UPANG CEA Common MAT171 P1

MAT
171 Calculus 1
for Engineers
This
document and the information thereon is the property of PHINMA Education
Syllabus
PEN Code: MAT 171 Credit: 4 units PEN Subject Title: Calculus 1 for Engineers
Prerequisite: None
I. Course Description
This course, Differential Calculus, deals with the concepts of functions, limits, continuity
and differentiability of functions; differentiation of algebraic and transcendental functions
involving one or more variables; applications of differential calculus to problems on
optimization , rate of change, related rates, tangent and normal lines, and approximations;
partial differentiation and transcendental curve tracing.
II. Course Objectives
After completing this course, the students should be able to:

1. Evaluate functions and limits: continuity of functions at a point, infinite limits and
points of discontinuity
2. Find the derivative of a function using the 3-step rule., rate of change,
3. Find the derivative of algebraic and transcendental functions
4. Solve word problems involving maximum and minimum values, related rates, and
approximation
5. Find the derivative of trigonometric and inverse trigonometric functions and
parametric equations.
III. Course Topics, Topic Coverage Dates, and Time Allotment

Lesson No. Topics Week No.
1 Introduction to Differential Calculus 1
2 Limits of a Functions
3 Continuity 2
4 Derivative of Algebraic Functions using “Three Step Rule”
5 Standard Differentiation Formulas 3
The Chain Rule of Differentiation
6 Higher Derivatives 4
7 Implicit Differentiation
The Differential
P1 FIRST PERIODIC EXAM 5
8 Applications of Differentiation: 6
Computations of Slope, Vertex of Parabola
9 Polynomial Curves: Tangent Lines and Normal Lines
Polynomial Curves: Maxima and Minima
Polynomial Curves: First Derivative Test
10 Polynomial Curves: Second Derivative Test 7
Polynomial Curves: Point of Inflection
11 Applications of Derivative: Optimization Problems 8
12 Applications of Derivative: Time Rates
P2 SECOND PERIODIC EXAM 9
13 Derivative of Trigonometric Functions 10
14 Derivative of Inverse Trigonometric Functions
15 Derivative of Exponential and 11
16 Derivative of Hyperbolic Functions
17 Parametric Equations 12
Curvature
Partial Derivative
P3 FINAL EXAM 13
IV. Grading System

The Final Grade is computed as follows:
Final Grade = 0.33(1��

��) + 0.33(2��
��) + 0.34(3��
��)
1st Periodical Grade = 60%Class Standing + 40% Exam

Class Standing = 60% quiz + 40% class participation
Class Participation = Seatwork, Assignment, Recitation, Problem set
2nd Periodical Grade = 60%Class Standing + 40% Exam

3rd Periodical Grade = 60%Class Standing + 40% Exam

V. Textbooks/ References
Calculus 11th Edition by Ron Larson and Bruce Edward
Calculus 7th Edition by James Stewart
Differential and Integral Calculus, by Clyde E. Love and Earl D. Rainville
The Calculus 7, by Louis Leithold
VI. Course Requirements

Attend the class regularly.
Must pass the major examinations (1st, 2nd, and 3rd periodical Exam).
Participate in all class activities.
Do and submit enrichment activities before the final examination.
MAT 171: Calculus 1 for Engineers

Student Activity Sheet #1
Name: Differential Calculus and related terms 2. Classify

___________________________________________ Functions and their Graphs
______ Section: ____________ Schedule: 3. Evaluate Functions
__________________________
Class number: ______ Date: _____________
Materials: Ballpoint, Notebook, Calculator Text
book: Calculus by Ron Larson,11th Ed
References:
Lesson title: INTRODUCTION TO DIFFERENTIAL 1..The Calculus 7, by Louis Leithold 2.
CALCULUS Calculus 7th Ed. By James Stewart 3.
Lesson Objectives: Differential and Integral Calculus by Clyde
At the end of the lesson, you should be able to: 1. Define E. Love and Earl Rainville
Productivity Tip: Most things in life don’t come easy.

You
have to make some tough decisions. Make some smart
choices. Being prepared is the only way to know that
you
are going to win.
A. LESSON PREVIEW/REVIEW
Introduction
In order to pass the course, you shall be oriented on the following:
1. Course Outline
Differential Calculus is an introductory course covering the core concepts of limits, continuity and
differential of functions involving one or more variables. This also includes: the application of
differential calculations in solving problems on optimization, rates of change, related rates,
tangent and normal lines, partial differentiation and transcendental curve tracing
2. Grading System
The Final Grade is computed as follows:
Final Grade = 0.33(1st Periodical Grade) + 0.33(2nd Periodical Grade) + 0.34(3rd Periodical Grade)
1st Periodical Grade = 60% (Class Standing) + 40% (1st Periodic Exam)
Class Standing = 60%(Quiz) + 40%(Class Participation)
Class Participation = Seatwork, Problem Set, Students’ Activity Sheets
2nd Periodical Grade = 60% (Class Standing) + 40% (2nd Periodic Exam)
Class Standing = 60% Quiz + 40% Class Participation
3rd Periodical Grade = 60% (Class Standing) + 40% (3rd Periodic Exam)
Class Standing = 60% Quiz + 40% Class Participation
Final Exam covers all topics. Passing score is 50.
This document is the property of PHINMA EDUCATION

1

Name: __________________________
___________________________________________
______ Section: ____________ Schedule: 3. Course Map
3. Due Date on the Submission of Students’ Activity Sheets
You are required to submit the Students’ Activity Sheet on time. The rating is based on
the following:
3.1 Accuracy = 80%
3.2 Timeliness = 20%
4. The first lesson will cover the following:

4.1 Definition of Differential Calculus and related terms
4.2 Classification of Functions and their Graphs
4.3 Evaluation of Functions

2

Name: __________________________
___________________________________________
______ Section: ____________ Schedule: Activity 1: What I Know Chart, part 1
What I Know Questions: What I Learned (Activity 4)
1 Do you have any knowledge

of differential calculus?
2 How about functions and

their graphs?
3 Can you evaluate a function?
B. MAIN LESSON
Activity 2: Content Notes
DEFINITIONS
Differential Calculus is the mathematics of the variation of a function with respect to changes in
independent variables; the study of slopes of curves, accelerations, maxima and minima, by
means of derivatives and differentials.
A function is a set of ordered pairs of numbers (��, ��) in which no two distinct ordered pairs
have the same first number. The set of all admissible values of �� is called the domain of the
function, and the set of all resulting values of �� is called the range of the function.
The symbols �� and �� denote variables. Because the value of �� is dependent on the
choice of x, �� denotes the independent variable and �� denotes the dependent variable.
A function may be denoted as �� = ��(��) which is read “y equals the function of x” or

briefly as “y equals f of x.” The other symbols used frequently are: �� = ℎ(��), �� =
��(��), �� = ��(��). If we are given a function ��(��), the value of the function when
�� = �� is denoted by ��(��).

3

Name: GRAPHS OF SIX (6) BASIC FUNCTIONS

___________________________________________
______ Section: ____________ Schedule:
__________________________
��(��) = �� (��) = ��
(1) Identity or Linear Function (2) Quadratic Function
��(��
��
) = �� (��) = +√��
(3) Cubic Function (4) Radical or Square Root Function

4

Name:
___________________________________________ Class number: ______ Date: _____________
__________________________
��(��) = |��| ��(��) =��

(5) Absolute Value Function (6) Rational Function CLASSIFICATION OF FUNCTIONS
All functions are classified as either algebraic or transcendental. A function is algebraic if the operations
involved in the function are combinations of the six fundamental algebraic operations, namely, addition,
subtraction, multiplication, division, evolution (process of taking the nth roots of a number), and
involution (the operation of raising a number to a power).
The elementary transcendental functions are trigonometric functions (sine, cosine, tangent, cosecant,
secant, cotangent) and inverse trigonometric functions (arcsine, arccosine, arctangent, arc cotangent,
arc secant, arc cosecant) and the exponential and logarithmic functions.
5

Name: __________________________
___________________________________________
______ Section: ____________ Schedule: EVALUATION OF A FUNCTION
In evaluating a function, we will input or substitute a value of the independent variable to find the
value of the function. Examples are given for easy comprehension.
Example 1. If ��(��) = 3��2 − 5,

find: a) ��(1)
b) ��(−3)
c) ��(��)
d) ��(4ℎ − 1)
Solution: Given, ��(��) = 3��2 − 5 Write the given function
a) ��(1) = 3(1)2 − 5 Substitute 1 for x

= 3 − 5 Simplify
= −2
b) ��(−3) = 3(−3)2 − 5 Substitute (-3) for x

= 3(9) − 5 Simplify
= 27 − 5
= 22
c) ��(��) = 3(��)2 − 5 Substitute a for x

= 3��2 − 5 Simplify
d) ��(4ℎ + 1) = 3(4ℎ + 1)2 − 5 Substitute (4h+1) for x

= 3(16ℎ2 + 8ℎ + 1) − 5 Expand the binomial
= 48ℎ2 + 24ℎ + 3 − 5 Simplify
= 48ℎ2 + 24ℎ − 2
Take note that different values of the

function will be obtained for different
input in the independent variable.
6

Name:
��(��) =3�� + 2
___________________________________________
______ Section: ____________ Schedule: �� − 1
__________________________ Substitute ��(��) =��+2
��−3to x of ��(��)
3��+2
Example 2. If ��(��) = ��[��(��)] =3 [�� + 2
��−1
�� − 3] + 2
and ��(��) =��+2
��−3 [�� + 2
�� − 3] − 1
Find ��[��(��)]
Simplify
Solution:
3(�� + 2) + 2(�� − 3)
Write Class number: ______ Date: _____________
��[��(��)] = �� − 3
(�� + 2) − 1(�� − 3) �� − 3
��[��(��)] = [3(�� + 2) + 2(�� − 3)
�� − 3][�� − 3
(�� + 2) − (�� − 3)]
��[��(��)] =3(�� + 2) + 2(�� − 3)

(�� + 2) − (�� − 3)
��[��(��)] =3�� + 6 + 2�� − 6

�� + 2 − �� + 3
��[��(��)] =5��
5
��[��(��)] = ��

7

Name: Substitute �� for y = 1 − 0 Simplify

___________________________________________ = 1
__________________________ b) �� (��2) = �� 2 (��2) − 2�� (��2)
Substitute ��2 for y = −1 − 2 Simplify
Example 3. If ��(��) = �� 2�� − = −3
2��
find: a) ��(��), c) ��(0) = �� 2(0) − 2�� (0) Substitute
b) ��(��2), 0 for y = 1 − 0 Simplify
c) ��(0), =1
d) [��(��) + ��(−��)]
d) [��(��) + ��(−��)]
Solution: From the definition of ��(��), it follows that,
since: ��(��) = �� 2(��) −
a) ��(��) = �� 2(��) − 2��(��) 2��( ��) ,
and ��(−��) = �� 2(−��) − 2sin(−��) Note:
s�� (−��) = −�� = �� (−2��) −
2sin(−��) �� (−��) = ��
= �� 2�� + 2��
Therefore:
[��(��) + ��(−��)] = [�� 2�� − 2��]
+ [�� 2�� + 2��] Substitution = 2
��2�� Simplify
Take note: When dealing with trigonometric functions

with pi (��);
Change the mode of your calculators into “radians

mode”
Or convert radians in degrees by multiplying it by,

180 ��

8

Name:
1+0Substitute 0 for b
___________________________________________ 0
______ Section: ____________ Schedule: = 1 Simplify
__________________________ =0
��−��2 1
Example 4. If ℎ(��) = b) ℎ ( 2) =12−(12)2
2 2
1+�� , find: a) ℎ(0) 1
1+( 2) Substitute 1
for b
2
1 1
b) ℎ( 2) 2− 4
c) ℎ(�� ) 1
0−0
Solution: a) ℎ(0) =
1
= 1+ 4Simplify 1
4
= =15 54
��) ℎ(t�� ) =t��

��−
��2
��
1+
2
��
�� 2
�� )
2
= �� )
��2
�� − ��
��
2
��
��2
== 1+ ��
2
��
��
�� − ��2��
�� −( ��2��
��
1+ ( ��2�� + ��2��
��2��
=�� − ��2��

2 2
�� + �� but: ��2�� + ��2�� = 1
=�� − ��2��
1
h(tan x) = �� (�� − �� ) factor out sin x

9

Name: ��(�� + ∆��) − ��(��)

___________________________________________
__________________________
3
Example 5. If ��(��) = �� ,
��:��(��+∆��) − ��(��)
∆��, ∆�� ≠ 0
∆�� Considering ��(�� + ∆��)
Substitute: �� + ∆�� for v
Separate evaluation for ��(�� + ∆��) and ��(��) Write: ��(�� + ∆��) = (�� + ∆��)3
Expand ��(�� + ∆��) = (��)3 + 3 (��)2(∆��) + 3(��) (∆��)2 +

(∆��)3 Simplify ��(�� + ∆��) = ��3 + 3��2∆�� + 3��∆��2 + ∆��3
Then, considering: ��(��)

Substitute: �� for v
Write ��(��) = (��)3
3
Simplify ��(��) = ��
Substitute ��(�� + ∆��) = ��3 + 3��2∆�� + 3��∆��2 + ∆��3 and ��(��) = (��)3
��(��+∆��) − ��(��)
To
∆��
[��3 2 2 3 3
∆��= +3�� ∆��+3��∆�� +∆�� ]−[�� ]
∆�� (��+∆��)−��(��)
Since we have +x3 and -x3, therefore omit x3
3��2 2
∆��= ∆��+3��∆�� +
3
∆��
��(��+∆��)−��(��) Factor ∆x in the numerator ∆��
∆��(3��2 2
∆��= +3��∆�� +∆�� )
��(��+∆��)−��(��) ��(��+∆��)−��(��)
Cancel ∆x in the numerator and denominator

∆��
∆��= 3��2 + 3��∆�� + ∆��2

10

Name: Activity 3: Skill-building Activities

___________________________________________ Class number: ______ Date: _____________
__________________________
Directions: Perform the indicated operations in each exercise. Simplify the results.
1. �� (��) = ��2 − 4��, ��: ��) ��(−5)

��) ��(��2 + 1)
��) ��(�� + ∆��)
��) ��(�� + 1) − ��(�� − 1)
2. �� ℎ(��) = �� − �� , ��ℎ�� ℎ�� ℎ (��2+ ��) = ℎ(��
− ��) = −ℎ(−��)
Activity 4: What I Know Chart, part 2
What I Learned
1. ______________________________________________________________________________
______________________________________________________________________________ 2.
______________________________________________________________________________
______________________________________________________________________________
3. ______________________________________________________________________________
______________________________________________________________________________
Activity 5: Check for Understanding
Directions: Perform the indicated operations in each

exercise. Simplify the results.
1. �� (��) = √��2 + 4, ��: ��)

��(−2) DO YOUR
��) ��(2) BEST
��) ��(�� +
��)
2. �� (��) = �� : ��) ��(0)
��) ��(��)
��) ��(�� − ��)

11

Name: B. LESSON WRAP-UP

___________________________________________
______ Section: ____________ Schedule: Activity 6: Thinking about Learning
__________________________
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.
B. Think about your Learning
1. What motivated you to finish the lesson today?

_____________________________________________________________________________
_____________________________________________________________________________ 2.
What could you have done better to improve your learning today?
_____________________________________________________________________________
_____________________________________________________________________________
FAQs
1. What are the applications of differential calculus?
The applications of differential calculus are : (1)Calculation of profit and loss with respect to
business using graphs (2) calculation of the rate of change of temperature, (3) calculation of
speed or distance (4) to derive many Physics equations.
In Electrical Engineering, it used to determine the length of cable from one station to
another. 2. What are the pre-requisites of calculus?
You must have prior knowledge in Algebra, Geometry and Trigonometry.
KEY TO CORRECTIONS Activity 3: 1.a) 45

b) ��4 − 2��2 − 3 1. a) 2√2
c) (�� + ∆��)[�� + ∆�� − 4] d) b) 2√2
4�� − 8 c) √�� + 2�� + ��2��2 + 4
2
2. −[�� + �� ] 2. a) 1
Activity 5. b) −1
c) −c��

12

Student Activity Sheets #2
Name:__________________________________________ Lesson Title: LIMITS OF FUNCTIONS

________________ Section: ____________
Schedule:___________________________________ Lesson Objectives:
Class number: _______ Date: ______________ At the end of the lesson, you should be able to:
1. Define Limits of Functions and Familiarize the Theorems
1. 2. Evaluate the Limit of Functions
2.
Productivity Tip:
Materials: Ballpoint, Notebook, Calculator
Textbook: Calculus by Ron Larson, 11th Ed. References:

1. The Calculus 7 by Louis Leithold 2. Differential and
Integral Calculus by Clyde E. Love and Earl Rainville
Successful people are not gifted. They just work hard,

then succeed on purpose. If you can’t figure out your
purpose, figure out your passion. For your passion will
lead you right into your purpose. Allow your passion to
become your purpose, and it will one day become your
profession.
Introduction
GOOD DAY! The lesson is your springboard to calculus.
The following topics shall be accomplished in this module:
1. Define limits of functions and familiarize the theorems
2. Evaluate the limit of functions
1) Activity 1: What I Know Chart, part 1

1 Any idea about limits of

functions?
2 How about the theorems

on limits?
3 Do you know how to

evaluate the limits of
functions?

1

Name:__________________________________________ B. MAIN LESSON

________________ Section: ____________
Schedule:___________________________________ DEFINITION OF A LIMIT
Class number: _______ Date: ______________
▪ Let ��(��) be a function of �� and let �� be constant. If there is a number �� such that, in
order to make the value of ��(��) as close to �� as may be desired. It is sufficient to
choose �� close enough to ��, but different from ��. Then we say that the limit of ��(��)
as �� approaches ��, is ��.
▪ We write, lim
��→��(��) = �� , which is read . . . “the limit of ��(��) as �� approaches ��, is ��.”
▪ In finding the limit of a given expression, the first step is to substitute the value of
��. If the computed value is defined, then that is the limit;
If not, then other property may be tried.
▪ Let us consider lim

��→2(3�� + 1) .
Here, ��(��) = 3�� + 1 and the constant ��, which �� will approach, is 2.
▪ To determine the limit of ��(��) as �� approaches 2. We will find the value of

��(��) . . . as �� approaches 2 from the left, and,
as �� approaches 2 from the right.
▪ To do this, let us evaluate ��(��) for several values of ��, near but not equal to 2.
To approach 2 from the left, we use values less than 2,
such as �� = 1.600, 1.700, 1.950, 1.999….
Whereas to approach 2 from the right, we use values greater than 2,
such as, �� = 2.400, 2.300, 2.100, 2.009….
The following table gives the values of ��(��) that corresponds to different values of ��.
�� 1.600 1.700 1.950 1.999 2 2.00 2.10 2.30 2.40
9 0 0 0
��( 5.800 6.100 6.850 6.997 7.02 7.30 7.90 8.20

��) 7 0 0 0
▪ The table shows that when �� is near 2, whether a little less or a little greater than 2,
��(��) = 3�� + 1 is nearer 7.
▪ In other words, “3�� + 1 approaches the number 7 as a limit when �� approaches

2.” The abbreviated symbolic form for this statement is,
3�� + 1 → 7 �� → 2.
▪ We may also say that “the limit of 3�� + 1 as �� approaches 2 is 7.”

In symbols, we write this as,
��→2(3�� + 1) = 7
lim

2

Name:__________________________________________ THEOREMS ON LIMITS

________________ Section: ____________ Class number: _______ Date: ______________
Schedule:___________________________________
We shall need theorems to evaluate the limits of functions. Examples are given for understanding.
Theorem
1: “The
limit of a
constant
is equal
to the constant itself”
��→�� = ��
��
Example: 1.1. ��→�� = 2
��. ��. ��→�� = 5
Theorem 2: “The limit of the variable x, as x approaches a constant a, is equal to a”

��→�� = ��
��
Example: 2.1. ��→�� = 1 Substitute 1 in x
2.2 ��→��2 = (2)2 = 4 Substitute 2 in x
Theorem 3: “The limit of the sum (algebraic sum) of two or more functions is equal to
the sum of their limits”
��→��[��(��) + ��(��)] = ��(��) + ��(��)
��
Example: 3.1 ��→��(�� + ��) = ��→�� + ��→�� Apply theorems

1, 2, 3
= 22 + 5
=9
3.2 ��→��(3��2 + 4��) = ��→��3��2 + ��→��4�� Apply

theorems 1, 2, 3
= 3(1)2 + 4(1)
=3+4
=7

3

Name:__________________________________________ Schedule:___________________________________
Theorem 4: The limit of the product of two or more functions is equal to the product of their
limits”
��→��[��(��) ∙ ��(��)] = [��

��→��(��) ] [��
�� 7) Solution: ��→��(3��2)(2�� − 7) =
[��→��3��2] [��→��(2�� − 7) ]
Example: 4.1 Evaluate: ��→��(3��2)(2�� − ��→��

��(��) ]
= [3(4)2] [2(4) − 7] Substitute 4 in x

= (48)(1) Simplify
= 48
Theorem 5: “The limit of the quotient of two fractions is equal to their limits, provided
that the limit of the denominator is not zero”
��→��(��)
��
��(��)=
�� →�� (��)
lim g(x)≠ ��
��→��(��) where:
��
Example: 5.1 Evaluate ��→��(��3−4 2��−1)

3
��→��(�� −4)
��
2��−1) =
Solution: ��→��(��3−4 ��→��(2��−1) ��
=(3)3−4
2(3)−1Substitute 3 in x
=27−4
6−1Simplify
23
= 5
Example: 5.2 Evaluate ��→��3−��2+��−6

��−2
Solution: ��→��3−��2+��−6
��3
��−2=
2
−�� +��−6
��−2
13
= 2
−1 +1−6
=−5 1−2Substitute 1 in x
−1Simplify
=5
Note that the limits of functions in the

above examples can be obtained by
straight substitution.

2

Name:__________________________________________ ��−��
________________ Section: ____________
Schedule:___________________________________ Solution: Repeat the application of Theorems 1, 2, and 3,
3 2
�� −�� +��−6
Example: 5.3 Evaluate
��→��−��+��−�� Class number: _______ Date: ______________
8−4+2−6
��−2=
2−2 lim ��→2
=00,
The result is in the indeterminate form.

Hence, Theorem 5 cannot be applied at this stage.
In synthetic division of polynomials,

�� = 2 is a zero of the function ��3 − ��2 + �� − 6
yields ��3 − ��2 + �� − 6 = (�� − 2)(��2 + �� + 3).
By synthetic division:
1 − 1 1 − 6 Լ2
226
____________________
1130
Recall that in the definition of a limit �� → ��,

�� is barred from taking on the value of ��, that is �� ≠ ��. For �� ≠
2, then: ��−2=(��−2)(��2+��+3).
lim ��→2 (��−2) = ��2 + �� + 3

3 2
�� −�� +��−6
Therefore, to evaluate the limit of the given function of this case, we proceed as follows:
lim ��→2 2
(��−2)(�� +��+3) (��−2)
3 2 ��−2= lim ��→2
�� −�� +��−6
��→2( ��2 + �� + 3 )
= lim
= 22 + 2 + 3 Substitute 2 in x
= 9 Simplify
Note: The indeterminate

form ��can be solved
by L’Hopital’s Rule

3

Name:__________________________________________ Schedule:___________________________________
Example: 5.4 Evaluate lim ��→3 2 2

�� +4��−21 �� −4��+3
Solution: Repeat application of theorems 1, 2, and 3,

2
�� +4��−21
Lim ��→3 =9+12−21

(3)2
�� −4��+3=
2
+4(3)−21 0
2 9−12+3= 0 indeterminate form.
(3) −4(3)+3
Since, ��2 − 4�� + 3 = 0 Theorem 5 cannot be applied. The

limit may be expressed as,
lim ��→3 �� −4��+3= lim ��→3

2 (��−3)(��+7)
2
�� +4��−21 (��−3)(��−1) by factoring
= lim ��→3 =5
=3+7 (��+7) (��−1)
3−1
=102
Thus, lim ��→3 �� −4��+3=

2
5
2
�� +4��−21
Example: 5.5. Evaluate lim ��→4 √��−2

√��−2 ��−4
Solution: lim ��→4 4−4.

√4−2
��−4=
=00indeterminate form
We rationalize the numerator by multiplying both the
numerator and the denominator by (√�� + 2).
lim ��→4 ��→4

√��+2)
√��−2 1
= (��−4)
��−4= lim ��→4 √��−2 (��−4)(√��+2)
√��+2
= lim ��−4(
√2+2
1
=
2+2
√��−2
Thus, lim ��→4 1
��−4= 4
4

Name:__________________________________________ Two special trigonometric limits (Calculus by Larson, p.

________________ Section: ____________ 86)
Schedule:___________________________________ Class number: _______ Date: ______________
Theorem 6: “ If α is measured in radians, lim ��→0 ��= 1

��
Theorem 7: lim ��→0 Example: 6.1. Evaluate lim

1−��
��= 0 �� 3��
��→0 ��
= lim ��→0
��
�� 3�� (3)(�� 3��) (3)��
lim ��→0
Lim ��→0 �� = ( lim s�� 3��

�� 3�� We take α = 3�� in theorem 6,
3��)
��→03) ( lim
= 3(1) ��→0
=3
Activity 3: Skill Building Activities
Evaluate the following:

2
��→2(�� + 2�� − 7) 5. lim 2
2�� −��−3
1. lim ��→1 2
3�� +5��+2
2 3
��→3(�� + 5�� − 3) 6. lim �� −13��+12
2. lim ��→2 3
�� −14��+15
2
��→3(2�� − 1)(��2 + 5�� − 3) 7. lim ��
2
3. lim �� 2
�� +3��−5 8. lim ��→0
��→0 4. lim ��→0 ��

2
2�� +1
What I Learned
1. _________________________________________________________________________________
_________________________________________________________________________________ 2.
________________________________________________________________________________
_________________________________________________________________________________ 3.
_________________________________________________________________________________
_________________________________________________________________________________
Evaluate the limits:
1. lim ��→1 2
�� +3��−42. lim ��→2
3 2 3 2
�� −�� −��−2 2�� −5�� +5��−6
2
�� −1

5

Name:__________________________________________ Activity 6: Thinking about Learning

________________ Section: ____________
Schedule:___________________________________ A. Work Tracker
Class number: _______ Date: ______________
B. LESSON WRAP-UP

________________________________________________________________________
________________________________________________________________________
2. What could you have done better to improve your learning today?
_________________________________________________________________________
_________________________________________________________________________
FAQs
1. Do all functions have limits?

Some functions do not have any kind of limit as x approaches to infinity. For example, consider
the function f(x) = x sin x. This function does not get close to any particular real number as x
gets large, because we can always use a value of x to make f(x) larger than any number we
choose.
2. What is the importance of limits?

Limits allow us to study a number from afar. That is, we can study the points around it so we can
better understand the given value we want to know. Especially in derivatives, where change in
position is purely relative, the points around a given value are critically important.
KEY TO CORRECTIONS
Activity 3: Activity 5:
1. 1 6. 14
2
131. 5
7
2. 21 7. 1 2. 9
3. 105 8. ��
4. −15

6
Name: 1. 2. Interpret Graphically the Infinite Limits and 2. Points

_______________________________________________ of Discontinuity
___________ Section: ____________
Schedule:___________________________________
Class number: ________ Date: _______________
Productivity Tip
Lesson Title: CONTINUITY
Textbook: Calculus by Ron Larson, 11th Ed.
Lesson Objectives: References:
At the end of the lesson, you should be able to: 1. 1. The Calculus 7 by Louis Leithold 2.
Enumerate and Illustrate Continuous and Differential and Integral Calculus by
Discontinuous Function at a Point Clyde E. Love and Earl Rainville
People aren’t always going to be there for you, that’s

why you need to learn to handle things on your own.
If you want to be strong, learn how to fight alone.
If you want success, then don’t rely on other people
to
do, what you can do!
1) Introduction
GOOD DAY! The following topics shall be accomplished in this lesson:
1. Enumerate continuous and discontinuous functions
2. Illustrate continuity and discontinuity at a point
3. Graph the infinite limits
4. Interpret the points of discontinuity
1 Are you familiar with

continuous and discontinuous
functions?
2 Do you know how to

graph them?
3 Can you interpret their graphs?

1
Name: B.MAIN LESSON

_______________________________________________
___________ Section: ____________ CONTINUITY
Schedule:___________________________________ Class number: ________ Date: _______________
▪ A function f(x) is said to be continuous at �� = �� if the following conditions are all satisfied:
1. f(a) exists
2. lim��→��(��) exists
3. lim��→��(��) = ��(��)
▪ If any of the conditions 1, 2, 3 is not satisfied, then, the function is said to be discontinuous at
�� = ��.
+
��→�� (��) = ��(��), the function f(x) is said to have a right-hand
▪ When f(a) exists and lim
continuity at �� = ��.
▪ On the other hand, if f(a) exist and lim��→��−��(��) = ��(��), then f(x) is said to have a
left-hand continuity at �� = ��.
Continuity, like limit of a function implies both right-hand and left-hand continuity.
▪ A function f(x) is said to be continuous in an interval if it is continuous for every value of x in the
interval. The graph of the function is “unbroken” over the interval. That is, the graph of f(x) can
be drawn without lifting the pencil from the paper. To
illustrate:
Example 1. ��(��) = �� is continuous at x=2

because
in applying the definition of a continuous function on
��(��) = ��2 with x=2, we have,
1) ��(2) = 22 = 4
2) lim��→2��(��) = lim��→2��2 = 4
3) lim��→2��(��) = ��(2)
��(��) = ��
Thus, the function is continuous at x=2. In fact, it is
Continuous for all finite values of x. Refer to the graph
of the function.

2
Name: Example 2. The function ��(��) =��is continuous at

_______________________________________________ x=3. Using the definition of a continuous function, we have,
___________ Section: ____________
Schedule:___________________________________ 1) ��(��) =13
2) lim��→3��(13) =13 ��(��)

=�� 3) lim��→3��(13) =
��(3)
It is however discontinuous at x=0 since
1) f(0) is not defined (has zero
denominator)
2) lim��→0��(��) does not exist
(equals ∞)
The graph of this function, shown in the figure contains a “break” at x=0. The function is continuous
everywhere except at x=0 where it is said to have an infinite discontinuity.
With regards to rational algebraic functions, the question of continuity is completely covered by the
following theorems:
Theorem 1. A polynomial is
continuous for all values of x
Example 3. The graph of the polynomial function, ��(��) = �� − �� + �� +
�� is shown below. The function is continuous for all values of x.
��(��) = �� − �� + �� +

��

3
Name: ___________ Section: ____________

_______________________________________________ Schedule:___________________________________
Theorem 2. A rational algebraic function is continuous except for those

values of x for which the denominator becomes zero
Example. The rational function ��(��) =��

��−�� is discontinuous at x=2.
��(��)
=��
��−��
Activity 3: Skill-building Activities (with answer key)

Find the point of discontinuity of the following functions:
1. ��(��) =3�� Activity 4: What I Know Chart, part 2 What I Learned

��−5
��2
3. ��(��) =6�� 2−9
2. ��(��) = +3
2
�� −16 4. ��(��) =3��+2 ��2−6��+9
1. ______________________________________________________________________________
______________________________________________________________________________ 2.
______________________________________________________________________________
______________________________________________________________________________
3. ______________________________________________________________________________
______________________________________________________________________________
Find the point of discontinuity of the function:
1. ��(��) =3��+2
2
�� −8��+15

4
Name: C. LESSON WRAP-UP

_______________________________________________ 1) Activity 6: Thinking about Learning
___________ Section: ____________
Schedule:___________________________________ A. Work Tracker
completed.
A. Think about your Learning
________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
FAQs
1. How do you know when a function is continuous?
A function is continuous at x=a if and only if it meets three conditions:
1) The function is defined at x=a.
2) The limit of the function as x approaches a exists.
3) The limit of the function as x approaches a is equal to the function value of f(a).
2. What is the concept of continuity?

Continuity of a function is sometimes expressed by saying that if the x-values are close
together, then the y-values of the function will also be close. A function varies with no abrupt
breaks or jumps.
KEY TO CORRECTIONS
Activity 3: 1. �� = ��
2. �� = ��, �� = −��
3. �� = ��, �� = −��
4. �� = −��
Activity 5: 1. �� = ��, �� = ��

5
Mat 171: Calculus 1 for
Engineers Student Activity
Sheets # 4
Name: and illustrate increment of variable

_______________________________________________ 1. 2. Find the derivative of a function using the 2. “3-step
________ Section: ____________ Schedule: rule”
_________________________________ 3. 3. Relate the concept of slope and rate of change to 4.
Class number: ________ Date: _______________ the derivative using the “3-step rule”
Lesson Title: DERIVATIVE OF ALGEBRAIC Productivity Tip:

FUNCTIONS using “Three-Step Rule” Materials: Ballpoint, Notebook, Calculator
Lesson Objectives:
At the end of the lesson, you should be able to: 1. Define Textbook: Calculus by Ron Larson 11th Ed.
References: 1. The Calculus 7 by Louis Leithold 2. Differential and
It’s a slow progress, but quitting won’t make it any faster. A
little progress each day adds up to big results. No matter
how many mistakes you make or how slow your progress is,
you are still ahead of everyone who isn’t trying.
1) Introduction
Welcome! The following topics skills should be accomplished
in this lesson:
1. Defining and illustrating the increment of variable
2. Finding the derivative of a function using the “3-step rule”
3. Relating the slope and rate of change to the derivative using
the “3-step rule”

1. Will you define and

illustrate the increment of a
variable?
2. Do you know the “3-step

rule”? can you use this rule
in finding the derivative of
a
function?
3 How about relating the

slope and rate of change to
the
derivative?

1
Sheets # 4
Name: B.MAIN LESSON

_______________________________________________ Class number: ________ Date: _______________
________ Section: ____________ Schedule:
_________________________________
The process of finding the derivative of a function (algebraic, trigonometric, exponential or

logarithmic) is called differentiation and the branch of calculus dealing with this process is
Differential Calculus.
INCREMENTS
An increment of x, denoted by the symbol ∆��, read as “delta x”, is the change in x as it
increases or decreases from one value x=x0 to another value x=x1, that is ∆�� = ��1 − ��0.
Similarly, ∆�� denotes an increment of y.
Suppose �� = ��(��). A change ∆�� in x produces a corresponding ∆�� in y. That is,
�� + ∆�� = ��(�� + ∆��)

∆�� = ��(�� + ∆��) − ��f\
But since �� = ��(��), then we have the relation
∆�� = ��(�� + ∆��) − ��(��)
This notation is graphically illustrated in the figure below.
Example 1. If �� = ��2, then �� + ∆�� = (�� + ∆��)2

and ∆�� = (�� + ∆��)2 − ��2.
Example 2. If �� = ��2, then �� + ∆�� = ��(�� + ��)2

and ∆�� = ��(�� + ��)2 − ��2.

2
Sheets # 4
Name: THE DERIVATIVE OF FUNCTION

_________________________________
▪ Let the function f given by �� = ��(��) be a continuous function of x in some interval
containing x. Recall that in the preceding section, we said that a change ∆�� in the
independent variable x produces a corresponding change ∆�� in the independent variable y;
thus,
�� + ∆�� = ��(�� + ∆��)
or ∆�� = ��(�� + ∆��) − ��(��)
if we divide both members by ∆��, we have,
∆��=��(�� + ∆��) − ��(��)

∆��
∆��
▪ Note that this ratio is the difference of the function values divide by the difference of the x values.
For this reason, it is often referred to as the difference quotient. It also denotes the average
rate of change of ��(��) between x and (x +∆��). That is, ∆��
∆��is a measure of the rate at

which y is the change with respect to x for the interval ∆��.
▪ Suppose we regard x as fixed and then let ∆�� vary and approach zero. Then we define the
expression, �� ∆��→�� ∆��, �� ∆��→�� ∆��as the instantaneous rate of
∆��
��(��+∆��)−��(��) change of ��(��) at x or
simply the rate of change of ��(��) at x.
FUNDAMENTAL DEFINITION
The derivative of y with respect to x is the limit of
the ratio ∆��
∆�� when ∆�� approaches zero.
The derivative is designated by the symbol ��

��.
�� ∆��
��= ��
∆��= ��
∆��→��
��(��+∆��)−��(��)
∆��
∆��→��
Other symbols for derivative for ��
′ ′ ��(��)
��are �� , �� (��),
��
��, ��[��(��)].

3
Sheets # 4
Name: “THE “ 3-STEP RULE”

_________________________________
In finding the derivative of a function �� = ��(��). Based on the definition of the derivative,
��
∆��= �� ∆��→�� ∆��we can write the steps in solving the
�� = �� ∆��→�� (��+∆��)−��(��) derivative.
∆��
These are as follows:
Step 1. Write down the expression for ��(�� + ∆��)

− ��(��) , and simplify.
Step 2. Divide the
result
in Step
1 by
∆��,
that is,
��(��
+∆��)
−��(�
�)
∆��,
again simplify.
Step 3. Find the limit of the result in Step 2 as ∆�� approaches
zero. The obtained limit is the derivative.
�� ∆��→0
∆��= lim ∆��→0
∆��
��= lim ��(��+∆��)−��(��) ∆��
Example 1. Find the derivative of ��(��) = ��2 − 5�� using the “three-step rule”.
Solution:
Step 1. Write down ��(�� + ∆��) − ��(��)
Note, ��(�� + ∆��) = (�� + ∆��)2 − 5(�� + ∆�� ) is obtained by

Replacing each x in the original equation by (�� + ∆��).
Therefore,
��(�� + ∆��) − ��(��) = [(�� + ∆��)�� − ��(�� + ∆��)] − (�� −
��)
= �� + ��∆�� + (∆��)�� − �� − ��∆�� − �� + �� Simplify
= ��∆�� + (∆��)�� − ��∆��
= ∆��(�� + ∆�� − ��) factor out by ∆��
Step 2. Divide the last equation by ∆�� and simplify
��(�� + ∆��) − ��(��)

∆��=∆��(�� + ∆�� − ��)
��(�� + ∆��) − ��(��) ∆��
∆��= �� + ∆�� − ��

4
Sheets # 4
Name: Step 3. Evaluate the limit as ∆�� → 0

_________________________________
�� ∆��→�� ∆��→��(�� + ∆�� − ��)

��(�� + ∆��) − ��(��)
= �� + �� − ��
∆��= ��
= �� − ��
By definition: �� ∆��→0

∆��
��(��+∆��)−��(��)
∆��. Therefore: ��
��= lim ∆��= lim ∆��→0
�� = �� − ��
Example 2. Differentiate the function �� =��

��−��using the “three-step rule”.
Solution: Given: �� =1
��−3
Step 1. ��(�� + ∆��) − ��(��) =1

1
(��+∆��)−3−
��−3
=(��−3)−[(��+∆��)−3]
(��+∆��−3)(��−3)
=��−3−��−∆��+3
(��+∆��−3)(��−3)
=−∆��
(��+∆��−��)(��−��)
Step 2. ��(��+∆��)−��(��)
−∆��
∆��=
∆��(��+∆��−3)(��−3)
=−��
(��+∆��−��)(��−��)
��(��+∆��)−��(��)
Step 3. lim ∆��→0 (��−3)(��−3)
∆��= lim��→0−1
(��+∆��−3)(��−3) =−��
��
(��−��)
−1
=
(��+0−3)(��−3)
=−1
Therefore, ��
−��
�� =
��
(��−��)

5
Sheets # 4
Name: Example 3. If �� = √��, find ��

_______________________________________________
�� using the “three-step rule”.
_________________________________
Solution: Given: �� = √��
Step 1: ��(�� + ∆��) − ��(��) = √�� + ∆�� −
√�� = [√�� + ∆�� − √��][√��+∆��+√��
√��+∆��+√��] rationalize the numerator
=��+∆��−��
√��+∆��+√�� simplify
=∆��
√��+∆��+√��
Step 2. ��(��+∆��)−��(��)
∆��
∆��=
∆��(√��+∆��+√��)divide by ∆��
��
=
√��+∆��+√��
Step 3. lim ∆��→0 ∆��= lim ∆��→0

��(��+∆��)−��(��) 1
√��+∆��+√��
=1 √��+√��
=��
Therefore: �� √��
��
�� =
��√��
Example 4. Differentiate the function �� = sin ��
Solution: Given: �� = sin ��

Step 1: ��(�� + ∆��) − ��(��) = sin(�� + ∆��) − sin ��
From the sum of two angles, = sin �� cos ∆�� + cos �� sin ∆�� − sin ��
sin(�� + ��) = �� cos�� + cos �� sin��
= cos �� sin ∆�� − sin �� + sin �� cos ∆��
= cos �� sin ∆�� − sin ��(1 − cos ∆��)
From trigonometry: �� =12(1 − cos 2��),
2
2∆�� 1
hence, �� 2= 2(1 − cos 2∆��2)
2∆�� 1
�� 2= 2(1 − cos ∆��)
2∆��
2 �� 2= (1 − cos ∆��)
2∆��
(1 − cos ∆��) = 2 �� 2
6
Sheets # 4
Name: ________ Section: ____________ Schedule:

_______________________________________________ _________________________________
2∆��
= cos �� sin∆�� − sin �� (2 �� 2)
2∆�� cos ��
= cos �� sin ∆�� − 2 sin �� ( �� 2) ∆��=
sin∆��−2 sin�� ( ��2∆��

2)
Step 2: ��(��+∆��)−��(��) ∆��
cos �� sin∆��−2 sin�� [(�� ∆��

∆��=
∆��
2)(�� 2)]
��(��+∆��)−��(��) ��(��+∆��)−��(��) ∆��
2 sin ��(sin∆��
∆��−
∆��
2)(sin 2)
cos �� sin ∆�� cos �� sin ∆��
∆��= ∆��=
∆�� 2
∆��
��(��+∆��)−��(��) ��(��+∆��)−��(��)
∆��−
sin��(sin∆��
2)(sin
∆��
2)
∆��− sin ��(sin∆��2)sin∆��2
∆��
2 From Theorem: lim��→0sin��
sin ∆��
∆��= cos ��
Now lim ∆��→0 sin∆��
��= 1 ∆��= 1
lim ∆��→0 2
1
�� 2∆�� ∆�� =1
Step 3: lim ∆��→0 ��= cos x−(sin ��)(sin 02)

��(��+∆��)−��(��)
∆��= (cos ��)(1) − sin ��(sin ∆��2) (1) ��
��= cos x −(sin ��)(0)
��(��+∆��)−��(��)
��
∆��=
Therefore: ��
�� = ��
7
Sheets # 4
Name: GEOMETRIC SIGNIFICANCE OF ��

_______________________________________________
��.
_________________________________
▪ Consider the graph of �� = ��(��) shown in the figure. Let P (x, y) and Q (�� + ∆��, �� +
∆��) be any two points on this curve.
▪ Line S which intersects the curve of P and Q and having inclination �� is called the secant line
of the curve. Note that the slope S is,
��(��+∆��)−��(��)
∆��=
�� =
�� =∆��
∆��
▪ The line T passing through point P and having inclination �� is the tangent line to the curve at
P. Let ∆�� → 0, then �� → �� or �� → �� (P remains fixed) along the curve �� = ��(��).
▪ We note that the secant line S approaches the tangent line T as its limiting position. That is, the
slope of S approaches the slope of T or symbolically, tan �� → tan ��. Hence,
�� ∆��→�� ∆��= �� ∆��→�� (��+∆��)−��(��)

∆�� ∆��= slope of T at P.
▪ Thus we see that the derivative of �� = ��(��) at a point P on the curve is equal to the
slope of the tangent line at P. This is the geometric significance of the derivative ��
��.

8
Sheets # 4
Name: ��(�� + ∆��) − ��(��) = (�� + ∆��)2 − ��2

_______________________________________________
________ Section: ____________ Schedule: = ��2 + 2��∆�� + (∆��)2 − ��2
_________________________________
= 2��∆�� + (∆��)2
= ∆��(�� + ∆��)
��(��+∆��)−��(��)
∆��(2��+∆��)
∆��=
DERIVATIVE INTERPRETED AS SLOPE ∆��
��(��+∆��)−��(��)
∆��= �� + ∆��
“The derivative of a function is identical Class number: ________ Date: _______________
with the slope of the graph of the function”.
Example: Find the slope of the curve �� = ��2 at the
point (−1, 1) Solution: Given: �� = ��2

lim ∆��→0 ��
��(��+∆��)−��(��)
��= lim
∆��= lim
∆��→02�� + ∆�� ∆��→0
∆��
= ��
∆��= ��
��
��= ��
hence, the slope of the tangent to the curve at (−1, 1) is,
��
�� = 2(−1) = −�� as indicated in the graph.
Note that the slope of each tangent line is,

i) inclined upward to the left is always negative (−)
ii) inclines upward to the right is always positive ( + )
The two sets of lines are divided at the vertex, because the slope of the horizontal line at this
point is zero (0).

9
Sheets # 4
Name: ________ Section: ____________ Schedule:

_______________________________________________ _________________________________
RATE OF CHANGE
▪ The ratio ∆��
∆�� is called the average rate of change over the interval ∆��.
▪ This ratio approach a limiting value as ∆�� approaches zero, called the rate of change in y
corresponding to the given value of x, that is,
��
∆��= ��ℎ��
�� = lim ∆��→0 ��ℎ�� ℎ
∆��
▪ Thus, the term derivative, rate of change and slope of the graph, may be used interchangeably.
Note that the slope of a curve is,
i) positive (��′ > 0), the curve is increasing, or f(x) increases as x increases,
as in AB;
ii) negative (�� < 0), the curve is decreasing, or f(x) decreases as x
increases, as in BC.
Also, the function f(x)
i) increases, when the rate of change is positive;
ii) decreases, when the rate of change is negative.
Example 1: Find the rate of change of the volume V with respect to the radius r of the base of a
right circular cylinder of height 10 cm.
The formula for the volume of a right circular cylinder is

�� = ��2ℎ.
Then with ℎ = 10, we have,
�� = 10��2
Applying differentiation,
�� = ��(��)
��(�� + ∆��) − ��(��) = 10��[�� + ∆��]2 − 10��2
= 10�� (��2 + 2��∆�� + (∆��)2 − 10��2
= 10��2 + 20 ��∆�� + 10��(∆��)2 − 10��2
= ∆��[20 �� + 10��(∆��)]
∆��[20��+10��(∆��)]
∆��=
��(��+∆��)−��(��)
∆��
lim ∆��→0 ∆��= lim

��(��+∆��)−��(��)
∆��→0[20 �� + 10��(∆��)]
��
�� = ��

10
Sheets # 4
Name: B. Find the slope of the curve at the given point.

_______________________________________________ 1. �� = 3 + 2�� − ��2, �� (1, 4)
________ Section: ____________ Schedule: Class number: ________ Date: _______________
_________________________________
A. Find the derivative in each using the “three-step

rule”.
1. �� = ��2 − 4�� + 5
2. �� = ��3 + 2��
3. Differentiate the function �� = cos ��
2. Find how fast is the area of the circle increases when the radius increases.
What I Learned
1. _________________________________________________________________________________
_________________________________________________________________________________
2. _________________________________________________________________________________
_________________________________________________________________________________
3. _________________________________________________________________________________
_________________________________________________________________________________
A. Find the derivative in each using the “three-

step rule”.
1. �� =5
2��+3
2. �� = √�� + 5
B. Find the slope of the curve at the given

point.
1. �� = ��3, �� (2, 8)
2. Find how fast is the circumference of the circle
increases when the radius increases.

11
Sheets # 4

_______________________________________________
________ Section: ____________ Schedule: 1) Activity 6: Thinking about Learning
_________________________________ Class number: ________ Date: _______________
Think about your Learning

________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
FAQs
1. How do you interpret the slope as a rate of change?

A linear function is increasing if the slope is positive and decreasing if the slope is negative; so,
the slope is interpreted as a rate of change.
2. Why is slope important in real life?

Slope is a measure of steepness. Some examples include: When constructing wheelchair
ramps, slope is a major consideration. When designing the stairs, consider its steepness.
KEY TO CORRECTIONS
ACTIVITY 3:
A. 1. 2�� − 4
2. 3��2 + 2
3. −sin ��
B. 1. 0
2. 2��
ACTIVITY 5.
A. 1. −10
2
(2��+3)
1
2.
2√��+5
B. 1. 12
2. 2��

12

Name: At the end of the lesson, you should be able to: 1. State
_______________________________________________ and Illustrate the Standard Differentiation Formulas
___________ Section: ____________ 1. 2. State the Chain Rule and related formulas 2. 3.
Schedule:___________________________________ Differentiate Algebraic Functions
Class number: ______ Date: ______________ 3. 4. Find the derivative of functions using the 4. chain rule.
Lesson Title: STANDARD DIFFERENTIATION
FORMULAS & THE CHAIN RULE OF Textbook: Calculus by Ron Larson 11th Ed References:
DIFFERENTIATION 1. The Calculus 7 by Louis Leithold 2. Differential and
Lesson Objectives: Integral Calculus by Clyde E. Love and Earl Rainville
Productivity Tip
Obstacles are put in your way to help you determine if what

you
want is really worth fighting for! If you really want to do
something,
you’ll find a way. If you don’t, you’ll find an excuse.
1) Introduction
he following topics shall be accomplished in this lesson:
1. State and Illustrate the Standard Differentiation Formulas; and
2. State the Chain Rule and related formulas
3. Differentiate Algebraic Functions
4. Find the derivative of functions using the chain rule

1. Will you state the Standard

Differentiation Formulas? Can
you Illustrate them?
2. Do you know how to
differentiate algebraic functions?
3. Can you state the chain

rule and related formulas?
4. How do you find the

derivative of functions using
the chain rule?

1

Name: B.MAIN LESSON

_______________________________________________
___________ Section: ____________ THE DIFFERENTIATION FORMULAS OF ALGEBRAIC
Schedule:___________________________________ FUNCTIONS
Class number: ______ Date: ______________
1. CONSTANT RULE:
“The Derivative of a Constant is zero”
��
�� = ��
Example 1.1 ��(2) = ��
1.2 �� (15) = ��
1.4 ��(��) = ��
2. POWER RULE:
“ The Derivative of the Power of a Function is equal to

the power multiplied by the function raised to the power minus one”
��
��
�� = ��−��
��
�� (��) = ��
Example 2.1 ��5 = 5��5−1

= ��
2.3 ��−4 = −4��−4−1

= −��−��
2.4 ��32 =32��32−1

=��

2

Name: ___________ Section: ____________

_______________________________________________ Schedule:___________________________________
3. CONSTANT MULTIPLE RULE
“The derivative of C multiplied by a power of x is equal to

C multiplied by the derivative of the power x”
��
��(�� ) = ��(��) = ��
��−��
(�� )
��
Example: 3.1 ��5��2 = 5��2

= 5[2��2−1]
= ��
3.2 ��5��−3 = 5��−3
= 5[−3��−3−1]
= −��−��
4. SUM OR DIFFERENCE RULE: “The Derivative of the Sum or Difference of
Two Functions is equal to the sum or difference of their derivatives”
If u and v are the functions x, the following formulas are true by the definition of
the derivative.
��
��(�� ± ��) =
��
��
�� ±
��
Example: 4.1 ��(4�� + 5) =��(4��) +��(5)

=4+0
=4
4.2 ��(4��3 − 3) =��(4��3) −��(3)

= 4(3��2) − 0
= ��
4.3 ��(7��3 − 5��2 + 3�� − 5) =��(7��3) −��(5��2) +��(3��)

−��(5)
= �� − �� + ��

3

Name: ___________ Section: ____________

_______________________________________________ Schedule:___________________________________
5. THE QUOTIENT RULE: “The Derivative of the Quotient of Two Functions is equal to
the denominator multiplied by the derivative of the numerator, minus the numerator
multiplied by the derivative of the denominator, all divided by the square of the
denominator”
��
�� ( ��) =��
��
��−��
��
��
��
��
A very Common Mnemonic for the Quotient Rule is,
�� (��)−�� (��)

�� ] =
�� [�� 5−3��) =
(5−3��)��
��(3+2��)
��
−(3+2��) ��(5−3��)
�� 3+2�� 2
��(
Example: 5.1 (5−3��)
=(5−3��)(2)−(3+2��)(−3)
2
(5−3��)
=10−6��+9+6��
2
(5−3��)
=��
��
(��−��)
3�� −2)
3
=(3��3−2)��(5��+6)−(5��+6)��(3��3−2)
�� 5��+6
5.2 �� ( =−30��3−54��2−10
3 2
(3�� −2)
3 2
(3�� −2)
(3��3
=−��(��+��+��)
= 2 3
−2)(5)−(5��+6)(9�� ) (3�� −2)
2
(��
��
−��)
��
=15��3−10−45��3−54��2 (3��3−2)2

4

Name: ___________ Section: ____________

_______________________________________________ Schedule:___________________________________
6. PRODUCT RULE “The Derivative of the Product of Two Functions is equal to the
first function multiplied by the derivative of the second function plus the second
function multiplied by the derivative of the first function”
��
��(��) = ��
��
�� + ��
��
Example: 6.1 ��(3�� + 1)(2�� − 5) let: �� = 3�� + 1, �� = 2�� − 5
��(3�� + 1)(2�� − 5) = (3�� + 1)��(2�� − 5) + (2�� − 5)��(3�� + 1)

��
= (3�� + 1)(2) + (2�� − 5)(3)

= 6�� + 2 + 6�� − 15
= �� − ��
6.2 ��[(��3 − 6��)(��2 + 4)] let: �� = ��3 − 6��, �� = ��2 + 4
��[(��
3
− 6��)(��2 + 4)] = (��3 − 6��)��(��2 + 4) + (��2 + 4)��(��3 − 6��)
��
= (��3 − 6��)(2��) + (��2 + 4)(3��2 − 6)

= 24 − 12��2 + 3��4 + 12��2 − 6��2 − 24
= �� − �� − ��
6.a Formulas 5 and 6 can be extended to the case where n functions are
involved.
For three functions ( say, u, v, w ), formula 6 becomes,
�� = ��

��
�� + ��
�� + ��
��
In the special case when u=C, if C is a constant; 5 and 6 become,

6.b �� = ��
��
��
Example 6.b.1
4
��5�� = 5��4
= 5(4��4−1)
= ��
5

Name:
_______________________________________________
___________ Section: ____________ −5��
Schedule:___________________________________ 3��−2) = ��(3��−2)
��
Class
−��
number: ______ Date: ______________
6.c ��( �� ) =
��
��
��
�� 5
Example: 6.c.1 ��( =−��
��
(��−��)
DERIVATIVE OF A FUNCTION
−5(3)
= 2
(3��−2)
2 (3��−2)
Derivative of ��, (The Power
Rule) If �� = ��, then ��
�� = ��−��
This rule is very basic and should be mastered! In particular, if n=1, that is,
if y=x, then ��
��= 1.
Example 1. If �� = ��5, then, ��

��= 5��
5−1
= ��
2. If �� = ��100, ��
��
��= ��
3 3
3. If �� =1�� =1�� = ��−3
In some cases, the laws of exponents must be used to rewrite an expression

before applying the power rule.
Then, �� = ��−3,��
−3−1
��= −3��
= −3��−4
Or, ��
−��
��=
��
��

6

Name: Example 1. Differentiating Sum of Functions

_______________________________________________ Differentiate �� = 5��2 + 3�� + 10
___________ Section: ____________
Given: �� = 5��2 + 3�� + 10
Schedule:___________________________________
Solution: ��
MORE EXAMPLES ON DIFFERENTIATING FUNCTIONS: Class number: ______ Date: ______________
�� 2 ��
��= ��5�� + ��3�� +��10 using formula 3 and 5
��
��= 10�� + 3 + 0
��
��= �� + ��
Example 2. Differentiating Sum and Difference of Functions
Differentiate �� = 3��13 − 8��−34 +13��
Given: �� = 3��13 − 8��−34 +13��
1 3 −3 −1 1
��= 3 ( 3) �� 3 − 8(− 4)�� 4 + 3using formula 3 and 5, then simplify
1 −1
��
Solution:
= ��−�� + ��−�� +��
Example 3. Differentiating Quotient of Two Functions
7��−1
Differentiate �� =
2
5�� +2
7��−1
Given: �� =
2
5�� +2
(5��2
��=
�� 2
+2) ��(7��−1)−(7��−1) ��(5�� +2)
��
2 2
(5�� +2) using formula 5
=(5��2+2)(7)−(7��−1)(10��)
2 2
(5�� +2)
=35��2+14−70��2+10��
2 2
(5�� +2)
��+��−��
=
��
(�� +��)
Example 4. Differentiating Product of Functions
Find ��
2
�� if �� = (7�� − 1)(5�� + 2)
Given: �� = (7�� − 1)(5��2 + 2)
��
��= (7�� − 1)��(5��2 + 2) + (5��2 + 2)��(7�� − 1) using formula 6

= (7�� − 1)(10�� + 0) + (5��2 + 2)(7 − 0)
= 70��2 − 10�� + 35��2 + 14
= �� − �� + ��
Second Solution: We can also multiply the two factors and get,
�� = (7�� − 1)(5��2 + 2) = 35��3 + 14�� − 5��2 − 2
Using rules 3 and 4, the derivative of y is,
��
��= 105��2 + 14 − 10��
��
��= �� − �� + ��
Note that the answer is consistent with the solution using the product rule.

7

Name:
_______________________________________________ THE CHAIN RULE
___________ Section: ____________ Class number: ______ Date: ______________
Schedule:___________________________________
There are functions written in complicated form, where differentiation formula will not
immediately apply. Here is the role of the Chain Rule to put the complicated expression to a
particular form where differentiation formula will easily apply. Chain Rule is also known as the
composite function rule.
If y is a differentiable function of u given by y = f(u) and if u is a differentiable function of x given

by u = g (x), then y is a differentiable
function of x and we have,
�� =
��(��)
��
��
�� =
��
�� [
��]
Th
e
General Power Formula

By means of chain rule, we are able to differentiate any power of any function of x. To do this,
let y = un where u =g (x). Then by the Power Rule, ��
n-1
��= n u . We have by the chain rule,
�� = ��
��
��= ��
��−��
�� [
��
��]
In words: “The derivative of the power of a function is equal to the power multiplied by
the function raised to the power minus one, multiplied by the derivative of the
function.” An important special case of this formula is the case ,
If n = �� then, ��12 = 12��−12��

��
Thus, �� √�� = ��

��
��√��

8
Name: Example 1. Find the derivative of y = ( �� +

_______________________________________________
�� )��
___________ Section: ____________
Schedule:___________________________________
Given: y = (4��2 + 3 )10 Write the original function

This function is of the form ��, with u = 4��2 + 3, n= 10.
Hence , from ��un = n un-1 ��
�� ,
��
we have
�� 2 10
�� = ��(4�� + 3)
10−1 ��
= 10 ( 4��2 + 3) �� (4��
2
+ 3)
2 9
= 10 ( 4�� + 3) (8x) simplify
= 80x (
4��
+ 3)��
Note: In using the chain rule

we work from
the outside to
inside.
We differentiate the outer function
and then multiply by the derivative
of the inner function.
Example 2. Differentiate y = (3�� + �� )��
Given: y = (3��2 + 5 )100 write the original function

From ��un = n un-1 ��
��
Solution: Taking u = (3��2 + 5), and n = 100,
By chain rule, ��
100−1 ��
�� = 100(3��2 + 5 ) ��(3��
2
+5)
= 100 (3��2 + 5 )99(6x)
= 600x (3�� + �� )��
��
Example 3. Find the first derivative of y = �� (�� − ��)��
Given: y = 18 (5 − 2��)6 write the original function

��
6−1 ��
1
��= 8(6) (5 − 2��) �� (5 − 2��) Apply Chain rule: ��un = n un-1 ��
��
��
1 5 ��
��= 8(6) (5 − 2��) �� (−2) simplify
��
=- ��(�� − ��)

9

Name: ��
_______________________________________________ Given: y = 6 √4 + ��
Schedule:___________________________________
Example 4a. If y = 6 √�� + �� , find ��
y = 6(4 + x)12 write the equation in exponential form �� = ��6(4 + x)12
apply chain rule ��un = n un-1 ��
��
��
And, note: ��
��= 1
�� = 6 (12) (4 + x)12−1 ��( 4 + x) ��
�� = 3 (4 + x)−12 (1) write with positive exponent

��
=3
1
(4+��) 2
��
��
�� =
√��+��write in radical form
Another solution : By using the formula �� √�� = ��

��
��√��
Example 4b. If y = 6 √�� + �� , find ��

��
Given: y = 6 √4 + ��
��= 1 By using the formula �� √�� = ��
Let u = 4 + x , ��
��
��√��
��
Hence,
��(4+��) 2√4+��
��= 6
3(1)
�� =
√4+��
Therefore: ��
��
�� =
√��+��
��
) , Find ��
Example 5. If y = √(�� − ��
3
) write the original function
4
Given : y = √(1 − ��
Solution: y = ( 1 − ��4)13 write in exponential form ��= 13( 1 – x4)13−1 ��( 1 −
��4) apply general formula, chain rule
��
�� n
��u = n un-1 ��
��
1 4 −23 3
= 3(1 – x ) (−4�� ) simplify
= −43 ��3(1 – x4)−23
= −4 ��3
4 2 −��
3(1 – �� ) 3write with positive exponent �� =
��
�� write in radical form�� √(��−�� )

10

Name: ��
�� , if y =
_______________________________________________ ��
___________ Section: ____________ √��+ �� .
Schedule:___________________________________
Given: y =3
Example 6. Find �� Class number: ______ Date: ______________
4
write the original function
√16+ ��
y = 3 ( 16 + x ) 2 write in exponential form ��= (3) (−12) (16 + x4)(−12−1) �� (16
4 −1
+ ��4) apply constant multiple rule and chain rule

��
��= - 32( 16 + x4)−32 (4x3) simplify

��
= −6��3
(16 + �� )
4 3
write with positive exponent �� = −��
2
��
��
√(��+ �� ) write in radical form
Example 7. Differentiate y = ��

Given: y = ��2 √
��− ��
��
2
√16− �� write the original function Solution: y = x2(16-x2)−12 write in
exponential form
Apply product rule ��(uv) = u��
��
�� + v
2 ��
We have, ��= x
2 −12
��(16 – x ) + (16 – x2)−12 ��x2
��, and chain rule
��
��= x2(-12) (16 – x2)(−12−1) �� (16 – x2) + (16 – x2)−12 ( 2x)
��
��= x2(-12) (16 – x2)(−32) (- 2x) + (16 – x2)−12 (2x)

��
��= x3(16 – x2)(−32)+ 2x (16 – x2)−12 factor

��
��= x (16 – x2)−32 [��2 + 2( 16 − ��2)] simplify

��
��= x (16 – x2)−32 (x2 + 32 - 2x2)

��
��= x (16 – x2)−32 (32 - x2) write with positive exponent ��
x (32−��2
��= )
��
2 3
(16− �� ) 2
�� (��−��
�� = )
Thus, ��
��
√(��−�� ) write in radical form

11

Name: ��
�� + v
_______________________________________________ ��
___________ Section: ____________ ��
Schedule:___________________________________ Class number: ______ Date: ______________
Example 8. Differentiate y = ( 1 – x)3( 2 + x)2

Given: y = ( 1 – x)3( 2 + x)2
Solution: apply product rule ��(uv) = u��
3 2
��= ( 1 – x) ��( 2 + x)2 + (2 + x) ��( 1 – x)3 apply product rule ,
chain rule ��
3 2 2
��= ( 1- x) [(2) (2 + x)(1) ]+ ( 2 + x ) [3(1 − x) (−1)]
��
��= 2 ( 1 –x)3( 2 + x) + (-3) (2 + x)2(1 – x )2 arrange
Note “ multiplication is commutative”
= (1 – x)2(2 + x) [2(1 − ��) − 3 (2 + �� )] factor
= (1 – x)2(2 + x) ( 2 -2x -6 -3x) simplify
= (1 – x)2(2 + x) ( -5x -4)
��
�� = - (1 – x)2(2 + x) (5x + 4)
Example 9. If y = ( ��+��)��
��
(��−��) , find ��
��
( 3��+2)4
Given: y =
6
(1−��)
Solution: apply quotient rule: ��(��) = ��
��
�� −��
2
�� and chain rule
��
(1−��)6 �� 4 4 �� 6
��= ��(3��+2) − (3��+2) �� ( 1−��)
��
6 2
[(1−��) ]
(1−��)6 3 4 5
��= [4(3��+2) (3)] − (3��+2) [6(1−��) (−1)]
��
12
(1−��)
(1−��)6 3 4 5
= [12(3��+2) ] − (3��+2) [−6(1−��) ]
12
(1−��)
= 12(1−��)6[(3��+2)3] + 6(3��+2)4[(1−��)5]
12
(1−��)
=6(1−��)5(3��+2)3 [2(1−��)+(3��+2)]
12
(1−��)
= 6(1−��)5(3��+2)3(2−2��+3��+2)
12
(1−��)
= 6(1−��)5(3��+2)3(4+��)
12
(1−��)
��(��+��)(��+��)��
�� =
Therefore, ��
��
(��−��)

12

Name: Solution:
_______________________________________________ ��
___________ Section: ____________
Schedule:___________________________________
3 �� 2 2 ��
��= (7x - 1) ��(5x + 2) + (5x + 2) ��(7x -
1)3
Example10. Differentiate y = (7x - 1)��(5x + 2)��
�� = (7x - 1)3[2(5�� + 2)(5)] + (5x + 2)2[3(7�� −
3 2
Given: y = (7x - 1) ( 5x + 2) 2
1) (7)]
��
Apply product rule ��(uv) =u = 10 (7x - 1)3(5x + 2) + 21 (5x + 2)2(7x - 1)2
��
�� + v
= (7x - 1)2(5x +2) [10 (7�� − 1) + 21 (5�� + 2)]
= (7x - 1)2(5x +2) (70x -10+ 105x + 42)
��
�� = (7x - 1)��(5x +2) (175x +32)
�� and chain rule Activity 3: Skill-building Activities (with answer key)
Differentiate
the Functions
5 3 4 2
1. �� = �� − �� + 10
��(2��+1)
2. �� =
3��−5
3. �� = (��)(2�� +
1)(3�� − 5)
4. Find the derivative of

y = ( 4��3 − 3��2 −
�� − 5)3
5. If y = √ ��3 − 4�� + 1 ; Find ��

��
6. Find the first derivative of y =( ��−2)3

2
�� .
Use three methods and check your answers.
Hint: Consider y as a product, as a quotient,
or with binomial expansion.
7. Differentiate y = (3x + 1)3( 2�� − 3)4

13

Name: Activity 4: What I Know Chart, part 2

_______________________________________________
___________ Section: ____________ What I Learned
Schedule:___________________________________ Class number: ______ Date: ______________
1. ______________________________________________________________________________
_____________________________________________________________________________ 2.
______________________________________________________________________________
______________________________________________________________________________ 3.
__________________________________________________________________________
______________________________________________________________________________ 4.
______________________________________________________________________________
______________________________________________________________________________
2) Activity 5: Check for Understanding

Differentiate
The Functions
1. Find the derivative of y = ( ��2- 3x + 1 )4
2. If y = √5 − 3�� , Find ��

��
C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning
completed.
A. Think about your Learning

________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

14

Name: FAQs
_______________________________________________ 1. What is the first principle of differentiation?
Schedule:___________________________________
The Slope of a Curve as a Derivative. This is called differentiation from the first principle (or the
Delta Method). It gives the instantaneous rate of change of y with respect to x.
2. What is the purpose of differentiation?

Differentiation helps to find instantaneous rate of change of a function with respect to an
independent variable. It is used when a quantity shows non-linear variable. You can find the
velocity of a particle at a particular time by knowing the distance as a function of time.
3. How does chain rule works?

This rule is called the chain rule because we use it to take derivatives of composition of
functions by chaining together their derivatives. The chain rule can be thought of as taking the
derivative of the outer function (applied to the inner function) and multiplying it times the
derivative of the inner function.
4. Who invented the chain rule?

The chain rule has been known since Isaac Newton and Leibniz first discovered the calculus at
the end of the 17th century. The rule facilitates calculations that involve finding the derivatives of
complex expressions, such as those found in many physics applications.
KEY TO CORRECTIONS
Activity 3:
1. ��
−15
��=
4
�� +8��3
2. ��′ =6��2−20��−5
2
(3��−5)
3. �� = 18��2 − 14�� − 5
4. ��
�� = 3 ( 4x3- 3x2 – x – 5)2(12x2-6x -1)
3 ��2
�� = −4
�� 3
2√�� −4��+1
5.
(��+4)(��−2)2
�� =
6. �� 7. ��
3
��
�� = (2x - 3)3(3x + 1)2(42x – 19)
Activity 5:
5.1 ��
�� = 4 (2x – 3) ( ��2 – 3x + 1)3
��
5.2
−3
��=
2√5−3��

15

Name: At the end of the lesson, you should be able to: 1. Find the
________________________________________________ higher derivative of functions
___________ Section: ____________ Schedule: 1. 2. Derive other forms of the second derivative
____________________________________
Lesson Title: HIGHER DERIVATIVES NOTHING WORTH HAVING COMES EASY. WE

Lesson Objectives:
DON’T GROW WHEN THINGS ARE EASY, WE
GROW WHEN WE FACE CHALLENGES.
LESSON PREVIEW/REVIEW
1) Introduction
Textbook: Calculus by Ron Larson , 11th Ed.

References:
1. The Calculus 7 by Louis Leithold 2. Differential and
GOOD DAY! The following topics shall be accomplished

in this lesson:
1. Find the higher derivative of functions
2. Derive other forms of the second derivative

1 Do you know how to find

the higher derivative of a
function?
2 Can you derive other forms

of the second derivative?
B. MAIN LESSON
1) Activity 2: Content Notes
THE HIGHER DERIVATIVE
The derivative of y with respect to x is itself of function of x, and may in the turn be
differentiated. The derivative of the first derivative is called the second derivative and is written
��
��
��
�� . The derivative of the second derivative is the third derivative and written as, ��
��
�� ,
��
etc. Other higher derivatives are ��
��
�� , ��
��
�� , etc.

1
Name: ___________ Section: ____________ Schedule:

________________________________________________ ____________________________________
Further differentiation give us the derivative of order higher than 2. These derivatives
are
defined and denoted as follows.
��3
��
3
�� = ��′′′(��) = ��′′′ third derivative
��4
��
4
�� = ��(4)(��) = ��(��) fourth derivative
��5
��
5
�� = ��(5)(��) = ��(��) fifth derivative
��
��
��
�� = ��(��)(��) = ��(��) nth derivative
Note that parentheses are used in y(n) and f (n)(x). The symbol y(n) is used to distinguish it
from the symbol yn. Recall that ynindicates the nth power of y = f(x) while the present
notation y(n) indicates the nth derivative of y = f(x).
Example 1. If y = x4 – 2x3 + 5x2 + 10 ,

Then,��
��= y' = 4x3 – 6x2 + 10x
2
��
2
�� = y'' = 12x2 – 12x + 10
3
��
3
�� = y''' = 24x – 12
4
��
4
�� = y(4) = 24
5
��
5
�� = y(5) = 0
Example 2. Find the second derivative and the third derivative of y = ��
Given : y = 5��
Solution: ��
−5
��=
2
�� first derivative , quotient rule
2
��
2
�� = +5(2��)
4
��
= +��
��
�� second derivative,
3
��
3
�� = −10 (3��2)
6
��
= −30��2
6
��
= −��
��
�� third derivative

2

Name: Example 3. Find the second derivative of y = ( x2 + x +

________________________________________________
1 ) 2 Given : y = ( x2 + x + 1 ) 2
___________ Section: ____________ Schedule:
____________________________________ Solution: ��
��= 2( ��2 + �� + 1 )( 2�� + 1 ) power rule, chain rule ��2��

2
�� = 2 [ (��2 + �� + 1 )(2) + ( 2�� + 1)( 2�� + 1 )]
Product rule = 2 ( 2��2 + 2�� + 2 + 4��2 + 4�� + 1 )
Distributive law = 2 ( 6��2 + 6�� + 3 ) simplify
= �� ( �� + �� + ��) factor out by 3
Example 4. Find the third derivative of y = √�� − ��

Given : y = √4 − ��2
Solution: �� 2√4−��
2
from ��(√�� ) = ��
−2�� =
��=
√
�� 2 4−��2)
2
��=
−�� (4−�� ) apply quotient rule
2
√4−��
2 ��
2 −2��
−√4−�� − 2
√4−�� (−1) − (−��)(
2√��
√
4−��2
2 2
2
�� = 4−�� simplify
= −( 4−��2)−��2
2 2
(√4−�� )( 4−�� )
= − 4+��2−��2
2 3/2
( 4−�� )
2
��
2
�� = −4
3/2 1
( 4−�� )
2
2+ 1 = 32
2
��
2
�� = - 4 (4 – x2) -3/2 law of exponent
3
�� = 122( 4 − ��2)−32−1(-2x) apply power rule & chain rule
��3
��
= -12x( 4- x2)-5/2 simplify

= −12��
2 5
( 4−�� ) 2
therefore : ��
��
�� = −��
√ ��
( ��−�� )

3

Name: Example 5. If y = x3- x , Find and interpret ��

________________________________________________ Class number: ______ Date: _____________
____________________________________
Given: �� = ��3 − �� Solution: ��′ =��

��
��
��= 3��2 − 1 We found that the first derivative is ��
So the second derivative is ��2�� = 3�� − 1.
2
2
�� = 6�� . ��′′ =��
��
�� = ��
The graph of y, y', y'' are shown in the figure.

Since y'' is the derivative of y', we see that the second derivative is the rate of change of
slope of the graph of the function. In general, we can interpret a second derivative as a
rate of change of a rate of change. The most
familiar example of this is acceleration.
��
In Leibniz notation. �� =
��
��= ��
��
��

4

Name: 3
, find y''
________________________________________________ 3. �� = √(1 + 2��)2
____________________________________
4. �� = √(��3
1−��) find y' and y''
1. �� = ( ��3 − 2��)2, find y'''

��2
�� and ��
2. �� = �� Class number: ______ Date: _____________

��+1 find y''
5. Find ��

2
of �� = (�� + 2)2(2 − 1)3

What I Learned
1. ______________________________________________________________________________
______________________________________________________________________________ 2.
______________________________________________________________________________
______________________________________________________________________________
3. ______________________________________________________________________________
______________________________________________________________________________ 4.
______________________________________________________________________________
______________________________________________________________________________
Evaluate: 1. �� =��√��, find y(4)

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning
A. Work Tracker
completed.

5

Name: B. Think about your Learning

________________________________________________
___________ Section: ____________ Schedule: 1. What motivated you to finish the lesson today?
____________________________________ Class number: ______ Date: _____________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
FAQs
1. What does derivative mean in real life?

The derivative is often called as the “instantaneous” rate of change. The derivative of a
function represents an infinitely small change of the function with respect to one of its
variation.
2. Can a function have multiple derivatives?

No. A function cannot have more than one derivative. Recall that we can define a
derivative as: And a limit of a real-valued function cannot approach more than one value ………
if two different equations describe the same set of points, then they describe the same function.
KEY TO CORRECTIONS
Evaluate the following.

1. ��′′′ = 24x (5x2 – 4)
2. ��′′ =−��
��
(��+��)
3. ��′′ = −��
��
��
�� √(��+��)
4. ��′ =12(1 − ��)−32(3��12 − 2��32)

��′′ =��−��(�� − ��)��
5. ��
��= 10[(2�� − 1)2(�� + 2)(�� + 1)]
��
��
��
�� = ��(�� − ��)(�� + �� + ��)
Activity 5
1. y(4) =��
√ ��
��

6
MAT 171: Differential Calculus

Student’s Activity Sheets #7
Name: derivative, second derivative, and slope of implicit

_______________________________________________ functions.
_________ Section: ____________ 3. Define and illustrate the differential of a
Schedule:__________________________________ function.
Class number:______ Date: _____________ 4. Find the differential of a function
Lesson Title: IMPLICIT DIFFERENTIATION AND

THE DIFFERENTIAL Materials: Ballpoint, Notebook, Calculator
Lesson Objectives: Textbook: Calculus by Ron Larson, 11th Ed.

At the end of the lesson, you should be able to: 1. References:
State and illustrate 1. The Calculus 7 by Louis Leithold 2.
the rule on implicit Differential and Integral Calculus by Clyde E.
2. Find the first Love and Earl Rainville
Don’t limit your challenges, challenge your limit.

Make the most every day!
1) Introduction
GOOD DAY! The following topics shall be accomplished in this

lesson:
1. State and illustrate the rule on implicit differentiation 2. Find the first derivative,
second derivative, and slope of implicit functions
3. Define and illustrate the differential of a function
4. Find the differential of a function

1 Can you state and illustrate

the rule on implicit
differentiation?
2 Do you know how to find the

first derivative, second
derivative, and slope of implicit
functions?
3. Can you define and

illustrate the differential of
the function?
4. Do you know how to find

the differential of the
function?

1

Name: B.MAIN LESSON

_______________________________________________ 1) Activity 2: Content Notes
_________ Section: ____________
Schedule:__________________________________ IMPLICIT DIFFERENTIATION
Class number:______ Date: _____________
In the preceding lessons, we have been concerned mainly with functions defined by the
equation y = f(x). In this form, y is said to be an explicit function of x.
For example, in the equation �� = ��2 + 4�� + 10, y is an explicit function of x.
If y is a function of x but is not expressed explicitly in terms of x, then y is said to be an implicit

function of x. In each of the equations below, y is an implicit function of x. 1. ��2 + 4�� + 4��2
=0
2. ��2 + ��2 − 6�� + 2�� = 0
3. 2 − (1 − ��) ln �� = 0
In general, an implicit function may be represented by the equation f (x, y) = 0.
To find ��
��or y' of an implicit function, we differentiate both sides of the equation with respect
to x and then solve for ��
��or y'. The process involved is called implicit differentiation.
Guidelines for implicit differentiation
1. Differentiate both sides of

the equation with respect to x,
bearing in
mind that y is a
function of x, that
is,��
��or y' follows when
the
variable y is
differentiated.
2. Collect
all terms
involving ��
��on the left side of the equation and
move all other terms to the right side of the equation.
3. Factor ��
��on the left side of the equation.
4. Solve for ��

��.

2

Name: Example1. Determine ��

_______________________________________________ Class number:______ Date: _____________
_________ Section: ____________
Schedule:__________________________________
�� of the given implicit function �� + �� = ��

Given: ��2 + ��2 = 36
Solution:
Differentiate both sides of the equation ��2 + ��2 = 36
2 2 ��
��(�� + �� ) = ��(36)
��
��
��(��
2
) +��(��2) =��(36)
��
) +��(��2) = 0
��(��
2
Remember that y is a function of x. Using the Chain Rule, we have,

2�� + 2��
��= 0
Collect all terms involving ��

��on the left side of the equation and move all other
terms to right side of the equation.
2��
��= −2��
��
Now, we solve for
��;
��
−2��
��=
2��
Therefore, ��
�� = −��
Example 2. Alternative solution in solving the equation �� + �� = ��

We get, �� = ±√36 − ��2 .
Differentiating: �� = √36 − ��2
= (36 − ��2)1/2
Using chain rule , we have,
1 2 1 �� 2
��= 2(36 − �� ) 2−1 ��(36 − �� )
��
=12(36 − ��2)−12(−2��)
��
��= −��
2
√36−��
Note: The expression ��

��= −�� in solution 1 gives the derivative, both in terms
of x and y. It is correct no matter which function y determines the given
equation. For instance, for y = f(x) = √36 − ��2 ,
we have, ��
�� = −��=−��
√ ��
��−��

3

Name: ��
_______________________________________________ Solution:
_________ Section: ____________ 3��2 + 4�� + 4��2 = 0
Schedule:__________________________________ �� 2 2
��(3�� + 4�� + 4�� ) = 0
Example 3. If �� + �� + �� = ��
, find ��
Differentiating both sides with respect to x, regarding y as a function of x, and

using the Chain Rule on the term 4y2 and the Product Rule on the term 4xy, we
get,
��
6�� + 4 ��(��) + 8��’ = 0
6�� + 4[��′ + ��(1)] + 8��′ = 0
6�� + 4��′ + 4�� + 8��′ = 0
Collect all terms involving y' on the left side of the equation
4��’ + 8��’ = −6�� − 4��
factor out y’
��’(4�� + 8��) = −6�� − 4��
we now solve for y'
−6��−4��
��′ =
4��+8��
−2(3��+2��)
��′ =
4(��+2��)
Therefore, ��
�� = ��′ =−(��+��)
��(��+��)
Example 4. Find the second derivative of �� + �� = ��

Given: ��2 + ��2 = 4
Solution: Differentiating the equation implicitly with respect to x, we have,
2�� + 2��′ = 0
2��′ = −2��
Solving for y' gives,
��′ = −2��
2��
��
��′ = − ��
Differentiating further with respect to x,

��(1)−��′
��′′ = −[
2
�� ]
Using quotient rule and remembering that y is a function of x.

4

Name: (��2
_______________________________________________ = − +��2
_________ Section: ____________

Schedule:__________________________________
= −(��−��′)
2
�� but y' = −��
= −[��−��(−��)]
��)
2
�� simplify
= −(��2+��2)
2
��
��2 3
= −[��+ ��]
��
��
2 Class number:______ Date: _____________
��
therefore ��′′ = −�� by substitution: ��2 + ��2 = 4
This is the second derivative.
Note that y'' can also be obtained without solving for y' in terms of x and y.
That is, starting with,
��2 + ��2 = 4
2�� + 2��’ = 0
�� + ��′ = 0
we can differentiate implicitly again to obtain,
1 + ��’’ + ��’��’ = 0
1 + ��’’ + (��’)2 = 0
Solving for y'', we get
−(��′ 2
��′′ = ) −1
�� substituting ��′ = −��

��′′ =−(−��)2−1
��
��
=−( 2
��2)−1
�� simplify
=−(��2+��2)
3
��
since ��2 + ��2 = 4

Therefore, ��′′ =−��
��
��

5

Name:
_______________________________________________ THE DIFFERENTIAL
_________ Section: ____________
Schedule:__________________________________ We have been using ��
��or y' to denote the derivative of y with respect to x. We define two

quantities �� , which are the differential of the function f(x).
Consider two points P and Q on y = f(x).The figure shows the diagram of the differentials ��
and �� with the given two points ��(��, ��) and Q (�� + ∆��, �� + ∆��) on
the graph of �� = ��(��), where ∆�� = ��(�� + ∆��) − ��(��).
The value of the derivative at P is equal to the slope of the tangent line PT.
We have,��
�� = ��′(��), �� = ��′��. This will lead us to the following definition:
For the function �� = ��(��), we define the differential of the independent variable x is
equal to the increment of that variable. In mathematical symbols,
�� = ∆��
The differential �� is equal to its derivative multiplied by the differential of the
independent variable.
�� = ��′∆��, �� = ��′(��)��
Definition:
Note: The differential of any function is equal to its derivative multiplied by the differential
of the independent variable.

6

Name: _________ Section: ____________

_______________________________________________ Schedule:__________________________________
Example 1.Find the differential of the given function �� = �� − �� + �� + ��.
Given: �� = 3��4 − 5��3 + 2�� + 5
�� = 12��3�� − 15��2�� + 2�� Differentiate by the power rule, sum and
difference rule �� = (�� − �� + ��)�� From the definition “ the
differential of y is equal to its derivative multiplied by the differential of the independent variable.”
Example 2. Find the differential of the function �� = √�� − ��.
�� = √2�� − ��2
��
��
2√�� From ��√�� =
�� =2��−2��
2
2√2��−�� Factor out by 2
dy = 2(1−��)��
2
2√2��−�� Simplify
dy = (��−��)��
√ ��
��−��
Example 3. If �� = ��√�� + �� , find dy
Given: �� = ��2√��4 + 1
y = ��2(��4 + 1)12 Write in exponential form �� = ��2 ��(��4 + 1)12 + (��4 + 1)12
��(��2) Differentiate, apply the chain rule = ��2[12(��4 + 1)−12 (4��3��)] + (��4 +
1)12(2��)
= [2��5(��4 + 1)−12 + 2��(��4 + 1)12] �� Factor
= 2��(��4 + 1)−12 (2��4 + 1)�� Write in a positive exponent dy = 2��(2��4+1)
��
4 1
(�� +1) 2
�� =��(��+��)��
��
√�� +�� Write in radical form

7

Name: Example 4. If �� =(��−��)��

_______________________________________________ ��
_________ Section: ____________ (��−��) ; find ��
Schedule:__________________________________
�� =(1−��)2
=−2(1−��)(1−2��)(1−2��−2+2��)��
2
(1−2��)
4
(1−2��)
�� =(1−2��)2 ��(1−��)2 − (1−��)2 ��(1−2��)2
((1−2��) )
2 2
Apply the quotient rule =−2(1−��)(1−2��)(−��)
4
(1−2��)
(1−2��)2
= 2
2(1−��)(−��) − (1−��) [2(1−2��)(−2��)]
((1−2��) )
2 2 �� =��(��−��)��
��
(��−��)
−2(1−2��)2
= 2
(1−��)�� + 4(1−��) (1−2��)��
((1−2��) )
2 2 Example 5. From the implicit function �� + ��
+ �� = �� , Find ��.
=−2(1−��)(1−2��) [(1−2��)−2(1−��)] �� Class number:______ Date: _____________
2 2
((1−2��) )
Given: ��2 + �� + ��2 = 10 Apply implicit differentiation

2�� + (�� + ��) + 2�� = 0
2�� + �� + �� + 2�� = 0
��(�� + 2��) = (−2�� − ��)��
�� =(−2��−��)��
��+2�� ;
�� =− (�� + ��)��

�� + ��
Example 6. Find �� if the implicit function is �� + �� − �� + �� −
�� − �� = ��
Given: 3��2 + 2�� − 6�� + 3��2 − 7�� − 1 = 0 .

6�� + 2�� − 6(�� + ��) + 6�� − 7�� = 0 Apply
implicit differentiation
6�� + 2�� − 6�� − 6�� + 6�� − 7�� = 0
6�� + 2�� − 6�� = +6�� − 6�� + 7��
��(6�� + 2 − 6��) = (6�� − 6�� + 7)��
�� =(��−��+��)��
(��+��−��)

8

Name: ��
_______________________________________________ 3. From the implicit function of
_________ Section: ____________
��2 + ��2 = 25, find ��2��
Schedule:__________________________________
2
��
Activity 3: Skill-building Activities
Find the differential of the given function.
4. �� = 5��3 + 62 + 10�� + 5
5. �� = √4 − 5��
��
6.2��−5��= 6
1. Find
��, of the implicit function
��2 + 4�� + ��2 = 5
2. From the implicit function of What I Learned
��2 + ��2 = 2��, find �� Class number:______ Date: _____________
1. ______________________________________________________________________________
______________________________________________________________________________ 2.
______________________________________________________________________________
______________________________________________________________________________
3. ______________________________________________________________________________
______________________________________________________________________________ 4.
______________________________________________________________________________
______________________________________________________________________________
1. Find the second

derivative of the
implicit function √�� +
√�� = 25
Find the differential of the

given function
2. y = ��3- √��
3. �� = √ (2 − ��)3

9


_______________________________________________
_________ Section: ____________ 1) Activity 6: Thinking about Learning
Schedule:__________________________________ A. Work Tracker
completed.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
FAQs
1. What is implicit differentiation?
Implicit differentiation is the special case of related rates where one of the variables is time. Implicit
differentiation has an important application: it allows to compute the derivatives of inverse functions. It is good
that we review this, because we can use these derivatives to find anti-derivatives. 2. Why is implicit
differentiation important?
Implicit differentiation is important because it allows you to find the derivative of y with respect to x without
having to solve the given equation for y. The chain rule must be used whenever the function y is being
differentiated because of our assumption that y may be expressed as a function of x.
3. What is the difference between a derivative and a differential?
A derivative is a change in a function, a differential is the change in a variable. A function is the
relationship between two variables, so the derivative is always a ratio of differential. 4. What is
the differential formula?
dy = f' (x) dx
KEY TO CORRECTIONS
−(��+��)
Activity 3. 1. ��′ =
(��+��)Activity 5.
��
��(��−��)= �� 1. ��′′ =
2. ��′ =
��(��−��)
3. ��′′ =−�� √ ��
��
��
�� 2. dy = (�� −��
��√��) ��
4. �� = (�� + ��+ ��)�� 3. �� = −��√��−��

5. �� =−��
��√��−��
6. �� =(��+��)��
��
�� +��

10

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MAT

II. Course Objectives

After completing this course, the students should be able to:

III. Course Topics, Topic Coverage Dates, and Time Allotment

1 Introduction to Differential Calculus 1

4 Derivative of Algebraic Functions using “Three Step Rule”

5 Standard Differentiation Formulas 3

The Chain Rule of Differentiation

P1 FIRST PERIODIC EXAM 5

9 Polynomial Curves: Tangent Lines and Normal Lines

Polynomial Curves: Maxima and Minima

Polynomial Curves: First Derivative Test

10 Polynomial Curves: Second Derivative Test 7

Polynomial Curves: Point of Inflection

11 Applications of Derivative: Optimization Problems 8

12 Applications of Derivative: Time Rates

P2 SECOND PERIODIC EXAM 9

13 Derivative of Trigonometric Functions 10

14 Derivative of Inverse Trigonometric Functions

15 Derivative of Exponential and 11

16 Derivative of Hyperbolic Functions

IV. Grading System

Final Grade = 0.33(1���� ��������������������

1st Periodical Grade = 60%Class Standing + 40% Exam

2nd Periodical Grade = 60%Class Standing + 40% Exam

3rd Periodical Grade = 60%Class Standing + 40% Exam

VI. Course Requirements

MAT 171: Calculus 1 for Engineers

Name: Differential Calculus and related terms 2. Classify

Productivity Tip: Most things in life don’t come easy.

Final Exam covers all topics. Passing score is 50.

This document is the property of PHINMA EDUCATION

MAT 171: Calculus 1 for Engineers

4. The first lesson will cover the following:

This document is the property of PHINMA EDUCATION

MAT 171: Calculus 1 for Engineers

1 Do you have any knowledge

2 How about functions and

3 Can you evaluate a function?

Activity 2: Content Notes

A function may be denoted as �� = ��(��) which is read “y equals the function of x” or

This document is the property of PHINMA EDUCATION

MAT 171: Calculus 1 for Engineers

Name: GRAPHS OF SIX (6) BASIC FUNCTIONS

��(��) = �� ��(��) = ����

(1) Identity or Linear Function (2) Quadratic Function

This document is the property of PHINMA EDUCATION

MAT 171: Calculus 1 for Engineers

��(��) = |��| ��(��) =����

MAT 171: Calculus 1 for Engineers

Example 1. If ��(��) = 3��2 − 5,

Solution: Given, ��(��) = 3��2 − 5 Write the given function

a) ��(1) = 3(1)2 − 5 Substitute 1 for x

b) ��(−3) = 3(−3)2 − 5 Substitute (-3) for x

c) ��(��) = 3(��)2 − 5 Substitute a for x

d) ��(4ℎ + 1) = 3(4ℎ + 1)2 − 5 Substitute (4h+1) for x

Take note that different values of the

MAT 171: Calculus 1 for Engineers

��[��(��)] = [3(�� + 2) + 2(�� − 3)

��[��(��)] =3(�� + 2) + 2(�� − 3)

��[��(��)] =3�� + 6 + 2�� − 6

This document is the property of PHINMA EDUCATION

MAT 171: Calculus 1 for Engineers

Final Grade = 0.33(1��

��(��) = �� (��) = ��

��(��) = |��| ��(��) =��

��) ℎ(t�� ) =t��

=�� − ��2��

h(tan x) = �� (�� − �� ) factor out sin x

1. �� (��) = ��2 − 4��, ��: ��) ��(−5)

1. �� (��) = √��2 + 4, ��: ��)

Example: 1.1. ��→�� = 2

��. ��. ��→�� = 5

Example: 2.1. ��→�� = 1 Substitute 1 in x

2.2 ��→��2 = (2)2 = 4 Substitute 2 in x

Example: 3.1 ��→��(�� + ��) = ��→�� + ��→�� Apply theorems

3.2 ��→��(3��2 + 4��) = ��→��3��2 + ��→��4�� Apply

��→��[��(��) ∙ ��(��)] = [��

Example: 4.1 Evaluate: ��→��(3��2)(2�� − ��→��

Example: 5.1 Evaluate ��→��(��3−4 2��−1)

Example: 5.2 Evaluate ��→��3−��2+��−6