Approximating Limit Values from a Graph

Plan
Learning Goals

Students will be able to:

‚ Recognize limit statements that correspond to vertical and horizontal asymptotes.
‚ Write verbal descriptions that correspond to symbolic limit statements.

There are many contexts in calculus involving approximation— that is, finding a value or function that is nearly
but not exactly correct. In some cases, the value cannot be known and so approximation is the only option. In other
cases, approximation is used as a guide for determining whether the more precise calculation is reasonable.

This lesson builds the skill of approximation by having students connect the graphical behaviors of functions with
corresponding limit expressions.

Student misunderstandings

‚ Students confuse the function value at c with behavior as x approaches c – this is particularly true when
there's a visual cue in the graph that prompts the student to select the function value rather than the limit
value); emphasize that the function value is irrelevant when estimating the limit.
‚ The student may confuse notation such as “ x o 2 ” thinking that x is taking on only negative values,
rather than x is “being approached from the negative side of the graph.”
‚ The student may struggle to determine which particular graphical behavior is associated with a given limit
statement.
‚ Students struggle to appropriately estimate the value of a limit for non-integer values.

Materials

The following supplies are needed:

‚ student activity sheets (1 per student)
‚ pre-cut cards separated into three stacks: 8 graph cards, 8 limit cards, and 8 verbal description cards,
located on the last three pages of this document. (1 set per small group – see end of document for
printable versions)

© 2017 College Board Page 1

 Teach
Engage

This is a think-pair-share activity.

Have students work with a partner
to complete the activity, then share
out.

Note that DNE means “does not

exist.” Most, but not all, textbooks
consider functions whose
y-coordinates are unbounded in
either the positive or negative
direction to have limits that do not
exist (see Graph 1, for instance).
For this and subsequent activities
in this lesson, students are
encouraged to use the more
descriptive +λ or െλ for the limits
of such functions.
This activity is a quick check to
see that students are able to
correctly read limits from a graph.
As students check their answers
with each other and resolve any
differences, the teacher is able to
determine which students need
additional explanations in order to
be able to associate limit
statements with appropriate
regions of the graph.

© 2017 College Board Page 2

 Guided Practice

Read through the directions and

example together, then have
students work on #1-7 and check
their answers with a partner. Go
over any questions at the end of
the exercise.

© 2017 College Board Page 3

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 Independent Practice

Students work individually on

writing limit statements for the
graph provided. If time does not
permit for them to complete the
assignment in class, this could be
given as homework.

Make certain students are using

correct notation. Common errors
are to omit the name of the
function or to insert an extra equals
sign between “lim” and “f(x)”.

Assess
Direct students to take the Focus
Quiz.

Additional Learning Resources

x More practice of reading limits from a graph can be obtained by watching this video and then completing the
associated practice.
https://www.khanacademy.org/math/differential-calculus/limits_topic/calculus-estimating-limits­
graph/v/determining-which-limit-statements-are-true

© 2017 College Board Page 5

S tuden t han douts w ith an sw er s:

Associating Limits with Graphical Behavior

You have in front of you three stacks of cards:
x One stack has cards showing eight different graphs of a function f(x) with a specific region
on the graph circled.

x Another stack has cards showing eight different limit statements in symbolic notation.

x The third stack has cards showing eight different verbal descriptions of graphical
behavior.
Your task is to rearrange the cards into eight stacks, each containing a graph card, a limit card, and
a verbal description card that match one another. Once you have finished this task, record your
results in the following table, including the answer for each limit statement. If the limit is a finite
number, write that number. If the function is unbounded in the positive or negative direction, write
+∞ or -∞, respectively. Otherwise, write DNE for “does not exist.” The first row of the table is filled
out as an example.

Graphical Limit Verbal

Answer
Region Statement Description
1 H VI -∞

2 Answer: E Answer: I Answer: 4

3 Answer: A Answer: VII Answer: 5

4 Answer: F Answer: IV Answer: DNE

5 Answer: G Answer: V Answer: 1

6 Answer: B Answer: VIII Answer: 6

7 Answer: C Answer: II Answer: -1

8 Answer: D Answer: III Answer: DNE

Now share your findings with a partner and resolve any differences you have by discussing with
your partner, and, if necessary, other members of the class.

© 2017 College Board Page 6

 The Connection Between Asymptotes and Limits
Part I: For each question, describe what the given information tells you about the graph of y = f ( x ) . Then, decide
whether the given information allows you to identify a horizontal or vertical asymptote for the graph of y = f ( x ) . If
there is sufficient information, state the equations of any asymptotes.

Example: lim f ( x ) = ∞
x →2

 Explain what this tells you about the graph of y = f ( x )

As x gets closer to 2, both from the left and from the right, the y-coordinates are
unbounded, getting larger and larger in the positive direction.

 Vertical asymptote(s)?  No x=2

 Yes, equation(s): _______________
 Horizontal asymptote(s)?  No  Yes, equation(s): _______________

1. lim f ( x ) = +∞, lim+ f ( x ) = −∞

x → 3− x →3

 Explain what this tells you about the graph of y = f ( x )

Answer: As x gets closer to 3 from the left, the y-coordinates are unbounded, getting larger and larger in
the positive direction. As x gets closer to 3 from the right, the y-coordinates are unbounded in the negative
direction.

 Vertical asymptote(s)?  No x=3

Answer:  Yes, equation(s): _______________
 Horizontal asymptote(s)? Answer:  No  Yes, equation(s): _______________

2. lim f ( x ) = 2
x → +∞

 Explain what this tells you about the graph of y = f ( x )

Answer: As x moves farther and farther to the right, the y-coordinates get closer and closer to 2.

 Vertical asymptote(s)? Answer:  No  Yes, equation(s): _______________

 Horizontal asymptote(s)?  No y=2
Answer:  Yes, equation(s): _______________

3. lim f ( x ) = 4, lim+ f ( x ) = −∞
x → −1− x → −1

 Explain what this tells you about the graph of y = f ( x )

Answer: As x approaches -1 from the left, the y-coordinates get closer and closer to 4. As x approaches -1
from the right, the y-coordinates are unbounded in the negative direction.

 Vertical asymptote(s)?  No x = -1
Answer:  Yes, equation(s): _______________
 Horizontal asymptote(s)? Answer:  No  Yes, equation(s): ______________

© 2017 College Board Page 7

4. lim f ( x ) 2,=
= lim f ( x ) 4
x → +∞ x → −∞

 Explain what this tells you about the graph of y = f ( x )

Answer: As x moves farther and farther to the right, the y-coordinates get closer and closer to 2. As x
moves farther and farther to the left, the y-coordinates get closer and closer to 4.

 Vertical asymptote(s)? Answer:  No y = 2, y = 4

 Yes, equation(s): _______________
 Horizontal asymptote(s)?  No Answer:  Yes, equation(s): _______________

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

 Explain what this tells you about the graph of y = f ( x )

Answer: As x approaches 4 from the left, the y-coordinates get closer and closer to 2. As x approaches 4
from the right, the y-coordinates get closer and closer to 3.

 Vertical asymptote(s)? Answer:  No  Yes, equation(s): _______________

 Horizontal asymptote(s)? Answer:  No  Yes, equation(s): _______________

6. lim f ( x ) = +∞, f (1) = 4 .

x →1

 Explain what this tells you about the graph of y = f ( x )

Answer: As x gets closer and closer to 1, both from the left and from the right, the y-coordinates become
larger and larger in the positive direction. Also, there is a point on the vertical asymptote of the graph at (1,
4).

 Vertical asymptote(s)?  No x=1

Answer:  Yes, equation(s): _______________
 Horizontal asymptote(s)? Answer:  No  Yes, equation(s): _______________

7. lim f ( x ) = −∞, lim− f ( x ) = +∞, lim f ( x ) = +∞, lim f ( x ) = −∞

x → 2+ x →3 x → +∞ x → −∞

 Explain what this tells you about the graph of y = f ( x )

Answer: As x gets closer to 2 from the right, the y-coordinates are unbounded in the negative direction. As
x gets closer to 3 from the left, the y-coordinates are unbounded in the positive direction. As x moves
farther to the right, the y-coordinates are unbounded in the positive direction. As x moves farther to the left,
the y-coordinates are unbounded in the negative direction.

 Vertical asymptote(s)?  No x = 2, x = 3
Answer:  Yes, equation(s): _______________
 Horizontal asymptote(s)? Answer:  No  Yes, equation(s): _______________

© 2017 College Board Page 8

Part II: This part of the activity concentrates on writing correct notation for limit statements as well as making the
connection between limits and graphical behavior. Shown below is the graph of a function f ( x ) . There are eleven
limit statements, including one-sided and two-sided limits, based on the labeled points and lines on this graph. Write
at least ten of these limit statements.

Answers:

lim f ( x ) = 0 lim− f ( x ) = +∞
1._________________________
x → −∞ 6.________________________
x →2

lim f ( x ) = −3 lim+ f ( x ) = +∞
2._________________________
x →∞ 7.________________________
x →2

lim− f ( x ) = 3 lim f ( x ) = +∞
3._________________________
x →0 8.________________________
x →2

lim+ f ( x ) = 1 lim− f ( x ) = −1
4._________________________
x →0 9.________________________
x →3

lim f ( x ) DNE lim+ f ( x ) = −1

5._________________________
x →0 10._______________________
x →3

lim f ( x ) = −1
11.________________________
x →3

© 2017 College Board Page 9

1. 2.

3. 4.

5. 6.

7. 8.

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 A. lim f ( x ) B. lim f ( x )
x o2 xof

C. lim f ( x ) D. lim f ( x )
x o2 x o0

E. lim f ( x ) F. lim f ( x )
xo2 xo2

G. lim f ( x ) H. lim f ( x )
xof x o0

© 2017 College Board Page 11

I. II.

As the values of x get closer and closer As the values of x get closer and closer
to 2 from the left-hand side (that is, to -2, both from the left-hand side and the
values like 1.9, 1.99, etc.), this is what right-hand side, this is what the values of
the values of f(x) are approaching. f(x) are approaching.

III. IV.

As the values of x get closer and closer As the values of x get closer and closer
to -2, both from the left-hand side and the to 2, both from the left-hand side and the
right-hand side, this is what the values of right-hand side, this is what the values of
f(x) are approaching. f(x) are approaching.

V. VI.

As the values of x move farther and As the values of x get closer and closer
farther to the left, this is what the values to 0 from the right-hand side (that is,
of f(x) are approaching. values like 0.1, 0.01, etc.), this is what
the values of f(x) are approaching.

VII. VIII.

As the values of x get closer and closer As the values of x move farther and
to 2 from the right-hand side (that is, farther to the right, this is what the
values like 2.1, 2.01, etc.), this is what values of f(x) are approaching.
the values of f(x) are approaching.

© 2017 College Board Page 12

 Associating Limits with Graphical Behavior

You have in front of you three stacks of cards:

x One stack has cards showing eight different graphs of a function f(x) with a specific region
on the graph circled.

x Another stack has cards showing eight different limit statements in symbolic notation.

x The third stack has cards showing eight different verbal descriptions of graphical
behavior.
Your task is to rearrange the cards into eight stacks, each containing a graph card, a limit card, and
a verbal description card that match one another. Once you have finished this task, record your
results in the following table, including the answer for each limit statement. If the limit is a finite
number, write that number. If the function is unbounded in the positive or negative direction, write
+∞ or -∞, respectively. Otherwise, write DNE for “does not exist.” The first row of the table is filled
out as an example.

Graphical Limit Verbal

Answer
Region Statement Description
1 H VI -∞

Now share your findings with a partner and resolve any differences you have by discussing with
your partner, and, if necessary, other members of the class.

© 2017 College Board

 The Connection Between Asymptotes and Limits
Part I: For each question, describe what the given information tells you about the graph of y = f ( x ) . Then, decide
whether the given information allows you to identify a horizontal or vertical asymptote for the graph of y = f ( x ) . If
there is sufficient information, state the equations of any asymptotes.

Example: lim f ( x ) = ∞
x →2

 Explain what this tells you about the graph of y = f ( x )

As x gets closer to 2, both from the left and from the right, the y-coordinates are
unbounded, getting larger and larger in the positive direction.

 Vertical asymptote(s)?  No x=2

 Yes, equation(s): _______________
 Horizontal asymptote(s)?  No  Yes, equation(s): _______________

1. lim f ( x ) = +∞, lim+ f ( x ) = −∞

x → 3− x →3

 Explain what this tells you about the graph of y = f ( x )

 Vertical asymptote(s)?  No  Yes, equation(s): _______________

 Horizontal asymptote(s)?  No  Yes, equation(s): _______________

2. lim f ( x ) = 2
x → +∞

 Explain what this tells you about the graph of y = f ( x )

 Vertical asymptote(s)?  No  Yes, equation(s): _______________

 Horizontal asymptote(s)?  No  Yes, equation(s): _______________

3. lim f ( x ) = 4, lim+ f ( x ) = −∞
x → −1− x → −1

 Explain what this tells you about the graph of y = f ( x )

 Vertical asymptote(s)?  No  Yes, equation(s): _______________

 Horizontal asymptote(s)?  No  Yes, equation(s): _______________

© 2017 College Board

4. lim f ( x ) 2,=
= lim f ( x ) 4
x → +∞ x → −∞

 Explain what this tells you about the graph of y = f ( x )

 Vertical asymptote(s)?  No  Yes, equation(s): _______________

 Horizontal asymptote(s)?  No  Yes, equation(s): _______________

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

 Explain what this tells you about the graph of y = f ( x )

 Vertical asymptote(s)?  No  Yes, equation(s): _______________

 Horizontal asymptote(s)?  No  Yes, equation(s): _______________

6. lim f ( x ) = +∞, f (1) = 4 .

x →1

 Explain what this tells you about the graph of y = f ( x )

 Vertical asymptote(s)?  No  Yes, equation(s): _______________

 Horizontal asymptote(s)?  No  Yes, equation(s): _______________

7. lim f ( x ) = −∞, lim− f ( x ) = +∞, lim f ( x ) = +∞, lim f ( x ) = −∞

x → 2+ x →3 x → +∞ x → −∞

 Explain what this tells you about the graph of y = f ( x )

 Vertical asymptote(s)?  No  Yes, equation(s): _______________

 Horizontal asymptote(s)?  No  Yes, equation(s): _______________

© 2017 College Board

Part II: This part of the activity concentrates on writing correct notation for limit statements as well as making the
connection between limits and graphical behavior. Shown below is the graph of a function f ( x ) . There are eleven
limit statements, including one-sided and two-sided limits, based on the labeled points and lines on this graph. Write
at least ten of these limit statements.

1._________________________ 6.________________________

2._________________________ 7.________________________

3._________________________ 8.________________________

4._________________________ 9.________________________

5._________________________ 10._______________________

11.________________________

© 2017 College Board