Bascal QRT1 M1

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NOT
BASIC CALCULUS
Quarter 3 - Module 1
FUNCTIONS,
LIMITS, AND CONTINUITY
Department of Education ● Republic of the Philippines

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Basic Calculus- Senior High School

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Quarter 3 - Module 1: Functions, Limits, and Continuity
First Edition, 2020
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BASIC CALCULUS
Quarter 3- Module 1
FUNCTIONS, LIMITS, AND
CONTINUITY
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Table of Contents
What This Module is About........................................................................................................................ 1

What I Need to Know................................................................................................................................... 1
How to Learn from this Module………………………………………………………………….. 2
Icons of this Module.................................................................................................................................... .2
What I Know (Pretest)….............................................................................................................................3

Lesson 1:
The Limit of a Function..........................................................................................................6
What’s In.............................................................................................................................6
What’s New ….................................................................................................................. 7
What Is It.............................................................................................................................8
What’s More...................................................................................................................... 13
What I Have Learned......................................................................................................14
What I Can Do.................................................................................................................. 16
Lesson 2:
Limit Theorem.................................................................................................................................. 17
What’s In.............................................................................................................................17
What Is It.......................................................................................................................... ..17
What’s More.................................................................................................................... ..21
What I Have Learned................................................................................................... ..22
What I Can Do …………………………………………………………………………..22
Lesson 3:
Limits of Polynomial, Rational, and Radical Functions.................. 23
What’s In.............................................................................................................................23
What Is It.......................................................................................................................... ..24
What’s More.................................................................................................................... ..31
What I Can Do..................................................................................................................32
Lesson 4:
Limits of Exponential, Logarithmic, and Trigonometric
Functions...............................................................................................................................................33
What’s In.............................................................................................................................33
What Is It.......................................................................................................................... ..33
What’s More.................................................................................................................... ..38
What I Have Learned................................................................................................... ...39
What I Can Do..................................................................................................................39

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Lesson 5:
Some Special Limits ............................................................................................................... 40
What’s In.............................................................................................................................40
What Is It.......................................................................................................................... ..40
What’s More.................................................................................................................... ..45
Lesson 6:
Continuity of a Function .....................................................................................................47
What’s In.............................................................................................................................47
What Is It.......................................................................................................................... ..47
What’s More.................................................................................................................... ..52
What I Can Do..................................................................................................................54
Summary …………………………………………………………………………………………..55
Assessment: (Post-Test)………………………………………………………………………… 56
Key Answers ………………………………………………………………………………………61
References..................................................................................................................................................... 62

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What This Module is About
Limits are the backbone of calculus, and calculus is called the Mathematics of
Change.The study of limits is necessary in studying change in great detail. The evaluation of
a particular limit is what underlies the formulation of the derivative and the integral of a
function.
For starters, imagine that you are going to watch a basketball game. When you
choose seats, you would want to be as close to the action as possible. You would want to be
as close to the players as possible and have the best view of the game, as if you were in the
basketball court yourself. Take note that you cannot actually be in the court and join the
players, but you will be close enough to describe clearly what is happening in the game.
This is how it is with limits of functions. We will consider functions of a single variable
and study the behavior of the function as its variable approaches a particular value (a
constant). The variable can only take values very, very close to the constant, but it cannot
equal the constant itself. However, the limit will be able to describe clearly what is happening
to the function near that constant.
Module Content
The following are the lessons contained in this module:
Lesson 1 – The Limit of a Function

Lesson 2 – Limit Theorem
Lesson 3 – Limits of Polynomial, Rational, and Radical Functions
Lesson 4 – Limits of Exponential, Logarithmic, and Trigonometric Functions
Lesson 5 – Some Special Limits
Lesson 6 – Continuity of Functions
What I Need to Know
At the end of this module, you should be able to:

1. illustrate the limit of a function using a table of values and the graph of the
function (STEM_BC11LC-IIIa-1);
2. distinguish between limx→c f(x) and f (c) (STEM_BC11LC-IIIa-2);
3. illustrate the limit laws (STEM_BC11LC-IIIa-3);
4. apply the limit laws in evaluating the limit of algebraic functions (polynomial,
rational, and radical) (STEM_BC11LC-IIIa-4);
5. compute the limits of exponential, logarithmic, and trigonometric functions
using table of values and graphs of the function (STEM_BC11LC-IIIb-1);
sin t 1  cos t et  1
6. illustrate limits involving the expressions t , t , and t and
using tables of values (STEM_BC11LC-IIIb-2);
7. illustrate continuity of a function(STEM_BC11LC-IIIb-1) ;
8. determine whether a function is continuous at a number or not
(STEM_BC11LC-IIIb-2) ;
9. illustrate continuity of a function on an interval (STEM_BC11LC-IIIb-3) ;
10.solves problems involving continuity of a function (STEM_BC11LC-IIIb-3) ;

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How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.
What I know This is an assessment as to your level of
knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.
What’s New An introduction of the new lesson through
various activities, before it will be presented
to you
What is It These are discussions of the activities as a
way to deepen your discovery and under-
standing of the concept.
What’s More These are follow-up activities that are in-
tended for you to practice further in order to
master the competencies.
What I Have Activities designed to process what you

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Learned have learned from the lesson
What I can do These are tasks that are designed to show-
case your skills and knowledge gained, and
applied into real-life concerns and situations.
What I Know
Directions: Read the following questions comprehensively. Encircle the letter of the correct
answer.
1. Which of the following statements is NOT true?

A. The limit of a constant is zero.
B. The limit of x as x approaches c is equal to c.
C. The limit of a multiple of a function is simply that multiple of the limit of the function.
D. The limit of a sum of functions is the sum of the limits of the individual functions.
2. If lim f ( x )  L , which of the following expressions is true?

x 0
I. lim f ( x) does not exist

x 0 
II. lim f ( x ) does not exist

x 0
III. lim f ( x )  L
x 0
IV. lim f ( x )  L
x 0
A. I and IV only B. I and II only C. III and IV only D. II and III only
3. Which of the following statements is correct?

A. If lim f ( x )  6 and lim g ( x )  3 , then lim f ( x )  g ( x )  2 .
x c x c x c
B. If lim f ( x )  6 and lim g ( x )  3 , then lim f ( x )  g ( x )  2 .

f ( x)
C. If lim f ( x )  6 and lim g ( x )  3 , then lim  2 .
x c x c x c g ( x )
D. If lim f ( x )  6 and lim g ( x )  3 , then lim f ( x )  g ( x )  2 .

4. Which of the following statements is NOT correct?

A. lim(3 x  7)  8
x 5

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B. lim (3 x 2  10) 5  32
x  2
8
C. lim  4
x  2 x
x2 1
D. lim 1
x  1 x  1
3x 2  7 x  2
5. What is the lim ?
x 1 3 x 2  4 x  2
8
A. 
3
8
B.
3
C. 0
D. does not exist
6. Which of the following function has a limit value of   ?

x
A. lim
x 8 x  8
1
B. lim
x  6 x  6
1
C. lim 2
x  4 x  16
1
D. lim
x  3 x  3
x 2  4 x  60
x 6 x6
A. 16 B.12 C. 8 D. 4
x2  2x  3
x 1 x2  4x  3
A. 0 B. -2 C. -4 D. -6
2x  5
x   x  2
A.3 B. 2 C. 1 D. 0
25 x 2  10 x  1
x   x3  8
A.3 B. 2 C. 1 D. 0
11. Which of the following graphs shows a limit that does not
exist?
A C.

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A. D.
x  4
12. In what point is the function h ( x )  2
is discontinuous?
x  5x  4
A. 3
B. 2
C. 1
D. 0
13. Which of the following functions is continuous at the indicated point?

t  64 t  8
2
A. f (t )   if at the point t  8
(t  8) 2 t  8
 t 3  64
 t4
B. r (t )   t  4 if at the point t  4
16 t4

8t  10 t  9
C. f (t )   if at the point t  9
 17 t 9
7t  6 t  6
D. f (t )   if at the point t  6
 11 t 6
14. Which of the following limit does not exist?

x7
A. lim
x 7 x  7
x 2  49
B. lim
x 7 x7
x3
C. lim
x 3 x3

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x3
D. lim
x 3 x3
15. Which of the following functions is discontinuous at x  4 ?

x 8
A. h ( x ) 
( x  7 )( x  1 )
x  4
B. h ( x )  2
x  5x  4
 x  64
2
x8
C. f ( x)   if
( x  8) 2
x 8
 x 2  64
 x8
D. f ( x)   x  8 if
16 x 8

Lesson
1 The Limit of a Function
Upon completion of this lesson, you should be able to:

 illustrate the limit of a function using a table of values and graph of the function
 distinguish between limx→c f(x) and f (c)
What’s In
The concept of a limit or limiting process, essential to the understanding of calculus,

has been around for thousands of years. In fact, early mathematicians used a limiting
process to obtain better and better approximations of areas of circles. Yet, the formal
definition of a limit—as we know and understand it today—did not appear until the late 19th
century. We therefore begin our quest to understand limits, as our mathematical ancestors
did, by using an intuitive approach. At the end of this lesson, armed with a conceptual
understanding of limits, we examine the formal definition of a limit.
Consider a function f of a single variable x. Consider a constant c which the variable
x will approach (c may or may not be in the domain of f). The limit, to be denoted by L, is the
unique real value that f(x) will approach as x approaches c. In symbols, we write this process
as

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This is read, ‘‘The limit of f(x) as x approaches c is L.”
LOOKING AT A TABLE OF VALUES
To illustrate, let us consider
Here, f(x)=1+3x and the constant c, which x will approach, is 2. To evaluate the
given limit, we will make use of a table to help us keep track of the effect that the approach
of x toward 2 will have on f(x). Of course, on the number line, x may approach 2 in two ways:
through values on its left and through values on its right. We first consider approaching 2
from its left or through values less than 2. Remember that the values to be chosen should be
close to 2.
Now we consider approaching 2 from its right or through values greater than but close to 2.
Observe that as the values of x get closer and closer to 2, the values of f(x) get closer
and closer to 7. This behavior can be shown no matter what set of values, or what direction,
is taken in approaching 2. In symbols,

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What’s New
Activity x2 1
a. Find xlim f  x  if f  x   .
 1 x 1
b. Complete the table of values.
x -2 -1.5 -1.1 -1.001 -1 -0.9 -0,5 -0,1 0
Consider the following example that need to investigate.
What Is It
Example 1: Investigate
by constructing tables of values. Here, c = －1 and f(x) = x2 + 1.

We start again by approaching －1 from the left.
Now approach －1 from the right.

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The tables show that as x approaches －1, f(x) approaches 2. In symbols,
Its graph is given by
It can be seen from the graph that as values of x approach －1,the values of f(x) approach 2.
Example 2: Investigate lim x through a table of values.

x 0
Approaching 0 from the left and from the right, we get the following tables:
Hence, lim x
x 0

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It is c ear that = 0, that is the two sides of the graph both move downward to the
l
origin (0,0) as x approaches 0.
Example 3: Investigate
by constructing tables of values. Here, c = 1 and

Take note that 1 is not in the domain of f, but this is not a problem. In evaluating a limit,
remember that we only need to go very close to 1; we will not go to 1 itself.
We now approach 1 from the left.
Approach 1 from the right
The tables show that as x approaches 1, f (x) approaches －3. In symbols,
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Take note that provided x ≠ 1. Hence, the

graph of f (x) is also the graph of y = x － 1, excluding the point where x = 1.
Example 4: Investigate through a table of values
if
This looks a bit different, but the logic and procedure are exactly the same. We still approach
the constant 4 from the left and from the right, but note that we should evaluate the
appropriate corresponding functional expression. In this case, when x approaches 4 from the
left, the values taken should be substituted in f(x) = x + 1. Indeed, this is the part of the
function which accepts values less than 4. So,
On the other hand, when x approaches 4 from the right, the values taken should be subs-
tituted in f(x) = (x－ 4)2 + 3. So,
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Observe that the values that f(x) approaches are not equal, namely, f(x) approaches 5 from
the left while it approaches 3 from the right. In such a case, we say that the limit of the given
function does not exist (DNE). In symbols,
We can see from the graph that f (x) has no limit as x approaches 4. The two separate parts
of the function move toward different y-levels (y = 5 from the left, y = 3 from the right) in the
vicinity of c = 4.
So, in general, if we have the graph of a function, such as below, determining limits can be
done much faster and easier by inspection.
Remark 1: It can be seen from the graph of y = f(x) that:

a.
b. Here, it does not matter that f(0) does not exist (that is, it is
undefined, or x = 0 is not in the domain of f). Always remember that what matters
is the behavior of the function close to c = 0 and not precisely at c = 0. In fact,
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even if f(0) were defined and equal to any other constant (not equal to 3), like
100 or 5000, this would still have no bearing on the limit. In cases like this,
prevails regardless of the value of f(0), if any.
c. As can be seen in the figure, the two parts of the graph near
c = 3 do not move toward a common y-level as x approaches c = 3.
Remark 2: We need to emphasize an important fact. We do not say that “equals

DNE”, nor do we write “ DNE”, because “DNE” is not a value. In the
previous example,“DNE” indicated that the function moves in different
directions as its variable approaches c from the left and from the right. In other
cases, the limit fails to exist because it is undefined, such as for which leads to division
of 1 by zero.
Remark 3: Have you noticed a pattern in the way we have been investigating a limit? We
have been specifying whether x will approach a value c from the left, through values less
than c, or from the right, through values greater than c. This direction may be specified in the
limit notation, by adding certain symbols.
 If x approaches c from the left, or through values less than c, then we write
 If x approaches c from the right, or through values greater than c, then we write
Furthermore, we say
If and only if
What’s More
Exercises
2
1. Complete the following tables of values to investigate lim x  2 x  4 .
x 1
 
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x 1
2. Complete the following tables to investigate lim
x 0 x 1 .
3. Construct a table of values to investigate the following limits.
a.
b.
4. Consider the function f(x) whose graph is shown below.
Determine the following:
What I Have Learned
Let us again consider
Recall that its tables of values are:

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And we had concluded that
In comparison, f(2) = 7. So, in this example, lim f  x  and f (2) are equal. Notice that the
x2
same holds for the next examples discussed:
This, however, is not always the case. Let us consider the function
In contrast to the second example above, the entries are now unequal:
This example shows that lim f  x  and f( c ) may be distinct..

xc
Furthermore, consider the third example in on the previous topic where
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We have:
Once again we see that lim f  x  and f( c ) are not the same.
xc
What I Can Do
Exercises
Consider the function f(x) whose graph is given below.
Based on the graph, fill in the the table with the appropriate values.
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Lesson
2 Limit Theorem

 illustrate the limit laws
 apply the limit laws in evaluating the limit of algebraic functions (polynomial, rational,
and radical
What’s In
Lesson 1 showed us how limits can be determined through either a table of values or the
graph of a function. One might ask: Must one always construct a table or graph the function
to determine a limit? Filling in a table of values sometimes requires very tedious calculations.
Likewise, a graph may be difficult to sketch. However, these should not be reasons for a
student to fail to determine a limit. In this lesson, we will learn how to compute the limit of a
function using Limit Theorems. We will directly evaluate limits without need for a table of vor
a graph.
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What Is It
The eight basic theorems on limits.
In the following statements, c is a constant, and f and g are functions which may or may not
have c in their domains.
1. The limit of a constant is itself. If k is any constant, then, lim k  k .

x c
Example,
i. lim 2  2
x c
ii. lim  3.14  3.14

x c
iii. lim 946  946

x c
2. The limit of x as x approaches c is equal to c. This may be thought of as the substitution

law, because x is simply substituted by c.
lim x  c
x c
Example,
For the remaining theorems, we will assume that the limits of f and g both exist as x
approaches c and that they are L and M, respectively. In other words,
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3. The Constant Multiple Theorem. The limit of a multiple of a function is simply that
multiple of the limit of the function.
For example, if lim f ( x )  4 , then

x c
4. The Addition Theorem. The limit of a sum of functions is the sum of the limits of the
individual functions. Subtraction is also included in this law, that is, the limit of a difference of
functions is the difference of their limits.
5. The Multiplication Theorem: This is similar to the Addition Theorem, with multiplication
replacing addition as the operation involved. Thus, the limit of a product of functions is equal
to the product of their limits.
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6. The Division Theorem: This says that the limit of a quotient of functions is equal to the
quotient of the limits of the individual functions, provided the denominator limit is not equal to
0.
7. The Power Theorem: This theorem states that the limit of an integer power p of a
function is just that power of the limit of the function.
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8. The Radical/Root Theorem: This theorem states that if n is a positive integer, the limit of
the nth root of a function is just the nth root of the limit of the function, provided the nth root
of the limit is a real number. Thus, it is important to keep in mind that if n is even, the limit of
the function must be positive.
What’s More
Assume the following:
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Compute the following limits:
What I Have Learned
Assume the following:
Compute the following limits:
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What I Can Do
Assume that f(x) = x. Evaluate
Wha
Lesson
Limits of Polynomial, Rational
3 and Radical Functions

 apply the limit laws in evaluating the limit of algebraic functions (polynomial, rational,
and radical
 compute and graph infinite limits
What’s In
In the previous lesson, we presented and illustrated the limit theorems. We start by recalling
these limit theorems.
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In this lesson, we will show how these limit theorems are used in evaluating algebraic
functions. Particularly, we will illustrate how to use them to evaluate the limits of polynomial,
rational and radical functions.
What Is It
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We will now apply the limit theorems in evaluating rational functions. In evaluating the
limits of such functions, recall from Theorem 1 the Division Rule, and all the rules stated
in Theorem 1 which have been useful in evaluating limits of polynomial functions, such as
the Addition and Product Rules.
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We will now evaluate limits of radical functions using limit theorems.
Example 9: Evaluate lim x .

x 1
Solution. Note that lim x  1 > 0. Therefore, by the Radical/Root Rule,

x 1
lim x  lim x  1  1.
x 1 x 1
Example 10: Evaluate lim

x0
x4.
Solution. Note that lim( x  4)  4 > 0. Hence, by the Radical/Root Rule,

x 0
Example 11: Evaluate
Solution. Since the index of the radical sign is odd, we do not have to worry that the
limit of the radicand is negative. Therefore, the Radical/Root Rule implies that
2x  5
x2 1  3x
Solution. First, note that lim(1  3 x)  5  0. Moreover,lim(2 x  5)  9 > 0. Thus, using

x2 x2
the Division and Radical Rules of Theorem1, we obtain
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INTUITIVE NOTIONS OF INFINITE LIMITS

f ( x)
We investigate the limit at a point c of a rational function of the form g ( x ) where f and g are
polynomial functions with f(c) ≠ 0 and g(c) ≠ 0. Note that Theorem 3 does not cover this
because it assumes that the denominator is nonzero at c.
1
x
2
Now, consider the function f(x) =
Note that the function is not defined at x = 0

but we can check the behavior of the function
as x approaches 0 intuitively. We first
consider approaching 0 from the left.
Observe that as x approaches 0 from the left,

the value of the function increases without
bound. When this happens, we say that the

limit of f(x) as x approaches 0 from the left
is positive infinity, that is,
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Again, as x approaches 0 from the right, the

value of the function increases without bound
that is,
Since
We may conclude that
1
x
2
Now, consider the function f(x) = －
Note that the function is not defined at x = 0

but we can check the behavior of the function
as x approaches 0 intuitively. We first
consider approaching 0 from the left.
This time, that as x approaches 0 from the

left, the value of the function increases
without bound. So, we say that the limit of
f(x) as x approaches 0 from the left
is negative infinity, that is,
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As x approaches 0 from the right, the value

of the function also decreases without bound,
that is,
Since
We are able to conclude that
We now state definition of infinite limits of functions:
The limit of f(x) as x approaches c is positive infinity, denoted by, , if the

value of f(x) increases without bound whenever the values of x get closer and closer to c.
The limit of f(x) as x approaches c is negative infinity, denoted by, if the value of f(x)
decreases without bound whenever the values of x get closer and closer to c.
1
Let us consider f(x) = x . The graph on
the right suggest that
While
Because the one-sided limits are not the

same, we say that
Remark 1: Remember that  is NOT a number. It holds no specific value. So,

lim f ( x)   Or lim f ( x)   describes the behavior of the function near x=c, but it
x c x c
does not exist as a real number.
Remark 2: Whenever we normally see the dashed

vertical line x = c. This is to indicate that the graph of y = f(x) is asymptotic to x = c, meaning,
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the graph of y = f(x) and x = c are very close to each other near c. In this case we call x = c
a vertical asymptote of the graph of y = f(x).
What’s More
Evaluate the following limits.
What I Have Learned
Complete the following tables.
From the table, determine the following limits.
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What I Can Do
Find the following limits if they exist.
1. 2 3.
8x
lim 4x  1 x  2 x  x  27
3 2
x  5 x  7 lim 2 lim
x   x  7
x
2
x  
4
Lesson
Limits of Exponential,
4 Logarithmic, and
Trigonometric Functions

 Compute the limits of exponential, logarithmic, and trigonometric functions using
tables of values and graphs of the functions
What’s In
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Real-world situations can be expressed in terms of functional relationships. These functional

relationships are called mathematical models. In applications of calculus, it is quite important
that one can generate these mathematical models. They sometimes use functions that you
encountered in precalculus, like the exponential, logarithmic, and trigonometric functions.
Hence, we start this lesson by recalling these functions and their corresponding graphs.
What Is It
EVALUATION OF LIMITS OF EXPONENTIAL FUNCTIONS
e
x
Consider the natural exponential function f(x) = , where e is called the Euler number,
and has value 2.718281……
lim e .
x
Example 1. Evaluate the
x 0
Solution. We will construct a table of values for f(x) =e

x
. We start by approaching the
number 0 from the left or through the values less than but close to 0.
lim e  1
x
x 0 34

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Intuitively, from the table above, . Now we consider approaching 0 from its right
or through values greater than but close to 0.
From the table, as the value of x get closer and closer to 0, the value of f(x) get closer and
lim e  1 . combining the two one-sided limits allows us to conclude that
x
closer to 1. So,
x 0 
lim e  1
x
x 0
e
x
We can use the graph of f (x) = to determine its limit as x approaches 0. The figure
e.
x
below is the graph of f (x) =
Looking at the graph on the right, as the
value of x approach 0, either from the right or
the left, the value of f(x) will get closer and
closer to 1. we also have the following:
Now, consider the natural logarithmic function f (x) = ln x. Recall that ln x = logc x
e
x
Moreover, it is the inverse of the natural exponential function y = .
Example 2: Evaluate lim ln x

x 1
Solution. We will construct the table of values for f(x) = ln x. We first approach the number 1
from the left or through values less than but close to1.
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Intuitively, lim ln x  0 . Now we consider approaching 1 from its right or through values
x 1
greater than but close to 1.
Intuitively, xlim
1
ln x  0 . As the values of x get closer and closer to 1, the values of f(x) get
closer and closer to 0. in symbols, lim ln x  0.
x 1
We now consider the common logarithmic function f  x   log . x

10
Recall that logx  log x .
10

x 1
log x .
Solution. We will construct the table of values for f(x) = log x. We fiirst approach the number
1 from the left or through the values less than but close to 1.
Now we consider approaching to 1 from its right or through values greater than but close to
1.
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As the values of x get closer and closer to 1, the values of f(x) get closer and closer to 0. In
symbols,
lim log x  0 .
x 1
Consider now the graphs of both the natural and common logarithmic functions. We can
use the following graphs to determine their limits as x approaches 1..
The figure above helps verify our observations that lim

x 1
ln x  0 and lim
x 1
log x  0
Also based on the figure, we have
TRIGONOMETRIC FUNCTIONS

x 0
sin x .
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Solution: We will construct the table of values for f (x) = sin x. We first approach o from
the left or through the values less than but close to zero.
Now we consider approaching o from its right or through values greater than but close to
zero.
As the value of x get closer and closer to 1, the values of f ( x) get closer and closer to 0. In
symbols,
lim sin x  0 .
x 0
We can also find lim

x 0
sin x by using the graph of the sign function. Consider the graph of
f (x) = sin x.
The graph validates our observation in example 4 that lim sin x  0 . Also, using the
x 0
graph,we have the following:
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What’s More
Evaluate the following limits by constructing the table of values.
\What I have Learned
Given the graph below, evaluate the following limits:
What I Can Do
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Given the graph of the cosine function f (x) = cos x, evaluate the following limits:
Lesson
5 Some Special Limits
 evaluate the limits of expressions involving

using tables of values, and
"
 evaluate the limits of expressions resulting in the indeterminate form
0" .
0
What’s In
We will determine the limits of three special functions, namely, f t   sin t ,

t
1  cos t
, and h t   e  1 . These function will be vital to the computation of the
t
g (t) =
t t
derivatives of the sine, cosine, and natural exponential functions in the module 2.
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What Is It
THE THREE SPECIAL FUNCTIONS
sin t
Example 1: Evaluate lim .
t 0 t
sin t
Solution. We will construct the table of values for f t   . We first approach the number
t
0 from the left or through values less than but close to 0.
Now we consider approaching 0 from the right or through values greater than but close to 0.
sin t sin t sin t

Since lim and lim are both equal to 1, we conclude that lim 1 .
t 0 t t 0 t t 0 t
sin t
The graph of f t   below confirms that the y-values approach 1 as t approaches 0.
t
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Example 2: Evaluate lim 1  cos t .

t 0 t
1  cos t
Solution. We will construct the table of values for g (t) = . We first approach the
t
number 1 from the left or through the values less than but close to zero.
1  cos t 1  cos t 1  cos t

Since lim 0 and lim  0, we concluded that lim 0 .
t 0 t t 0 t t 0 t
1  cos t
42
t

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Below is the graph of g (t) = . We see that y-values approach 0 as t tends to 0.
Example 3: Evaluate lim e  1 .

t
t 0 t
Solution. We will construct the table of values for h t  

e t  1. We first approach the number
t
0 from the left or through the values less than but close to 0.
e 1  1 lim e
t t
lim e
t
1 1
Since lim and  1 , we concluded that 1 .

x 0 t x 0  t x 0 t
e 1
t
The graph of ht   below confirms that lim ht   1

t 0
t
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INDETERMINATE FORM
There are functions whose limits cannot be determined immediately using the Limit
theorems we have so far. In these cases, the functions must be manipulated so that the limit,
if it exists, can be calculated. We call such limit expressions indeterminate forms.
In this lesson, we will define a particular indeterminate form, , and discuss how to
evaluate a limit which will initially result in this form.
Definition of Indeterminate Form of Type
lim f  x   0 lim
x c
If and xc
g(x) = 0, then is called an indeterminate form of type .
Remark 1: A limit that is indeterminate of type may exist. To find the actual value, one
should find an expression equivalent to the original. This is commonly done by factoring or
by rationalizing. Hopefully, the expression that will emerge after factoring or rationalizing will
have a computable limit.
x 2  2x  1
Example 4: Evaluate lim .
x  1 x 1
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Solution. The limit of both the numerator and the denominator as x approaches -1 is 0. Thus,
0
this limit as currently written is an indeterminate form of type . However, observe that
0
(x+1) is a factor common to the numerator and the denominator, and
x 2  2 x  1  x  1
2
  x 1
x 1 x 1 , when x ≠ -1.
Therefore,
x 2  2x  1
lim  lim  x  1  0
x  1 x 1 x  1 .
x2 1
x 1
x 1
x
2
1
lim x  1  0
2
Solution. Since and lim x  1  0 , then lim is an
x 1 x 1 x 1
x 1
indeterminate form of type . To find the limit, observe that x ≠ 1, then
What’s More
Evaluate the following limits by constructing their respective table of values.
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What I Have Learned
Evaluate the following limits.
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Lesson
6 Continuity of a Function

 Illustrate continuity of a function at a number
 Determine whether a function is continuous at a number or not
 Illustrate continuity of a function on an interval
 Solves problems involving continuity of a function
As we have observed in our discussion of limits in lesson 1 and 2, there are

functions whose limits are not equal to the function value at = , meaning, lim ⹻
⹻.
⹻ is NOT NECESSARILY the same as f(c). is NOT NECESSARILY the same
as f(c).
This leads us to the study of continuity of functions. In this section, we will be
focusing on the continuity of a function at a specific point.
What Is It
LIMITS AND CONTINUITY AT A POINT

What does “continuity at a point” mean? Intuitively, this means that in drawing the
graph of a function, the point in question will be traversed. We start by graphically
illustrating what it means to be continuity at a point.
EXAMPLE 1: Consider the graph below.
Is the function continuous at x = 1?

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Solution. To check if the function is continuous at x = 1, use the given graph. 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. This is the case here. Hence, we can say that the function is
continuous at x = 1.
EXAMPLE 2: Consider the graph of the function g(x) below.
Solution. We follow the process in the previous example. Tracing the graph from the left of x
= 1 going to right of x = 1, one finds that s/he must lift her/his pen briefly upon reaching x = 1,
creating a hole in the graph. Thus, the function is discontinuous at x = 1. .
EXAMPLE 3: Consider the graph of the function h(x) = 1
Solution. If we trace the graph from the left of x = 0 going to right of x = 0, we have to lift our
pen since at the left of x = 0, the function values will go downward indefinitely, while at the
right of x = 0, the function values will go to upward indefinitely. In other words,
lim = and lim =
Thus, the function is discontinuous at x = 0. .
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EXAMPLE 4: Consider again the graph of the function ⹻ = . Is the function continuous
at = ?
Solution. If we trace the graph of the function ⹻ = from the left of = to the right of
= , you will not lift your pen. Therefore, the function h is continuous at = . Suppose
we are not given the graph of a function but just the function itself. How do we determine if
the function is continuous at a given number? In this case, we have to check three
conditions.
Three Conditions of Continuity

A function f(x) is said to be continuous at x = c if the following three conditions are satisfied:
(i) ⹻ exists;
(ii⹻ lim ⹻ exists; and
(iii) ⹻ = lim ⹻
If at least one of these conditions is not met, f is said to be discontinuous at = .
Example 5: Determine if = is continuous or not at = .

Solution: We have to check the three conditions of a function.
(a) If = , then = .
(b) lim = lim ⹻ = lim ⹻= .
(c) = = lim ⹻.
Therefore, is continuous at = .
Example 6: Determine if = is continuous or not at = .

Solution: We have to check the three conditions of a function.
(a) If = , then = .
⹻ ⹻
(b) lim = lim = lim = lim = .
(c) = = lim ⹻.
Therefore, is continuous at = .
EXAMPLE 7: Determine if = is continuous or not at x = 2.
Solution: Note that is not defined at = since 2 is not in the domain of . Hence, the
first condition in the definition of a continuous function is not satisfied. Therefore, is
discontinuous at = .
EXAMPLE 8: Determine if
th
=
h⹻ h
is continuous or not at x = 4.
Solution. Note that f is defined at = h since h⹻ = . However, lim ⹻ = while
h
lim ⹻ = . Therefore, lim ⹻ DNE, and is discontinuous at = h. .
h h
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I. Given the graph below, determine if the function H(x) is continuous at the following
values of
1. =
2. =
3. =
II. Determine if the following functions are continuous at the given value of x.
1. = at = 5. = at =
2. = at = 6. = at =h
3. = at = 7. = at =
h
4. = at = 8. = at =
Continuity on an Interval
A function can be continuous on an interval. This simply means that it is continuous at every
point on the interval. Equivalently, if we are able to draw the entire graph of the function on
an interval without lifting our tracing pen, or without being interrupted by a hole in the middle
of the graph, then we can conclude that the function is continuous on that interval.
We begin our discussion with two concepts which are important in determining whether
function is continuous at the endpoints of closed intervals.
One-Sided Continuity
(a) A function is said to be continuous from the left at = if
= lim ⹻
(b) A function is said to be continuous from the right at = if

= lim ⹻
Here are known facts on continuities of functions on intervals:

Continuity of Polynomial, Absolute Value, Rational and Square Root Functions
(a) Polynomial functions are continuous everywhere.
(b) The absolute value function = is continuous everywhere.
(c) Rational functions are continuous on their respective domains.
(d) The square root function = is continuous on t
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Example 1: Consider the graph of the function given below.
Using the given graph, determine if the function is continuous on the following intervals:
t ⹻ t ⹻ t ⹻
Solution: Remember that when we say “trace from the right side of = ”, we are tracing
not from = on the x-axis, but from the point t ⹻⹻ along the graph.
(a) We can trace the graph from the right side of = to the left side of = without
lifting the pen we are using. Hence, we can say that the function f is continuous on the
interval t ⹻
(b) If we trace the graph from any negatively large number up to the left side of 0, we will not
lift our pen and so, f is continuous on t ⹻
(c) For the interval t ⹻t we trace the graph from the right side of 0 to any large number,
and find that we will not lift our pen. Thus, the function f is continuous on t ⹻
Example 2: Consider the graph of the function given below.
Determine using the given graph if the function f is continuous on the following intervals:
a. t ⹻ b. t
Solution. Because we are already given the graph of h, we characterize the continuity of h
by the possibility of tracing the graph without lifting the pen.
(a) If we trace the graph of the function h from the right side of = to the left side of
= , we will be interrupted by a hole when we reach x = 0. We are forced to lift our
pen just before we reach x = 0 to indicate that h is not defined at x = 0 and continue
tracing again starting from the right of = . Therefore, we are not able to trace the
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graph of h on t ⹻ without lifting our pen. Thus, the function h is not continuous on
t ⹻
(b) For the interval [ t t if we trace the graph from = to = , we do not have to
lift the pen at all. Thus, the function h is continuous on t
A function f is said to be continuous...

(a) everywhere if f is continuous at every real number. In this case, we also say f is
continuous on R.
(b) on at b⹻ if f is continuous at every point x in at b⹻
(c) on at b⹻ if f is continuous on at b⹻ and from the right at a.
(d) on at b if f is continuous on at b⹻ and from the left at b.
(e) on at b if f is continuous on at b and on at b⹻
(f) on at ⹻ if f is continuous at all x > a.
(g) on at ⹻ if f is continuous on at ⹻ and from the right at a.
(h) on t b⹻ if f is continuous at all x t b.
(i) on t b if f is continuous on t b⹻ and from the left at b.
t
t t
Example 3: Consider the function =
t h
>h
Is continuous on t on ht ⹻?
Solution: Since g is a piecewise function, we just look at the ‘piece’ of the function corresponding to
the interval specified.
(a) On the interval t t ⹻ takes the constant value 3. Also, for all t t
lim ⹻= = g c⹻
Thus, g is continuous on t .
(b) For all > h, the corresponding ‘piece’ of g is ⹻ = , a polynomial function.
Recall that a polynomial function is continuous everywhere in . Hence, ⹻ = is surely
continuous for all ht ⹻
What’s More
Exercise: Do as indicated
t
t t
1. Is the function = continuous on th on t ⹻?
t h
>h
2. Consider the graph of the function given below.
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Determine using the given graph if the function f is continuous on the following intervals:
a. t ⹻ b. t
Problems Involving Continuity

For every problem that will be presented, we will provide a solution that makes use of
continuity and takes advantage of its consequences, such as the Intermediate Value
Theorem (IVT).
APPROXIMATING ROOTS (Method of Bisection)
Finding the roots of polynomials is easy if they are special products and thus easy to
factor. Sometimes, with a little added effort, roots can be found through synthetic division.
However, for most polynomials, roots, can at best, just be approximated.
Since polynomials are continuous everywhere, the IVT is applicable and very useful in
approximating roots which are otherwise difficult to find. In what follows, we will always
choose a closed interval t such that ⹻ and ⹻ differ in sign, meaning, ⹻ > and
⹻ t , or ⹻ t and ⹻>
In invoking the IVT, we take m = 0.This is clearly an intermediate value of ⹻ and
⹻ since ⹻ and ⹻ differ in sign. The conclusion of the IVT now guarantees the
existence of t such that ⹻ = . This is tantamount to looking for the roots of
polynomial ⹻
EXAMPLE 1: Consider = . Its roots cannot be found using factoring and
synthetic division. We apply the IVT.
 Choose any initial pair of numbers, say and .
 Evaluate at these values.
⹻ = t and ⹻ = >
Since ⹻ and ⹻ differ in sign, a root must lie between and .
 To approach the root, we trim the interval.
– Try t However, ⹻ = > like ⹻ so no conclusion can be made about a root
existing in t
– Try t In this case, ⹻ and ⹻ differ in sign so we improve the search space
for the root from t to t
 We trim further.
– ⹻ = > so the root is in t
– ⹻ = t so the root is in t
– ⹻ = t so the root is in t
– h
⹻ = h
> so the root is in t h
 Further trimming and application of the IVT will yield the approximate root =
h
= This gives ⹻ =
The just-concluded procedure gave one root, a negative one. There are two more possible
real roots.
FINDING INTERVALS FOR ROOTS
When finding an exact root of a polynomial, or even an approximate root, proves too
tedious, some problem-solvers are content with finding a small interval containing that root.
EXAMPLE 2: Consider again = . If we just need an interval of length 1, we
can already stop at t If we need an interval of length 1/2, we can already stop at
t If we want an interval of length 1/4, we stop at t h
.
EXAMPLE 3: Consider = h . Find three distinct intervals of length 1, or less,
containing a root of f(x).
When approximating, we may choose as sharp an estimate as we want. The same
goes for an interval. While some problem-solvers will make do with an interval of length 1,
some may want a finer interval, say, of length h . We should not forget that this type of
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search is possible because we are dealing with polynomials, and the continuity of
polynomials everywhere allows us repeated use of the IVT.
What I Have Learned
JOURNAL WRITING
Description: This activity will enable you to reflect about the topic and activities you
underwent.
Instruction: Reflect on the activities you have done in this lesson by completing the
following statements. Write your answers on your journal notebook.
Reflect on your participation in doing all the activities in this lesson and complete the
following statements:
• I learned that I...
• I was surprised that I...
• I noticed that I...
• I discovered that I...
• I was pleased that I…
What I Can Do
In the oval callouts, make an illustrative example of the indicated mathematical concept.
Concept Illustrative Example
Continuity of a
function at a value
Function
Continuous at a
number or not
Continuity of a
function on an
interval
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Summary
Limit Theorems
Let c, k, L, and M, be real numbers, and let f (x) and g (x) be functions defined on
some open interval containing c, except possibly at c.
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Assessment
Directions: Read the following questions comprehensively. Encircle the letter of the correct
answer.
x
2
4
1. lim
x
2
x2
4
is
1

A. 1 B. 0 C. 2 C. －1
2.
4 x
2
lim is
x
2
x 
1
A. 1 B. 0 C. -4 D. -1
3.
x3
lim is
x
2
x 3
 2x  3
A. 0 B. 1 C. 1 D. 
4
4.
x
lim
x 0 x is
A. 1 B. 0 C.  D. -1
5.
x
3
8
lim
x
2
x2
4 is
A. 4 B. 0 C. 1 D. 3
6.
4 x
2
lim
x 
4x  x2
2
is
A. -2 B. 1 C. 1 D. 2

4
7.
5 x 3  27 is
lim
x   20 x 3 10 x  9
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A. ꝏ B. 1 C. 3 D. 0
4
8.
lim 3x3
2
 27
x 
x  27 is
A. 3 B. ꝏ C. 1 D. 0
9.
lim 2
x
is
2
x  x
A. -1 B. 1 C. 0 D. ꝏ
x lim x  is
10. If is the greatest integer not greater than x, then x 1 / 2
A. 1 B. 1 C. nonexistent D. 0
2
11. (With the same notation) is
limx 
x2
A. 1 B. 2 C. 3 D. None of these
12.
tan x
lim is
x 0 x
A. 0 B. 1 C.  D. ꝏ
13.
sin 2 x
lim is
x 0 x
A. 1 B. 2 C. 1 C. 0
2
14.
lim sin x is
x 
A. Is nonexistent B. Is infinity C. Oscillates D. Is zero

between -1 and 1
15.
sin 3x
lim
x 0 sin 4 x is
57

lOMoARcPSD|34591070
A. 1 B. 4 C. 3 D. 0
3 4
16
1  cos x is
lim
x 0 x
A. nonexistent B. 1 C. 2 D. None of these
17.
sin x
lim is
x
2
x 0
 3x
A. 1 B. 1 C. 3 D. ꝏ
3
18.
1
lim sin is
x 0 x
A. ꝏ B. 1 C. nonexistent D.-1
19.
tan x
lim is
x 0 x
A. 1 B. 0 C. 1 D. 

20.
1
lim x sin
2
x  x is
A. 1 B. 0 C. ꝏ D. Oscillates
between -1 and 1
21.
lim x csc x
x 0 is
A. -ꝏ B. -1 C. 0 D. 1
22.
2x
2
1
lim
x  2  x 2  x  is
A. -4 B. 1 C. -2 D. nonexistent
23.
x
lim is
x 0 x
A. 0 B. 1 C. -1 D. None of these
58

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24.
1
lim x sin is
x  x
A. ꝏ B. 0 C. 1 D. -1
25.
sin   x 
lim is
x   x
A. 1 B. ꝏ C. nonexistent D. None of these
26. If x  is the greatest integer in x, the what is lim x  1 ?

x  1
A. 0 B. 1 C. 2 D. The limit does not

exist.
27.
Let
Which of the following statements, ,  ,  , are true?

. lim f  x exixts 
x 1 . f 1exists f is continuous at x=1
A. Only B. Only C.  and  D. None of them
27. What is the value of k so that a function is a continuous function?
A. 0 B. 2 C. 4 D. 8
29.
If
and if f is continuous at x = 0, then k =
A. 1 B. 1 C. 1 D. 0

2 2
30.
Suppose
Then f (x) is continuous
59

lOMoARcPSD|34591070
A. except at x = 1 B. except at x = 2 C. except at x = 1 or D. at a real number

2
60

lOMoARcPSD|34591070
References
H Anton, I. Bivens, S. Davis, Calculus: Early Transcendentals, John Wiley and

.
Sons, 7th Edition, 2002.
R. Barnett, M. Ziegler, K. Byleen Calculus for Business, Economics, Life Sciences

and Social Sciences, Pearson Education (Asia) Pre Ltd, 9th Edition, 2003.
L. Leithold, College Algebra and Trigonometry, Addison Wesley Longman Inc.,

1989, reprinted-Pearson Education Asia Pte. Ltd, 2002.
L. Leithold, The Calculus 7, Harpercollins College Div., 7th edition, December

1995.
Math 53 Module Committee, Math 53 Elementary Analysis I Course Module, In

stitute of Mathematics, UP Diliman, 2012.
J. Stewart, The Calculus: Early Transcendentals, Brooks/Cole, 6th Edition, 2008.
S. Tan, Applied Calculus for the Managerial, Life and Social Sciences, Brooks/Cole,
Cengage Learning, 9th Edition, 2014.
Patricia B. Licuanan, Ph.D.,Et al,. Basic Calculus Teaching Guide for Senior High
School , Commission on Higher Education, 2016
https://lionread.files.wordpress.com/2016/10/problems-set-3.pdf
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Basic Calculus- Senior High School

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What This Module is About........................................................................................................................ 1

What I Know (Pretest)….............................................................................................................................3

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What This Module is About

The following are the lessons contained in this module:

Lesson 1 – The Limit of a Function

What I Need to Know

At the end of this module, you should be able to:

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How to Learn from this Module

Know are set for you to learn as you go along the

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,

meant specifically to gauge prior related

What’s In This part connects previous lesson with that

of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented

What is It These are discussions of the activities as a

way to deepen your discovery and under-

standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to

master the competencies.

What I Have Activities designed to process what you

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Learned have learned from the lesson

What I can do These are tasks that are designed to show-