Subject: Basic Calculus Grade Level: 11 Quarter: 3rd

Name of Candidate Module Writer: SAN PEDRO, JAY R A.

Learning Objectives / MELC/s to be covered in this sample

At the end of this unit, students will be able to:

1. Illustrate continuity of a function at a number; and

2. Determine whether a function is continuous at a number or not.

Pretest

Item
PRETEST QUESTIONS
No.
TRUE or FALSE: All functions have
1 limits who is equal to the function
value at x = c.
TRUE or FALSE: All functions have
2 graphs that is connected, smooth, and
endless.
TRUE or FALSE: There is a difference
3 between 𝑦 = 0.5 − 0.5𝑥 and 𝑓(𝑥) =
0.5 − 0.5𝑥
4 Describe the graph of 𝑦 = 𝜋.
Is it substantial to rely on the graphical NO; There are instances that a function might not
representation of a function to
5
determine whether is it continuous or
not at a given number?
When can we say that a function is
6
continuous?
ANSWER KEY*
FALSE: As observed in the previous unit, there are
functions whose limits are not equal to the function
value at x = c, lim 𝑓(𝑥) ≠ 𝑓(𝑐). This implies that
!→#
lim 𝑓(𝑥)is NOT NECESSARILY the same as 𝑓(𝑐).
!→#
FALSE: As observed in the previous unit, there are
some functions whose graphs are NOT connected,
smooth, and endless such as the bounded graphs,
graph of rational functions, some conical sections,
and alike.
FALSE: There is no difference between the two-
given set of equations as described in the function
notation.
The graph is a straight line.
be defined on a given number due to its nature.
When the graph of a function can be drawn
without lifting one’s pen or pencil manually. In
addition, the graph appears to be undisrupted, no
asymptotic lines, and missing points.

7 If 𝑓(𝑥) = 𝜋, what is f(-100)? 𝜋

* - This will be included in the Teacher Guide.

Page 1 of 9
 Lesson Proper
In this unit, we will explore the nature of continuity of a function given certain conditions and
parameters. The vitality of learning and understanding the continuity of a function leads to various
applications in the realm of higher forms of Mathematics and applied Mathematics. Moreover, this leap
of understanding the continuity of a function has a wide range of applications such as the in the field of
song and recording, resolution, steady-state solution, and alike. This will be further illustrated in the
succeeding units.

ACTIVITY 1. BEHAVIORS OF GRAPHS AND ITS RELEVANCE TO CONTINUITY OF A FUNCTION

For now, we will explore and understand the key concepts of continuity of a function. To begin, we
need to have a pictorial or graphical understanding of continuity. With this, students need to open their
downloaded DESMOS Graphing application or visit and login to its website through
https://www.desmos.com. Afterward, students need to sketch the graphs of the following functions with
the aid of DESMOS and answer the probing questions.

Function Function
Set 1 Set 2
No. No.
1 1
1 𝑦 = | 𝑥 − 2| 6 $
− $=9
𝑥 𝑦

𝑥$
2 𝑥$ − 𝑦$ = 9 7 𝑦= −2
𝑥% + 4

3𝑥 $ − 4𝑥 + 1
3 𝑦 = 𝑥% + 4 8 𝑦=
𝑥−1
𝑥
4 𝑦 = 𝑥 + 2 9 𝑦=
𝑥+2
2𝑥
5 𝑦 = 3 − 2| 𝑥 − 4| 10 𝑦=
−2√𝑥

PROBING QUESTIONS:

1. What did you observe among the graphs of the functions in SET 1?
2. What did you observe among the graphs of the functions in SET 2?
3. What are the similarities and differences of the graphs in SET 1 and SET 2?

As you noticed in the Activity 1, the graphs of the functions in Set 1 seems to be all endless and can
be sketch without lifting a pen or pencil. In contrast, the graphs of the functions in Set 2 will require to lift
a pen or pencil in sketching their graphs, manually. It is also notable that some graphs have intercepts and
asymptotic by nature. These are some of the properties that we need to consider and notice in dealing
with CONTINUITY OF A FUNCTION. In this discussion, we will limit with continuity of a function at a given
a number. Let us consider some interesting functions and inspect if they are continuous at certain number
based on the activity.

Page 2 of 9
Example 1. Is 𝒚 = | 𝒙 − 𝟐| continuous at x = 2?

To check if the given function is continuous at x = 2. We just need to

simply observe the trend of the graph from the left of the number x = 2
going to the right side of x = 2. It should be noticed that we can be trace
one’s pen without lifting along the given number. Therefore, we can say
that the given function is continuous at x = 2.

𝟑
Example 2. Is 𝑦 = 𝑥 % + 4 continuous at 𝒙 = − √𝟒?
𝟑
As we inspect the graph of 𝑦 = 𝑥 % + 4 at 𝒙 = − √𝟒 (approximately x =
- 1.587). We can see that the graph can be drawn without lifting one’s pen
𝟑
or pencil. It is imperative that the given function is continuous at 𝒙 = − √𝟒.

𝒙
Example 3. Is 𝒚 = 𝒙'𝟐 continuous at x = - 2?

Based on the generated graph, it is notable that the graph is asymptotic

at x = - 2. Hence, we need to lift one’s pen in sketching the graph in a manual
manner. Hence, the given function is said to be discontinuous at x = -2.

𝟑𝒙𝟐 *𝟒𝒙'𝟏
Example 4. Is 𝒚 = 𝒙 * 𝟏
continuous at x =1?

Based on the generated graph, it is notable that the graph is

discontinuous at x = 1. Since the function becomes undefined if x = 1 as
validated by hovering to x = 1.

Example 5. Is 𝒚 = 𝟐𝒙 + 𝟑 ; 𝒙 ≠ 𝟏 continuous or not?

In this example, the given function y = 2x + 3 is NOT defined when x = 1.

This implies that we will exclude the ordered pair of (1, 5) based on the
condition of the problem. Hence, the given function is said to be
discontinuous based on the nature of the graph.

Page 3 of 9
 However, it is not sufficient for us to rely on the graphical representation of function to determine
whether it is continuous or not. We need to further check through an analytical approach. Thus, continuity
of a function at a number has three (3) conditions that should be satisfied.

3 Conditions of Continuity
A function 𝑓(𝑥) is said to be continuous at the number a if and only if the following three conditions are
satisfied:
(i) 𝑓(𝑎) exits;
(ii) lim 𝑓(𝑥) exists; and
!→.
(iii) lim 𝑓(𝑥) = 𝑓(𝑎).
!→.
If one or more of these three conditions fails to hold at a, the function 𝑓(𝑥) is said to be discontinuous
at a.

We need to apply carefully arithmetic operations, algebraic manipulations, and theorems relevant
to limits as we establish these 3 conditions of continuity. At any juncture of proving that a function is
continuous or not a given value that a condition failed to hold. We can immediately claim that the function
is discontinuous and stop establishing the remaining conditions. To illustrate, let us adapt some of the
functions in the previous section.

Example 6. Is 𝒚 = | 𝒙 − 𝟐| continuous at x = 2? (adapted from Example 1)

Solution: To validate our claim in the previous section, we need to show that the 3 conditions of continuity
holds. Initially, we will transform the given equation to its function notation and have 𝒇(𝒙) = | 𝒙 − 𝟐| and
x = 2 will be associated to a = 2.

(i) 𝑓(2) = | 𝑥 − 2| = |2 − 2| = |0| = 0 ⟹ 𝑓(2) = 0 (condition i holds);

(ii) lim 𝑓(𝑥) = lim |𝑥 − 2| = |2 − 2| = 0 ⟹ lim |𝑥 − 2| = 0 (condition ii holds); and

!→$ !→$ !→$

(iii) 𝑓(2) = lim |𝑥 − 2| = 0 (condition iii holds).

!→$

Therefore, 𝒚 = | 𝒙 − 𝟐| is continuous at x = 2.
𝟑
Example 7. Is 𝑦 = 𝑥 % + 4 continuous at 𝒙 = − √𝟒? (adapted from Example 2)

Solution: Similar to the previous example, we will transform the given equation to its function notation
𝟑
𝑓(𝑥) = 𝑥 % + 4 and 𝒂 = −√𝟒
𝟑 𝟑 𝟑
(i) 𝑓E− √𝟒F = (− √𝟒)% + 4 = −4 + 4 = 0 ⟹ 𝑓E− √𝟒F = 0 (condition i holds);
𝟑
(ii) lim𝟑 𝑓(𝑥) = lim𝟑 (𝑥 % + 4) = (− √𝟒)% + 4 = −4 + 4 = 0 ⟹ lim𝟑 |𝑥 − 2| = 0
!→* √𝟒 !→* √𝟒 !→* √𝟒

(condition ii holds); and

𝟑
(iii) 𝑓E− √𝟒F = lim𝟑 (𝑥 % + 4) = 0 (condition iii holds).
!→* √𝟒
𝟑
Therefore, 𝑦 = 𝑥 % + 4 is continuous at 𝒙 = − √𝟒.

Page 4 of 9
 𝒙
Example 8. Is 𝒚 = 𝒙'𝟐 continuous at x = - 2? (adapted from Example 8)
𝒙
Solution: Similar to the previous examples, we have 𝑓(𝑥) = 𝒙'𝟐and 𝒂 = −𝟐.
𝒙 *𝟐 *𝟐
(i) 𝑓(−2) = 𝒙 ' 𝟐 = *𝟐 ' 𝟐 = = 𝒖𝒏𝒅𝒆𝒇𝒊𝒏𝒆𝒅 ⟹ 𝑓(−𝟐) = 𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑 (condition i failed to
𝟎

hold).
!
Therefore, 𝑦 = !'$ is discontinuous at x = - 2 due to condition i failed to hold. Hence, we do not
need to establish the other conditions.
𝒙𝟐 * 𝒙 * 𝟐
Example 9. Is 𝒇(𝒙) = 𝒙*𝟐
continuous at x = 0?

Solution: We need to establish that the three conditions of continuity holds.

𝒙𝟐 * 𝒙 * 𝟐 (𝟎)𝟐 * 𝟎 * 𝟐 * 𝟐
(i) 𝒇(𝟎) = 𝒙*𝟐
= 𝟎 * 𝟐
= *𝟐
= 𝟏 ⟹ 𝑓(𝟎) = 1 (condition i holds)

𝒙𝟐 * 𝒙 * 𝟐 (𝟎)𝟐 * 𝟎 * 𝟐 * 𝟐 𝒙𝟐 * 𝒙 * 𝟐
(ii) lim 𝑓(𝑥) = lim ( 𝒙*𝟐
)= 𝟎 * 𝟐
= *𝟐
= 𝟏 ⟹ lim ( 𝒙*𝟐
)=1
!→𝟎 !→𝟎 !→𝟎

(condition ii holds); and

𝒙𝟐 * 𝒙 * 𝟐
(iii) 𝑓(0) = lim ( 𝒙*𝟐
) = 1 (condition iii holds).
!→𝟎

𝒙𝟐 * 𝒙 * 𝟐
Therefore,𝒇(𝒙) = 𝒙*𝟐
is continuous at x =0.

𝒙+𝟐 𝒙<𝟒
Example 10. Is 𝒇(𝒙) = R continuous at x = 4?
(𝒙 − 𝟒)𝟐 + 𝟐 𝒙 ≥ 𝟒
Solution: In this example, we need to recall that this is a piece-wise function. Hence, we need to
consider the restriction on the domain to determine its continuity.

(i) 𝑓(4) = (𝑥 − 4)$ + 2 = (4 − 4)$ + 2 = 0 + 2 = 2 (condition i holds);

(ii) lim 𝑓(𝑥) = lim# (𝑥 + 2) = 𝟔; lim 𝑓(𝑥) = lim$ [(𝒙 − 𝟒)𝟐 + 𝟐] = 𝟐. This implies that
!→𝟒 !→𝟒 !→𝟒 !→𝟒
lim 𝑓(𝑥) = 𝐷𝑁𝐸 and condition ii failed to hold.
!→𝟒

𝒙+𝟐 𝒙<𝟒
Therefore 𝒇(𝒙) = R is discontinuous at x = 4 as condition ii failed to hold.
(𝒙 − 𝟒)𝟐 + 𝟐 𝒙 ≥ 𝟒

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 Enrichment Activities
At this point of the unit, we will engage to activities that gauge and deepen your understanding
about the continuity of a function.

GUIDED ACTIVITY 1. LENDING A HAND

Jay R is currently dealing with two problems in relation to a continuity of a function at a given
number. Let us analyze if Jay R was able to do answer the problems correctly. If not, place the appropriate
solutions and answers on the provided space.

PROBLEM 1. Determine if 𝒇(𝒙) = √𝒙 − 𝟏 is continuous at x = 4 through analytical approach.

Jay R’s Work Suggested Revision for Jay R’s Work

(i) 𝒇(𝟒) = √𝟒 − 𝟏 = √𝟓

(ii) ) 𝐥𝐢𝐦 𝒇(𝒙) = 𝐥𝐢𝐦# E√𝒙 − 𝟏F = √𝟒 − 𝟏 = √𝟑

𝒙→𝟒 𝒙→𝟒

(iii) 𝐥𝐢𝐦 𝒇(𝒙) ≠ 𝒇(𝟒)

𝒙→𝟒

Therefore 𝒇(𝒙) = √𝒙 − 𝟏 is discontinuous at x = 4.

PROBLEM 2. Consider the graph below, determine if the function is continuous based on the following
values: (1) x = - 2 ; x = 4; and x = 0

Jay R’s Work Suggested Revision for Jay R’s Work

(1) continuous

(2) continuous

(3) discontinuous

Page 6 of 9
ASSESSMENT 1. CONTINUITY OF A FUNCTION

Determine whether the following is continuous or not given the certain condition.

1. 𝑓(𝑥) = 𝑥 ! + 2𝑥 = 1; 𝑥 = −2 2𝑥 + 3 𝑥 ≠ 1
7. 𝑓(𝑥) = / ;𝑥 = 1
2 𝑥=1
2. 𝑓(𝑥) = 10𝑥 " − 1; 𝑥 = 𝜋 '
𝑥≠2
#$"
3. 𝑓(𝑥) = # ! $% ; 𝑥 = −3 8. 𝑔(𝑥) = 2# $ ! ;𝑥 = 2
3 𝑥=2
#&'
4. 𝑓(𝑥) = # ! $' ; 𝑥 = 1 3+𝑥 𝑥 ≤1
9. ℎ(𝑥) = / ; 𝑥 = −2
3−𝑥 𝑥 >1
√)$#
5. 𝑓(𝑥) = #
;𝑥 = 0 10. 𝑚(𝑥) =
√# $ !
;𝑥 = −4
# $ )
'
6. 𝑓(𝑥) = #$!; x = 2

INDEPENDENT ACTIVITY 1. GOING BEYOND AND FURTHER EXPLORING THE HORIZONS OF CONTINUITY
OF A FUNCTION

For this independent activity, students need to draw the graph of the following function in
different Cartesian Plane. Afterward, students need to examine the nature of the continuity of l(x)
considering x = 1; m(x) considering x = 4; and n(x) considering x = 0.

𝟏 𝒙=𝟏
𝒍(𝒙) = `𝟑𝒙𝟐 − 𝟒𝒙 + 𝟏
𝒙≠𝟏
𝒙−𝟏

𝒙+𝟏 𝒙<𝟒
𝒎(𝒙) = R 𝟐
(𝒙 − 𝟒) + 𝟑 𝒙 ≥ 𝟒

𝒏(𝒙) = 𝒕𝒂𝒏 𝒙

Generalization

At this juncture of the unit, students need to answer the following pondering questions:

When can we say that a function is continuous at certain value?

What are the conditions that should hold to claim that the function is continuous at a given
value?

Page 7 of 9
 Application

Understanding the tenants of continuity of a function able us to further understand certain

phenomenal events that occur in the nature through Mathematical models that is relevant to various
fields of interest such as science, business, engineering, and alike. In the modern world, we extensively
apply the key concepts of continuity of a function and other Mathematical concepts in predicting ocean
tides, stock prices, developing algorithms, and more. Thus, it helps us to forecast certain events. This will
be elaborated and illustrated in the upcoming sections.

Assessment

1. Based on the graph, in which region does the graph seems to be continuous?

2. Based on the given piece-wise function, in which region does the graph seems to be discontinuous?

𝒙𝟐 − 𝟒 𝒙<𝟏
𝑯(𝒙) = `|𝒙 + 𝟐| 𝟏 ≤ 𝒙 ≤ 𝟐
𝟐𝒙 𝒙>𝟐
𝟐
3. For what value of the constant k is the function 𝒇(𝒙) = R𝒌𝒙 + 𝟐𝒙 𝒙 < 𝟐continuous on the set of
𝟐𝒙 + 𝟒 𝒙≥𝟐
real numbers?

ITEM 4. Which of the following statements are true?

I. If 𝐥𝐢𝐦 𝒇 (𝒙)exists, then f is continuous at a.

𝒙⟶𝒂
II. If f(a) does not exist, then f is continuous at a.
III. If both 𝐥𝐢𝐦 𝒇 (𝒙)and f(a) exits, then f is continuous at x.
𝒙⟶𝒂
IV. If both 𝐥𝐢𝐦 𝒇 (𝒙)and f(a) exits, then f is continuous at a.
𝒙⟶𝒂

Page 8 of 9
 Additional Activities

Problem 1. Sketch the graph of the following functions and determine whether the following are
continuous or not at the given value
𝒙*𝟏
1. 𝒉(𝒙) = 𝒙'𝟏 ; 𝒙 = −𝟏
𝒙
2. 𝒎(𝒙) = 𝒙𝟐 '𝟑𝒙*𝟒 ; 𝒙 = −𝟏
𝟐𝒙 + 𝟑 𝒙 ≤ 𝟏
3. 𝒏(𝒙) = h ;𝒙 = 𝟏
𝟑𝒙 − 𝟐 𝒙 > 𝟏
𝟐
4. 𝒐(𝒙) = R 𝒙 𝒙 < 𝟐;𝒙 = 𝟐
𝟓𝒙 − 𝟔 𝒙 ≥ 𝟐

𝟐
Problem 2. Let us help Grace to determine the value of k that will make 𝒛(𝒙) = R𝟑𝒙 − 𝟓 𝒙 > 𝟏
𝟓𝒙 − 𝒌 𝒙 < 𝟏
continuous at x = 1?

Page 9 of 9