BASIC CALCULUS

Introduction
• Calculus is the Latin word for small pebble, an object used for counting in ancient times. But, in the
real sense, calculus is far beyond counting since it has transformed the world into a highly
industrialized and technologically advanced one.
• This was independently developed by Sir Isaac Newton, an English physicist and mathematician,
and Gottfried Wilhelm Leibniz, a German philosopher and mathematician, in the early 17th century.
• Calculus, as the mathematics of change, is more than just manipulations of abstract symbols but
rather a very efficient tool in physics, pure mathematics, biology, biomedical sciences, all branches
of engineering, management science, business and economics, environmental sciences, social and
behavioral sciences, sports science, and many more.
• In discussions, however, we will only take up applications within our timetable and the scope of
DepEd’s Most essential Learning Competencies (MELC’s) for Basic Calculus.
• Our subject has two major topics: The Limits of Functions and Differentiation of Functions.
• The topics here are hierarchically arranged. It means that the mastery of the succeeding topics
depends on the understanding of the preceding ones. Hence, you should take each lesson seriously
and diligently.
• As Gr. 11 STEM students, you must acquire knowledge and skills in this subject to be ready for the
rigor of college mathematics and become successful in your future careers.
 UNIT COVERAGE AND OBJECTIVES:
Title You will learn to: Duration
Limits Illustrate the limit of a function using a table of values and graph. Weeks 1to 3
Limits from Tables and Graphs Evaluate the limits of algebraic functions such as polynomial, rational, and
Limits of Algebraic Functions radical functions.
Limits of Exponential and Evaluate the limits of exponential, logarithmic, and trigonometric functions.
Trigonometric Functions
Continuity of Functions Illustrate the continuity of a function at a number. Week 4
Determine whether a function is continuous at a number or not.
Solve problems involving the continuity of a function
Derivatives Illustrate the tangent line to the graph of a function at a given point. Weeks 5& 6
The Derivative as the Slope of the Illustrate the relationship between the slope of the line to a curve at a given
Tangent Line point and the instantaneous rate of change.
The Derivative as Instantaneous Rate Relate the derivative of a function to the slope of the tangent line.
of Change

Differentiability and Continuity Determine the relationship between differentiability and continuity. Weeks 7 & 8
Differentiation Rules for Algebraic, Use the differentiation rules in finding the derivative of algebraic,
Exponential, and Trigonometric exponential, and trigonometric functions.
Functions Solve optimization problems that yield polynomial functions.
Optimization Problems
Chain Rule Illustrate chain rule. Week 9
Implicit Differentiation Illustrate implicit differentiation.
Related Rates Solve situational problems on related rates.
The concept of limits is the backbone of calculus. It is the basis for defining
the two main branches of calculus called derivatives and integrals.
Derivatives and integrals are still very remote lessons as of now, and we can only understand the
importance of limits during the time we take the applications of these two major topics. However,
there are things in real-life situations where we can already see how important limits are. The concept
of limits is used in constructing/designing thermal expansion-resistant bridges and buildings. In
bridges and buildings, for example, there are extremely short gaps on the roadways, floors, or walls
called expansion joints. These joints allow the bridges and buildings to absorb heat and prevent them
from collapsing when the materials expand due to high temperature. Another example of the
importance of this topic is the computation of limits on medicine risks based on collections of
individual case reports. The adverse effect of a drug can be reduced to a very small percentage (but
not 0) after a series of investigations of the cases of patients using the drug. This one is an
experimental and long-term procedure which we cannot observe immediately.
Expansion Joints in Bridges and Buildings
 ACQUIRE

The word “limit” is used in everyday conversation to describe the ultimate behavior of something, as in
the “limit of one’s stamina” or the “limit of one’s patience. “In mathematics, the word limit has a similar
but more precise meaning.
Definition: The limit of a function f(x) is the value it approaches as x approaches a certain value. In
symbols,
𝒍𝒊𝒎 𝒇(𝒙) = 𝑳.
𝒙 →𝒂
It is read as “ the limit of f(x) as x approaches is L. This statement means that f(x) can be made
arbitrarily close to L by taking values of x sufficiently close to a.

Note: In the definition, x ≠ a but just approaching a and f(x) ≠ L but just approaching L.
For more understanding, let us relate limits to the baselines of a basketball court. A player when handling a basketball can be very very close
to the baselines but may not step on them since it is a game violation and will result to a “turnover". The same thing with the audience, they
want to be as close to the players as possible to have a better view of the game. But, remember they cannot be with the players in the court
to ensure order in the game.
A. Examples : Find the limit of each function using table of values and graphs.
1. lim (x + 2)
x →4
x → 4 from the left [ lim− 𝑓(𝑥)] x→ 4 from the right [ lim+ 𝑓(𝑥) ]
𝑥→4 𝑥→4
x 3.5 3.99 3.9999 4.0001 4.01 4.5
f(x) 5.5 5.99 5.9999 6.0001 6.01 6.5
Ans. 𝐥𝐢𝐦 (𝐱 + 𝟐) = 𝟔
𝐱→𝟒
( As x approaches 4, f(x) approaches 6 or the limit of f(x) as x approaches 4 is 6.)
 𝟐. lim 𝑥 2 − 2x + 1
x → −1

x -1.5 -1. 01 -1. 0001 - 0. 9999 - 0. 99 0

f(x) 6.25 4.0401 4.0004 3.9996 3.9601 1
 x -1.5 -1. 01 -1. 0001 - 0. 9999 - 0. 99 0
f(x) 6.25 4.0401 4.0004 3.9996 3.9601 1

Ans. 𝐥𝐢𝐦 (𝒙𝟐 − 𝟐𝐱 + 𝟏 ) = 4 (The limit of f(x0 as x approaches – 1 is 4.)

𝐱 → −𝟏

It can be noted that the limits of the functions given in Examples under letter A are obtainable by direct
substitution. Hence, in the next set of examples, we will just find the limits of functions using this method.
A. Examples: Evaluate each of the following functions.

1. lim (𝑥 2 − 2x + 1 )
x → −1

Solution: lim (𝑥 2 − 2x + 1 ) = (-1)2 -2(-1) + 1

x → −1
= 1 + 2 +1
=4
1. lim (𝑥 3 + 3𝑥 2 − 5x − 2 )
x →2

Solution: lim (𝑥 3 + 3𝑥 2 − 5x − 2 ) = (2)3 + 3(2)2 – 5(2) – 2

x →2
= 8 + 3(4) – 10 – 2
= 8 + 12 – 12
=8
𝒇 𝒙 = 𝒙𝟑 + 𝟑𝒙𝟐 − 𝟓𝐱 − 𝟐
In the preceding examples, the limit of each function exists because the left and right hand limits are approaching
the same number. In case the left and right hand limits of a function do not move toward the same value, then its
limit does not exist (DNE). To illustrate the limit which does not exist, let us consider the next example.

x2 – 1, x < 2
1.3. Given f(x) = , find lim 𝑓(𝑥).
𝑥→2
x – 4, x ≥ 2

Solution: To determine the limit of this piecewise function as x approaches 2, we have to evaluate
its left hand and right hand limits separately.

a. lim− 𝑓(𝑥) = (2)2 – 1

𝑥→2
=4–1
=3
b. lim+ 𝑓(𝑥) = (2) – 4
𝑥→2
= -2
c. Since lim− 𝑓(𝑥) ≠ lim+ 𝑓(𝑥), then lim 𝑓(𝑥) DNE.
𝑥 →2 𝑥→2 𝑥→2

The left hand limit is associated with the upper part of the function because its domain is less than 2 (to
the left of 2) while the lower part of it is assigned to the right hand limit since its domain is less than or
equal to 2 ( to the right of 2 including 2).
 x2 – 1, x < 2
1. Given f(x) = , find lim 𝑓(𝑥).
𝑥→2
x – 4, x ≥ 2
END OF WEEK 1 SESSION 1