Learning Area Basic Calculus Grade Level Grade 11

W1 Quarter Quarter 3 Date March, 2021

I. LESSON TITLE Functions

II. MOST ESSENTIAL LEARNING a) illustrate the limit of a function using a table of values and the
COMPETENCIES (MELCs) graph of the function ; (b) distinguish between limx→c f ( x ) and f( c ); ( c )
illustrate the limit laws (d) apply the limit laws in evaluating the limit of algebraic
functions (polynomial, rational, and radical).
III. CONTENT/CORE CONTENT
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
A. Introduction 30 mins. The notion of a limit is a fundamental concept of calculus
Panimula Limits are the backbone of calculus, and calculus is called the Mathematics of
Change. It is the value that a function "approaches" as the input (or index) some
value. Limits are essential to calculus and mathematical analysis, and are used to
define continuity, derivatives, and integrals. 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 example, imagine that you are going to watch a concert.
When you choose seats, you would want to be as close to the stage as possible.
You would want to be as close to the singers as possible and have the best view of
the show as if you were in the stage yourself. Take note
that you cannot actually be in the stage and join the singers, but you will be close
enough to describe clearly what is happening in the show.
At the end of this lesson, you should be able to;
(a) illustrate the limit of a function using a table of values
and the graph of the function;
(b) distinguish between limx→c f ( x ) and f( c );
(c) illustrate the limit laws
(d) apply the limit laws in evaluating the limit of algebraic functions (polynomial,
rational, and radical).
B. Development 30 mins. Consider a function f of a single variable x. Consider a constant c which the variable
Pagpapaunlad 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
Learning Activity 1: Almost there?
Consider the given function:

𝑥4− 𝑥3
f(x) = 𝑥−1

What is the domain of f?

Should we use f(1)? why or why not?
What are the domain of f that must be closer to 1?
Give the domain of f then find the f(x) to complete the table of values.
Learning Activity 2:
𝑥−1
Complete the following tables of values to investigate lim
𝑥→0 𝑥+1
then graph.

x f(x) x f(x)

-1 1

-0.8 0.75

-0.3 0.45
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe

-0.09 0.2

-0.003 0.009

-0.0001 0.0003

30 mins Learning Activity 3:

Consider the function f(x) whose graph is given below

State whether lim 𝑓(𝑥) and f(c) are equal or unequal at the given
𝑥→𝑐
value of c. Also, state whether lim 𝑓(𝑥) or f(c) does not exist.
𝑥→𝑐
1. c = -3 6. c = 2
2. c = -2 7. c = 2.3
3. c = 0 8. c = 2
4. c = 0.5 9. c = 3
5. c = 1 10. c = 4

C. Engagement 60 mins
Pakikipagpalihan Learning Activity 4:

Assume the following:

3
lim 𝑓(𝑥) = ; lim 𝑔(𝑥) = 12 ; lim 𝑓(𝑥) = −3
𝑥−>𝑐 4 𝑥−>𝑐 𝑥−>𝑐

Compute the following limits.

1. lim (4 ∗ 𝑓(𝑥)) 6. lim (4 ∗ 𝑓(𝑥) + ℎ(𝑥))
𝑥−>𝑐 𝑥−>𝑐
2. lim (√12 ∗ 𝑓(𝑥)) 7. lim (8 ∗ 𝑓(𝑥) − 𝑔(𝑥) − 2 ∗
𝑥−>𝑐 𝑥−>𝑐
ℎ(𝑥))
3. lim (4𝑔(𝑥) − ℎ(𝑥)) 8. lim (𝑓(𝑥) ∗ 𝑔(𝑥) ∗ ℎ(𝑥))
𝑥−>𝑐 𝑥−>𝑐
4. lim (𝑔(𝑥) ∗ 𝑓(𝑥)) 9. lim (√−𝑔(𝑥) ∗ ℎ(𝑥))
𝑥−>𝑐 𝑥−>𝑐
𝑔(𝑥) + ℎ(𝑥) 𝑓(𝑥)
5. lim ( ) 10. lim (ℎ(𝑥) ∗ 𝑔(𝑥))
𝑥−>𝑐 𝑓(𝑥) 𝑥−>𝑐
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
Learning Activity 5:
I. Evaluate the following limits;
4 −3𝑦 2 −𝑦 3
1. lim (1 + √𝑤 )(2 − 𝑤 2 + 3𝑤 3 ) 5. lim (
3
)
𝑤−>1 𝑦−>−2 6 − 𝑦 −𝑦 2
𝑡 2 −1 𝑥 3 − 7𝑥 2 − 14𝑥 − 8
2. lim ( ) 6. lim ( )
𝑡−>−2 𝑡2 + 3𝑡 − 1 𝑥−>−1 2𝑥 2 −3𝑥−4
2𝑧 + 𝑧 2 3 √𝑥2 −3 −2
3. lim ( ) 7. lim ( )
𝑧−>2 𝑧 2 +4 𝑥−>−1 𝑥 2 +1
𝑥2 − 𝑥 − 2 √3𝑥 −√6 − 𝑥
4. lim ( ) 8. lim ( 4 + 𝑥2 )
𝑥−>0 𝑥 3 −6𝑥 2 −7𝑥+1 𝑥−>−1

II. Complete the following tables

x 𝑥−5 𝑥 x 𝑥−5 𝑥
𝑥−3 𝑥2 − 6𝑥 + 9 𝑥−3 𝑥2 − 6𝑥 + 9
2.5 3.5
2.8 3.2
2.9 3.1
2.99 3.01
2.999 3.001
2.9999 3.0001

𝑥−5
1. lim
𝑥−>3− 𝑥−3
𝑥−5
2. lim 𝑥−3
𝑥−>3+
𝑥−5
3. lim
𝑥−>3 𝑥−3
𝑥
4. lim 𝑥 2 −6𝑥 +9
𝑥−>3−
𝑥
5. lim
𝑥−>3+ 𝑥 2 −6𝑥 +9
𝑥
6. lim
𝑥−>3 𝑥 2 −6𝑥 +9
D. Assimilation 5 mins Limitations only exist if you impose them upon yourself within your mind. Many limit
Paglalapat themselves on what they can accomplish in life because they are not aware. May
these quotes inspire your to set no limits on your life and go after your dreams.
V. ASSESSMENT 15 mins Sketch one possible graph of a function f(x) defined on R that
(Learning Activity Sheets for satisfies all the listed conditions. You can use different colors of pen and high
Enrichment, Remediation or
Assessment to be given on Weeks
light the hole and point on the graph
3 and 6)

Tasks:
1. Sketch one possible graph that satisfies the condition
2. Design your graph.
3. Explain your work or solutions why did you arrive with that kind of graph.
(Please use an oslo paper in doing this learning task.)
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
VI. REFLECTION • The learner communicates the explanation of their personal assessment as
indicated in the Learner’s Assessment Card.
• The learner, in their notebook, will write their personal insights about the
lesson using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.
Prepared by: Jasmin S. Velasco Checked by: Severa C. Salamat