Basic Calculus

Activity Sheet
Quarter 3 – MELC 2
Distinguishing between 𝐥𝐢𝐦𝒙 → 𝒄 𝒇(𝒙) and 𝒇(𝒄)

REGION VI – WESTERN VISAYAS

REGION VI – WESTERN VISAYAS

Mathematics – SHS Grade 11 Basic Calculus
Activity Sheet No. 2
First Edition, 2020

Published in the Philippines

by the Department of Education
Region 6 – Western Visayas

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This Basic Calculus Learning Activity Sheet is developed by DepEd Region 6 –

Western Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be reproduced

or transmitted in any form or by any means electronic or mechanical without written
permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Basic Calculus Learning Activity Sheet

Writer: Mauricio G. Genive

Illustrator: Patrick T. Lomigo

Layout Artist: Krishea Mae P. Jaruda

Division Quality Assurance Team:

Dr. Julio J. Villalon
Dr. Kim Jay C. Encio
Rosanna A. Daitao

Division of Iloilo Management Team: Dr. Roel F. Bermejo, Dr. Nordy D. Siason, Jr.
Dr. Lilibeth T. Estoque, Dr. Azucena T. Falales
Ruben S. Libutaque, Lilibeth E. Larupay
Dr. Kim S. Arceña
Regional Management Team:
Ma. Gemma M. Ledesma,
Dr. Josilyn S. Solana,
Dr. Elena P. Gonzaga,
Mr. Ronald T. Genine

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Introductory Message

Welcome to Senior High School Grade 11 Mathematics (Basic Calculus).

The Basic Calculus Learning Activity Sheet is a product of the collaborative

efforts of the Schools Division of Iloilo and DepEd Regional Office VI – Western Visayas
through the Curriculum and Learning Management Division(CLMD). This is developed
to guide the learning facilitators (teachers, parents, and responsible adults) in helping
our learners meet the standards set by the K to 12 Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide our learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist learners in acquiring the
lifelong learning skills, knowledge and attitudes for productivity and employment.

For the learning facilitator:

The Learning Activity Sheet will help you facilitate the teaching-learning
activities specified in each Most Essential Competency (MELC) with minimal or no face-
to-face encounter between you and learner. This will be made available to the learners
with the references/links to ease the independent learning.

For the learner:

The Learning Activity Sheet is developed to help you continue learning even if
you are not in school. This learning material provides you with meaningful and engaging
activities for independent learning. Being an active learner, carefully read and
understand the instructions then perform the activities and answer the assessments.
This will be returned to your facilitator on the agreed schedule.

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 Quarter 3, Week 1

Learning Activity Sheet (LAS) No. 2

Name of Learner:______________________________Grade and Section:_________
Date:____________________

BASIC CALCULUS LEARNING ACTIVITY SHEET

Distinguishing between → ( ) and ( )

I. Learning Competency with Code

Distinguishes between → ( ) and ( ) (STEM _BC11LC-IIIa-2)

II. Background Information for Learners

In studying the limits, it is important to understand the value of the limit of a function, as x
approaches the value of constant.

The phrase, limit of function at c, and the value of the function at c f(c), are two distinct
ideas with regards to its value. When we say limit of the function f(x) as x approaches c, it refers
to the value of f(x) as x approaches from the right and left at c. On the other hand, the function
f(c) at c, refers to value of f(x) at x = c.

III. Accompanying DepEd Textbook and Educational Sites

Basic Calculus Learner’s Material.1st Edition.(2016). Pasig City: Department of
Education-Bureau of Learning Resources (DepEd-BLR), pp 18-22.

IV. Activity Proper

Example 1

Given ( ) ( ) , find the following:

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1. f(0) 2. f(-1) 3. f(3) 4. f(-3)

Solution:

(0) 0
1. f(0); when x = 0, then 𝑓(0) – 2 . Therefore, f(0) = – 2.
0 3 3
( 1) 1
2. f(– 1); when x = – 1, then 𝑓(−1) – 3.
( 1) 3 2
Therefore, f(– 1) = – 3.
(3) 3
3. f(3); when x = 3, then 𝑓(3) 1 . Therefore, f(3) = 1.
(3) 3
( 3) ( 3) 0 0
4. f(– 3); when x = - 3, then 𝑓(−3) , 𝑖𝑠 𝑛𝑜𝑡 𝑑𝑒𝑓𝑖𝑛𝑒𝑑. Therefore,
( 3) 3 0 0
f(– 3) does not exist.

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 Example 2

Evaluate the following based on the graph of the function. ( ) ( )

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1. →0 ( ) 2. → 1 ( ) 3. →3 ( )
4. → 3 ( )

Solution:

By tracing the graph of the function,

1. → 0 ( ); as x approaches 0 from the left and from right, the value of f(x) approaches
– 2. Therefore, →0 ( ) −2.

2. ( ); as x approaches – 1 from the left and from right, the value of f(x) approaches
→ 1

– 3. Therefore, → 1 ( ) −3.
3. → 3 ( ); as x approaches 3 from the left and from right, the value of f(x) approaches 1.
Therefore, →3 ( ) 1.

4. → 3 ( ); as x approaches -3 from the left and from right, the value of f(x) approaches
– 5. Therefore, → 3 ( ) −5.

Example 3
2 4
Given ( ) { 2 , find the following.
−1 4
1. f(0) 2. f(– 3) 3. f(7) 4. f(4)

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Solution:

1. f(0); if x = 0, then (0) (0)2 − 1 0−1 – 1 . Therefore, f(0) = – 1.

2. f(– 3); if x = – 3, then (−3) (−3)2 − 1 9−1 8. Therefore, f(– 3) = 8.
3. f(7); when x = 7, then (7 ) 7 2 9. Therefore, f(7) = 9.

4. f(4);if x = 4, then (4) (4)2 − 1 16 − 1 15. Therefore, f(4) = 15.

Example 4
Determine the value of the following based on the graph of the function.
1. →0 ( ) 2. → 3 ( ) 3. → ( )
4. →4 ( ) 5. →4 ( ) 6. →4 ( )

Solution:

1. →0 ( ); as x approaches 0 from the left and the right, the value of f(x) = – 1. Therefore,
→0 ( ) −1.
2. → 3 ( ); as x approaches – 3 from the left and the right, the value of f(x) = 8.
Therefore, → 3 ( ) 8.
3. → ( ); x approaches 7 from the left and the right, the value of f(x) = 9. Therefore,
→ ( ) 9.
4. →4 ( ); as x approaches 4 from the left, the value of f(x) = 15. Therefore,
→4 ( ) 15
5. →4 ( ); when x approaches 4 from the right, the value of f(x) = 6. Therefore,

→4 ( ) 6

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6. →4 ( ); as x approaches 4 from the left, the value of f(x) = 15, and as x approaches 4
from the right, the value of f(x) =6. Therefore, →4 ( ) does not exist.

Exercise 1

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

Evaluate and compare the value of

the following:

1. f(0) and 𝑥 → 0 𝑓(𝑥)

2. f(2) and 𝑥→2 𝑓(𝑥)

3. f(-2) and 𝑥→2 𝑓(𝑥)

Does the 𝑥 → 2 𝑓(𝑥) exist? Why?

V. Reflection

Complete the following sentences:

1. The most challenging part of this learning activity sheet was…
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2. In this learning activity sheet I learned that….

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VI. Answer Key

the left, it gives the value of 4, and as x approaches 2 from the right, it gives the value of 8 .
No. The 𝑥 → 2 𝑓(𝑥) does not exist(DNE) because based on the graph, as x approaches 2 from

8 𝑓(𝑥) 𝑥→2 3. f(-2) = 4 and

2 𝑓(𝑥) 𝑥→2 2. f(2) = 6 and

0 𝑥 → 0 𝑓(𝑥) 1. f(0) = 0 and

Exercise 1