Basic Calculus

Quarter 3

SLHT 3 : Slope of the Tangent Line

to a Curve
:Continuity and
Differentiability of a Function
 Republic of the Philippines
Department of Education
REGION VII – CENTRAL VISAYAS
Schools Division of Cebu Province

Subject: Basic Calculus Grade Level: 11 Quarter: 1 Week: 3

MELC: 1. illustrate the tangent line to the graph of a function at a given point. (STEM_BC11DIIIe-1)
2. apply the definition of the derivative of a function at a given point. (STEM_BC11DIIIe-2)
3. relate the derivative of a function to the slope of the tangent line. (STEM_BC11DIIIe-3)

Slope of the Tangent Line to a Curve

A. Readings/Discussion
One of the famous novels by our national hero Jose P. Rizal is the 1887 “Noli Me
Tangere” written during Spanish colonization. Do you know what it means? Tangere is a
Latin word that means “to touch.” This is also where the term “tangent” was derived. The
term tangent was first found in the writings of Danish mathematician, Thomas Fincke, in
1583 in the book Geomietria Rotundi (Online Etymology Dictionary, n.d.)

In addition to these, the slope of the tangent line to a curve plays an important role in finding
the derivative of a function. At the same time, knowledge about limits and equations of the
lines are necessary to identify the slope of a tangent line.

The tangent line is defined as the line that intersects the curve at only one point, while
the line that intersects the curve in two or more distinct points is called a secant line.

To find the tangent line at Point P, there is a need for a second point Q on the curve.

If a Point Q will slide down to point P, it will get closer to point P and the slope of secant
PQ will then approach the value of the slope of line l tangent to the curve at point P.

This is where the slope of a tangent line is derived. As the difference in the distance in
x gets smaller, the slope of the secant line gets closer and closer to the slope of the tangent
line. Thus, the definition of the slope of a tangent line is shown below.

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Example 1: Find the slope of the tangent line to the curve 𝑦 = 𝑥2 at 𝑥 = 2.

Therefore, the slope of the line tangent to the curve 𝐲 = 𝐱𝟐 at 𝐱 = 𝟐 is 4.

Example 2: Using the same given in Example 1, write the equation of the tangent line at the
given point.

Solution:
To write the equation of the line, we may use the point-slope form of the line,

𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1)

As you can see, we need slope (m), and a point (𝑥1, 𝑦1) to write the equation of the
tangent line. Based on the given, we already have the value of the slope of the tangent
line as 𝑚𝑡𝑎𝑛 = 4 and the value of 𝑥1 = 2. To find the value of 𝑦1, substitute the value of
𝑥1 to the function. That is,

𝑦 = 𝑥2 = 22 = 4

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 Now, substitute the values to the point-slope form of the line.

Therefore, the equation of the tangent line to the function 𝒚 = 𝒙𝟐 at 𝒙 = 𝟐 is

𝒚 = 𝟒𝒙 − 𝟒.

0
NOTE: The limit definition of the derivative is inherently indeterminate that is, .
0

Hence, we can use these usual techniques for evaluating limits which are
indeterminate of types: factoring, rationalization or using one of the following established
limits.

Example 3: Compute 𝑓’ (1) for each of the following functions.

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Example 4

The concept of the slope of the tangent line can be used to solve real-life problems.
There are lots of things that occur in nature that depend on other factors, especially time.
These are some examples:

1. The distance covered by a vehicle moving at constant speed depends on the time travelled.
2. The temperature of heated water depends on the heating time.
3. The cost and profit of producing calculators depend on the time allotted to the production.

For this part, we will distinguish two types of rate of change: average rate of change
and instantaneous rate of change.

The derivative of the function which is the slope of a tangent line to the graph of
𝒇(𝒙) is also interpreted as the instantaneous rate of change.
On the other hand, for a given increment (change) in time the average rate of change
of 𝑓(𝑥) in the interval [𝑡1, 𝑡2] is defined as:

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Example 5
A Sepak Takraw player kicked a ball at a certain height. Its height (in inches) from
the ground at any time 𝑡 (in seconds) is given by 𝑠(𝑡) = 30 + 20𝑡 − 10𝑡2.
Find:
a. the height at which the ball was kicked
b. the time when the ball hits the ground
c. the average velocity of the ball on the interval [1, 2]
d. the instantaneous velocity at 𝑡 = 1 𝑎𝑛𝑑 𝑡 = 2
e. the instantaneous velocity at any time 𝑡0.
Solutions:

a. The height of the ball from the ground before it was kicked is denoted by 𝑡 = 0.
Thus,
𝑠(𝑡) = 30 + 20𝑡 − 10𝑡2 = 30 + 20(0) − 10(0)2 = 30

Therefore, the height of the ball from the ground before it was kicked is
30 inches.
b. The ball is on the ground when the height s of the ball from the ground is 0.
Thus,

Since time is positive, disregard 𝑡 = −1, then we choose t = 3 seconds.

Therefore, the ball hit the ground after 3 seconds.

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 Therefore, the instantaneous velocity function at any time 𝐭𝟎 is (𝟐𝟎 − 𝟐𝟎𝐭𝟎) 𝐢𝐧/𝐬.

B. Exercise 1

Exercise 2: Solve the following problems. Write your solutions and final answers on a
separate sheet.

1. Find the equations of the tangent and normal lines to the curve 𝑦 = 𝑥2 + 2𝑥 + 3 at
𝑥 = −1. (Note: A normal line is a line perpendicular to the tangent line at the point of
tangency.)

2. Suppose the function is defined by 𝑦 = 𝑓(𝑥) = 𝑥2 − 𝑥

a. Find the average rate of change of y with respect to x over the interval [1, 3].

b. Find the instantaneous rate of change of y with respect to x at the point 𝑥 = −1.

C. Assessment
I. Evaluate 𝑓’ (2) for the given functions.
1. 𝑓(𝑥) = 5𝑥 – 1
2. 𝑓(𝑥) = 3𝑥2
3. 𝑓(𝑥) = 𝑥3 – 4
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II. Solve what is asked in the following problems. Write your solutions and final
answers on a separate sheet.

• Tangent and normal lines are drawn to the curve 𝐲 = 𝐱𝟑 at 𝐱 = 𝟐.

4. What is the equation of the line tangent to the curve at the given point?
5. What is the equation of the normal line drawn to the curve at the given point?

• Mr. dela Cruz encourages his students to solve Math problems fast and with
accuracy. He observed in his Math class that the time it takes a student to
solve x word problems is defined by the function 𝒇(𝒙) = 𝟑𝒙𝟐 − 𝒙 where f(x) is in
minutes.

6. Find the average rate of change in solving time from 1 to 3-word problems.
7. Solve for the instantaneous rate of change in solving time at 2-word problems.

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MELC: 1. Differentiate and determine the differentiability and continuity of a function
(STEM_BC11D - IIIf-1)

Continuity and Differentiability of a Function

A. Readings/Discussion
Denzel is a senior high school student. He believes that he can become successful if he
will make up his mind about what he wants and what he loves: deciding on the career path
that can improve the financial status of his family and at the same time doing things that he
loves. Time management and deciding on where to invest his time to be as productive as
possible while giving himself some “me” time. He looked up to those successful people and was
inspired by how they planned their way to success.

However, there are some instances that even if he planned on how he will spend his
time and resources, failures get in the way. But he never gave up. He was reminded by the
saying, “If you fail, change your plans, not your goals” If plan A, does not work, he still has
plan B or plan C. What is important is that step by step, he is reaching his goals.

Successful people had their plans before that brought them to where they are right
now. On the other hand, those who did not succeed (yet) may or may not plan thus something
might be done for them to eventually reach their goals.

This can be related to different instances in Mathematics. Such as a given function

means it is a relation, but a relation does not mean it is a function. Can you still remember
your first lessons in General Mathematics? Good job! Hopefully, you can also recall our
previous lessons on differentiability and continuity of a function.

In this section, we will learn a similar relationship between these important two concepts
in Calculus. Are you ready? Let’s go!

Recall that, a function is differentiable if and only if its derivative exists. On the other hand, a
function is continuous if it satisfies the different conditions on continuity as discussed in our previous
modules.

How do these to relate with each other? Let us start our lesson with polynomial functions.

Example 1.
Identify whether the function 𝑓(𝑥) = 3𝑥 − 1 is differentiable and continuous.
Solution:

As you can see 𝑓(𝑥) = 3𝑥 − 1 is differentiable since its derivative exists. Next, let us see if the function
is continuous. Below is the graph of 𝑓(𝑥) = 3𝑥 − 1.

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 Based on the graph, we can say that the function is continuous since it has no gaps or holes.
In this example, we proved that the polynomial function 𝑓(𝑥) = 3𝑥 − 1 is differentiable and
continuous. Will this be true for all polynomial functions?
Let us have another example.

Example 2.
Determine whether the function 𝑓(𝑥) = 𝑥2 − 4𝑥 + 3 is differentiable and continuous at (1, 5).
Solution:
First let us differentiate 𝑓(𝑥) = 𝑥2 − 4𝑥 + 3.

Differentiating the function at the point (1.5) means evaluating 𝑓′(1) thus

Since the derivative of 𝑓(𝑥) = 𝑥2 − 4𝑥 + 3 exist then it is differentiable.

Based on the previous lesson, we say that a function is continuous if it satisfies the following
conditions:

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Now, let us check if the given function will satisfy the above-mentioned conditions at (1).

f (1) = 0 Final Answer

Since the three conditions are satisfied then 𝑓(𝑥) = 𝑥2 − 4𝑥 + 3 is continuous at (1, 5). Therefore,
we can say that the polynomial function 𝑓(𝑥) = 𝑥2 − 4𝑥 + 3 is differentiable and continuous.
Based on our solutions, the first two examples are polynomial which are differentiable and
continuous at every real number x. Thus,

Example 3
Identify whether the function below is differentiable and continuous at x = 0.
𝑓(𝑥) = |𝑥|
Solution:
Let us see if it is differentiable at point 𝑥 = 0

We will not include ℎ = 0 because h cannot be equal to 0 because it will make the function
undefine. Using the function above:

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 |ℎ| −ℎ
𝑓 ′(𝑥 ) = lim− ℎ
= ℎ
= -1
𝑥→0

|ℎ| ℎ
𝑓 ′(𝑥 ) = lim+ =ℎ = 1
𝑥→0 ℎ

Since the left- and right-hand limit are not equal then 𝑓′(0) does not exist and this
is not differentiable at 𝑥 = 0.
Now let us check its continuity. This is an absolute function which can also be
written as:

Let us graph this using a table of values

We can see that the graph is continuous but let us still prove by checking if it will satisfy the
three conditions for continuity:

Since the three conditions are satisfied, we can say that 𝑓(𝑥) = |𝑥| is continuous at the
same point 𝑥 = 0.
In this example, the function is not differentiable but is continuous at the same point. Is
everything clear now? Hope this last example will make you understand the lesson
deeper.

Example 4
Check the differentiability and continuity of the function below at 𝑥 = 3
2
𝑦=
𝑥−3

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Solution:
2
Let us differentiate 𝑓(𝑥) = at x = 3.
𝑥−3

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Since 𝑓′(3) does not exist, then 𝑓(𝑥) = is not differentiable at 𝑥 = 3.
(𝑥−3)

For continuity of the function, let us check the three conditions.

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The second condition is not satisfied therefore the third condition will also be not satisfied.

2
Therefore 𝑓(𝑥) = is not differentiable nor continuous at 𝑥 = 3.
(𝑥−3)

B. Exercises

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C. Assessment
Determine whether each of the following functions is:
i. continuous
ii. differentiable

DIANA LYNN S. FERNANDEZ

Teacher

Submitted to:
JOSEPHUS G. ARELLANO
Assistant School Principal II

Address: IPHO Bldg., Sudlon, Lahug, Cebu City

Telephone Nos., ((032) 520-3216 – 520-3217; SDS Office: 032) 255-6405;

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