Basic-Calculus LAS Q4

11
BASIC CALCULUS
Fourth Quarter
LEARNING ACTIVITY SHEET
i
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
COPYRIGHT PAGE
Learning Activity Sheet in Basic Calculus
Grade 11
Copyright @ 2020
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Schools Division Superintendent : MADELYN L. MACALLING, PhD, CESO VI
Assistant Schools Division Superintendents
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Development Team
Writers : ALJON S. BUCU, REGIONAL SCIENCE HS- ISABELA
: SANNYVAL R. ESTABILLO, AURORA SENIOR HS
: CHRISTIAN J. JULIAN, ROXAS NATIONAL HS
: LEONOR M. BALICAO, DELFIN ALBANO MAGSAYSAY SHS
: LAUREANO D. ANG, RAMON NATIONAL HS
: JONEL C. ASUNCION, LUNA NATIONAL HS
Content Editors : ALJON S. BUCU, PhD

: MAI RANI ZIPAGAN, PhD
: LEONOR BALICAO
Focal Persons : INOCENCIO T. BALAG, EPS MATHEMATICS

: MA. CRISTINA ACOSTA, EPS LRMDS, SDO ISABELA
: ISAGANI DURUIN, REGIONAL EPS MATH
: RIZALINO CARONAN, REGIONAL EPS LRMDS
Printed in DepEd Regional Office No. 02

Regional Government Center, Carig Sur, Tuguegarao City ii
Table of Contents
Competencies Page Number
Illustrate an antiderivative of a function 1
Compute the general antiderivative of polynomial, radical,
exponential, and trigonometric functions 5
Compute the antiderivative of a function using substitution rule 10
Applies the definition of the derivative of a function at a given
Number 16
Solve situational problems involving exponential growth and decay 25
Define the definite integral as the limit of the Riemann sums 32
Illustrate the Fundamental Theorem of Calculus 43
Compute the definite integral of a function using the Fundamental
Theorem of Calculus 49
Compute the definite integral of a function using the substitution rule 54
Solve problems involving areas of plane region 59
iii
BASIC CALCULUS
Name of Learner: ______________________________________ Grade Level: __________
Section: ______________________________________________ Date: ________________
LEARNING ACTIVITY SHEET:

INTRODUCTION TO INTEGRAL CALCULUS
Background Information for Learners
Congratulations learners! You have entered the final stage of this course which is
Integral Calculus. At this point, it is already expected that you already mastered the first two
topics which are Limits and Derivatives.
But before we begin the real question here is, why do we need to learn integration?
What is it for? Will it be useful? What are its applications?
To answer that, try this activity.
ACTIVITY 1
Directions: Solve for the area of the given figures. (4 is optional but I encourage you to
solve for it as well)
1. 3.
2. 4. Measure using
any measuring
instrument.
The first three figures are basic problems for you to answer because they are just
polygons. But how about the fourth figure: a heart shape? Not easy to measure a heart’s worth?
Kidding aside, that is one of the basic application of antidifferentiation: SOLVING FOR THE
AREA UNDER A CURVE. Antidifferentiation will help us measure figures that we cannot
even imagine to measure. And a lot more applications as we proceed with our lessons.
In this topic, you will be able to illustrate an antiderivative/integral of a function. But
before that, answer the given activity for a short review about derivatives.
ACTIVITY 2
Directions: Solve for the derivatives of the following functions.
1. 𝑓 𝑥 = 3𝑥 % + 4𝑥 − 7
2. 𝑔 𝑥 = 3 𝑥
3. ℎ 𝑥 = 2𝑥 − 1 𝑥 + 5
4. 𝑎 𝑥 = 𝑒 1 + sin 𝑥
5. 𝑏 𝑥 = ln 𝑥 − 𝑠𝑒𝑐 % 𝑥
Quite easy, right? Don’t worry because antidifferentiation is just the inverse of
differentiation! That is pretty obvious just basing it from its name though. Therefore, based
from Activity 2, in integration, your answers will be the problems and their corresponding
integrals were the given.
EXAMPLES:
1. 6𝑥 + 4 𝑑𝑥 = 3𝑥 % + 4𝑥 + 𝐶
<
2. 𝑑𝑥 = 3 𝑥 + 𝐶
% 1
3. 4𝑥 + 9 𝑑𝑥 = 2𝑥 % + 9𝑥 + 𝐶
4. (𝑒 1 − cos 𝑥)𝑑𝑥 = 𝑒 1 + sin 𝑥 + 𝐶
B
5. − tan 𝑥 𝑑𝑥 = ln 𝑥 − 𝑠𝑒𝑐 % 𝑥 + 𝐶
1
Note: The +𝐶 denotes the addition of any constant. It is used for indefinite integral.
Terminologies and Notations:
• Antidifferentiation is the process of finding the antiderivative.
• The symbol ∫ , also called the integral sign, denotes the operation of antidifferentiation.
• The function 𝑓 is called the integrand.
• If 𝐹 is an antiderivative of 𝑓, we write ∫ 𝑓 (𝑥 )𝑑𝑥 = 𝐹 (𝑥 ) + 𝐶.
• The symbols ∫ and 𝑑𝑥 go hand-in-hand and 𝑑𝑥 helps us identify the variable of integration.
• The expression 𝐹(𝑥) + 𝐶 is called the general antiderivative of 𝑓. Meanwhile, each

antiderivative of 𝑓 is called a particular antiderivative of 𝑓.
LEARNING COMPETENCY
The learners illustrate an antiderivative of a function (STEM_BC11LC-IVa-1)
ACTIVITY 3
Directions: Match the functions in Column A with their corresponding antiderivatives in
Column B. Write your answers on the space provided before each number.
A B
%
_____ 1. 6𝑥 % 𝑑𝑥 a. − +𝐶
1
J
_____ 2. −4𝑥 < + 9𝑥 % + 4𝑥 − 3 𝑑𝑥 b. 𝑥 − + 𝐶
1
1 K LJ
_____ 3. 𝑑𝑥 c. 3𝑥 < + 𝐶
1K
B
_____ 4. 𝑑𝑥 d. 2𝑥 < + 𝐶
1 1
1M <1 N
_____ 5. 1 + 3𝑥 𝑥 % 𝑑𝑥 e. + +𝐶
< J
f. −𝑥 J + 3𝑥 < + 2𝑥 % − 3𝑥 + 𝐶
REFLECTION
Directions: Accomplish this part honestly.
1. I learned that
2. I enjoyed most on
3. I want to learn more on
REFERENCES:
Senior High School Basic Calculus Learner’s Material pp. 225-226
Area of Polygons
Retrieved from:
http://www.standrewspaisley.com/uploads/6/0/2/3/60230905/s1_b2_lpa_booklet__1_.pdf
Basic Integration Problems
Retrieved from:
https://www.hollandcsd.org/cms/lib/NY19000531/Centricity/Domain/129/Basic%20Integrati
on%20Problems.pdf
What is an Integral?
Retrieved from: https://www.youtube.com/watch?v=Stbc1E5t5E4&t=128s
ANSWER KEY
ACTIVITY 1
1. 360 𝑐𝑚%
2. 107 𝑐𝑚%
3. 100 𝑐𝑚%
4. 𝑂𝑝𝑡𝑖𝑜𝑛𝑎𝑙 (part of the learner’s realization)
ACTIVITY 2
1. 𝑓 X 𝑥 = 6𝑥 + 4
<
2. 𝑔X 𝑥 =
% 1
3. ℎX 𝑥 = 4𝑥 + 9
4. 𝑎 𝑥 = 𝑒 1 − cos 𝑥
B
5. 𝑏 X 𝑥 = − tan 𝑥
1
ACTIVITY 3
1. D
2. F
3. B
4. A
5. E
Prepared by
SANNYVAL R. ESTABILLO
Teacher II, Aurora Senior High School
BASIC CALCULUS
Name of the Learner: Grade level:
Section: Date:

General Antiderivative of Polynomial, Radical, Exponential and
Trigonometric functions
Background Information for learners
In calculus, an antiderivative, inverse derivative, primitive function, primitive

integral or indefinite integral of a function f is a differentiable function F whose
derivative is equal to a function f. This can be stated symbolically as f’=f. The process
of solving for antiderivatives is called antidifferentiation (or indefinite integration),
and its opposite operation is called differentiation, which is the process of finding a
derivative. Antiderivatives are often denoted by capital Roman letters such as F and
G.
Antiderivatives are related to definite integrals through the fundamental theorem
of calculus: the definite integral of a function over an interval is equal to the difference
between the values of an antiderivative evaluated at the endpoints of the interval.
Learning Competencies with code

The students are able to compute the General antiderivative of a polynomial, radical,
exponential and trigonometric function.
Week 1-3 STEM_BC11LC-IVb-1
ACTIVITY 1.
Directions: Find the antiderivatives of the following polynomials and exponential
function.
𝑥 𝑛+1 1 𝑚𝑥
∫ 𝑥 𝑛 𝑑𝑥 = +𝑐 ∫ 𝑒 𝑚𝑥 𝑑𝑥 = 𝑒 +𝑐
𝑛+1 𝑚
Example: Example:
∫ 3𝑥 2 + 5𝑥 − 3𝑑𝑥 ∫ 4𝑒 2𝑥+1 𝑑𝑥
4 2𝑥+1
= ∫ 3𝑥 2 + ∫ 5𝑥 − ∫ 3 𝑑𝑥 = 𝑒 +𝑐
2
3𝑥 2+1 5𝑥 1+1 3𝑥 0+1
= + − +𝑐 = 2𝑒 2𝑥+1 + 𝑐
2+1 1+1 0+1
3𝑥 3 5𝑥 2
= + − 3𝑥 + 𝑐
3 2
1. ∫ 3𝑥 8 𝑑𝑥 1. ∫ 𝑒 16𝑥−4 dx
32
2. ∫ 4𝑥 + 3𝑑𝑥 2. ∫ 7𝑒3𝑥+5 𝑑𝑥
1 3
3. ∫ 3 − 2 dx
𝑥 𝑥 11𝑒 7𝑥+3
2
4. ∫ 16𝑥 − 13𝑥 − 5 dx 3. ∫ 3
𝑑𝑥
−21
5. ∫ 2𝑥 3 + x + 4 dx 4. ∫ 𝑑𝑥
3𝑒 7𝑥+4
13
5. ∫ 𝑑𝑥
41𝑒 2𝑥+5
ACTIVITY 2.
Directions: Find the antiderivatives of the following Logarithmic function.
1 𝑎𝑥
∫ 𝑑𝑥 = 𝑙𝑛|𝑥 | + 𝑐 ∫ 𝑎 𝑥 𝑑𝑥 = +𝑐
𝑥 𝑙𝑛|𝑎|
Example: Example:
6
∫ 𝑥 𝑑𝑥 ∫ 7𝑥+1 𝑑𝑥
1 7𝑥+1
= 6𝑥 + 𝑐 =𝑙𝑛|7| + 𝑐
= 6𝑙𝑛|𝑥 | + 𝑐
1. ∫
14𝑥
dx 1. ∫ 14𝑥+1 𝑑𝑥
7𝑥 2 +3
𝑥2
2. ∫ 43𝑥+1 𝑑𝑥
2.∫ 𝑑𝑥
𝑥 3 +4
3. ∫ 152𝑥+5 𝑑𝑥
21
3.∫ 𝑑𝑥
𝑥
4. ∫ 6𝑥−3 𝑑𝑥
1
4.∫ 𝑑𝑥
7𝑥
14𝑥 5. ∫ 54𝑥+1 𝑑𝑥
7𝑥 2
1.5.∫∫7𝑥7𝑥+92𝑑𝑥 dx
+3 3
ACTIVITY 3
Directions: Find the antiderivatives of the following trigonometric function.
EXAMPLE:
∫ cos(210𝑥) 𝑑𝑥
sin(210𝑥)
= +𝑐
210
SOURCE: http://2014iris.blogspot.com/2014/02/indefinite-integrals.html
1
1. ∫ 5𝑥 4 − 3 cos 𝑥 𝑑𝑥 2. ∫ 𝑠𝑒𝑐 2 4 𝑥 𝑑𝑥
3. ∫ sec(6𝑥) tan(6𝑥) 𝑑𝑥 4. ∫ 4 cos(3𝑥) dx
5. ∫ 𝑠𝑖𝑛 (2x) + 𝑐𝑠𝑐 2(𝑥)𝑑𝑥

Reflection: (The learner writes how he/she feels about the activity.)
References for learners:
https://mathstat.slu.edu/~may/ExcelCalculus/sec-7-3-BasicAntidifferentiation.html
https://en.wikipedia.org/wiki/Antiderivative
Answer key:
Activity 1
𝑥9 𝑒 16𝑥−4
1. +𝑐 1. +𝑐
3 16
32
2. 2𝑥 2 + 3𝑥 + 𝑐 2. +𝑐
−21𝑒 3𝑥+5
1 3 11𝑒 7𝑥+3
3. − 2𝑥2 + 𝑥 + 𝑐 3. +𝑐
21
13𝑥 2 1
4. 2𝑥 3 − − 5𝑥 + 𝑐 4. +𝑐
2 𝑒 7𝑥+4
𝑥4 𝑥2 13
5. + + 4𝑥 + 𝑐 5. +𝑐
2 2 −82𝑒 2𝑥+5
Activity 2
14𝑥+1
1. 𝑙𝑛|7𝑥 2 + 3| + 𝑐 1. +𝑐
𝑙𝑛|14|
1 26𝑥+1
2. 𝑙𝑛|𝑥 3 + 4| + 𝑐 2. +𝑐
3 3𝑙𝑛|2|
152𝑥+5
3. 21𝑙𝑛|𝑥 | + 𝑐 3. +𝑐
2𝑙𝑛|15|
1 6𝑥−3
4. 𝑙𝑛|7𝑥 | + 𝑐 4. +𝑐
7 𝑙𝑛|6|
𝑙𝑛|7𝑥 3 +9| 54𝑥+1
5. +𝑐 5. +𝑐
3 4𝑙𝑛|5|
Activity 3
1
1. 𝑥 5 − 3 sin(𝑥 ) + 𝑐 2. 4𝑡𝑎𝑛 4 𝑥 + 𝑐
sec(6𝑥) 4sin(3𝑥)
3. 6
+𝑐 4. 3
+𝑐
1
5. − 2 cos 2𝑥 − cot 2𝑥 + 𝑐
Prepared by:
CHRISTIAN J. JULIAN
Roxas National High School
Roxas, Isabela
BASIC CALCULUS
Name of the Learner: Grade level:
Section: Date:

Antiderivative of a function using Substitution Rule
Background Information for learners
In this topic we shall see an important method for evaluating many complicated
integrals.
Substitution for integrals corresponds to the chain rule for derivatives.
Suppose that F (u ) is an antiderivative of f (u ) :
 f (u )du = F (u ) + c
Assuming that u = u (x) is a differentiable function and using the chain rule, we have
F (u( x)) = F ' (u( x))u' ( x) = f (u( x))u' ( x)

d
dx
Integrating both sides gives
 f (u ( x))u ' (x )dx = F (u ( x)) + c .

Hence
 f (u ( x))u ' (x )dx = f (u )du , where u = u (x)
This is the substitution rule formula for indefinite integrals.
Note that the integral on the left is expressed in terms of the variable x . The integral
on the right is in terms of u .
The substitution method (also called u−substitution) is used when an integral

contains some function and its derivative. In this case, we can set u equal to the
function and rewrite the integral in terms of the new variable u . This makes the
integral easier to solve.
Do not forget to express the final answer in terms of the original variable x.
Process How to Find Antiderivatives with the Substitution Method
Let’s have an example:

∫(7𝑥 + 5)4 𝑑𝑥
Step 1: Choose a new variable u
u= 7x+5
Step 2: Determine the value dx
𝒅𝒖 𝒅𝒖
= 𝟕 𝒅𝒙 = 𝟕
𝒅𝒙
Step 3: Make the substitution
𝟏
∫(𝟕𝒙 + 𝟓)𝟒 =∫(𝒖)𝟒 ∗ 𝟕 𝒅𝒖
Step 4: Integrate resulting integral
𝟏 𝟏 𝟏 𝒖𝟒+𝟏 𝒖𝟓
∫(𝟕𝒙 + 𝟓)𝟒 =∫(𝒖)𝟒 ∗ 𝟕 𝒅𝒖 = 𝟕 ∫ 𝒖𝟒 𝒅𝒖 = 𝟕
∗
𝟒+𝟏
+ 𝒄=
𝟓
+𝒄
Step 5: Return to the initial variable x
𝒖𝟓 (𝟕𝒙+𝟓)𝟓
+ 𝒄= +𝒄
𝟓 𝟓
Learning Competencies with code

The students are able to compute the antiderivative of a function using substitution
rule
Week 1-3 STEM_BC11LC-IVc-1
ACTIVITY 1.
Directions: Find the antiderivatives of the following polynomials function using
U-SUBSTITUTION.
1. ) ∫ 5x(x 2 + 5)4 dx 2.) ∫ 16𝑥 √80 − 2𝑥 2 𝑑𝑥
u= u=
du/dx= du/dx=
dx= dx=
ANSWER: ANSWER:
𝑥4 6𝑥
3.) ∫ (2+𝑥5)2 𝑑𝑥 4.) ∫ √𝑥2 𝑑𝑥
+2
u= u=
du/dx= du/dx=
dx= dx=
ANSWER: ANSWER:
5.)∫ 𝑥 3 √𝑥 4 + 1
u=
du/dx=
dx=
ANSWER:
Directions: Find the antiderivatives of the following exponential and logarithmic

function using U-SUBSTITUTION.
2
8𝑒 3𝑥 +3 1
1. ∫ 4 𝑑𝑥 2. ∫ 4 𝑒 𝑥+3 𝑑𝑥
u= u=
du/dx= du/dx=
dx= dx=
ANSWER: ANSWER:
1 4
3. ∫ 4 𝑒 𝑥+4 𝑑𝑥 4.∫ 𝑒3𝑥+4 dx
u= u=
du/dx= du/dx=
dx= dx=
ANSWER: ANSWER:
8
5. ∫ 𝑒 −6𝑥 𝑑𝑥 6. ∫ 9𝑥 𝑑𝑥
u= u=
du/dx= du/dx=
dx= dx=
ANSWER: ANSWER:
13 12
7. ∫ 2𝑥−15 𝑑𝑥 8. ∫ 𝑥+6 𝑑𝑥
u= u=
du/dx= du/dx=
dx= dx=
ANSWER: ANSWER:
6𝑥 𝑥2
9. ∫ 5𝑥2 +6 𝑑𝑥 10. ∫ 17𝑥3 +1 𝑑𝑥
u= u=
du/dx= du/dx=
dx= dx=
ANSWER: ANSWER:
Directions: Find the antiderivatives of the following trigonometric function using

U-SUBSTITUTION.
1. ∫ 21𝑐𝑜𝑠(203𝑥 ) 𝑑𝑥 2. ∫ 𝑠𝑖𝑛6 𝑥 cos 𝑥 𝑑𝑥

u= u=
du/dx= du/dx=
dx= dx=
ANSWER: ANSWER:
sin 𝑥
3. ∫ 𝑐𝑜𝑠 4 𝑥 𝑑𝑥 4. ∫ 6 sin(6𝑥 ) 𝑑𝑥
u= u=
du/dx= du/dx=
dx= dx=
ANSWER: ANSWER:
5. ∫ 𝑥 6 sin 𝑥 7 dx
u=
du/dx=
dx=
ANSWER:
Reflection: (The learner writes how he/she feels about the activity.)
References for learners:

https://www.math24.net/integration-substitution/
https://www.mathportal.org/calculus/integration-techniques/integration-by-su
bstitution.php
Answer key:
Activity 1
1. ) ∫ 5x(x 2 + 5)4 dx 2.) ∫ 16𝑥 √80 − 2𝑥 2 𝑑𝑥
u= x2+5 u= 80-2x2
du/dx= 2x du/dx= -4x
𝑑𝑢 𝑑𝑢
dx= 2𝑥 dx=−4𝑥
3
1 8
ANSWER: (x 2 + 5)5 + 𝑐 ANSWER: − 3 (80 − 2x 2 )2 + 𝑐
2
𝑥4 6𝑥
3.) ∫ (2+𝑥5)2 𝑑𝑥 4.) ∫ √𝑥2 𝑑𝑥
+2
u= 2+x5 u= x2+2
du/dx= 5x4 du/dx= 2x
𝑑𝑢 𝑑𝑢
dx= 5𝑥4 dx= 2𝑥
1
1
ANSWER: (2 + x 5 )3 + 𝑐 ANSWER: 6(x 2 + 2)2 + 𝑐
5
5.)∫ 𝑥 3 √𝑥 4 + 1
u= x4+1
du/dx= 4x3
𝑑𝑢
dx= 4𝑥3
3
1
ANSWER: (x 4 + 1)2 + 𝑐
6
ACTIVITY 2.
Directions: Find the antiderivatives of the following exponential and logarithmic
function using U-SUBSTITUTION.
2
8𝑒 3𝑥 +3 1
1. ∫ 4 𝑑𝑥 2. ∫ 4 𝑒 𝑥+3 𝑑𝑥
u= 3x2 +3 u= x+3
du/dx= 6x du/dx= 1
𝑑𝑢
dx= 6𝑥 dx=du
2
𝑒 3𝑥 +3 𝑒 𝑥+3
ANSWER: +𝑐 ANSWER: +𝑐
3𝑥 4
1 4
3. ∫ 4 𝑒 𝑥+4 𝑑𝑥 4.∫ 𝑒3𝑥+4 dx
u= x+4 u= 3x+4
du/dx= 1 du/dx= 3
𝑑𝑢
dx= du dx=
3
𝑒 𝑥+4 −4
ANSWER: +𝑐 ANSWER:3𝑒3𝑥+4 + 𝑐
4
8
5. ∫ 𝑒 −6𝑥 𝑑𝑥 6. ∫ 9𝑥 𝑑𝑥
u= -6x u= x
du/dx= -6 du/dx= 1
𝑑𝑢
dx= −6 dx=du
−1 8𝑙𝑛|𝑥|
ANSWER: 6𝑒 6𝑥
+𝑐 ANSWER: 9
+𝑐
13 12
7. ∫ 2𝑥−15 𝑑𝑥 8. ∫ 𝑥+6 𝑑𝑥
u= 2x-15 u= x+6
du/dx= 2 du/dx= 1
𝑑𝑢
dx= 2 dx= du
13𝑙𝑛|2𝑥−15|
ANSWER: +𝑐 ANSWER:12|𝑥 + 6|+c
2
6𝑥 𝑥2
9. ∫ 5𝑥2 +6 𝑑𝑥 10. ∫ 17𝑥3 +1 𝑑𝑥
u= 5x2+6 u= 17x3+1
du/dx= 10x du/dx=51x2
𝑑𝑢 𝑑𝑢
dx= 10𝑥 dx=51𝑥2
3𝑙𝑛|5𝑥 2 +6| 𝑙𝑛|17𝑥 3 +1|

5 51
ACTIVITY 3
Directions: Find the antiderivatives of the following trigonometric function using
U-SUBSTITUTION.
2. ∫ 21𝑐𝑜𝑠(203𝑥 ) 𝑑𝑥 2. ∫ 𝑠𝑖𝑛6 𝑥 cos 𝑥 𝑑𝑥

u= 203x u= sinx
du/dx= 203 du/dx= -cosx
𝑑𝑢 𝑑𝑢
dx= 203 dx= −𝑐𝑜𝑠𝑥
3sin(203𝑥) 𝑠𝑖𝑛7𝑥
29 7
sin 𝑥
3. ∫ 𝑐𝑜𝑠 4 𝑥 𝑑𝑥 4. ∫ 6 sin(6𝑥 ) 𝑑𝑥
u= cosx u= 6x
du/dx= sinx du/dx= 6
𝑑𝑢 𝑑𝑢
dx= 𝑠𝑖𝑛𝑥 dx= 6
1
ANSWER: +𝑐 ANSWER:−𝑐𝑜𝑠(6𝑥 ) + 𝑐
3𝑐𝑜𝑠3 𝑥
5. ∫ 𝑥 6 sin 𝑥 7 dx
u= 7x
du/dx= 7x6
𝑑𝑢
dx= 7𝑥6
−cos(𝑥 7 )
ANSWER: +𝑐
7
Prepared by:
CHRISTIAN J. JULIAN
Roxas National High School
Roxas, Isabela
BASIC CALCULUS 11
Name: Grade Level:
Date: Score:
Learning Activity Sheet

Definition of Derivative of a Function at a Given Number

Have you ever tried to be in a high place and decided to drop a ball, coin, stone or anything
that can be held by your hand? Do you wonder how fast the item you dropped travels? Or
what would be its location after a certain time? How about the time it takes to reach a
specific height?
Or have you ever wondered what is the purpose of studying complex mathematical ideas
especially on calculus such as anti-differentiation?
This learning activity sheet helps you to answer those problems by providing you sets of
problems that will not only enhance your learning on the previous discussions on
derivatives and anti-differentiation but it will help you to find a concrete connection
between these ideas and your life activities.
Learning Competency
applies the definition of the derivative of a function at a given number
(STEM_BC11D-IIIe-2)
Activity 1: MATCH-STICK
Directions: Match every function on column A to its anti-differentiation on column
B. The stick that you draw will identify which two functions matches.
COLUMN A COLUMN B
(FUNCTION) (ANTI-DIFFERENTIATION)
𝑥4
_______1. ∫ √4𝑥 + 1 𝑑𝑥 a. 4𝑥 5 + +𝐶
2
_______2. ∫ 20𝑥 4 + 2𝑥 3 𝑑𝑥 b. -3cos(3x)+C
_______3. ∫ 3𝑥 𝑑𝑥 c. 4𝑒 𝑥 + 𝐶
1
_______4. ∫ 𝑒 𝑥 + 2𝑥 𝑑𝑥 d. 4
sin(4𝑥 ) + 𝐶
_______5. ∫ 3𝑥+1 𝑑𝑥 e. 4 cos(x)+C

2𝑥
_______6. ∫ 16𝑥 3 − 3𝑥 2 − 1 𝑑𝑥 f. 𝑒 𝑥 + ln(2) + 𝐶
_______7. ∫ 4𝑒 𝑥 𝑑𝑥 g. 4𝑥 4 − 𝑥 3 − 𝑥 + 𝐶
3𝑥+1
_______8. ∫ 9𝑠𝑖𝑛3𝑥 𝑑𝑥 h. ln(3) + 𝐶
3
1
_______9. ∫ 𝑐𝑜𝑠4𝑥 𝑑𝑥 i. (4x + 1)2 + 𝐶
6
3𝑥
_______10. ∫ 4𝑠𝑖𝑛𝑥 𝑑𝑥 j. +𝐶
ln(3)
ACTIVITY 2: DERIVE MY ANTI-DERIVATIVE
Directions: Solve for the anti-derivative of the following functions.
𝑑𝑥
1. ∫ 5𝑥+8
𝑥+4
2. ∫ 𝑥 2 +8𝑥+16
𝑒 3𝑥
3. ∫
𝑒 3𝑥 +6
4. One day in school, Juan, while daydreaming, was called by his teacher to answer the problem
written in the board. Help Juan answer the problem on the board. The problem is “Find
∫(𝑐𝑠𝑐 2 (𝑐𝑜𝑡𝑥))𝑐𝑠𝑐 2𝑥 𝑑𝑥.”
θ θ
5. Pedro claims that the anti-derivative of ∫ 𝑐𝑜𝑡 2 𝑑θ is −2 ln |cos (2)| + 𝐶. Unfortunately, his
professor, Maria, disagree with his answer. Who do you think is correct about their claims?
Back up your answer with a solution.
ACTIVITY 3: Rock Bottom
1. Juan Dela Cruz climbed on a 400 ft cliff. He took his cellphone to take a picture
of the scenery. Accidentally, he dropped his phone. If the velocity of the
cellphone as it drops at time t is given as v(t)=-32ft/s.
a. Find the height of the rock above the ground at time t or s(t).
b. How long will it take for the cellphone to reach the base of the hill?
c. What will be the phone’s velocity when it reach the base of the hill.
Reflection
Direction: Write the learnings or new knowledge you gained after finishing this
Learning Activity Sheet.
My Learnings for Today
References for the Learners

1. (https://web.ma.utexas.edu/users/m408n/AS/LM4-9-
2.html#:~:text=Velocity%20is%20the%20anti-
derivative%20of%20acceleration.%20acceleration%20for,physics%20involv
es%20Newton%27s%20law%3A%20Force%20%3D%20mass%20%C3%97ac
celeration)
2. (https://tutorial.math.lamar.edu/Problems/CalcI/IndefiniteIntegrals.aspx )
3. (https://sites.uwm.edu/jrb5/teaching/antidifferentiation-word-problems/)
ANSWER KEY
ACTIVITY I: MATCH-STICK
COLUMN A COLUMN B
(FUNCTION) (ANTI-DIFFERENTIATION)
𝑥4
____i___1. ∫ √4𝑥 + 1 𝑑𝑥 a. 4𝑥 5 + +𝐶
2
____a___2. ∫ 20𝑥 4 + 2𝑥 3 𝑑𝑥 b. -3cos(3x)+C
_____j__3. ∫ 3𝑥 𝑑𝑥 c. 4𝑒 𝑥 + 𝐶
1
_____f__4. ∫ 𝑒 𝑥 + 2𝑥 𝑑𝑥 d. 4
sin(4𝑥 ) + 𝐶
_____h__5. ∫ 3𝑥+1 𝑑𝑥 e. 4 cos(x)+C

2𝑥
_____g__6. ∫ 16𝑥 3 − 3𝑥 2 − 1 𝑑𝑥 f. 𝑒 𝑥 + ln(2) + 𝐶
____c___7. ∫ 4𝑒 𝑥 𝑑𝑥 g. 4𝑥 4 − 𝑥 3 − 𝑥 + 𝐶
3𝑥+1
____b___8. ∫ 9𝑠𝑖𝑛3𝑥 𝑑𝑥 h. ln(3) + 𝐶
3
1
____d___9. ∫ 𝑐𝑜𝑠4𝑥 𝑑𝑥 i. (4x + 1)2 + 𝐶
6
3𝑥
____e___10. ∫ 4𝑠𝑖𝑛𝑥 𝑑𝑥 j. +𝐶
ln(3)
ACTIVITY 2: DERIVE MY ANTI-DERIVATIVE

𝒅𝒙
1. ∫ 𝟓𝒙+𝟖
𝑑𝑢
 let u=5x+8; du=5dx therefore dx= 5
𝟏 1 1 1
 ∫ 𝟓𝒖 𝑑𝑢 = ∗ ∫ = ln(𝑢)
5 𝑢 5
 Substitute u with 5x+8, therefore:
𝒅𝒙 𝟏
 ∫ 𝟓𝒙+𝟖= 𝟓 𝐥𝐧(𝟓𝒙 + 𝟖)+C
𝒙+𝟒
2. ∫
𝒙𝟐 +𝟖𝒙+𝟏𝟔
𝒙+𝟒 1
 Simplify first the function; =
(𝑥+4)(𝑥+4) 𝑥+4
𝟏
 Let u=x+4, therefore ∫ 𝑑𝑢
𝒖
𝟏
 ∫ 𝒖 𝑑𝑢 = ln(𝑢)
 𝑆𝑢𝑏𝑠𝑡itute u with x+4, therefore:
𝒙+𝟒
 ∫ 𝒙𝟐+𝟖𝒙+𝟏𝟔= 𝐥𝐧(𝒙 + 𝟒)+C
𝒆𝟑𝒙
3. ∫
𝒆𝟑𝒙 +𝟔
𝟏
 Let u=𝒆𝟑𝒙 + 𝟔, therefore ∫ 𝑑𝑢
𝟑𝒖
1 1 1 1
 ∗ ∫ 𝑢 𝑑𝑢 = ∗ ln(𝑢) = 3 ln(𝑢)
3 3
 𝑠𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑒 u with 𝒆𝟑𝒙 + 𝟔, 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒:
𝒆𝟑𝒙 𝟏
 ∫ 𝒆𝟑𝒙+𝟔 = 𝟑 𝐥𝐧(𝒆𝟑𝒙 + 𝟔)+C
4. One day in school, Juan, while daydreaming, was called by his teacher to answer the problem
written in the board. Help Juan answer the problem on the board. The problem is “Find
∫(𝑐𝑠𝑐 2 (𝑐𝑜𝑡𝑥))𝑐𝑠𝑐 2𝑥 𝑑𝑥.”
 ∫(𝑐𝑠𝑐 2 (𝑐𝑜𝑡𝑥))𝑐𝑠𝑐 2𝑥 𝑑𝑥
 𝑙𝑒𝑡 𝑢 = cot 𝑥, 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒 ∫ −𝑐𝑠𝑐 2 (𝑢) 𝑑𝑢
 − ∫ 𝑐𝑠𝑐 2(𝑢) 𝑑𝑢 = −(− cot(𝑢))
 𝑠𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑒 𝑢 𝑤𝑖𝑡ℎ cot(𝑥), therefore;
 ∫(𝑐𝑠𝑐 2 (𝑐𝑜𝑡𝑥))𝑐𝑠𝑐 2𝑥 𝑑𝑥 = 𝐜𝐨𝐭(𝐜𝐨𝐭(𝒙)) + 𝑪
θ θ
5. Pedro claims that the anti-derivative of ∫ 𝑐𝑜𝑡 𝑑θ is −2 ln |cos ( )| + 𝐶. Unfortunately, his
2 2
professor, Maria, disagree with his answer. Who do you think is correct about their claims?
Back up your answer with a solution.
θ
 ∫ 𝑐𝑜𝑡 2 𝑑θ
θ
θ cos( )
 Take note that 𝑐𝑜𝑡 2 = 2
θ
sin( )
2
θ 2
 Let u=sin (2) , therefore ∫ 𝑢 𝑑u
1
 2*∫ 𝑢 𝑑u = 2 ln(𝑢)
θ
 Substitute u with sin ( ) , 𝑡ℎ𝑒𝑟𝑒𝑓𝑜𝑟𝑒;
2
θ 𝛉
 ∫ 𝑐𝑜𝑡 2 𝑑θ = 𝟐 𝐥𝐧 |𝐬𝐢𝐧(𝟐)| + 𝑪
 Based on the solution, it is found out that Pedro’s teacher claim is correct because
it has been proven that the assumption of Pedro is wrong.
ACTIVITY 3. ROCK-BOTTOM
1. Juan Dela Cruz climbed on a 400 ft cliff. He took his cellphone to take a picture
of the scenery. Accidentally, he dropped his phone. If the velocity of the
cellphone as it drops at time t is given as v(t)=-32t ft/s.
a. Find the height of the rock above the ground at time t or s(t).
 Note that on our previous topic, v(t) is the derivative of s(t), therefore s(t) is the anti-
derivative of v(t).
 𝑠(𝑡) = ∫ 𝑣 (𝑡) dt
 𝑠(𝑡) = ∫ −32𝑡 dt
−32𝑡 1+1 −32𝑡 2
 𝑠(𝑡) = 1+1 = 2 = −16𝑡 2 + 𝐶
 But we do not stop there, there must be a value of c. We all know that the cellphone
was dropped on the top of a 400 ft hill, therefore the starting position of the phone is
400 ft. In other words, st=400 when t=0, therefore;
 𝑠(𝑡) = −16𝑡 2 + 𝐶
 400 = −16(0)2 + 𝐶
 C=400, and our final answer is;
 𝒔(𝒕) = −𝟏𝟔𝒕𝟐 + 𝟒𝟎𝟎
b. How long will it take for the cellphone to reach the base of the hill?
 When the rock hits the base of the hill it means that it is 0ft off the ground or s(t)=0.
 𝒔(𝒕) = −𝟏𝟔𝒕𝟐 + 𝟒𝟎𝟎
 𝒔(𝟎) = −𝟏𝟔𝒕𝟐 + 𝟒𝟎𝟎
 √𝟏𝟔𝒕𝟐 = √𝟒𝟎𝟎
𝟒𝒕 𝟐𝟎
 𝟒 = 𝟒
 t=5 seconds
3. What will be the phone’s velocity when it reaches the base of the hill.
 It is given on the problem that the velocity of the phone as it drops is given as, v(t)=-
32t ft/s.
 𝒗(𝒕) = −𝟑𝟐𝒕 𝒇𝒕/𝒔
 𝒗(𝟓) = −𝟑𝟐(𝟓)𝒇𝒕/𝒔
 𝒗(𝟓) = 𝟏𝟔𝟎 𝒇𝒕
Prepared by:
JONEL C. ASUNCION
Special Science Teacher I
Luna National High School
BASIC CALCULUS
Name of Learner:________________________Grade Level: __________________________
Section:________________________________Date:________________________________

Situational Problems Involving Growth and Decay
A function f has an exponential growth if the constant k is positive while it has an

exponential decay when the constant k is negative.
Below is the exponential growth and decay function.
where:
f(t) is the size of a certain population at time t
𝑓 (𝑡) = 𝑦0 𝑒 𝑘𝑡
𝑦0 is the initial size of a certain population at t=0
k is the difference of births and deaths (b-d)
t is the time needed to reach the size of a certain population
Example 1: Suppose that a colony of bacteria is growing exponentially. Initially, there are
1,000 bacteria present. Five hours later, the bacteria grow to 32,000. Assuming no bacteria die
in the process. After how many hours will the bacteria triple its number?
Solution:
𝑓(𝑡) = 𝑦0 𝑒 𝑘𝑡
𝑓(5) = 1,000𝑒 𝑘(5)
32,000 = 1,000𝑒 5𝑘
32,000
= 𝑒 5𝑘
1,000
32 = (𝑒 𝑘 )5
1
(32)5 = 𝑒 𝑘
2 = 𝑒𝑘
Substitute the value of 𝑒 𝑘 in the function, 𝑓(𝑡) = 1,000𝑒 𝑘𝑡

𝑓(𝑡) = 1,000(2)𝑡
1
PRACTICE PERSONAL HYGIENE PROTOCOLS AT ALL TIMES
Since the bacteria will triple its number at certain t, then
3,000 = 1,000(2)𝑡
3,000
= 2𝑡
1,000
3 = 2𝑡
ln 3 = ln 2𝑡
ln 3 = 𝑡 ln 2
ln 3
=𝑡
ln 2
1.098612289
=𝑡
0.69314718
𝑡 ≈ 1.58
Thus, it will take an approximately equal to 1.58 hours to triple the number of bacteria
Example 2: Assuming that the rate of decay of a certain radioactive substance is proportional
to the present amount of the said radioactive substance. If the half-life of a certain radioactive
substance is 1,500 years and there are 100 grams on hand now, how much radioactive substance
will be present in 950 years?
Solution:
𝑓(𝑡) = 𝑦0 𝑒 𝑘𝑡
𝑓(𝑡) = 100𝑒 𝑘𝑡
50 = 100𝑒 𝑘(1,500) , since half-life of 1,500 years means the initial amount of 100
grams, then 100 grams will reduce to its half. That is, 50 grams
50
= 𝑒 1,500𝑘
100
1
= 𝑒 1,500𝑘
2
1
= (𝑒 𝑘 )1,500
2
1
( )1⁄1,500 = 𝑒 𝑘
2
Substitute the value of 𝑒 𝑘 in the function, 𝑓(𝑡) = 100𝑒 𝑘𝑡

1
𝑓(950) = 100( )(1⁄1,500)𝑡
2
1
𝑓(950) = 100( )𝑡⁄1,500
2
1
𝑓(950) = 100( )950⁄1,500
2
1
𝑓(950) = 100( )19⁄30
2
2
30 19
𝑓 (950) = 100( √(1⁄2) )
1
𝑓(950) = 100( 30 )
√(2)19
1
𝑓(950) = 100( )
1.551144762
𝑓 (950) ≈ 64.5
Hence, there will be approximately equal to 64.5 grams of radioactive substance after 950 years
Learning Competency:
The learners solve situational problems involving exponential growth and decay
(STEM_BC11LC-IVe-f-1)
Activity 1- The Growth & Decay in a Table

Directions: Complete the given table by writing the appropriate value of the unknown. Show
your solutions if possible and simplify all answers. (2 points each)
Problem 𝑒𝑘 Function Final answer

1. The initial number of
positive cases of Covid 19
in a certain community is 3.
After two months, there are
already 15 positive cases.
Assuming that the growth is
exponential and no patient
undergoes quarantine or
medical treatment.
a. At what time will there be
60 positive cases?
b. How many positive cases
are there after 4 months?
2. The amount of time it takes
for a radioactive substance
to decay 50% of its amount
is called half-life. Assuming
that a substance A has a
half-life of 2,500 years.
a. What part of substance
A will remain after
5,000 years?
b. After how many years
will substance A reach
the 30% remaining
parts?
3
Activity 2- Explore More
Directions: Read and analyze the given problems. Answer what is being asked and do not forget
to show your solutions. (5 points each)
1. Suppose that there are 5,000 viruses. After 3 hours, the population of the virus increased
to 15,000. If the number of colonies grows exponentially, how many viruses are there
after 5 hours?
2. If the half-life of the radioactive polonium-210 is 150 days and there are 5 grams initially, how
much of the sample was there two weeks ago?
3. Self-Learning Modules, Online Learning, Radio-Based Instruction, TV-Based Instruction and

Blended Learning are the different learning modalities that can be used in this time of pandemic.
Assuming that a teacher can photocopy the Self-Learning Modules exponentially, how many
pages of Modules can he/she reproduce within a week if 3,500 and 21,000 pages were printed
in a day and 5 days respectively?
4. A radioactive substance decays naturally. If it takes 250 years to reduce the substance’s mass
by half of its size, how many years does it take to reduce it by 75%?
Reflection
Share your insights regarding exponential growth and decay
References
Pelias, John Gabriel. Basic Calculus First Edition. Rex Book Store, Inc.. (2016)
Basic Calculus Learner’s Material. First Edition (2016)
https://mathinsight.org/exponential_growth_decay_differential_equation_refresher
4
Answer Key
Activity 1- The Growth & Decay in a Table
Problem 𝑒𝑘 Function Final answer

𝑡 𝑡
1. The initial number 𝑓(𝑡) = 𝑦0 𝑒 𝑘𝑡 60 = 3√5 60 = 3√5
of positive cases of 𝑓(2) 𝑡
20 = √5
Covid 19 in a = 3𝑒 𝑘(2) 𝑡
certain community ln 20 = 𝑙𝑛√5
15 = 3𝑒 𝑘(2) ln 20 = 𝑡 𝑙𝑛√5
is 3. After two 5 = 𝑒 2𝑘 𝑙𝑛 20
months, there are 5 = (𝑒 𝑘 )2 𝑡=
already 15 positive ln √5
cases. Assuming 𝑒 𝑘 = √5 𝑡 ≈ 3.72
that the growth is Hence, it will take
exponential and no approximately 3.72
patient undergoes months to have 60
quarantine or positive cases of
medical treatment. Covid-19
4 4
a. At what time will 𝑓(4) = 3√5 𝑓(4) = 3√5
there be 60 positive = 3(25) = 75
cases? There will be 75
b. How many positive cases after 4 months
cases are there after
4 months?
2. The amount of time 𝑓(𝑡) = 𝑦0 𝑒 𝑘𝑡 𝑓(5,000) = (5,000) =
it takes for a 𝑦0 𝑦0 (0.9997227779)5,000 𝑦0 (0.9997227779)5,000
= 𝑦0 𝑒 𝑘(2,500) 𝑓(5,000) = 0.25𝑦0
radioactive substance 2
1 About 25% of the
to decay 50% of its = 𝑒 2,500𝑘
2 substance will
amount is called half- 1
= (𝑒 𝑘 )2,500 remain after 5,000
life. Assuming that a 2 years
substance A has a half- 1 1
life of 2,500 years. 𝑒 𝑘 = ( )2,500
2
a. What part of 𝑒𝑘
substance A = 0.999722779
will remain
after 5,000
years?
b. After how 0.30𝑦0 = 0.30𝑦0
𝑦0 (0.9997227779)𝑡 = 𝑦0 (0.9997227779)𝑡
many years will
0.30 = (0.9997227779)𝑡
substance A ln 0.30 =
reach the 30% 𝑙𝑛 (0.9997227779)𝑡
remaining ln 0.30 =
𝑡 𝑙𝑛 (0.9997227779)
parts? ln 0.30
𝑡=
𝑙𝑛 (0.9997227779)
𝑡 ≈ 4,342.39
Approximately 4,343 years
will substance A reach the
30% remaining parts
5
Activity 2- Explore More
1. Solution:
𝑓(𝑡) = 5,000𝑒 𝑘𝑡
𝑓(3) = 5,000𝑒 𝑘𝑡
15,000 = 5,000𝑒 𝑘(3)
15,000 = 5,000𝑒 3𝑘
15,000
= 𝑒 3𝑘
5,000
3 = (𝑒 𝑘 )3
3
𝑒 𝑘 = √3
𝑓(5) = 5,000𝑒 𝑘(5)

3 5
𝑓 (5) = 5,000 √3 = 5,000(6.240251469) ≈ 31,201.26
There will be approximately 31, 201 viruses after 5 hours
2. Solution:
𝑓(150) = 5𝑒 𝑘(150)
1
= 𝑒 150𝑘
2
1 1
𝑒 𝑘 = ( )150 = 0.995389679
2
To find the number of samples two weeks ago, use

𝑓 (7) = 5𝑒 𝑘(7) = 5𝑒 𝑘(7) = 5(0.995389679)7 ≈ 4.84
There were approximately 4.84 samples of radioactive polonium-210 two weeks ago
3. Solution:
𝑓(1) = 𝑦0 𝑒 𝑘(1) ; 𝑓(5) = 𝑦0 𝑒 𝑘(5)
3,500 = 𝑦0 𝑒 𝑘 ; 21,000 = 𝑦0 𝑒 5𝑘
𝑦0 𝑒 𝑘 3,500
=
𝑒𝑘 𝑒𝑘
𝑦0 = 3,500𝑒 −𝑘
Hence,
21,000 = 𝑦0 𝑒 5𝑘
21,000 = (3,500𝑒 −𝑘 )𝑒 5𝑘
21,000 = 3,500𝑒 4𝑘
6 = 𝑒 4𝑘
6 = (𝑒 𝑘 )4
4
𝑒 𝑘 = √6
Substituting the value of 𝑒 𝑘 in the first equation, then

4
3,500 = 𝑦0 √6
3,500
𝑦0 = ≈ 2,236.30
1.56508458
6
Therefore, to find the number of pages printed within a week
4
𝑓 (7) = 2,236.30𝑒 7𝑘 = 2,236.30( √6)7 = 2,236.30(23.00195175) ≈ 51,439.26
There will be approximately 51, 439 pages of Self-Learning Modules to be printed in a

week
4. Solution:
𝑓(𝑡) = 𝑦0 𝑒 𝑘(250)
𝑦0
= 𝑦0 𝑒 𝑘(250)
2
1
= 𝑒 𝑘(250)
2
1 1
𝑒 𝑘 = ( )250 = 0.997231251
2
To find the number of years it take to reduce the substance by 75%,
0.75𝑦0 = 𝑦0 𝑒 𝑘(𝑡)
0.75 = 𝑒 𝑘(𝑡) = (0.997231251)𝑡
ln 0.75 = ln(0.997231251)𝑡 = 𝑡 ln 0.997231251
ln 0.75
𝑡= ≈ 103.76
ln 0.997231251
It will take approximately 103.76 years to reduce the substance’s mass by 75%
Prepared by:
LEONOR M. BALICAO
Delfin Albano (Magsaysay) Stand-Alone Senior High School
7
BASIC CALCULUS
Section:________________________________Date:________________________________

The Formal Definition of the Definite Integral

Using the geometric interpretation, definite integral is the area of the region bounded
by y=f(x), x-axis, x=a and x=b if f is a positive continuous function on [a,b]. In symbols, it is
written as
𝑏
∫ 𝑓 (𝑥 )𝑑𝑥
𝑎
Also, definite integral does not only depend on variable x. Meaning, changing the
variable x only changes its name but not the area of the region. Hence,
𝑏 𝑏 𝑏
∫ 𝑓 (𝑥 )𝑑𝑥 = ∫ 𝑓 (𝑡)𝑑𝑡 = ∫ 𝑓 (𝑢)𝑑𝑢
𝑎 𝑎 𝑎
To illustrate the computation of definite integrals using geometric interpretation,

consider the given examples.
Example 1: Find the exact values of the following definite integrals:

3
1. ∫1 2 𝑑𝑥
1
2. ∫−1 (𝑥 + 1)𝑑𝑥
Solution: Use the definition of definite integral by drawing the region and finding its
area using geometric formulas
1.
1
Since the graph of y=2 is a horizontal line, the region bounded is a square. Hence,
use the area formula, 𝐴 = 𝑠 2 to find the value of the given definite integral. That is,
𝐴 = (2)2 = 4. Therefore,
3
∫ 2 𝑑𝑥 = 4
1
2.
Based from the illustration, 𝑦 = 𝑥 + 1 has a graph of a line slanting to the right.
1 1
The shaded region is a right triangle, thus, 𝐴 = 2 𝑏ℎ. Its area is 2 (2)(2) which is
1
equal to 2 (4)=2. Hence,
1
∫ (𝑥 + 1)𝑑𝑥 = 2
−1
There is also a general geometric interpretation of a definite integral as a net signed

area. Net signed area is equal to the sum of all the areas above the x-axis minus the sum of all
the areas below the x-axis.
In addition, definite integral contains summation which needs to be evaluated

completely before applying the limit. In short the limit of the Riemann sum is also the definite
integral of f over [a,b], In symbols, it is written as
𝑏 𝑛
∫ 𝑓 (𝑥 )𝑑𝑥 = lim ∑ 𝑓(𝑥𝑘∗ )∆𝑥

𝑎 𝑛→∞
𝑘=1
where: 𝑥𝑘∗ is any point in the kth subinterval [𝑥𝑘−1, 𝑥𝑘 ]; 𝑥𝑘 = 𝑥0 + 𝑘∆𝑥

𝑏−𝑎
∆𝑥 =
𝑛
2
Example 2: Use the definition of definite integral as a limit of the Riemann sum to show
that
0
∫ (𝑥 + 2)𝑑𝑥 = 2
−2
Solution:
Find the Riemann sum of 𝑓(𝑥) = 𝑥 + 2 relative to the partition 𝑃𝑛 of [-2,0]. This gives
0−(−2) 2 2
∆𝑥 = = 𝑛. Thus, the partition points are 𝑥𝑘 = 𝑥0 + 𝑘∆𝑥 = −2 + 𝑘 (𝑛) = −2 +
𝑛
2𝑘
. Hence,
𝑛
𝑛 𝑛 𝑛
2𝑘 2 2𝑘 2
𝑅𝑛 = ∑ 𝑓(𝑥𝑘∗ )∆𝑥 = ∑(−2 + ) + 2) ( ) = ∑(0 + ) ( )
𝑛 𝑛 𝑛 𝑛
𝑘=1 𝑘=1 𝑘=1
𝑛 𝑛 𝑛
2𝑘 2 4𝑘 4
= ∑( ) ( ) = ∑ 2 = 2 ∑ 𝑘
𝑛 𝑛 𝑛 𝑛
𝑘=1 𝑘=1 𝑘=1
𝑛(𝑛+1)
Since, ∑𝑛𝑘=1 𝑘 = , then
2
4 𝑛(𝑛 + 1) (𝑛 + 1) 1 2
𝑅𝑛 = ( 2 )( )=2 ( ) = 2 (1 + ) = 2 +
𝑛 2 𝑛 𝑛 𝑛
By definition,
0
2
∫ (𝑥 + 2) 𝑑𝑥 = lim 𝑅𝑛 = lim 2 + =2
−2 𝑛→∞ 𝑛→∞ 𝑛
Below is the summary of the properties of definite integral
Properties of Definite Integral
Linearity of the Definite Integral

Let f and g be positive continuous functions on [a,b] and let c ∈ ℝ, then
𝑏 𝑏
1. ∫𝑎 𝑐 𝑓 (𝑥 )𝑑𝑥 = 𝑐 ∫𝑎 𝑓 (𝑥 )𝑑𝑥
𝑏 𝑏 𝑏
2. ∫𝑎 (𝑓 (𝑥 ) ± 𝑔(𝑥 ))𝑑𝑥 = ∫𝑎 𝑓(𝑥 )𝑑𝑥 ± ∫𝑎 𝑔(𝑥 )𝑑𝑥
𝑏 𝑏
Example 3: Suppose the given are ∫𝑎 𝑓 (𝑥 )𝑑𝑥 = 4 and ∫𝑎 𝑔(𝑥 )𝑑𝑥 = 9. Find the exact
value of the following.
𝑏
1. ∫𝑎 5 𝑓(𝑥 )𝑑𝑥
𝑏
2. ∫𝑎 (𝑓 (𝑥 ) + 2𝑔(𝑥))𝑑𝑥
Solution:
𝑏 𝑏
1. ∫𝑎 5 𝑓 (𝑥 )𝑑𝑥 = 5 ∫𝑎 𝑓(𝑥 )𝑑𝑥 = 5(4) = 20
𝑏 𝑏 𝑏
2. ∫𝑎 (𝑓 (𝑥 ) + 2𝑔(𝑥))𝑑𝑥 = ∫𝑎 𝑓 (𝑥 ) 𝑑𝑥 + 2 ∫𝑎 𝑔(𝑥 ) 𝑑𝑥 = 4 + 2(9) = 4 + 18 = 22
3
Additivity of the Definite Integral
Let f be a positive continuous function on a closed and bounded interval I containing
distinct numbers a, b, and c, then
𝑏 𝑐 𝑐
∫𝑎 𝑓 (𝑥 )𝑑𝑥 + ∫𝑏 𝑓 (𝑥 )𝑑𝑥 = ∫𝑎 𝑓 (𝑥 )𝑑𝑥 no matter how a, b & c are ordered on the interval I
To understand better the Additivity of the Definite Integral, consider the given definition.
Definition:
Let f be a continuous positive function on [a,b], then
𝑎
1. ∫𝑎 𝑓 (𝑥 )𝑑𝑥 = 0
𝑎 𝑏
2. ∫𝑏 𝑓 (𝑥 )𝑑𝑥 = − ∫𝑎 𝑓 (𝑥 )𝑑𝑥
𝑎 𝑐 𝑐
Example 4: Assuming that ∫𝑏 𝑓 (𝑥 )𝑑𝑥 = 2 𝑎𝑛𝑑 ∫𝑎 𝑓 (𝑥 )𝑑𝑥 = 6. Find ∫𝑏 𝑓 (𝑥 )𝑑𝑥
Solution: By the Additivity of the Definite Integral,

𝑐 𝑎 𝑐
∫𝑎 𝑓 (𝑥 )𝑑𝑥 = ∫𝑏 𝑓 (𝑥 )𝑑𝑥 + ∫𝑏 𝑓 (𝑥 )𝑑𝑥
𝑐 𝑏 𝑐
∫𝑎 𝑓 (𝑥 )𝑑𝑥 = − ∫𝑎 𝑓 (𝑥 )𝑑𝑥 + ∫𝑏 𝑓 (𝑥 )𝑑𝑥
𝑐
6 = −2 + ∫𝑏 𝑓 (𝑥 )𝑑𝑥
𝑐
−2 + ∫𝑏 𝑓(𝑥 )𝑑𝑥 = 6
𝑐
∫𝑏 𝑓 (𝑥 )𝑑𝑥 = 6 + 2 = 8
The learners define the definite integral as the limit of the Riemann sums (STEM_BC11LC-
IVg-2)
Activity 1- The Role of Geometric Formulas in Definite Integral

Directions: Find the exact values of the following by using the geometric interpretation of
definite integral. Use the net signed area if necessary. (3 points each)
4
1. ∫0 5 𝑑𝑥
0
2. ∫−5(𝑥 + 5) 𝑑𝑥
2
3. ∫0 (1 +/𝑥 − 3/) 𝑑𝑥
2
4. ∫−4(𝑥 + 2) 𝑑𝑥
2
5. ∫−2 √−𝑥 2 + 4 𝑑𝑥
3
6. ∫−3 2 𝑠𝑖𝑛𝑥 𝑑𝑥
4
Activity 2- The Definite Integral of the Given
Directions: Use the properties of definite integral to find the following. Below are the given.
(2 points each)
1 1 3 4 5
∫0 𝑓 (𝑥 )𝑑𝑥 = 3, ∫2 𝑓 (𝑥 )𝑑𝑥 = 7, ∫0 𝑓 (𝑥 )𝑑𝑥 = 5, ∫6 𝑔(𝑥 )𝑑𝑥 = 1 and ∫4 𝑔(𝑥 )𝑑𝑥 = 2
1 5
1. ∫0 𝑓 (𝑥 )𝑑𝑥 + ∫4 𝑔(𝑥 )𝑑𝑥
1
2. ∫2 7𝑓 (𝑥 )𝑑𝑥
3 1
3. ∫0 2𝑓 (𝑥 )𝑑𝑥 − ∫2 5𝑓(𝑥 )𝑑𝑥
2
4. ∫1 𝑓 (𝑥 )𝑑𝑥
3
5. ∫2 𝑓 (𝑥 )𝑑𝑥
5
6. ∫6 𝑔(𝑥 )𝑑𝑥
2 6
7. ∫0 𝑓 (𝑥 )𝑑𝑥 − ∫5 𝑔(𝑥 )𝑑𝑥
Activity 3- The Proof

Directions: Use the definition of definite integral as a limit of the Riemann sum to show the
following. (5 points each)
2
1. ∫0 3𝑥 𝑑𝑥 = 6
2
2. ∫−2 (3𝑥 + 4) 𝑑𝑥 = 16
4
3. ∫1 (2𝑥 2 − 1) 𝑑𝑥 = 39
Reflection
Describe your feelings while doing the activity
References
5
Answer Key
Activity 1- The Role of Geometric Formulas in Definite Integral

4
1. ∫0 5 𝑑𝑥
Since the region is a rectangle with length 4 units and width of 5 units, its area
is 4(5) = 20. Hence,
4
∫ 5 𝑑𝑥 = 20
0
0
2. ∫−5(𝑥 + 5) 𝑑𝑥
6
1 1 1
The shaded region is triangle, hence it’s 𝐴 = 2 𝑏ℎ. That is, 𝐴 = 2 (5)(5) = 2 (25) =
12.5. Therefore,
0
∫ (𝑥 + 5) 𝑑𝑥 = 12.5
−5
2
3. ∫0 (1 +/𝑥 − 3/) 𝑑𝑥
Based from the illustration, the shaded region is a trapezoid. Thus, the formula to be
𝑏 +𝑏 4+2 6
used is 𝐴 = ( 1 2 2 ) ℎ. The area of the trapezoid is ( 2 ) 2 = (2) 2 = 6. Hence,
2
∫ (1 +/𝑥 − 3/) 𝑑𝑥 = 6
0
2
4. ∫−4(𝑥 + 2) 𝑑𝑥
7
1 1
From -4 to -2, the area of the triangle (below the x-axis) is 2 (2)(2) = 2 (4) = 2. On
1
the other hand, the area of the triangle (above the x-axis), from -2 to 2 is 2 (4)(4) =
1
(16) = 8. Hence, the net signed area is equal to 8 − 2 = 6
2
2
∫ (𝑥 + 2)𝑑𝑥 = 6
−4
2
5. ∫−2 √−𝑥 2 + 4 𝑑𝑥
Observe that the shaded region is a semicircle with center at the origin and radius of
2. Since the formula in getting the area of a circle is 𝜋𝑟 2, 𝐴 = 𝜋(2)2 = 3.14(4) = 12.56.
12.56
To get the area of the semicircle, divide the area of the circle into 2. That is 2 = 6.28.
Hence,
2
∫ √−𝑥 2 + 4 𝑑𝑥 = 6.28
−2
3
6. ∫−3 2 𝑠𝑖𝑛𝑥 𝑑𝑥
8
Notice that the given graph is symmetric with respect to the origin. Thus, the shaded region
from -3 to 0 is the same as the shaded region from 0 to 3. Therefore, the net signed is 0.
3
∫ 2 𝑠𝑖𝑛𝑥 𝑑𝑥 = 0
−3
Activity 2- The Definite Integral of the Given

1 5
1. ∫0 𝑓 (𝑥 )𝑑𝑥 + ∫4 𝑔(𝑥 )𝑑𝑥 = 3 + 2 = 5
1 1
2. ∫2 7𝑓 (𝑥 )𝑑𝑥 = 7 ∫2 𝑓 (𝑥 )𝑑𝑥 = 7(7) = 49
3 1 3 1
3. ∫0 2𝑓 (𝑥 )𝑑𝑥 − ∫2 5𝑓(𝑥 )𝑑𝑥 = 2 ∫0 𝑓 (𝑥 )𝑑𝑥 − 5 ∫2 𝑓 (𝑥 )𝑑𝑥 = 2(5) − 5(7) = 10 − 35 =
−25
2 1
4. ∫1 𝑓 (𝑥 )𝑑𝑥 = − ∫2 𝑓 (𝑥 )𝑑𝑥 = −(7) = −7
3
5. ∫2 𝑓 (𝑥 )𝑑𝑥
3 1 2 3
∫0 𝑓 (𝑥 )𝑑𝑥 = ∫0 𝑓(𝑥 )𝑑𝑥 + ∫1 𝑓 (𝑥 )𝑑𝑥 + ∫2 𝑓 (𝑥 )𝑑𝑥
1 1 3
= ∫0 𝑓 (𝑥 )𝑑𝑥 + (− ∫2 𝑓(𝑥 )𝑑𝑥) + ∫2 𝑓 (𝑥 )𝑑𝑥
3
5 = 3 − 7 + ∫2 𝑓 (𝑥 )𝑑𝑥
3
3 − 7 + ∫2 𝑓 (𝑥 )𝑑𝑥 = 5
3
−4 + ∫2 𝑓(𝑥 )𝑑𝑥 =5
3
∫2 𝑓 (𝑥 )𝑑𝑥 =5+4=9
5
6. ∫6 𝑔(𝑥 )𝑑𝑥
6 5 6
∫4 𝑔(𝑥 )𝑑𝑥 = ∫4 𝑔(𝑥 )𝑑𝑥 + ∫5 𝑔(𝑥 )𝑑𝑥
4 5 5
− ∫6 𝑔(𝑥 )𝑑𝑥 = ∫4 𝑔(𝑥 )𝑑𝑥 + (− ∫6 𝑔(𝑥 )𝑑𝑥)
5
−1 = 2 − ∫6 𝑔(𝑥 )𝑑𝑥
5
2 − ∫6 𝑔(𝑥 )𝑑𝑥 = −1
5
− ∫6 𝑔(𝑥 )𝑑𝑥 = −1 − 2 = −3
5
∫6 𝑔(𝑥 )𝑑𝑥 = 3
1 1 3 4 5
∫0 𝑓 (𝑥 )𝑑𝑥 = 3, ∫2 𝑓 (𝑥 )𝑑𝑥 = 7, ∫0 𝑓 (𝑥 )𝑑𝑥 = 5, ∫6 𝑔(𝑥 )𝑑𝑥 = 1 and ∫4 𝑔(𝑥 )𝑑𝑥 = 2
2 6
7. ∫0 𝑓(𝑥 )𝑑𝑥 − ∫5 𝑔(𝑥 )𝑑𝑥
2 1 2 6 5 6
(∫0 𝑓 (𝑥 )𝑑𝑥 = ∫0 𝑓 (𝑥 )𝑑𝑥 + ∫1 𝑓 (𝑥 )𝑑𝑥) − ( ∫4 𝑔(𝑥 )𝑑𝑥 = ∫4 𝑔(𝑥 )𝑑𝑥 + ∫5 𝑔(𝑥 )𝑑𝑥)
2 1 1 4 5
(∫0 𝑓 (𝑥 )𝑑𝑥 = ∫0 𝑓 (𝑥 )𝑑𝑥 + (− ∫2 𝑓 (𝑥 )𝑑𝑥)) − ( − ∫6 𝑔(𝑥 )𝑑𝑥 = ∫4 𝑔(𝑥 )𝑑𝑥 +
6
∫5 𝑔(𝑥 )𝑑𝑥)
2 6
(∫0 𝑓 (𝑥 )𝑑𝑥 = 3 + (−7)) − (−1 = 2 + ∫5 𝑔(𝑥 )𝑑𝑥)
2 6
(∫0 𝑓 (𝑥 )𝑑𝑥 = −4) − (∫5 𝑔(𝑥 )𝑑𝑥 = −1 − 2 = −3)
−4 − (−3) = −4 + 3 = −1
9
Activity 3- The Proof
2
1. ∫0 3𝑥 𝑑𝑥 = 6
Get the Riemann sum of 𝑓(𝑥) = 3𝑥 relative to the partition 𝑃𝑛 of [0,2]. This gives
2−0 2 2 2𝑘
∆𝑥 = = 𝑛. Thus, the partition points are 𝑥𝑘 = 𝑥0 + 𝑘∆𝑥 = 0 + 𝑘 (𝑛) = . Hence,
𝑛 𝑛
𝑛 𝑛 𝑛 𝑛 𝑛
2𝑘 2 6𝑘 2 12𝑘 12
𝑅𝑛 = ∑ 𝑓(𝑥𝑘∗ )∆𝑥 = ∑(3( )) ( ) = ∑( ) ( ) = ∑( 2 ) = 2 ∑ 𝑘
𝑛 𝑛 𝑛 𝑛 𝑛 𝑛
𝑘=1 𝑘=1 𝑘=1 𝑘=1 𝑘=1
𝑛(𝑛+1)
Since, ∑𝑛𝑘=1 𝑘 = 2 , then
12 𝑛(𝑛 + 1) (𝑛 + 1) 1 6
𝑅𝑛 = ( 2 )( )=6 ( ) = 6 (1 + ) = 6 +
𝑛 2 𝑛 𝑛 𝑛
By definition,
2
6
∫ 3𝑥 𝑑𝑥 = lim 𝑅𝑛 = lim 6 + = 6
0 𝑛→∞ 𝑛→∞ 𝑛
2
2. ∫−2 (3𝑥 + 4) 𝑑𝑥 = 16
Again, find the Riemann sum of 𝑓(𝑥) = 3𝑥 + 4 relative to the partition 𝑃𝑛 of [-2,2]. This gives
2−(−2) 4 4
∆𝑥 = = 𝑛. Thus, the partition points are 𝑥𝑘 = 𝑥0 + 𝑘∆𝑥 = −2 + 𝑘 (𝑛) = −2 +
𝑛
4𝑘
. Therefore,
𝑛
𝑛 𝑛 𝑛
4𝑘 4 12𝑘 4
𝑅𝑛 = ∑ 𝑓(𝑥𝑘∗ )∆𝑥 = ∑(3(−2 + ) + 4) ( ) = ∑(−6 + + 4) ( )
𝑛 𝑛 𝑛 𝑛
𝑘=1 𝑘=1 𝑘=1
𝑛 𝑛 𝑛 𝑛
12𝑘 4 −8 48𝑘 −8 48
= ∑(−2 + ) ( ) = ∑( + 2)= ∑1+ 2 ∑𝑘
𝑘=1 𝑘=1 𝑘=1 𝑘=1
𝑛(𝑛+1)
Since, ∑𝑛𝑘=1 1 = 𝑛 𝑎𝑛𝑑 ∑𝑛𝑘=1 𝑘 = , then
2
−8 48 𝑛(𝑛 + 1) (𝑛 + 1) 1 24
𝑅𝑛 = (𝑛) + ( 2 )( ) = −8 + 24 ( ) = −8 + 24 (1 + ) = 16 +
𝑛 𝑛 2 𝑛 𝑛 𝑛
By definition,
2
24
∫ (3𝑥 + 4) 𝑑𝑥 = lim 𝑅𝑛 = lim 16 + = 16
−2 𝑛→∞ 𝑛→∞ 𝑛
4
3. ∫1 (2𝑥 2 − 1) 𝑑𝑥 = 39
Solve the Riemann sum of 𝑓(𝑥) = 2𝑥 2 − 1 relative to the partition 𝑃𝑛 of [1,4]. This gives ∆𝑥 =
4−1 3 3 3𝑘
= 𝑛. Thus, the partition points are 𝑥𝑘 = 𝑥0 + 𝑘∆𝑥 = 1 + 𝑘 (𝑛) = 1 + . Thus,
𝑛 𝑛
10
𝑛 𝑛 𝑛
3𝑘 2 3 6𝑘 9𝑘 2 3
𝑅𝑛 = ∑ 𝑓(𝑥𝑘∗ )∆𝑥 = ∑( 2 (1 + ) − 1) ( ) = ∑( 2(1 + + 2 ) − 1) ( )
𝑛 𝑛 𝑛 𝑛 𝑛
𝑘=1 𝑘=1 𝑘=1
𝑛 𝑛
12𝑘 18𝑘 2 3 12𝑘 18𝑘 2 3
= ∑(2 + + 2 − 1) ( ) = ∑(1 + + 2 )( )
𝑘=1 𝑘=1
𝑛 𝑛 𝑛 𝑛
2
3 36𝑘 54𝑘 3 36 54
= ∑( + 2 + 3 ) = ∑ 1 + 2 ∑ 𝑘 + 3 ∑ 𝑘 2
𝑘=1 𝑘=1 𝑘=1 𝑘=1
𝑛(𝑛+1) 𝑛(𝑛+1)(2𝑛+1) 2𝑛3 +3𝑛2+𝑛

Since, ∑𝑛𝑘=1 1 = 𝑛 , ∑𝑛𝑘=1 𝑘 = 2 𝑎𝑛𝑑 ∑𝑛𝑘=1 𝑘 2 = = then
6 6
3 2
3 36 𝑛(𝑛 + 1) 54 2𝑛 + 3𝑛 + 𝑛
𝑅𝑛 = (𝑛) + ( 2 )( )+ 3( )
𝑛 𝑛 2 𝑛 6
18 2𝑛3 + 3𝑛2 + 𝑛 18 1 1 1
= 3 + (18 + ) + (54 ( ) ) = 21 + + 54( + + )
𝑛 6𝑛3 𝑛 3 2𝑛 6𝑛2
By definition,
4
18 1 1 1 1
∫ (2𝑥 2 − 1) 𝑑𝑥 = lim 𝑅𝑛 = lim 21 + + 54 ( + + 2 ) = 21 + 54( )
1 𝑛→∞ 𝑛→∞ 𝑛 3 2𝑛 6𝑛 3
= 21 + 18 = 39
Prepared by:
LEONOR M. BALICAO
11
BASIC CALCULUS
Section:________________________________Date:________________________________

Illustration of the Fundamental Theorem of Calculus
The Fundamental Theorem of Calculus (FTOC) is a theorem that provides a way to

evaluate definite integrals without using Riemann sums or calculating areas. It facilitates the
computation of areas by just evaluating the antiderivative of the first and last endpoints of an
interval.
Fundamental Theorem of Calculus (FTOC)
Let f be a continuous function on [a,b] and let F be an antiderivative of f, that is, 𝐹 ′(𝑥 ) =
𝑓(𝑥), then
𝑏
∫ 𝑓(𝑥 ) 𝑑𝑥 = 𝐹 (𝑏) − 𝐹(𝑎)
𝑎
The vertical bar notation will be used in evaluating F(x) from 𝑥 = 𝑎 to 𝑥 = 𝑏

𝑏
𝐹 (𝑥 ) | = 𝐹 (𝑏) − 𝐹(𝑎)
𝑎
Hence, FTOC states that If F is an antiderivative of f, then
𝑏 𝑏
∫ 𝑓 (𝑥 ) 𝑑𝑥 = 𝐹 (𝑥 ) |
𝑎 𝑎
Example 1: Evaluate the following integrals using the Fundamental Theorem of Calculus
3
1. ∫1 2 𝑑𝑥
1
2. ∫−1(𝑥 + 1) 𝑑𝑥
1
Solution:
3
3
1. ∫1 2 𝑑𝑥 = 2𝑥 | = 2(3) − 2(1) = 6 − 2 = 4
1
1
1 𝑥2 (1)2 (−1)2 1 1
2. ∫−1(𝑥 + 1) 𝑑𝑥 = ( + 𝑥) | =[( ) + 1] − [( ) + (−1)] = ( + 1) − ( − 1)
2 2 2 2 2
−1
1 1 3 1 3 1 4
= ( + 1) − ( − 1) = − (− ) = + = = 2
2 2 2 2 2 2 2
The learners illustrate the Fundamental Theorem of Calculus (STEM_BC11LC-IVh-1)
Activity 1- The Beauty of FTOC

Directions: Accomplish the given table. Show your solutions if possible. (1 point each)
Definite Integral F F(a) F(b) F(b)-F(a)

2 3x 3(1)=3 3(2)=6 6-3=3
Example: ∫1 3 𝑑𝑥
5
1. ∫0 8 𝑑𝑥
1 1
2. ∫−4 dx
5
3
3. ∫2 (𝑥 + 1) 𝑑𝑥
2
4. ∫−1(2𝑥 − 3) 𝑑𝑥
4
5. ∫3 (𝑥 2 − 4) 𝑑𝑥
3
6. ∫−2 8𝑥 3 𝑑𝑥
5
7. ∫2 √𝑥 − 1 𝑑𝑥
4 𝑥 2 +2
8. ∫2 𝑑𝑥
𝑥2
Activity 2- Evaluate Pa More

Directions: Evaluate the following integrals using FTOC. Show your solutions. (3 points
each)
3
1. ∫0 (2𝑥 2 − 3) 𝑑𝑥
6 𝑥 3 +2𝑥 2 −𝑥
2. ∫3 ( ) 𝑑𝑥
𝑥2
2
2 3
3. ∫1 √27𝑥 2 𝑑𝑥
4
4. ∫2 |𝑥 + 2| 𝑑𝑥
𝜋
5. ∫02 2 sin 𝑥 𝑑𝑥
1 𝑑𝑥
6. ∫0 1+𝑥 2
Reflection
Share your tips/techniques in doing the activity
References
3
Answer Key
Activity 1- The Beauty of FTOC

Definite Integrals F F(a) F(b) F(b)-F(a)
5
1. ∫0 8 𝑑𝑥 8𝑥 8(0) 8(5) 40 − 0 = 40
1 1 1 1 −4 1 1 1 −4 5
2. ∫−4 dx 𝑥 (−4) = (1) = − =
5
5 5 5 5 5 5 5 5
=1
3
3. ∫2 (𝑥 + 𝑥2 (2)2 4 (3)2 9 15
+𝑥 +2= +2 +3= +3 −4
1) 𝑑𝑥 2 2 2 2 2 2
=2+2=4 1 15 15 − 8
= 7 𝑜𝑟 =
2 2 2
7 1
= 𝑜𝑟3
2 2
2
4. ∫−1(2𝑥 − 𝑥 2 − 3𝑥 (−1)2 − 3(−1) (2)2 − 3(2) −2 − 4 = −6
3) 𝑑𝑥 = 1+3 = 4 = 4 − 6 = −2
4
5. ∫3 (𝑥 2 − 𝑥3 (3)3 (4)3 16
− 4𝑥 − 4(3) − 4(4) − (−3)
4) 𝑑𝑥 3 3 3 3
27 64 16
= − 12 = − 16 = +3
3 3 3
= 9 − 12 = −3 1 16 + 9
= 21 − 16 =
3 3
1 16 25 1
= 5 𝑜𝑟 = 𝑜𝑟 8
3 3 3 3
3
6. ∫−2 8𝑥 3 𝑑𝑥 2𝑥 4 2(−2)4 = 2(16) 2(3)4 = 2(81) 162 − 32
= 32 = 162 = 130
5 16 2
7. ∫2 √𝑥 − 1 𝑑𝑥 (2𝑥 − 2)√𝑥 − 1 (2(2) − 2)√2 − 1 (2(5) − 2)√5 − 1 −
3 3 3 3 3
14 2
(4 − 2)√1 (10 − 2)√4 = 𝑜𝑟 4
= = 3 3
3 3
2(1) 2 8(2)
= = =
3 3 3
16 1
= 𝑜𝑟 5
3 3
4 𝑥 2 +2 2 2 2 16 − 2 7
8. ∫2 𝑑𝑥 𝑥− 2− =2−1 4− = − (1)
𝑥2
𝑥 2 4 4 2
=1 14 7 1 7−2
= = 𝑜𝑟 3 =
4 2 2 2
5 1
= 𝑜𝑟 2
2 2
4
Activity 2- Evaluate Pa More
3
1. ∫0 (2𝑥 2 − 3) 𝑑𝑥
Solution:
3
2𝑥 3 3 2(3)3 2(27)
∫ (2𝑥 2 − 3)𝑑𝑥 = − 3𝑥 | = − 3(3) = − 9 = 18 − 9 = 9
0 3 3 3
0
6 𝑥 3 +2𝑥 2 −𝑥
2. ∫3 ( 𝑥2 ) 𝑑𝑥
Solution:
6
1
∫ (𝑥 + 2 − ) 𝑑𝑥
3 𝑥
𝑥2 6 (6)2
= + 2𝑥 − 𝑙𝑛 𝑥 | =( + 2(6) − 𝑙𝑛 6)
2 2
3
(3)2 36 9
−( + 2(3) − 𝑙𝑛 3) = ( + 12 − 1.79) − ( + 6 − 1.1)
2 2 2
= 28.21 − 9.4 = 18.81
2 3
3. ∫1 √27𝑥 2 𝑑𝑥
Solution:
5
2 3
2
2 1 2 2 3𝑥3 2
∫ √27𝑥 𝑑𝑥 = ∫ (27𝑥 2 ) 𝑑𝑥 = ∫ 3𝑥 𝑑𝑥 = 3 3
5 ||
1 1 1 1
3
3 3
9𝑥 √𝑥2 2
3
9(2) √(2)2 9(1) √(1)2 18 3√4 9(1)
= || = − = −
5 5 5 5 5
1
18(1.587) 9 28.566 − 9 19.566
= − = = = 3.91
5 5 5 5
4
4. ∫2 |𝑥 + 2| 𝑑𝑥
Solution:
4
4 4 3 𝑥2 −𝑥 2
∫2 |𝑥 + 2|𝑑𝑥 = ∫3 (𝑥 + 2)𝑑𝑥 − ∫2 (−𝑥 − 2)𝑑𝑥 = + 2𝑥 | −( −
2 2
3
3 (4)2 (3)2 −(3)2 −(2)2
2𝑥) | + = {[ + 2(4)] − [ + 2(3)]} − {[ − 2(3)] − [ −
2 2 2 2
2
16 9 −9 −4 21
2(2)]} = [( + 8) − ( + 6)] − [( − 6) − ( − 4)] = [(8 + 8) − ( )] −
2 2 2 2 2
−21 −12 32−21 −21+12 11+9 20
[( )−( )] = − = = = 10
2 2 2 2 2 2
5
𝜋
5. ∫02 2 sin 𝑥 𝑑𝑥
Solution:
𝜋 𝜋
2 𝜋
∫ 2 sin 𝑥 𝑑𝑥 = 2 cos 𝑥 | 2 = 2 cos − 2 cos 0 = 2 cos 90°
0 2
0
− 2 cos 0° = 2(0) − 2(1) = 0 − 2 = −2
1 𝑑𝑥
6. ∫0 1+𝑥2
Solution:
1
𝑑𝑥 1 𝜋
∫ −1 | −1 ( ) −1 ( ) 0 0 0
2
= 𝑡𝑎𝑛 𝑥 = 𝑡𝑎𝑛 1 − 𝑡𝑎𝑛 0 = 45 − 0 = 45 𝑜𝑟
0 1+𝑥 0
4
Prepared by:
LEONOR M. BALICAO
6
BASIC CALCULUS
Name of Learner: _____________________ Grade Level: _____________________
Section: _____________________________ Date: ________________________

THE DEFINITE INTEGRAL OF A FUNCTION USING THE FUNDAMENTAL
THEOREM OF CALCULUS

Now that you already have the background knowledge on the rules of differentiation and
integration, in this section, you will be set to learn and understand the heart of this subject which
is the Fundamental Theorem of Calculus (FTOC). This theorem also leads you to determine the
connection or link between differential and integral calculus that is necessary in computing the
definite integral of any given function. To go further, you need to get acquainted with definite
integrals having a variable upper limit which is presented in the definition below.
The Fundamental Theorem of Calculus (FTOC)

If 𝒇 is a continuous function on [𝒂, 𝒃], and 𝑭 is the antiderivative of 𝒇 , that is 𝑭′ (𝒙) = 𝒇(𝒙).
Then
𝒃 b
∫𝒂 𝒇(𝒙)𝒅𝒙 = 𝑭(𝒙) = 𝑭(𝒃) − 𝑭 (𝒂)
a
where 𝒇(𝒙) = 𝑭′(𝒙)
Example 1:
4
1. Evaluate ∫1 𝑥 6 𝑑𝑥
Solution:
𝑥7
Since the integral of 𝑥 6 is , using the theorem, we have
7
4
𝟒
∫𝟏 𝑥 6 𝒅𝒙 =
𝑥7
7
|1
(4)7 (1)7 16384 1 16383
= − = − = ▄
7 7 7 7 7
a
5
2. Compute ∫2 (𝑥 3 − 5𝑥 2 + 7𝑥 + 4)𝑑𝑥
Solution:
5
∫ (2𝑥 3 − 5𝑥 2 + 7𝑥 + 4)𝑑𝑥
2
5 5 5 5
= 2 ∫2 𝑥 3 𝑑𝑥 − 5 ∫2 𝑥 2 𝑑𝑥 + 7 ∫2 𝑥𝑑𝑥 + ∫2 4𝑑𝑥
5
=
𝑥4
𝟐
−
5𝑥 3
3
+
7𝑥 2
2
+ 4𝑥 | 2
54 5(53 ) 7(52 ) 24 5(23 ) 7(22 )
=( − + + 4(5)) − ( − + + 4(2))
2 3 2 2 3 2
a
625 625 175 16 40 28
=( − + + 20) − ( − + + 8)
2 3 2 2 3 2
𝟔𝟑𝟓 𝟓𝟎
= −
𝟑 𝟑
585
= or 195 ▄
3
𝜋
3. Solve ∫04 (sin 𝑥 + 𝑐𝑜𝑡𝑥)𝑑𝑥
Solution:
𝜋
∫03 (sin 𝑥 + 𝑐𝑜𝑡𝑥)𝑑𝑥 = (− cos 𝑥 + 𝑙𝑛|𝑠𝑖𝑛𝑥|) |0π/3
𝜋 𝜋
= (− cos + 𝑙𝑛 |sin |) − (− cos 0 + 𝑙𝑛|sin 0|)
3 3
1 √3 a
= (− 2 + ln 2
) − (−1 + 0 )
1+ln √3
1
= 2 + ln
√3
2
or ▄
2
5
4. Evaluate ∫−2|𝑥 + 1|𝑑𝑥
Solution:
−𝑥 − 1 𝑖𝑓 𝑥 < −1
|𝑥 + 1 | = {
𝑥 + 1 𝑖𝑓 𝑥 ≥ −1
5 −1 5
∫−2|𝑥 + 1|𝑑𝑥 = ∫−2 (−𝑥 − 1)𝑑𝑥 + ∫−1(𝑥 + 1)𝑑𝑥
𝑥2 -1 𝑥2 5
= [− − 𝑥] +[ + 𝑥]
2 -2 2 -1
(−1)2 (−2)2 (5)2 (−1)2
= [(− − (−1)) − (− − (−2))] + [( + (5)) − ( + (−1))]
2 2 2 2
a a
1 25 1
= [(− 2 + 1) − (−2 + 2)] + [( 2 + 5) − (2 − 1)]
1
= 2 + 18
37
= ▄
2
Learning Competency
Compute the definite integral of a function using the Fundamental Theorem of Calculus
(STEM_BC11LC-IVh-2)
Exercise 1:
Directions: Evaluate the definite integral of the following Algebraic Function. Express answers
in two decimal places. [ 2 points each]
3
1. ∫0 (3𝑥 2 − 4𝑥 + 1) 𝑑𝑥
6
2. ∫3 (𝑥 2 − 2𝑥 )𝑑𝑥
1 𝑡
3. ∫0
(𝑡 2 +1)3
𝑑𝑡
10
4. ∫1 √5𝑠 − 1 𝑑𝑠
3
5. ∫0 (𝑥 + 2)√𝑥 + 1 𝑑𝑥
Exercise 2:
Directions: Compute the definite integral of the following Trigonometric Functions. Express
answers in two decimal places. [ 3 points each]
𝜋
1. ∫02 sin 2𝑥 𝑑𝑥
0
2. ∫−2 𝑠𝑖𝑛 𝜋𝑥 𝑐𝑜𝑠 𝜋𝑥 𝑑𝑥
𝜋
3. ∫𝜋4 3 csc 2 2𝑥 𝑑𝑥
8
𝜋
4. ∫02 sin3 𝑥 cos 𝑥 𝑑𝑥
𝜋 𝑥 𝑥
5. ∫𝜋 sin cos 𝑑𝑥
3 2 2
Exercise 3:
Directions: Compute the definite integral of the following Absolute Value Functions. Express
answers in two decimal places. [ 5 points each]
2
1. ∫−1|𝑥 − 3|𝑑𝑥
7
2. ∫ |𝑥 − 3|𝑑𝑥
3
Reflection:
What have you learned from this topic?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
References
Balmaceda, JM. P (2016). Basic Calculus. Diliman, Quezob City
Leithold, L. (1996). The Calculus 7. New York City.
ANSWER KEY
Exercise 1
1. 12
2. 39
3. 0.19
4. 238.5
5. 17.07
Exercise 2.
1. 1
2. 0.33
3. 1.5
4. 0.25
5. 0.75
Exercise 3
1. 7.5
2. 8
BASIC CALCULUS
Name of Learner: _____________________ Grade Level: _____________________
Section: _____________________________ Date: ________________________

COMPUTE THE DEFINITE INTEGRAL OF A FUNCTION USING THE
SUBSTITUTION RULE

The Substitution Rule is another technique for integrating complex functions and is the
corresponding process of integration as the chain rule is to differentiation. It is applicable to a
wide variety of integrals, but is most useful when the integral in question is of the form:
∫ 𝑭(𝒈(𝒙)) 𝒈′ 𝒅𝒙
Which is similar in form to the Chain Rule:

𝒅
[𝑭(𝒙)] = 𝑭′ (𝒈(𝒙))𝒈′ 𝒅𝒙
𝒅𝒙
The Substitution Rule for Definite Integrals is similar to the case of indefinite integrals;
however, we make sure to specify that 𝒇 must be a continuous function on the range of 𝒖. The
definition for the definite integral case is thus a slight restatement of the indefinite integral
case:
If 𝒈′ is continuous on an interval [𝒂, 𝒃] and 𝒇 is continuous on the range of 𝒖 = 𝒈(𝒙)
then:
𝒃 𝒈(𝒃)
′
∫ 𝒇(𝒈(𝒙))𝒈 𝒅𝒙 = ∫ 𝒇(𝒖) 𝒅𝒖
𝒂 𝒈(𝒂)
In solving the definite integral of a function, we can apply two methods.
3
Example 1: Compute ∫1 (3𝑥 − 2)4 𝑑𝑥.
Solution: Method 1.
𝟏
We let u = 𝟑𝒙 − 𝟐. It follows that the derivative is, du = 𝟑 𝒅𝒙. Thus, we have 𝟑 𝒅𝒖 = 𝒅𝒙.
Now, we evaluate the definite integral,
3
1
∫ (3𝑥 − 2) 𝑑𝑥 = ∫ 𝑢4 • 𝑑𝑢
1 3
1
= ∫ 𝑢4 𝑑𝑢
3
1
= ∫ 𝑢4 𝑑𝑢
3
1 𝑢5
= • +𝐶
3 5
1 5
= 𝑢 +𝐶
15
1
= (3𝑥 − 2)5 + 𝐶.
15
Applying the FTOC, we have
3 3
∫ (3𝑥 − 2) 𝑑𝑥 =
1
1
15
(3𝑥 − 2)5 |
=
1
15
1
( 7)5 − (1) 5 =
15
5602
5
𝑜𝑟 1120.4 ▄
1
Method 2
1
We let u = 3x -2, du = 3 dx. And we have dx = 3 𝑑𝑢. Thus, we obtain new bounds as follows:
If 𝑥 = 1, then
𝑢 = 3 (1) − 2 = 1
If x = 3, then
𝑢 = 3 (3) − 2 = 7
The substitution yields the transformed definite integral
7
1
∫ 𝑢4 • 𝑑𝑢
1 3
Evaluating this definite integral, we get,
7 7
1 1
∫ 𝑢4 • 𝑑𝑢 = ∫ 𝑢4 𝑑𝑢
1 3 1 3
1 7
= ∫ 𝑢4 𝑑𝑢
3 1
1 𝑢5 7
= •
3 5
|
1
1 5
= [ 7 − 15 ]
15
1
= (16807 − 1)
15
5602
= 𝑜𝑟 1120.4 ▄
5
Learning Competency
Compute the definite integral of a function using the substitution rule (STEM_BC11LC-IVi-
2)
Exercise 1: Solve the definite integral of the following functions. [ 2 points each]
8𝑥
1. ∫ 𝑑𝑥
(4𝑥 2 + 2)2
2. ∫ sin2 (𝑥 ) cos(𝑥 ) 𝑑𝑥
𝑥
3. ∫ 2 𝑑𝑥
𝑒𝑥
3𝑥
4. ∫ 𝑑𝑥
(𝑥 2 + 1)7
5. ∫ cos 4 2𝑥 sin3 2𝑥 𝑑𝑥
Exercise 2: Using Method 1, compute the definite integral of the following functions. Express
your answer in two decimal places. [ 2 points each]
𝟏
𝟏
𝟏. ∫ (𝟒𝒙𝟐 + ) 𝒅𝒙
−𝟏 𝒙
𝝅/𝟑
𝟐. ∫ sin2 (𝑥) cos(𝑥) 𝑑𝑥
𝟎
𝟐
𝑥
𝟑. ∫ 2 𝑑𝑥
𝟎 𝑒𝑥
𝟎
𝑥
𝟒. ∫ 𝑒 𝑥+𝑒 𝑑𝑥
−𝟏
𝟏
2+8𝑥
𝟓. ∫ (−3𝑥 + 4)𝑒 −3𝑥 𝑑𝑥
𝟎
Exercise 3: Using Method 2, compute the definite integral of the following functions. Express
your answer in two decimal places. [ 2 points each]
𝟏
𝟐 𝒆𝟐𝒙
𝟏. ∫ 𝒅𝒙
𝟎 𝒆𝟐𝒙 + 𝟏
𝝅/𝟑
𝒔𝒆𝒄 𝒓 𝒕𝒂𝒏 𝒓
𝟐. ∫ 𝟑 𝒅𝒓
𝟎 √𝒔𝒆𝒄 𝒓
𝟐
𝑥
𝟑. ∫ 2 𝑑𝑥
𝟎 𝑒𝑥
𝟏
𝑥
𝟒. ∫ 𝑒 𝑥+𝑒 𝑑𝑥
𝟎
𝒆𝟖
1
𝟓. ∫ 𝑑𝑥
𝒆 𝑥𝑙𝑛𝑥
Reflection:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
Balmaceda, JM. P (2016). Basic Calculus. Diliman, Quezob City
Leithold, L. (1996). The Calculus 7. New York City
ANSWER KEY
Exercise 1.
1
1. − +𝐶
(4𝑥 2 +2)
𝑠𝑖𝑛3 𝑥
2. +𝐶
3
1
3. − 2 +𝐶
2𝑒 𝑥
1
4. − +𝐶
4(𝑥 2 + 1) 6
1 1
5. − 𝑐𝑜𝑠 5 2𝑤 + 𝑐𝑜𝑠 7 2𝑤 + 𝐶
10 14
Exercise 2.
1. 2. 67
2. 0.22
3. 0.49
4. 1.33
5. 73.71
Exercise 3.
1. 0.31
2. 0.88
3. 0.49
4. 12. 44
5. 2.08
BASIC CALCULUS
Name of the Learner: ________________________ Grade Level: _________________
Section: __________________________________ Date: _______________________

SOLVING PROBLEMS INVOLVING AREAS OF PLANE REGION
Background Information for the Learners

If f(x) is greater than g(x) for all x between a and b, then the area under the graph of f(x)
minus the area under the graph of g(x) is the area between the curves (see Figure 1). In other words,
the area between the curves y = f(x) and y = g(x) between x = a and x = b is
𝑏 𝑏 𝑏
∫ 𝑓(𝑥) 𝑑𝑥 − ∫ 𝑔(𝑥) 𝑑𝑥 = ∫ [𝑓(𝑥) − 𝑔(𝑥)]𝑑𝑥
𝑎 𝑎 𝑎
as long as f(x) is larger than g(x) between x = a and x = b.
Figure 1
The second case is almost identical to the first case. Here we are going to determine the
area between x = f(y) and x = g(y) on the interval [c, d] with f(y) is greater than g(y) (See Figure
2).
Figure 2
In this case, the formula is
𝑑 𝑑 𝑑
∫ 𝑓(𝑦) 𝑑𝑦 − ∫ 𝑔(𝑦) 𝑑𝑦 = ∫ [𝑓(𝑦) − 𝑔(𝑦)] 𝑑𝑦
𝑐 𝑐 𝑐
Now the first and second case are perfectly serviceable formulas, however, it is sometimes
easy to forget that these always require the first function to be larger of the two functions. So,
instead of these formulas we will also use the following “word” formulas to make sure that we
remember that the area is always the “larger” function minus the “smaller” function.
In the first case we will use,
𝑏 upper 𝑏 lower
A = ∫𝑎 ( ) − ∫𝑎 ( ) dx, a≤x≤ b
function function
In the second we will use,
𝑑 right 𝑑 left
A = ∫𝑐 ( ) − ∫𝑐 ( ) dy, c≤y≤ d
function function
Using these formulas will always force us to think what is going on with each problem and
to make sure that we’ve got the correct order of functions when we go to use the formula.
Example 1: Determine the area of the region bounded by f(x) = -x2 + 4x + 1 and g(x) = -x3 + 7x2
– 10x + 3 over the interval 1≤ x ≤ 2.
Solution: You must first determine which function is larger. The area is then,
2
𝐴 = ∫ [( −𝑥 2 + 4𝑥 + 1) − (−𝑥 3 + 7𝑥 2 − 10𝑥 + 3)] 𝑑𝑥
1
2
𝐴 = ∫ (𝑥 3 − 8𝑥 2 + 14𝑥 − 2) 𝑑𝑥
1
15 56
𝐴 = − + 21 – 2
4 3
49
𝐴 = 𝑠𝑞. 𝑢𝑛𝑖𝑡𝑠
12
Example 2: The Math Teachers of RNHS designed a garden for the Gulayan sa Paaralan. They
were inspired to do it uniquely. They agreed that they will be doing a parabolic garden. Supposed
that the side length of the garden is (x + 1) meters and it is enclosed by (3 – x2) meters. What is
the area of the garden?
Solution: Consider f(x) = x + 1 and g(x) = 3 – x2, these two curves intersect when x = - 2 and x =
1, as shown in Figure 3. It clearly shows that g(x) is greater than f(x). So, the area is
1
𝐴 = ∫ [(3 −𝑥 2 ) − (𝑥 + 1)] 𝑑𝑥
−2
1
𝐴 = ∫ (−𝑥 2 − 𝑥 + 2) 𝑑𝑥
−2
1
−𝑥 3 𝑥 2
𝐴= [ − + 2𝑥]
3 2 −2
1 1 8
𝐴 = (− − + 2) − ( − 2 − 4)
3 2 3
9
𝐴 = 𝑠𝑞. 𝑚𝑒𝑡𝑒𝑟𝑠
2
Figure 3
Example 3: Lester wants to acquire a lot 200π meters wide and with length bounded from the
200
road side to the banks of “Ilog Ahas”, which follows the equation y = cos x + 𝜋 . Find the area
of the lot. (Refer to Figure 4)
Figure 4
Solution: Suppose we place the x-axis along the side of the road and the y-axis on one side of the
lot, as shown. Note that the y-axis is placed such that it runs along the farthest side of “Ilog
Ahas”. We can now apply definite integrals to find the area of the region. (Refer to Figure 4)
200𝜋
200
𝐴 =∫ (𝑐𝑜𝑠 𝑥 + ) 𝑑𝑥
0 𝜋
200 200𝜋
𝐴 = [𝑠𝑖𝑛 𝑥 + 𝜋
]
0
200 200
𝐴 = 𝑠𝑖𝑛 (200𝜋) + (200𝜋) − 𝑠𝑖𝑛 (0) − (0)
𝜋 𝜋
𝐴 = 40, 000 𝑠𝑞. 𝑚𝑒𝑡𝑒𝑟𝑠
Learning Competency
Solve problems involving areas of plane region. STEM_BC11LC-IVj2
EXERCISE 1
Direction. Underline the function which is greater than the other function.
1. f(x) = x2 g(x) = x + 6
2. f(x) = x2 – 9 g(x) = 3 – x
3. f(x) = x2 – 2x – 15 g(x) = 2x – 3
4. y = 6x – x 2 y = 2x
5. y = x2 + 1 y=7–x
EXERCISE 2
Direction. Sketch the region bounded by the graphs of the functions.
1. x = 1 – y2 x = y2 – 1
2. y = 2x2 + 10 y = 4x + 16
3. x = y2 + 10 x = (y – 2)2
4. x = ½ y – 3
2 y=x–1
5. f(x) = x – 2x + 2
2 f(x) = -x2 + 6
EXERCISE 3
Direction. Solve the problems as stated below. Show your complete solutions.
1. Find the area of the region bounded by the graphs of f(x) = (x – 1)2 and g(x) = -x + 3.
2. Jayson invested a property in a certain subdivision in Ramon. If the lot has a length of (2x
+ 5) meters and enclosed by (x2 + 2x + 1) meters, find the area of the region bounded by
the two curves.
3. Melody wants to buy a lot in Ramon for her Café Business. The length of the lot is (y – 2)
meters and it is enclosed by (4 – y2) meters. If the lot is worth P2, 500 per square meter,
how much will be the cost of the property?
Reflection:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
References:
Department of Education. Basic Calculus Learner’s Material. Pasig City
Pelias, JG.P. (2016). Basic Calculus. Quezon City
McGraw Hill Education. (2016) Basic Calculus
https://tutorial.math.lamar.edu/classes/calci/areabetweencurves.aspx
Answer Key
Exercise 1
1. g(x) = x + 6
2. g(x) = 3 – x
3. g(x) = 2x – 3
4. y = 6x – x2
5. y = 7 – x
Exercise 2
1. x = 1 – y2 x = y2 – 1
2. y = 2x2 + 10 y = 4x + 16
3. x = y2 + 10 x = (y – 2)2
4. x = ½ y2 – 3 y=x–1
5. f(x) = x2 – 2x + 2 f(x) = -x2 + 6
Exercise 3
9
1. or 4.5 sq. units
2
632
2. or 210.67 sq. meters
3
3. P75, 000.00

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11

LEARNING ACTIVITY SHEET

Content Editors : ALJON S. BUCU, PhD

Focal Persons : INOCENCIO T. BALAG, EPS MATHEMATICS

Printed in DepEd Regional Office No. 02

LEARNING ACTIVITY SHEET:

Terminologies and Notations:

• Antidifferentiation is the process of finding the antiderivative.

• The function 𝑓 is called the integrand.

• If 𝐹 is an antiderivative of 𝑓, we write ∫ 𝑓 (𝑥 )𝑑𝑥 = 𝐹 (𝑥 ) + 𝐶.

• The expression 𝐹(𝑥) + 𝐶 is called the general antiderivative of 𝑓. Meanwhile, each

3. I want to learn more on

LEARNING ACTIVITY SHEET

Background Information for learners

In calculus, an antiderivative, inverse derivative, primitive function, primitive

Learning Competencies with code

3. ∫ sec(6𝑥) tan(6𝑥) 𝑑𝑥 4. ∫ 4 cos(3𝑥) dx

5. ∫ 𝑠𝑖𝑛 (2x) + 𝑐𝑠𝑐 2(𝑥)𝑑𝑥

References for learners:

LEARNING ACTIVITY SHEET

Background Information for learners

Substitution for integrals corresponds to the chain rule for derivatives.

Suppose that F (u ) is an antiderivative of f (u ) :

F (u( x)) = F ' (u( x))u' ( x) = f (u( x))u' ( x)

Integrating both sides gives

 f (u ( x))u ' (x )dx = F (u ( x)) + c .

 f (u ( x))u ' (x )dx = f (u )du , where u = u (x)

This is the substitution rule formula for indefinite integrals.

The substitution method (also called u−substitution) is used when an integral

Let’s have an example:

Learning Competencies with code

1. ) ∫ 5x(x 2 + 5)4 dx 2.) ∫ 16𝑥 √80 − 2𝑥 2 𝑑𝑥

Directions: Find the antiderivatives of the following exponential and logarithmic

Directions: Find the antiderivatives of the following trigonometric function using

1. ∫ 21𝑐𝑜𝑠(203𝑥 ) 𝑑𝑥 2. ∫ 𝑠𝑖𝑛6 𝑥 cos 𝑥 𝑑𝑥

References for learners:

3𝑙𝑛|5𝑥 2 +6| 𝑙𝑛|17𝑥 3 +1|

2. ∫ 21𝑐𝑜𝑠(203𝑥 ) 𝑑𝑥 2. ∫ 𝑠𝑖𝑛6 𝑥 cos 𝑥 𝑑𝑥

Learning Activity Sheet

Background Information for Learners

_______2. ∫ 20𝑥 4 + 2𝑥 3 𝑑𝑥 b. -3cos(3x)+C

_______5. ∫ 3𝑥+1 𝑑𝑥 e. 4 cos(x)+C

My Learnings for Today

References for the Learners

____a___2. ∫ 20𝑥 4 + 2𝑥 3 𝑑𝑥 b. -3cos(3x)+C

_____h__5. ∫ 3𝑥+1 𝑑𝑥 e. 4 cos(x)+C

ACTIVITY 2: DERIVE MY ANTI-DERIVATIVE

Learning Activity Sheet

Background Information for Learners

A function f has an exponential growth if the constant k is positive while it has an

Substitute the value of 𝑒 𝑘 in the function, 𝑓(𝑡) = 1,000𝑒 𝑘𝑡

Substitute the value of 𝑒 𝑘 in the function, 𝑓(𝑡) = 100𝑒 𝑘𝑡

Activity 1- The Growth & Decay in a Table

Problem 𝑒𝑘 Function Final answer

3. Self-Learning Modules, Online Learning, Radio-Based Instruction, TV-Based Instruction and

Problem 𝑒𝑘 Function Final answer

𝑓(5) = 5,000𝑒 𝑘(5)

There will be approximately 31, 201 viruses after 5 hours

To find the number of samples two weeks ago, use

__a_2. ∫ 20𝑥 4 + 2𝑥 3 𝑑𝑥 b. -3cos(3x)+C

___h5. ∫ 3𝑥+1 𝑑𝑥 e. 4 cos(x)+C