COLLEGE OF EDUCATION

Calculus I with Analytic Geometry

Math 109

Course Code Math 109

Course Name Calculus I with Analytic Geometry
Units 4
Pre-requisite College and Advanced Algebra, Trigonometry, Geometry
Co-requisite None
Units 3
Module Developer
Gerardo G. Eborda

Course Learning At the end of the course the student must be able to:
Outcomes
1. Demonstrate comprehension and understanding in the topic
of the course through symbolic, numeric and graphic
method.

2. Apply the basic rules of differentiation to find the derivatives of

algebraic and trigonometric functions proving geometric
properties and relationships.

3. Apply the fundamental theorem of calculus to definite integrals,

including variable limits of integration.

4. Appreciate mathematics as an opportunity for creative work,

moments of enlightenment, discovery and gaining insights of
the world.

5. Appreciate the concepts studied in the course and demonstrate

positive values and attitudes acquire from mathematics as
discipline.

Course This course is an introduction to calculus with analytic geometry. It

Description/ provides the students with the basic concepts and skills to
Content understand the mathematical models for situations involving
change or rate of change. These concepts and skills include limits,
continuity, derivatives, differentials, indefinite integrals, definite
integrals of algebraic functions and their applications.

Teaching Method
Flexible learning method, lecture-discussion, video lectures,
synchronous and asynchronous sessions.
 Major Description CLO % of Week
Assessment Addressed total Due
Assessment I Examination CLO 30 Week 6
Assessment 1,2,3,4,5
Details Assessment 2 Examination CLO 30 Week 12
1,2,4,5,6
Assessment 3 Examination CLO 40 Week 18
1,2,4,5,6
Online Sessions/Video Conference:
Policies and
Other 1. Class attendance 15 minutes before the schedule and
Guidelines participation.
2. Observe proper attire during online/video conferences. Wearing
sando for boys and sleeveless for girls is discourage.
3. Observe silence during the online/video conferences while other
is presenting. Make yourself recognized to make your point.

Face-to-Face Classes
1. Students will only come to school during the scheduled Face-to-
Face classes.

Always follow the protocol while outside such as wearing of face

mask and social distancing.

Module The content of this module captures the learning competency

Development for the course Calculus I with Analytic Geometry: It is developed in
Details accordance with the approved course syllabus to achieve the
course learning outcomes intended for the students of BS
Secondary Education.

This module is presented per topic: each topic has segments

namely introduction (overview and objectives), pre-competency
assessment, the learning activities, learning resources, teaching
learning activities, post competency assessment and Additional
readings.

The Teaching Learning Activities follows the 4As approach

namely
Activity, Analysis, Abstraction and Application.

Module Approval Date:

Submitted: Noted by: Approved:

GERARDO G. EBORDA JULIE B. LLAGAS GRACE L. NEGRETE, Ph.

Associate Professor III Chairperson,BSED Program D.
Dean, College of Education
B. Course Calendar

Week Covered Dates Topics Course Assessment

Introduction to the course Quiz

1 January 16-20 objectives, contents, activities and Group activities
course requirements

I. Distance Between Two Points Quiz

2 January 23-27 - Point of Division of a segment Problem solving
- Angle Between Two Lines
II. Slope of a Line Quiz
3 Jan. 30- Feb. 3 - Forms of Line Using Slope Problem solving
- Application Using Slope
II. Limits of continuity of Algebraic
Functions Quiz
-Limit of a Function Problem solving
4 February 6-10 -Properties of Limit
-Limit of a Quotient

-One Sided Limits

-Infinite Limits
-Limits of Continuity Quiz
5 February 13-17 II. The Derivative Problem solving
-The Slope of a Curve
-Rules for finding the Derivatives

-Other Differentiation Rules Quiz

-Higher Order Derivatives Problem solving
-Implicit Differentiation
6 February 20-24 Assessment 1 (30%) Examination
III. Maxima and Minima Quiz
7 Feb. 27- Mar 3 -Extreme Functions Problem solving
-Applied Optimization Problem
-First Derivative Test Online Quiz
8 March 6 - 10 -Concavity and the Second Problem solving
Derivative Test

-Applied Maxima and Minima Quiz

9 March 13-17 -Differential Problem solving

IV. Exponential and logarithmic Quiz

10 March 20 - 24 Function Problem solving
-Exponential Function
-Derivatives of Exponential Function
Quiz
11 March 27- 31 -Logarithmic Functions Problem solving
-Derivatives of Logarithmic Function

12 April 3 - 7 Assessment 2 (35)% Examination

 Quiz
13 April 10 - 14 -Limits of Trigonometric Functions

April 17- 21 V. The Indefinite Integrals Quiz

14 -Basic Integration Formula Problem solving
-Integration by Substitution

15 April 24-28 -Integration of Trigonometric Quiz

Functions Problem solving
-Integration of Exponential Function
-Application of Indefinite Integration
VI. The Definite Integral Quiz
16 May 1 - 5 -Summation Notation Problem solving
-The Definite Integral
-Some Properties of Definite Quiz
17 May 8 - 12 Integrals Problem solving
-Fundamental Theorem of Integral
Calculus
18 May 15 - 19 Assessment 3 (35%) Examination

GERARDO G. EBORDA
Associate Professor III
 Week 1
Orientation

I. Introduction

This course will be initiated by discussing the history, core values of CBSUA to the students
to the core. This will involve the PVMGOs, Quality Policy and CBSUA hymn. This course outline,
grading system, class policies shall also be introduced.

At the end of the lesson the students should be able to:

1. Discuss the historical development of CBSUA.
2. State the PVMGOs and quality policy.
3. Listen to the CBSUA hymn
4. Explain the university and class policies.

II. Pre- competency Checklist

1. What is your idea of the words “Philosophy, vision, mission, goals and objectives?
2. What is the importance of having one’s philosophy, vision, mission, goals and objectives?
3. Why is it necessary for an academic institution like CBSUA to have its PVMGO and hymn?

III. Learning Resources:

1. CBSUA Website
2. Student Handbook
3. Power Point presentation

Task/Activities
Lecture Discussion(Zoom/Google Meet)
PowerPoint Presentation
Video Clips

IV. Teaching Learning Activity

The student will be assessed through question and answer about their understanding and
perceptions on the core values of CBSUA. Basic knowledge expected of them will also be asked,
such as the historical development of CBSUA and the hymn.

Philosophy

 Education for Sustainable Human Development

Vision

 An Agricultural Research University of Global Standards

Mission
  Leading innovations, building resilient and sustainable communities.

Goals

 Enable transformative and inclusive learning experiences

 Generate and utilize new knowledge and technologies
 Engage and empower communities
 Intensify internationalization and resource generation initiatives
 Establish one e-government system
 Enhance management of university resources
Objectives

 Train development-oriented managers and entrepreneurs through the offering of graduate

programs in agriculture and industry technology which can provide managerial
entrepreneurial technical and research capabilities to its graduates.

 Develop experts in agriculture, education, and industrial technology who shall serve as
agents in carrying out countryside development.

 Provide for a for the exercise of academic freedom, continuing education and quest for new
knowledge through research and development endeavors; and,

 Achieve excellence in graduate education by continuously evaluating and improving the

quality of its faculty programs and facilities.

V. Post competency checklist

1. Summarize important contributions in the historical development of CBSUA.

2. Recite the PVMGO, Quality Policy and CBSUA hymn.
3. Restate the university and class policies.
4.What is the significance of Mission, Goals, and Objectives in a particular academic institution
 Week 2
Distance Between Two Points

I. Introduction

The straight line is the simplest geometric curve. Despite its simplicity, it possesses
interesting and useful properties so vital to mathematical concepts.

At the end of the lesson the students should be able to:

1. derived the distance formula and the point of division of line segment with given endpoints.
2. compute the coordinates of the points of division of a line segment with the given results.
3. apply the formula to various computations of distances.

II. Pre-Competency Checklist

Activity:
1. Find the distance between the given pair of points.
1. (-7, -2) and (8, -10)
2. (-28, -9) and (-4, -2)

2. Show that the diagonals of a parallelogram with vertices (-1, 1), (0, -3), (3, 5) and (4, 1) bisect
each other.

III. Learning Resources

1. Comandante, F.L. Differential Calculus, National Bookstore. Manila, 2010.
2. Enriquez J.P. and Ymas Jr. S.E. Calculus I with Analytic Geometry, Sta. Monica Printing Corp.
2014.
3. Feliciano, Uy. Differential and Integral Calculus, Merriam and Webster Bookstore Inc. Manila,
1983.
4. Roble, D. B, Lomibao, L.S. et. al. Differential Calculus, A Mathematical Creativity Development
Approach Worktext, Mindshaper Co., Inc. Manila, 2020.

IV. Discussion Board

A line segment AB is said to be directed when its length is positive in the direction from A to B and
negative if the direction is from B to A. This means that as in Fig 1.1.1 the definition implies that,
AB = -BA
AB + BA = 0
Fig. 1.1.1

A B
For example in Fig. 1.1.2, if C is a point between A and B, then
AC + CB = AB Fig. 1.1.2
AC + CB – AB = 0
AC + CB + BA = 0 A C B

The distance between two points P1(x1,y1) and P2(x2, y2) is the number of units measured along the
line between the two points.

If the line is parallel to the x-axis, then y1 = y2 and the directed distance is given by x2 – x1 as in Fig.
1.1.4. Note that x2 is to the right of x1, or x2 ¿ x1.
 y 2 = y2

Fig 1.1.4 x1 x2

If the line is parallel to the y-axis, then x1 = x2 and the distance is given by y2 – y1, where y2 ¿ y1. Fig
1.1.5
y2

x 1 = x2
Fig 1.1.5

y1
If the line is not parallel to either axis then the distance can be found by the applications of
Phytagorean theorem 1.1.1.

Theorem 1.1.2. The distance between any two points P1(x1, y1) and P2 (x2, y2) is given by:
d =P1P2 = √ ¿ ¿
Proof. Draw a line through P1 parallel to the x axis, and another line through P2 Parallel to y axis.
Let the point of intersection be R (x2, y1). Then. as in Fig. 1.16.
P2
y

d y 2 – y1
x

P1 ------------------------- R
x2 - x1
Fig. 1.1.6

P1R = x2 – x1, and RP2 = y2 – y1

Applying the Phytagorean Theorem in right triangle P1RP, we have

√
P1P2= d = (P1 R)2+(R P2)2 = √ ¿ ¿

For example, the distance between A (7. 9) and B (2, -3 ) is

√
AB = (7−2)2+(9+3)2= √ 25+144 = 13

Note that the order in which the points are taken is immaterial, i.e.
(x2 – x1)2 = (x1 – x2)2
(y2 – y1)2 = (y1 – y2)2
As long as we subtract the first coordinates together and square the result, and do the same for the
coordinates of y, then the result for distance between the points is not affected.

Example 1.1.1. If the point (x, 3) is equidistant from (3, 2) and (7, 4). Find x
Solution: by distance formula, we have

√(x−3)2 +(3+2)2 √
= (x−7)2 +(3−4)2
2
x – 6x + 9 + 25 = x2 – 14x + 49 + 1
8x = 16
 x = 2
Point of Division of a segment

Given P1(x1, y1) and P2 (x2, y2). Let P (x, y) be a point of division of the segment P1P2, such
P 2 P r2 SP
that = =
P 1 P r 1 R P1
To find the values of x and y, drop the perpendicular P1Q1, PQ, and P2Q2 to the x-axis. Draw also
lines through P1 and P parallel to the x-axis meeting PQ and P2 Q2 at points R and S, respectively,
as indicated in Fig. 1.2.1

Y P2(x2, y2)
P(x, y) r2
P1(x1, y1) S
r1 x2-x
x-x1 R

x
O Q1(x1,0) Q(x,0) Q2(x2,0)

Fig. 1.2.1
P 2 P r 2 SP
Since triangles P1RP and PSP2, are similar, then = = .
P 1 P r1 R P 1

r 2 x2 −x
But RP1 = QQ1 = x-x1, and SP = Q2Q = x2 – x; also = . Then, solving for x, we have the result
r 1 x−x 1
given in the following theorem.

Theorem 1.2.1. If P(x, y) divides the segment P1(x1, y1) and P2(x2, y2) such that P2P = r2 and
PP1 =r1.
then,
r 1 x 2 +r 2 x1 r 1 y 2 +r 2 y 1
x= and The proof for y follows similarly by changing x to y.
r 1 +r 2 r 1 +r 2
x1 + x 2
Corollary 1.2.1. If P(x, y) is the midpoint of the segment joining P1 and P2, then x = , and
2
y 1+ y 2
y= . The proof is simply done by using the equations given in theorem 1.2.1
2
with r1 = r2.

Example 1.2.1. Find the points which trisect the segment joining the points A(9, 2) and D(-3, 5).
Solution: Let B(x, y) and C(x1, y1) be the required points of intersection as indicated in Fig. 1.2.2.
To find B, let AB = 1 and BD = 2 = r2 then by Theorem 1.2.1
1 (−3 )+ 2(9) 1 ( 5 )+2 (2)
x= , and y=
1+2 1+2

D(-3, 5)
 C B
D(-3, 5) B r1 = 2 r1 = 1
A (9, 2) A (9, 2)

Fig. 1.2.2

Solving for x and y, we obtain x = 5 and y = 3; or B(5, 3). To solve for C(x 1, y1), let AC = 2 = r
And CD = 1 = r2. Then by Theorem 1.2.1, we have

2 (−3 )+ 1(9) 2 ( 5 )+1 (2)

X1 = and y1 =
2+1 2+1
Solving for x1 and y1, we get x1 = 1 and y1 = 4. (Fig. 1.2.3)

D( -3, 5)
C (1, 4)
r=1 ∙
r=2
A (9, 2)

Fig. 1.2.3

V. Post Competency Checklist

A. By addition of line segments show whether the points lie on a straight line.
1. A (0, -1), B (1, 0), C (3, 2)
2. A (-3, -2), B (23, 15), C (-24, -16)

B. Show that the diagonals of a parallelogram with vertices (-1,1), (0, -3), (3, 5) and (4,1) bisect
each other.

C. Show that the diagonals of a parallelogram with vertices (1, -3), (-3, -1), (3, 5), and (-5, -9)
bisect each other.

D. If the segments joining A (-2, -1) and B (1, 1) is extended to C (nearer to A), find the coordinates
of C such that A is the midpoint of segment BC.
 Week 3
Slope of a Line
I. Introduction
This lesson consist of slope of a line and forms of line using the slope to serve as background
of differential calculus. This preliminary concept serve as tools for better understanding of
differential calculus.

At the end of the lesson the students should be able to

1. Interpret the slopes of lines.
2. apply slopes to parallel and perpendicular lines.
3. find the equation of a line using the slope.

II. Pre Competency Checklist

Activity
1. Find the slope of the line joining the given pairs of points.
a. (14, -5), (-3, -7) ________
b. (-8, 12), (-2, -3) ________

What is the inclination of the y-axis?

What is the inclination of the x-axis?

III. Learning Resources

1. Comandante, F.L. Differential Calculus, National Bookstore. Manila, 2010.
2. Enriquez J.P. and Ymas Jr. S.E. Calculus I with Analytic Geometry, Sta. Monica Printing Corp.
2014.
3. Feliciano, Uy. Differential and Integral Calculus, Merriam and Webster Bookstore Inc. Manila,
1983.
4. Love, Differential and Integral Calculus,

IV. Discussion Board

The angle of inclination, or simply called inclination, of a line is the smallest positive angle from the
positive x-axis to the line. To make the angle of inclination positive, it must be taken in the
counterclockwise direction. As consequence of the definition, the inclination of a parallel to x is zero.

The significance of the value of m implied merely by the “bending“ of line, i.e. if m ¿0, the line
bends upward to the right, and if m ¿ 0, the line bends upward to the left. If m = 0, the line has no
bending, i.e. it is horizontal line (Fig 1.1.1). Notice that any vertical line has no slope, i.e. the slope is
undefined.
y y y y

m =0 m= ∞
 m¿ 0 m¿ 0

x x x x

Fig. 1.1.1
Two Ways of Expressing the Slope of Lines
1. In terms of inclination
The slope of a line is the tangent of the inclination (Fig. 1.1.2), i.e.
m=tan θ
2. In terms of coordinates of two points. The slope of the line through P 1 (x1, y1) and
P2 (x2, y2) is

Y 2−Y 1 Y 1−Y 2
m= = , x1 ≠ x2
X 2− X 1 X 1−X 2

l1 l2 l1 l2
Y 2−Y 1 Y 1
P2 m=tan θ= =
x 2−x 1 x1

P1 θ
θ1 θ2 θ1 θ2

Fig. 1.1.2 Fig. 1.1.3 Fig. 1.1.4

Parallel and perpendicular lines

Theorem 1.1.1. Two lines are parallel if and only if their slopes are equal, i.e.
m1=¿m ¿
2

Proof. Let the two lines have inclinations θ1 and θ2 . Since the lines are parallel then from Geometry
(the corresponding angles are equal),
θ1 =θ2, tanθ 1 = tanθ 2; m1 = m2 (Fig. 1.1.3)
Theorem 1.1.2. Two lines are perpendicular if and only if their slope are negative reciprocals.
Proof. Let the perpendicular lines be l 1 and l 2 having slopes m1 and m2 and inclinations θ1 and θ2 ,
respectively (Fig. 1.1.4).
Since the exterior of an angle of a triangle is equal to the sum of the remote interior angles,
−1
then θ2 =θ1 + 90. Applying tangent on both sides, we get tan θ2 = tan (θ1 + 90) = -cotθ1 = .
tan θ1
−1
Thus, we have m2 =
m1
Example 1.1.1. Show that the points A (1, 2), B (3, 5), and C(-3, 9) are the vertices of a right
triangle.
Solution: Computing the slopes of the sides of the triangle as shown in in Fig.1.1.5, we have:
5−2 3 4 −2 9−2 7
mab = = ; mBC = , or ; mAC = =
3−1 2 −6 3 −3−1 −4
Thus, since the slopes of the two sides AB and BC are negative reciprocals then these two sides of
the triangle are perpendicular.

C (-3, 9)
 B (3, 5)

Fig. 1.1.5 A (1, 2)

Forms of Line Using Slope

The straight line is the simplest geometric curve. Despite its simplicity, it possesses interesting
and useful properties so vital to mathematical concepts.
An equation of the form x = a represents a line parallel to the y-axis, where |a| denotes the
distance of the line from the y-axis. Similarly, an equation of the form y = b represents a line parallel
to the x-axis where |b| denotes the distance of the line from the x-axis. Fig 1.1.2 shows the line x =
3 and y = -2. The equation of the x-axis is y = 0 and that of the y-axis is x = 0.
We consider a line not parallel to either x- or y- axis. Let the slope of the line be m and
intersecting the y-axis at point (0, b). Applying the formula for the slope of the line, we have the
equation
y−b
= m, or y = mx + b
x−0
This form is so called the slope-intercept form since the given are the slope and y- intercept of
the line which it represents (Fig. 1.2.2).

y X=3 y
y=mx + b
x slope m y- intercept b
(o,b)

y = -2 x

Fig. 1.2.1 Fig.1.2.2

Significance of the Slope -Intercept Form

Once the equation is written in the slope-intercept form y = mx + b, i.e. y is solved in terms of x,
the coefficient of x serves as the slope and the constant term, as the y-intercept of the line.
This brings to the general form of the equation of the line stated in the following:
Theorem 1.2.1. The general form of the equation of a straight line is Ax + By + C = 0.

A C A
Solving for x of the above equation gives y = - x - , where the slope of the line is - , and the
B B B
C
y-intercept is - .
B
1 3
The line 3x – 2y = 6 has the slope-intercept form y = x – 3. Thus, the slope of the line is and
2 2
The y-intercept is -3.

Example: Find the slope of the y-intercept of the line 2x-3y = 5.

3 3
Solution. Solving for y of the given equation gives y = x – 3. Thus the slope of the line is and the
2 2
y- intercept is -3.
The equation of the line may be written in different equivalent forms but still in terms of the slope m;
that is, substituting (x1, y1) for (x, y) in the slope formula gives another form of the line called the
point-slope form, I.e.
y− y 1
= m, or y -y1 = m(x – x1)
x−x 1
This is called point slope form because the given are the slope m and the point (x1, y1), For instance,
the equation of the line with slope 3 passing through (1,-2) is
y – (-2) = 3(x – 1) or 3x – y = 5
The point slope form may be written in another form by substituting the formula for m in the point
slope form, i.e.
y 2− y
y – y1 = 1
(x -x1)
x2 −x1
This is called the two point form which is basically based on the given two points. For instance, the
equation of the line passing through (1, 0) and (-2, 4)
4−0
y–0= (x – 1)
−2−1
Simplifying, gives 4x + 3y = 4, The same equation is obtained by using (-2, 4) for (x, y).

V. Post Competency Checklist

1. Find the slope of the line joining the given pairs of point.
a. (14, -5), (-3, -7)
b. (-8, 12), (-2, -3)
c. (-8, 12), (-2, -3)
d. (1/2, 3), (-4, 1/3)
2. Show that the points (-1, 3), (0, 5) and (3, 1) are the vertices of a right triangle.
3. Show that the points (-2, 0) (2, 3) and (5, -1) are the vertices of a right triangle.