BASIC

CALCULU
S
(Module 1)
PREPARED BY:
MS. CHRISHELYN D. DACSIL
SHS TEACHER

NAME OF STUDENT: _____________________________________

STRAND AND SECTION: __________________________________
Good day our dear students!
Welcome to Basic Calculus: Module 1 for Grade 11!

This module was created and designed for you to learn and for you to be provided with fun and meaningful
activities which will enhance your skills in independent learning.

Please be reminded of the important activities to be accomplished upon the use of this module:

1. Please do the OPENING PRAYER before proceeding to the entire lessons and activities given for the
day.
Please take a moment of silence and proceed to the opening prayer.

Opening Prayer
Heavenly Father, who by the light of the Holy Spirit, did instruct the hearts of the faithful, grant that by the
same spirit that we may be truly wise and ever enjoy His consolation. All of these we pray in Jesus name.
Amen.

2. Please use and answer your module with love, eagerness and care.
3. All the instructions are clearly written on your module. Please read them carefully and make sure to follow
them faithfully.
4. Please read and understand the intended lesson for the day.
5. Please observe honesty and integrity in accomplishing the tasks given.
6. Please practice to have a motivating mood, patience and perseverance in understanding and
accomplishing the self – learning module.
7. You have to finish the tasks at hand before proceeding to the next. Make sure no activities will be
neglected.
8. Please be reminded that all the activities and lessons on the module must be finished on the given time
frame.
9. After finishing the module, make sure to submit this on the given schedule.
10. Once all the lesson and activities were accomplished, please do not forget to do the

CLOSING PRAYER. Please take another moment of silence and proceed to the closing prayer.

If you encounter problems or difficulties in answering this module, please do not hesitate to address your
concerns to the responsible teacher. The contact number of the teacher and the consultation hours are
provided in this module. Please bear in mind that you have someone that will guide and will help you in
finishing your module.

It is with a positive mind that this material will really help you to have meaningful learning and gain deep
understanding of the most essential learning competencies intended for this subject. We hope that you will
be fully equipped with the necessary knowledge that will enhance you into a wholesome human being.

TOGETHER EVERYONE ACHIEVES MORE!

Enjoy your module! Thank you and God bless!

SENIOR HIGH SCHOOL SELF-LEARNING MODULE

Grade: 11 Semester: First Semester

Core Subject Title: Basic Calculus No. of Hours/Semester: 80 hours

Core Subject Description:

This learning area will help you know how to determine the limit of a function, differentiate, and
integrate algebraic, exponential, logarithmic, and trigonometric functions in one variable, and to formulate
and solve problems involving continuity, extreme values, related rates, population models, and areas of
plane regions.

Introduction

Welcome to the Basic Calculus!

Calculus is one of the most important inventions in mathematics. Developed in the second half of the 17th
century by Isaac Newton and Gottfried Leibniz, it is now a fundamental area of mathematics and is a
powerful tool used extensively not only by mathematicians but also by engineers, scientists, economists and
others in a wide variety of applications. Calculus provides the language and concepts that allow us to model
natural phenomena.

MODULE 1

Topic/ Lesson Name LIMIT OF A FUNCTION

Content Standards The learners demonstrate an understanding of the basic concepts of limit and
continuity of a function.
Performance Standards The learners shall be able to formulate and solve accurately real-life problems
involving continuity of functions.
Most Essential Learning  illustrate the limit of a function using a table of values and the graph of
Competencies the function
 distinguish lim f ( x )∧f (c )
x →c
References (Books and  Canlapan, Raymond B. Basic Calculus. Diwa Learning Systems, Inc.,
other learning portals or Makati City. 2017
websites)  Cuaresma, Genaro A. et al. 2004. Analytic Geometry and Calculus 1:
A Worktext for Math 26. Los Baños, Laguna: Institute of Mathematical
Sciences and Physics, University of the Philippines.
 Department of Education-Bureau of Learning Resources. 2016.
Precalculus Learner's Material.
 Leithold, Louis. 1989. College Algebra and Trigonometry. Addison
Wesley Longman Inc., reprinted by Pearson Education Asia Pte. Ltd.,
2002.

LEARNING OBJECTIVES:

Upon the completion of this module, you will be able to:

 illustrate the limit of a function using a table of values and the graph of the function
 distinguish lim f ( x )∧f (c )
x →c

LET’S WARM- UP

way of assigning to each object (usually a real number) 𝑥 ∈ 𝐷 a unique object (usually a real number),
It is important to first recall the important notions about functions. By a function f with domain D, we mean a

domain. The numbers assigned, i.e., the numbers (𝑥) where 𝑥 ∈ 𝐷, form what is called the range of the
which we denote (𝑥). So, a function is always defined by specifying what is assigned to each number in its

function.
KEY TAKEAWAYS

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
2
x −9
Consider the function f defined by f ( x )= . We will investigate the function values (i . e . , y ’ s∨f ( x)’ s )
x−3
as x gets closer and closer to 3. Here we are not concerned with the value of the function when x=3 . In
fact, for the given function f , f (3) is undefined in which case, it is customary to indicate this with an open
circle when sketching the graph of the function f ,at x=3.

If x is in the domain of f , then x ≠ 3 so that

x −9 ( x−3)( x+3)
2
f ( x )= = =x +3.
x−3 x−3

So, we can say that f ( x )=x +3 , x ≠ 3.

The graph of f (x) is shown in Figure 1 at the right.

Figure 1

Table 1:

x 0 1 2 2.5 2.9 2.99 2.999 2.9999 2.99999

f(x) 3 4 5 5.5 5.9 5.99 5.999 5.9999 5.99999
Table 2:

x 6 5 4 3.5 3.1 3.01 3.001 3.0001 3.00001

f(x) 9 8 7 6.5 6.1 6.01 6.001 6.0001 6.00001

In Table 1, we let x approach 3 by starting from 0 and moving toward 3 from

the left of 3. In Table 2, we let x approach 3 by starting from 6 and moving toward 3
from the right of 3.
Notice that from Table 1 and 2, as x gets closer and closer to 3, (𝑥) gets closer and closer to 6. The
number 6, which (𝑥) gets close to when x gets closer to, but not equal to, 3 is said to be the limit of (𝑥) as x
approaches 3. In symbols, we write lim f (x )=6. We can make (𝑥) as close as we like to 6 by keeping x
x →3
close enough to 3.

Definition of the Limit of a Function

Let f be a function at every number in some open interval containing

c , except possibly at the number c itself. If the value of f is arbitrarily close to the
number L for all the values of x sufficiently close to c , then the limit of 𝑓(𝑥) as x
approaches c is L. In symbols,

lim f ( x )=L
x →c
 2
lim 2 x using the table of values.
Example 1: Evaluate x→−1

Solution: Assign the values of x that are close to 1 and evaluate the function at those values.
From the left of -1:
x -3 -2 -1.5 -1.1 -1.01 -1.001 -1.0001
𝑓(𝑥) = 2𝑥2 18 8 4.5 2.42 2.0402 2.004 2.0004

From the right of -1:

x 1 0 -0.5 -0.9 -0.99 -0.999 -0.9999
𝑓(𝑥) = 2𝑥2 2 0 0.5 1.62 1.9602 1.996 1.9996

By observing the two tables, we will see that from both directions,

as x assumes values closer to - 1, the value of f ( x )=2 x 2

2
becomes closer to 2. Thus, lim 2 x .
x→−1

This is clearly shown in Figure 2.

Figure 2

Example 2: Evaluate the indicated limit using the graph: lim f ( x ).

x →0

Figure 3

Solution: The given is an example of a piecewise function, a function that comes from combining two or
more different functions. In fact, the function is defined by:

Using the definition of limit of a function, the limit of this function is 2 even if it is evident that f (0)=1 (See
Figure 3). As f approaches x=0 from both directions, the value of y approaches its “intended” value, which
is 2. Thus, lim ¿2
x →0

Limit and Function Value

The limit of a function as it approaches x=c is not necessarily equal to its

value at c . Thus,lim f ( x ) . can assume a value different from 𝑓(c ).
x →c
Example 3: Evaluate the following limits:lim f (x ) and lim g(x) .
x →0 x→−1

Solution: The specified limits do not exist. In the first function f , the limit does not exist because f (0) is
undefined and as x → 0 , the graph (from the left and from the right) moves to opposite directions. In the
second function g, the limit does not exist because the function must approach the same value as x
approaches c from both directions. From the graph, the limit of g as x → 1from the left is 2, while the limit of
g as x → 1 from the right is 3.

Figure 4
Existence of a Limit

The limit of a function as 𝑥 → 𝑐 exists if

 f (c ) is defined; or
 if f (c ) is not defined, then f must approach the same value as x moves
closer to c from both directions
 ACTIVITY SHEET

NAME: _________________________________

STRAND & SECTION: _____________________

MODULE NO.: ________________

ASSESSMENT

A. ASSIMILATION

ACTIVITY 1: Evaluate the given limits numerically using table of values:

2
1. lim ( x −1)=?
x→−1

2.

B. Reflection

The limit of a function at a specified value of x gives us a value to which it is not possible to go
beyond. Similarly, we have our own limitations. We are restricted to do things beyond our human
capacities.

How do you relate the idea of the existence of the limit of a function in life as a student? as a family
member? as part of the community?

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Closing Prayer

We give you thanks Almighty Father through your son Jesus Christ for all the benefits you have given us to you who
live and reign forever and ever. Amen.

Well done! So you have successfully completed the activities and tasks for this module. It is expected that you have
gained insights and meaningful experiences. What a great achievement!

Again, CONGRATULATIONS AND GOD BLESS!

Name of Teacher Contact No. Consultation Day Consultation Hours

Ms. Chrishelyn D. Dacsil 0977-307-6602 Tuesday 1:00-5:00