SENIOR

Basic Calculus HIGH

SCHOOL

Continuity of Functions Module

at a Point 6
Quarter 3
Precalculus
Quarter 3 – Module 6: Continuity of Functions at a Point
First Edition, 2020

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 Basic Calculus SENIOR
HIGH
SCHOOL

Module

6
Quarter 3
Continuity of Functions at
a Point
Introductory Message

For the facilitator:

Welcome to the Basic Calculus (Senior High School) Module on a Continuity of

Functions at a Point!

This module was collaboratively designed, developed and reviewed by educators

from Schools Division Office of Pasig City headed by its Officer-In-Charge Schools
Division Superintendent, Ma. Evalou Concepcion A. Agustin in partnership with
the Local Government of Pasig through its mayor, Honorable Victor Ma. Regis N.
Sotto.
The writers utilized the standards set by the K to 12 Curriculum using the Most
Essential Learning Competencies (MELC) while overcoming their personal, social,
and economic constraints in schooling.

This learning material hopes to engage the learners into guided and independent
learning activities at their own pace and time. Further, this also aims to help
learners acquire the needed 21st century skills especially the 5 Cs namely:
Communication, Collaboration, Creativity, Critical Thinking and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the Basic Calculus Module on a Continuity of Functions at a Point!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectation - These are what you will be able to know after completing the
lessons in the module

Pre-test - This will measure your prior knowledge and the concepts to be
mastered throughout the lesson.

Recap - This section will measure what learnings and skills that you
understand from the previous lesson.

Lesson- This section will discuss the topic for this module.

Activities - This is a set of activities you will perform.

Wrap Up- This section summarizes the concepts and applications of the
lessons.

Valuing-this part will check the integration of values in the learning

competency.

Post-test - This will measure how much you have learned from the entire
module. Ito po ang parts ng module
 EXPECTATIONS

Lesson: Continuity of Functions at a Point

Learning Objectives:

At the end of the learning episode, you are expected to:

1. illustrate continuity of a function at a number, and
2. determine whether a function is continuous at a number or not.

PRETEST

Give the correct answer.

Determine if the given functions 𝑓(𝑥) are continuous or not at the given

value of 𝑥.

1. 𝑓(𝑥) = 3𝑥 2 + 2𝑥 + 1 at 𝑥 = −2

Answer:__________________

2. 𝑓(𝑥) = 9𝑥 2 − 1 at 𝑥 = 1

Answer:__________________
1
3. 𝑓(𝑥) = 𝑎𝑡 𝑥 = 2
𝑥−2

Answer:__________________
𝑥−1
4. 𝑓(𝑥) = 𝑎𝑡 𝑥 = 1
𝑥 2 −1

Answer:__________________

√4−𝑥
5. 𝑓(𝑥) = 𝑎𝑡 𝑥 = 1
𝑥

Answer:__________________
 RECAP

0
Let us recall the definition of indeterminate form of type .
0

0
A limit that is indeterminate of type may exist. To find the actual value,
0
one should find an expression equivalent to the original, by factoring or by
rationalizing. So, the expression that will emerge after factoring or
rationalizing will have a computable limit.
𝑥 2 −𝑥−2
Let us try to evaluate lim .
𝑥→−1 𝑥+1

Solution: The limit of both the numerator and the denominator as 𝑥

0
approaches -1 is 0. Thus, this limit is an indeterminate form of type .
0
However, observe that (𝑥 + 1) is a factor common to the numerator and the
denominator, and
𝑥 2 −𝑥−2 (𝑥−2)(𝑥+1)
= = 𝑥 − 2.
𝑥+1 (𝑥+1)

Therefore,
𝑥 2 −𝑥−2
lim = lim (𝑥 − 2) = −3.
𝑥→−1 𝑥+1 𝑥→−1

LESSON

In your previous discussion, there are functions whose limits are not equal
to the function value at 𝑥 = 𝑐, meaning, lim𝑓(𝑥) ≠ 𝑓(𝑐).
𝑥→𝑐

This leads us to the study of continuity functions. In this module, we will be

focusing on the continuity of a function at a specific point.

Once you trace the entire graph of the given function without lifting your
pen or pencil from your sheet of paper, the graph describes a continuous
function. Let us start by graphically illustrating what it means to be
continuity at a point.
Consider the graph below:

Let us use the graph to check if the

function is continuous at 𝑥 = 1. Note
that one is able to trace the graph from
the left side of the number 𝑥 = 1 going
to the right side of 𝑥 = 1, without lifting
one’s pen. Hence, we can say that the
function is continuous at 𝑥 = 1.

Let us have another example:

1
Consider the graph of the function 𝑓(𝑥) = .
𝑥−4

Is the function continuous at 𝑥 = 4?

If we trace the graph from the left of

𝑥 = 4 going to the right of 𝑥 = 4, we
have to lift our pen since at the left
of 𝑥 = 4, the function values will go
downward indefinitely, while at the
right of 𝑥 = 4, the function values
will go upward indefinitely.
Thus, the function is discontinuous
at 𝑥 = 4.

Suppose we are not given the graph of a function but just the function itself.
In this case, we have to check three conditions. Here are the three
conditions of continuity.

A function 𝑓(𝑥) is said to be continuous at 𝑥 = 𝑐 if the following three

conditions are satisfied:

(i) 𝑓(𝑐) exist;

(ii) lim 𝑓(𝑥) exist; and
𝑥→𝑐
(iii) 𝑓(𝑐) = lim 𝑓(𝑥)
𝑥→𝑐

If at least one of these conditions is not met, 𝑓 is said to be discontinuous

at 𝑥 = 𝑐.
Example 1. Determine if 𝑓(𝑥) = 𝑥 3 + 𝑥 2 − 2 is continuous or not at 𝑥 = 1.

Solution: We have to check the three conditions for continuity of a

function.

(a) If 𝑥 = 1, then 𝑓(1) = 13 + 12 − 2

= 1+1−2

=0

(b) lim 𝑓(𝑥) = lim 𝑥 3 + 𝑥 2 − 2

𝑥→1 𝑥→1
= 13 + 12 − 2

=0

(c) 𝑓(𝑐) = lim 𝑓(𝑥)

𝑥→𝑐

0 = 0 , Therefore, 𝑓 is continuous at 𝑥 = 1.
𝑥−3
Example 2. Determine if 𝑓(𝑥) = 𝑥 2 +𝑥−12 is continuous or not at 𝑥 = 3.

Solution:
3−3
(a) If 𝑥 = 3, then 𝑓(3) = 32+3−12
0
= 0
𝒇(𝒄) does not exist
Note that the given function is not defined at 𝑥 = 3, since 3 is not in the
domain of 𝑓. Hence, the first condition in the definition of a continuous
function is not satisfied. Therefore, 𝑓 is discontinuous at 𝑥 = 3.

Example 3. Determine if 𝑓(𝑥) = √𝑥 − 1 is continuous or not at 𝑥 = 4.

Solution: Let us check the three conditions.
(a) If 𝑥 = 4, then 𝑓(4) = √4 − 1

= √3 , since it is greater than 0,

𝒇(𝒄) exist.

(b) lim 𝑓(𝑥) = lim √𝑥 − 1

𝑥→𝑐 𝑥→4
= lim √4 − 1
𝑥→4
= 𝑙𝑖𝑚 √3
𝑥→4
= √3
 (c) 𝑓(𝑐) = lim 𝑓(𝑥)
𝑥→𝑐

√3 = √3 , Therefore, the function 𝑓 is continuous at 𝑥 = 4.

ACTIVITIES

Use your graphing notebook to answer the following.

Activity A. Given the graph on the side, determine if the function 𝑓(𝑥) is
continuous at the following values of 𝑥.
1. 𝑥 = −1
2. 𝑥 = −3
3. 𝑥 = −2

Activity B. Determine if the following functions are continuous at the given

value of 𝑥. Show your complete solution using the three conditions of
continuity.

1. 𝑓(𝑥) = 2𝑥 2 + 𝑥 − 1 𝑎𝑡 𝑥 = 1
2. 𝑓(𝑥) = 4𝑥 2 − 1 𝑎𝑡 𝑥 = 1
3. 𝑓(𝑥) = √𝑥 − 3 𝑎𝑡 𝑥 = 1

WRAP–UP

How will you determine if the function is continuous at a given number?

Need to Remember
Three conditions of Continuity

A function 𝑓(𝑥) is said to be continuous at 𝑥 = 𝑐 if the following three

conditions are satisfied:

(i) 𝑓(𝑐) exist;

(ii) lim 𝑓(𝑥) exist; and
𝑥→𝑐
(iii) 𝑓(𝑐) = lim 𝑓(𝑥)
𝑥→𝑐

If at least one of these conditions is not met, 𝑓 is said to be discontinuous

at 𝑥 = 𝑐.

VALUING

In mathematics, a continuous function is a function that does not have any

abrupt changes in value, known as discontinuities. More precisely,
sufficiently small changes in the input of continuous functions result in
arbitrary small changes in its output. If not continuous , a function is said
to be discontinuous.
In life, problems are what make life worth living. They help us adapt to
become tougher as we adapt to different situations. Just continue to live and
focus positively whatever problem you are facing because it has always a
solution. Therefore, never allow your challenges to stop you from fulfilling
your true potentials in life.
 POSTTEST

Give the correct answer.

Determine if the given functions 𝑓(𝑥) are continuous or not at the given

value of 𝑥. Show your complete solution.

1. 𝑓(𝑥) = 𝑥 2 + 2𝑥 + 1 at 𝑥 = 2

Answer:__________________

2. 𝑓(𝑥) = 𝑥 2 − 16 at 𝑥 = 1

Answer:__________________

1
3. 𝑓(𝑥) = 𝑎𝑡 𝑥 = 3
𝑥−5

Answer:__________________
𝑥−2
4. 𝑓(𝑥) = 𝑎𝑡 𝑥 = 2
𝑥 2 −4

Answer:__________________

√4−𝑥
5. 𝑓(𝑥) = 𝑎𝑡 𝑥 = 0
𝑥

Answer:__________________
 KEY TO CORRECTION

5. DISCONTINUOUS CONTINUOUS 5.
4. DISCONTINUOUS DISCONTINUOUS 4.
3. CONTINUOUS DISCONTINUOUS 3.
2. CONTINUOUS CONTINUOUS 2.
1. CONTINUOUS CONTINUOUS 1.
POSTTEST PRETEST

3. DISCONTINUOUS 3. DISCONTINUOUS
2. CONTINUOUS 2. CONTINUOUS
B. 1. CONTINUOUS A. 1. CONTINUOUS
ACTIVITIES

REFERENCES

BOOK

Cuaresma, Genaro A. et al. 2004. Analytic Geometry and Calculus 1: A

Worktext for Math 26. Los Baños, Laguna: Institute of Mathematical
Sciences and Physics, University of the Philippines.
Department of Education-Bureau of Learning Resources. 2016. Precalculus
Learner's Material.

Leithold, Louis. 1989. College Algebra and Trigonometry. Addison Wesley

Longman Inc., reprinted by Pearson Education Asia Pte. Ltd., 2002.