BASIC CALCULUS 1

S T U D E N T ’ S L E A R N I N G M O D U L E 1

Student’s Name: ___________________________ Date: ____________________

Grade & Section:______________ Subject: _________________

Content Standard :
The learners demonstrate an understanding of the basic concepts of limit and continuity
of a function, derivatives, antiderivatives, and Reimann Integral.

Performance Standard :
The learners shall be able to formulate and solve accurately real-life problems involving
continuity of functions, situational problems involving extreme values, related rates, and
population models.

Learning Competencies:
The learners apply the limit theorems in evaluating the limit of algebraic functions, solve
problems involving the continuity and discontinuity of a function, apply the differentiation rules
in computing the derivatives of algebraic, exponential, and trigonometric functions, compute
higher-order derivatives of functions, use implicit differentiation to solve problems, and compute
the general antiderivatives of a function.

Learning Contents:
 The Limit of a Function: Theorems and Examples
 Limits of some Transcendental Functions and some Indeterminate Forms
 Continuity of Functions

Learning Resources:
1. Albay, E. et.al “DIWA Senior High School Series: Basic Calculus(Second Edition)” DIWA
LEARNING SYSTEMS INC. Legaspi Village, 1229 Makati City, Philippines 2019.
2. Stewart, James. Calculus ( Metric Edition).7th ed.Singapore:Cengage Learning Asia
Pte.Ltd.,2013.
Core Values: hardwork, diligence, perseverance, integrity, and discipline
 BASIC CALCULUS 3

Module No. 1.1. The Limit of a Function: Theorems and Examples Time Frame: 1 week
Learning Targets: At the end of the lesson, I can :
a. apply the limit theorems in evaluating the limit of algebraic functions (polynomial,
rational and radical);
b. compute the limits of exponential, logarithmic and trigonometric functions using table
of values and graphs of the functions;
c. solve problems involving the continuity and discontinuity of a function.

I. INTRODUCTION:

Hi! How are you? Welcome to Module 1 about Limits and

continuity. The first lesson talks about the limit of a function.
Theorems and examples are provided for you to understand
more about the topic. Good luck and God bless you!

A. Motivation
Close your eyes. Imagine that you are at a shooting range. You kept your eyes on the target. You
are now ready to shoot, but you need to locate the exact position and location of your target for
you to pass and escape the tragedy of losing the target. You need to use something to help you
locate the exact location of your target. What tool would you use? Do you think your knowledge
on limits would help as well?

B. Transition/ Linking Statements:

The basic idea of calculus lies on the study of limits and the continuity of functions. The limit
of a function determines the possible location of moving objects as they approach a certain
place or location. Thus, your knowledge on limits would surely help you lock the location of
your target and ace that shooting range.

KEY CONCEPT
Read me!
Theorems on Limits

THEOREM 1: if f(x) = x, then for any value of c that we might name:

For, if sequence of values of the variable x approaches c as the limit, then a sequence of
values of the function f(x) = x will also approach c as the limit.

For example:
��� � = − �
�→−�

��� � = �
�→�
 BASIC CALCULUS 4

Theorem 2: let f and g be functions of a variable x. Then, if the if the following limits exists:

��� � = � and ��� � = � then,

�→� �→�

�. ��� � + � = � + � (the limit of a sum is equal to the sum of the limits.)

�→�

Example: ��� �� + � = �� + � = �
�→�

�. ��� (��) = �� (the limit of a product is equal to the product of the limits.)
�→�

Example: ��� ��� = � �� = �

�→�

� �
�. ��� = , if B is not equal to zero (the limit of a quotient is equal to the quotient of the
�→� � �
limits, provided that the limit of the denominator is not equal to zero)
�� (�)� �
Example: ��� �
=
�
=
�
�→�

Also, if c does not depend on x – if c is a constant--then

�. ��� � = �
�→�
For example:
��� � = �
�→−�
When c is a constant, but f depends on x, then
�. ��� �� = � ��� �
�→� �→�
For example:

��� �� = � ��� �
�→� �→�

Theorem 3: if P(x) is a polynomial, then ��� � � = � � .

�→�
Example: ��� ��� − ��� + ��� − �� + �.
�→−�
In this polynomila, let x=-1
5(1) – 4(-1) +3(1) -2(-1)+1
5+4+3+2+1
=15
Therefore, ��� �� − �� + �� − �� + � = ��.
� � �
�→−�

Great job! After studying the concept notes, let’s try to

answer these activities!

Have fun!

II. INTERACTION:
A. Learning Activity
Directions: Find the limit of the following functions applying your knowledge on the
different theorems on limits.
1. ��� ��� + ��
�→�
2. ��� ���
�→�
��
3. ��� �+�
�→�
 BASIC CALCULUS 5

4. ��� �� + � − �
�→�
5. ��� �
�→���

Great job! Now that you are done answering the activities, you are now ready to answer the test.
Good luck!

B. Assessment Technique:
Use your knowledge and Trust your instinct!
Directions: uncover the hidden message. Evaluate the following functions. The answers or
the limits of the functions represent a letter from the alphabet. Decipher the message.

______ ______ _______ _______ _______

1. ��� �� + �
�→�
2. ��� ��
�→�
3. ��� ��� − �
�→�
���+�
4. ��� �+�
�→�

5. ��� ��
�→�

III. INTEGRATION
A. Transfer of Learning
Modified true or false: Write true if the function is correctly evaluated and false if not, then rewrite the
given statement to make it correct.

1. ��� �� + �� − � = ��
�→�

2. ��� ��� = ��
�→�

3. the limit of a constant as x approaches c is the constant.

4. the limit of a sum is equal to the difference of the limits.

5. the limit of a quotient is equal to the quotient of the limits provided that the denominator
is equal to zero.

B. Reflection:

Have you ever said the line, “Don’t push me to my limits”? This line is famous especially when
we think that we may burst soon. Limits has a part of our lives, we might notice it every time.
Limits says that you are close to approaching a certain value. In life, it may be our patience or
any virtue. It is a value that approaches another value.

C. Closure & Synthesis: (you may choose your own activity)

Directions: Complete the S.T.O.P Summary

We Started the lesson__________________________________________________________

the Topic was________________________________________________________________
 BASIC CALCULUS 6

Our Opportunities for practice were_______________________________________________

the Purpose of the lesson was____________________________________________________

Module No. 1.2. Limits of some Transcendental Functions and Some intermediate forms
Time Frame: 1 week
Learning Targets: At the end of the lesson, I can :
a. compute the limits of exponential, logarithmic and trigonometric functions
b. identify which function is a transcendental and indeterminate

I. INTRODUCTION:

In this lesson, you will learn about the limits of transcendental

functions (such as exponential, logarithmic, and trigonometric
functions) and some intermediate forms. Pay attention to the
lesson so that you can understand it well.

Before we proceed to our new lesson. Let’s have a short recap of our previous lesson.
Provide the missing terns to make the statement true.
For, if sequence of values of the variable x approaches c as the limit, then a sequence of
values of the function f(x) = x will also approach __________as the limit.

the limit of a qoutient is equal to the _______ of the limits, provided that the limit of the
denominator is ___________ to zero

The limit of a product is equal to the _______ of the limits.

A. Motivation
Lets play a game!

Directions: Unscramble the letters to form a word.

RTANSDENCENALT
UNCTIOFSN
DETERMIINNATE MORFS
MITILS

B. Transition/ Linking Statements:

The words you just unscrambled were words that you would be encountering as you continue
learning about limits and calculus. These words holds meaning and are terms used in
mathematics. Uncover the meaning of these word and enthusiastically learn the next lesson.
 BASIC CALCULUS 7

KEY CONCEPT
Read me!
Transcendental Functions – Functions that can be expressed as the sum, difference, product or
quotient of algebraic expressions. The term “transcendental” means that a function is not
algebraic.

These Transcendental Function are exponential Function, Logaritmic Function and

Trigonometric Functions.

Limits of Exponential function

Example:

lim 3� = 32 =9
�→2

Limits of Logarithmic Functions

Example

lim log2 � = log2 8 = 3

�→8

Limits of the Trigonometric Functions

Example:

lim� sec (3� + �)

�→2

�
= sec (3(2)+π

3�
= sec 2
+�

5� 1
= sec 2
= 0 which makes the function undefined, thus, this means that the limit does not exist.

When applying “Limit Rules”, we will occasionally encounter values that are undefined.
Meaning, it just won’t work when substituting a value onto our function. Such limits are called
“Indeterminate Forms”. This form happens when you evaluate a function and get these forms
 BASIC CALCULUS 8

0 ∞
, , 0-∞, ∞0 , 00 , 1∞ , ∞ − ∞
0 ∞

We evaluate indeterminate forms by the following ways:

 Factoring
 Applying common denominators
 Using Conjugate Pairs
 Working with Trig. Identities
Using Factoring

Using Conjugate Pairs

Great job! After studying the concept notes, let’s try to

answer these activities.

II. INTERACTION:
A. Learning Activities : Have Fun!!
Directions: Evaluate the Following Functions and identify whether these functions are
“Transcendental Functions or Indeterminate Forms”
 BASIC CALCULUS 9

1. ��� �(�)�+�
�→−�

�
2. ��� � ���+�
�→−�
3. ��� ���� [(�� + �) − �]
�→−�
4. ���� ��� ��
�→
�
�� −�
5. ���
�→� �−�

Great job! Now that you are done answering the activities, you are now ready to answer the test.
Good luck!

B. Assessment Technique:
Find the limit of the following functions.
1. 1. ��� �(�)�+�
�→�

�
2. ��� � ���+�
�→�
3. ��� ���� [(�� + ��) − �]
�→�
4. ���� ��� ��
�→
�
�� −��
5. ���
�→� �−�

III. INTEGRATION
A. Transfer of Learning
1. What does Transcendental Functions means?

2. What are the three transcendental functions?

3. What do you call the function of which becomes undefined once you substitute the value of x
in solving fir its limits?

4. Enumerate the ways that can be used to solve indeterminate forms

5. Give at least three forms of indeterminate forms.

B. Reflection:

What have you learned in this lesson? What do you think is the significance of
Transcendental Functions and Indeterminate forms in our daily lives?

We use these functions as we go on with our lives. We are just not too familiar with them
but this helped biochemist in doing their jobs. Even drivers and vendors use this in their
everyday lives. You have been using limits in cooking, and ay other house chores, we are not just
aware of it.

C. Closure & Synthesis: (you may choose your own activity)

Directions: Complete the S.T.O.P Summary

We Started the lesson__________________________________________________________

 BASIC CALCULUS 10

the Topic was________________________________________________________________

Our Opportunities for practice were_______________________________________________
the Purpose of the lesson was____________________________________________________

Module No. 1.3. Continuity of Function Time Frame: 1 week

Learning Targets: At the end of the lesson, I can :
a. define the continuity of Function
b. identify whether a function is continuous or not.
I. INTRODUCTION:

You have already learned to compute the limits of a function, right?

In this lesson, you will know how to determine if the function is
continuous or not . Be ready and pay attention!

Before we proceed to our new lesson. Let’s have a short recap of our previous lesson.

- What does Transcendental Functions and Indeterminate Forms?

A. Motivation

Have you ever tried Participating in a race relay?In this sport, a player will run to pass the baton
to his teammate who was waiting in a certain point in the field. Once the next player gets his
hand on the baton he will take off with it and pass it to the next player. Then the first team to
relay the baton to the finish line shall be declared winner.

B. Transition/ Linking Statements:

This game is a scenario in real life that depicts a continuous function. It does not stop. It
doesn’t need a rest. Once the baton was passed, the next player should take off to pass it
to the next player until the finished line is reach. This also shows how we must treat life.
We don’t stop because of a certain point. We may slow down a bit but we need to move on
and continue life.

KEY CONCEPT
Read me!
CONTINUOUS FUNCTION

Informally, continuous function is one whose graph can be drawn without the “pen”
leaving the paper. It is the one with no holes or gap.
 BASIC CALCULUS 11

Continuity Test: A function f is continuous at the number a if and only if the following
conditions are satisfied:

i. f(a) exist
ii. lim � � �����
�→�
iii. lim � � = �(�)
�→�
If one of these conditions fails to hold at a, then f is said to be DISCONTINUOUS at a.

Example: determine if this function is continuous at;

1. P(x) =�2 − � + 5 ; at x=1

Now, first we determine whether P(1) exist.

i. P(1) = 12 − 1 + 5

= 1-1+5

=5

Hence, P(1) exist. The P(1) is equal to 5.

Next, we determine whether lim � 1 �����; so

�→1

ii. lim �2 − � + 5 = 12 − 1 + 5
�→1

= 1-1+5 = 5

It was proven that the lim � 1 ����� of which was equal to 5.

�→1

Now, we are left with one last condition that if we satisfy it, we could say that the
given function was continuous. The last condition is to prove that lim � 1 = �(1)
�→1

Since lim � 1 = 5 and P(1) =5. Hence,

�→1

lim � 1 = 5 = � 1 .
�→1

Thus, the given function is continuous at x=1.

Great job! After studying the concept notes, let’s try to

answer these activities!

II. INTERACTION:
A. Learning Activities: Let’s Play!
Directions: Evaluate whether the given function is continuous or not. If the function is
continuous, Draw a heart beside the number, and an x if the function is discontinuous.

1. f(x) = �� + ��� + �� + � at x=3

 BASIC CALCULUS 12

2. B(z) = ��� + �� + � at z=4

�� +��+�
3. f(x) = at x=3
�+�

Great job! Now that you are done answering the activities, you are now ready to answer the test.
Good luck!

B. Assessment Technique: Given the function, determine whether the function is

continuous at a given x.

P(x) = �4 + 2�3 + 9�2 at:

1. x=3

2. x=4

3, x= 5

4. x= -2

5 x= -10

III. INTEGRATION
A. Transfer of Learning
1. Wanda is contemplating whether the function that she was assigned to was continuous or not.
If you were Wanda, when can you say that a certain function is continuous?

2. If the function assigned to Wanda was f(x) = ��� + ��� + � − � at x=3. Do you think the
function was continuous? Explain.

B. Reflection:

By this time, I know you now realize that continuous functions is within us. How
the world revolves around it’s orbit is an example of a continuous function. It does not
stop. It rotates day and night.

C. Closure & Synthesis: (you may choose your own activity)

Directions: Complete the S.T.O.P Summary

We Started the lesson__________________________________________________________

the Topic was________________________________________________________________
Our Opportunities for practice were_______________________________________________
the Purpose of the lesson was____________________________________________________
 BASIC CALCULUS 13

Great job! We are done with the four lessons of module 1!

Some lessons in module 1 will be tackled in module 2! I hope
you enjoyed learning the topics! See you in our next journey!

REMINDERS:
 PLEASE PROVIDE SEPARATE SHEETS FOR YOUR
ANSWERS/SOLUTIONS IN ALL ACTIVITIES.
 ONLY YOUR ANSWER SHEETS WILL BE SUMBITT
ED.
 DON’T FORGET TO WRITE YOU NAME, MODULE
NUMBER, AND THE QUESTIONS/ITEMS.
 ALL ANSWERS MUST BE HANDWRITTEN.