LESSON PLAN FOR INTRO TO CALCULUS

Topic: Finding the limit of a function algebraically by factoring

Grade Level: 11th to 13th
Date: 3/10/17

Common Core Standards Addressed:

CCSS.Math.Practice.MP1 Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP2 Reason abstractly and quantitatively.
CCSS.Math.Practice.MP5 Use appropriate tools strategically.
CCSS.Math.Practice.MP6 Attend to precision.
CCSS.Math.Content.HSF.IF.A.1
CCSS.Math.Content.HSF.IF.A.2

Aim: How do we evaluate limits of a function algebraically by factoring?

Objectives: By the end of the lesson, the students should be able to

1. explain why we need to factor the function after using direct substitution and getting
0/0. (conceptual)
2. determine the limit of a function algebraically by factoring. (procedural)
3. write the work such that direct substitution is shown first followed by factoring
(procedural)

Prior Knowledge:
Students should know how to analyze graphs of functions.
They should know what a limit and one-sided limit are and how to determine the limit of
a function graphically.
They should know how to determine the limit of a function by using direct substitution.

Possible student misconceptions about the content of the lesson:

Students may think that when they get the indeterminate form that the limit does not
exist.
Students may not remember that they can factor the sum or difference of cubes and say
its not factorable.

Material/Equipment:
SMARTBoard
Chalk board
Handouts

Vocabulary:
Limit If the values of f(x) can be made as close as we like to L by making x sufficiently
close to a (but not equal to a), then we write
( )
Which is read the limit of f(x) as x approaches a is L.

One-sided limit- If the values of f(x) can be made as close as we like to L by making x
sufficiently close to a but greater than a, then we write
 ( )
which is read the limit of f(x) as x approaches a from the right is L. Similarly, if the
values of f(x) can be made as close as we like to L by making x sufficiently close to a but
less than a, then we write
( )
which is read the limit of f(x) as x approaches a from the left is L.

Direct Substitution Property - If f is a function and a is in the domain of f, then

( ) ( )
Indeterminate Form 0/0

Source: Calculus A New Horizon by Howard Anton

Do Now/Start-up Task:

Use direct substitution on page 754, question #8 to determine the limit.

Motivation:
Have student try the first limit problem on their own that gives an answer of DNE. Ask
students what they got as an answer.
What do you think the answer is given that we have a 0 in the denominator?
Do we have a limit as x approaches 4?
Go to the next slide so students can see what it looks like graphically. Ask students So
what is the limit as x approaches 4?
Go back to the previous slide. Have students try the second problem.
What is different about the answer we got?
What do you think the limit will be? Will it also be does not exist?
Go two slides over to the graphical representation of the function. Ask students:
What is the limit as x approaches 1?
What was different about what we got when doing direct substitution?
Tell students that when they get 0/0 that this is called the indeterminate form meaning
that we cant determine the limit by just doing direct substitution. We must also
manipulate the function. How can we manipulate this function?

Development and Instructional Activities:

Greet students, have slide with do now, homework, and aim up, and then have
them start the do now. While they are working on the do now, have 10 students
put their answers up to last nights homework on the back black board. Have a
student put the do now on the front board. Ask students if there are any answers
that they disagree with from the homework. Get a few responses to questions 11
and 12 and write them on the board. Afterwards go over the do now and ask the
following:
How can we determine the limit of a function algebraically?
What is direct substitution?
Go to the next slide. Have student try the first limit problem on their own. Ask
students what they got as an answer.
- What do you think the answer is given that we have a 0 in the
denominator?
- Do we have a limit as x approaches 4?
 Go to the next slide so students can see what it looks like graphically. Ask
students So what is the limit as x approaches 4?
Go back to the previous slide. Have students try the second problem.
- What is different about the answer we got?
- What do you think the limit will be? Will it also be does not
exist?
Go two slides over to the graphical representation of the function. Ask students:
- What is the limit as x approaches 1?
- What was different about what we got when doing direct
substitution?
Tell students that when they get 0/0 that this is called the indeterminate form
meaning that we cant determine the limit by just doing direct substitution. Have
them copy the indeterminate form into their notes.
Tell students that there is a way they can determine the limit algebraically once
they found that after direct substitution that they got the indeterminate form. We
have to manipulate the function somehow. Ask How can we manipulate this
function? Allow students to share their ideas and try some of them. If no one
says to factor ask What can we do to manipulate the denominator?
Model the problem that students found had the indeterminate form. Make sure to
tell them that the first step is always direct substitution. After they see the
indeterminate form they should rewrite the problem and start factoring but make
sure to point out that the limit notation remains as we are factoring. Ask students:
- Why do you think we keep the limit notation as we are factoring?
- Is the function still the same when we factor it?
- Are we evaluating the limit yet?
- What can we do now that the function is factored?
- Can we divide out anything?
- Now that we have factored and divided out the function, what can we
do now to evaluate the limit?
- What did we do to evaluate the limit of a function in the do now
question?
- Does our answer match what the limit is graphically for this function?
Go to the next slide that says evaluate the following limits. Have students try a on
their own. Before they start ask What should our first step be? Go over the
problem as a class. Ask:
- Can we factor the numerator? the denominator?
- What method of factoring should we use for each?
- What will the function be once factored?
- Now that we factored, what should we do next?
- How can we evaluate the limit?
- Why did we keep the limit notation while we factored?
- Why didnt we keep it when we used direct substitution?
Have students try letter b next. Let them work with the person next to them as
they may have forgotten how to factor the difference of cubes.
Have a student come up and explain their work. Ask:
- How did we factor the numerator?
- What is the method we used?
Go to the next slide and allow students to work with their partner to do the
problem. They should ask each other questions before asking me. Tell them to
 exchange their papers with each other when finished to make sure their partner
has the correct notation where it should be and has done all the proper steps. After
a few minutes, allow a student to go to the board to show their work. Ask if there
is anything missing in the work and if they agree with the answer.
Distribute the exit slip and collect it before students leave.

Assessment:
I will be asking students questions to assess their understanding as well as walk around as
they are doing the problems. There will be an exit slip to assess students.

Summary:
1. Why must we factor when we get 0/0 after direct substitution?
2. Evaluate the following limit:

3. Why do we keep the limit notation as we are factoring the function but drop it once we
do direct substitution?

Homework:
Handout