Module 5

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Senior High School Department
BASIC - CALCULUS
Semester: 2nd S.Y. 2022-2023
Second Semester, AY 2022-2023
MODULE IN BASIC
CALCULUS
COURSE DESCRIPTION: At the end of the course, the students must know how
to determine the limit of a function, differentiate, and integrate algebraic,
exponential, logarithmic, and trigonometric functions in one variable, and to
formulate and solve problems involving continuity, extreme values, related rates,
population models, and areas of plane regions.
GRADE AND SECTION: Grade 11- BRR and BFO
CLASS SCHEDULE:
CLASS ONLINE ACCOUNT: Google Classroom
PhilHealth PAASCU
Accredited Accredited
Senior High School Department Learning Module No. 5

Quarter 3
BASIC - CALCULUS Week No. 4
Semester: 2nd S.Y. 2022-2023 Date March 02 – 03,
2023
PART 1
MAIN TOPIC/ SUB TOPIC
Limits and Continuity

Lesson: Limit of a Function
Lesson 1: Additional Limit Evaluation Technique
BRIEF INTRODUCTION OF THE TOPIC

 In the previous modules, we evaluated limits by looking at graphs or by constructing a table of
values. In this module, we establish laws for calculating limits and learn how to apply these laws.
MOST ESSENTIAL LEARNING COMPETENCY

At the end of the module, the students should be able to:
a. apply the limit techniques in evaluating the limit of algebraic functions (polynomial, rational,
and radical).
VALUE/BEHAVIORAL STANDARDS
- Critical thinking
- Commitment to Vincentian excellence
- Respect for human dignity
- Paying attention to details
INSTRUCTIONAL MATERIALS
- Module, White board and white board marker
LEARNING RESOURCES
https://math.libretexts.org/Courses/University_of_California_Davis/UCD_Mat_21A
%3A_Differential_Calculus/2%3A_Limits_and_Continuity/
2.2%3A_Limit_of_a_Function_and_Limit_Laws
https://www.mathsisfun.com/calculus/limits.html
http://www.ux1.eiu.edu/~cfcid/Classes/1441/Supplements/limtsandcontinuity.pdf
Valderama, M. (2017). Basic Calculus. MaxCor Publishing House, Inc. Quezon City.
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LEARNING MODALITIES
 Modular Learning – Modules are provided to support immediate learning in the absence of face-face
classroom.
 Online Delivery/Remote Delivery – While using modules, synchronous or real-time communication
platforms shall still be utilized in order to support student learning. Available applications (such as
Google Classroom, Facebook page and among others) will be used for interactive classroom discussion,
chat platform and online submissions.
 Asynchronous Delivery – Pre-taken teaching videos (or any available means) will also be done to help
learners who might experience difficulties with real-time class interactions.
PART 2
PRE – ASSESSMENT
Solve for the following.
1. Rationalize
2
( x +5 x+ 4)( x +5)
2. =0
(x 2 – 1)
3. x + 5 x +6 = 20
2
2
(6 x – 54 )
4. 2 =0
( x +7 x+12)
5.
Given a = -3 and b = 4
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LEARNING OBJECTIVE
At the end of the lesson, the students should be able to evaluate limits using additional solving techniques
DISCUSSION OF THE CONTENT OF THE LESSON/TOPIC
Additional Limit Evaluation Techniques
 As we have seen, we may evaluate easily the limits of polynomials and limits of some
(but not all) rational functions by direct substitution. However, as we saw in the introductory section
on limits, it is certainly possible for lim f ( x ) to exist when f(a) is undefined.
x→ a
 The following observation allows us to evaluate many limits of this type:
If for all x≠a, f(x)=g(x) over some open interval containing a, then lim f ( x )=lim g ( x ) .
x→ a x →a
2
lim x −1
 To understand this idea better, consider the limit x→ 1 .
x−1
2
x −1 ( x−1)(x +1)
 The function f(x)=
x−1
= x −1
and the function g(x)=x+1 are identical for all values
of x≠1. The graphs of these two functions are shown in Figure 3.3.1.
Figure 3.3.1: The graphs of f(x) and g(x) are identical for all x≠1. Their limits at 1 are equal.
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2
lim x −1
 We see that x→ 1 = lim ¿ ( x−1)(x +1) = lim ¿ (x+1) = 2.
x−1
x →1 x −1 x →1
 The limit has the form lim ¿f(x)g(x) where lim ¿f(x)=0 and lim ¿g(x)=0. (In this case, we say
x→ a x→ a x→ a
that f(x)/g(x) has the indeterminate form 0/0.)
 The following Problem-Solving Strategy provides a general outline for evaluating limits of this type.
Problem-Solving Strategy: Calculating a Limit When f(x)/g(x) has the Indeterminate Form 0/0
1. First, we need to make sure that our function has the appropriate form and cannot be evaluated immediately
using the limit laws.
2. We then need to find a function that is equal to h(x)=f(x)/g(x) for all x≠a over some interval containing a.
To do this, we may need to try one or more of the following steps:
a. If f(x) and g(x) are polynomials, we should factor each function and cancel out any common
factors.
b. If the numerator or denominator contains a difference involving a square root, we should try
multiplying the numerator and denominator by the conjugate of the expression involving the square
root.
c. If f(x)/g(x) is a complex fraction, we begin by simplifying it.
3. Last, we apply the limit laws.
 The next examples demonstrate the use of this Problem-Solving Strategy. Example 3 .3.1 illustrates
the factor-and-cancel technique; Example 3.3.2 shows multiplying by a conjugate. In Example 3.3.3,
we look at simplifying a complex fraction.
Example 3.3.1: Evaluating a Limit by Factoring and Canceling

2
lim x −3 x
Evaluate x→3 .
2
2 x −5 x−3
Solution
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2
x −3 x
Step 1. The function f(x)= 2 is undefined for x=3. In fact, if we substitute 3 into the function we
2 x −5 x−3
get 0/0, which is undefined. Factoring and canceling is a good strategy:
2
lim x −3 x lim x (x−3)
x→3
2
= x→ 3
2 x −5 x−3 (x−3)(2 x +1)

2
x −3 x x
Step 2. For all x≠3, 2 = 2 x +1 . Therefore,
2 x −5 x−3
lim x (x−3) x
x→ 3 = lim ¿
(x−3)(2 x +1)
x →3 2 x +1
Step 3. Evaluate using the limit laws:

lim ¿ x 3
x →3 2 x +1 = 7
Learning Activity #1
2
lim ¿ x + 4 x+ 3 .
Evaluate x→−3 2
x −9
Example 3.3.2: Evaluating a Limit by Multiplying by a Conjugate
lim ¿
Evaluate x→−1
√ x +2−1 .
x +1
Solution
Step 1.
√ x +2−1 has the form 0/0 at −1. Let’s begin by multiplying by x+ 2+ 1, the conjugate of x+ 2−1, on
x +1
√ √
the numerator and denominator:
lim ¿ √ x +2−1 lim ¿ √ x +2−1 ∙ √ x +2+1

= x→−1
x→−1 x +1 x +1 √ x +2+1
Step 2.
We then multiply out the numerator. We don’t multiply out the denominator because we are hoping that
the (x+1) in the denominator cancels out in the end:
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lim ¿ x+ 1
x→−1 ( x +1)( √ x +2+1)
Step 3. Then we cancel:

lim ¿ 1
x→−1
√ x +2+1
Step 4. Last, we apply the limit laws:
lim ¿ 1 1
x→−1
√ x +2+1
= 2
Evaluate lim ¿ √ x−1−2 .

x →5 x−5
Example 3.3.3: Evaluating a Limit by Simplifying a Complex Fraction
1 1
lim ¿ −
Evaluate x →1 x +1 2 .
x−1
Solution
Step 1.
1 1
− 2(x+ 1)
x +1 2 has the form 0/0 at 1. We simplify the algebraic fraction by multiplying by
2(x+ 1)
:
x−1
1 1 1 1
lim ¿ x +1 − 2 = lim ¿ x +1 − 2 ∙ 2(x+ 1)
x →1 x →1 2(x+ 1)
x−1 x−1
Step 2.
Next, we multiply through the numerators. Do not multiply the denominators because we want to be able to
cancel the factor (x−1):
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lim ¿ 2−( x +1)

x →1 2(x−1)(x+1)
Step 3.
Then, we simplify the numerator:

lim ¿ −x +1
x →1 2(x−1)(x+1)
Step 4.
Now we factor out −1 from the numerator:

lim ¿ −(x−1)
x →1 2(x−1)(x+1)
Step 5.
Then, we cancel the common factors of (x−1):

lim ¿ −1
x →1 2(x+ 1)
Step 6.
Last, we evaluate using the limit laws:

lim ¿ −1 −1
x →1 2(x+ 1) = 2(x+ 1) = -1/4
1
lim ¿ +1
Evaluate x→−3 x +2
.
x+3
 Example does not fall neatly into any of the patterns established in the previous examples. However,
with a little creativity, we can still use these same techniques.
EVALUATION /POST ASSESSMENT
Evaluate the following limits.

1 1
lim ¿ −
1. x →0 x +2 x
x
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lim x−4
2. x→4
2
x −16
lim ¿ 2−√ x +3
2
3. x→−1 2
1−x
¿ 2 x −1
4. lim 2
x →2
4 x −4 x+ 1
5. lim ¿ √ x +5−3
x→ 4 x−3
Prepared by:
HAZELLE ANNE A. DEL CARMEN, LPT

Teacher, Basic Calculus
Checked by:
JEANNE GRACE A. ABERION, RMT, MAT - Chem

Academic Coordinator, SHS Department
Approved by:
DR. CAROLYNE L. HIZON, LPT

Principal, SHS Department
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SAN JUAN DE DIOS EDUCATIONAL FOUNDATION, INC.

2772-2774 Roxas Boulevard, Pasay City 1300 Philippines

Senior High School Department

Second Semester, AY 2022-2023

Senior High School Department Learning Module No. 5

MAIN TOPIC/ SUB TOPIC

Limits and Continuity

BRIEF INTRODUCTION OF THE TOPIC

MOST ESSENTIAL LEARNING COMPETENCY

Senior High School Department

Solve for the following.

Senior High School Department

DISCUSSION OF THE CONTENT OF THE LESSON/TOPIC

Additional Limit Evaluation Techniques

 The following observation allows us to evaluate many limits of this type:

Senior High School Department

that f(x)/g(x) has the indeterminate form 0/0.)

c. If f(x)/g(x) is a complex fraction, we begin by simplifying it.

3. Last, we apply the limit laws.

Example 3.3.1: Evaluating a Limit by Factoring and Canceling

Senior High School Department

2 x −5 x−3 (x−3)(2 x +1)

Step 3. Evaluate using the limit laws:

Example 3.3.2: Evaluating a Limit by Multiplying by a Conjugate

lim ¿ √ x +2−1 lim ¿ √ x +2−1 ∙ √ x +2+1

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Step 3. Then we cancel:

Evaluate lim ¿ √ x−1−2 .

Example 3.3.3: Evaluating a Limit by Simplifying a Complex Fraction

Senior High School Department

lim ¿ 2−( x +1)

Then, we simplify the numerator:

Now we factor out −1 from the numerator:

Then, we cancel the common factors of (x−1):

Last, we evaluate using the limit laws:

EVALUATION /POST ASSESSMENT

Evaluate the following limits.

Senior High School Department

HAZELLE ANNE A. DEL CARMEN, LPT

JEANNE GRACE A. ABERION, RMT, MAT - Chem

DR. CAROLYNE L. HIZON, LPT

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