. What is the value of k so that a function is a continuous function?
A. 0 B. 2 C. 4 D. 8 29.
If
and if f is continuous at x = 0, then k =
1
A. 1 B. C. D. 0 −21
2
64
30.
Suppose
Then f (x)
is
continuous
A. except at x = 1 B. except at x = 2 C. except at x = 1 or 2 D. at a real number

65

Final Basiccalculus g11 Q3mod1 Functionslimitsand-continuity-V4

Uploaded by

Copyright:

Available Formats

Final Basiccalculus g11 Q3mod1 Functionslimitsand-continuity-V4

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final Basiccalculus g11 Q3mod1 Functionslimitsand-continuity-V4

Uploaded by

Copyright:

Available Formats

Senior High

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

Published by the Department of Education – Division of Cagayan de Oro

Co-Chairepersons: Alicia E. Anghay, PhD, CESE

collaboratively developed and reviewed by educators from public and private

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

Department of Education – Bureau of Learning Resources (DepEd-BLR)

DepEd Division of Cagayan de Oro City

What This Module is About............................................................................................................ 1

What I Know (Pretest)… ..............................................................................................................

Learned......................................................................................... ..46 Lesson 6:

What This Module is About

Lesson 1 – The Limit of a Function

How to Learn from this Module

What I know This is an assessment as to your level

What’s In This part connects previous lesson with

What’s New An introduction of the new lesson

What’s More These are follow-up activities that are in

What I Have Activities designed to process what

What I can do These are tasks that are designed to

1. Which of the following statements is NOT true?

3. Which of the following statements is correct?

4. Which of the following statements is NOT correct?

13. Which of the following functions is continuous at the indicated

14. Which of the following limit does not

15. Which of the following functions is discontinuous at x = 4?

Lesson The Limit of a Function

The concept of a limit or limiting process, essential to the understanding of calculus,

This is read, ‘‘The limit of f(x) as x approaches c is L.”

LOOKING AT A TABLE OF VALUES

To illustrate, let us consider

by constructing tables of values. Here, c = －1 and f(x) = x2 + 1.

Now approach －1 from the right.

The tables show that as x approaches －1, f(x) approaches 2. In symbols,

Its graph is given by

Its graph is given by

by constructing tables of values. Here, c = 1 and

The tables show that as x approaches 1, f (x) approaches －3. In symbols,

Its graph is given by

Retrieved from :basiccalc_initial_release_13june.pdf

Take note that provided x ≠ 1. Hence, the

Example 4: Investigate through a table of values

Its graph is given by

Remark 1: It can be seen from the graph of y = f(x) that:

Remark 2: We need to emphasize an important fact. We do not say that

“equals DNE”, nor do we write “ DNE”, because “DNE” is not a value.

limit notation, by adding certain symbols.

⚫ If x approaches c from the left, or through values less than c, then

4. Consider the function f(x) whose graph is shown below.

What I Have Learned

And we had concluded

same holds for the next examples discussed:

In contrast to the second example above, the entries are now

Furthermore, consider the third example in on the previous topic

Consider the function f(x) whose graph is given below.

Lesson Limit Theorem

Upon completion of this lesson, you should be able to:

The eight basic theorems on limits.