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Learning Activity Sheets: Quarter 3, Week 1 and 2

This document provides learning materials on limits and continuity of functions for senior high school science, technology, engineering, and mathematics students. It introduces the concept of a limit as the value a function approaches as its variable nears a constant, without actually equaling the constant. Examples show how to evaluate limits using tables of values and graphs. The document includes concept notes explaining limits and continuity, examples, and a seatwork activity involving limits problems and their solutions.

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Jhude Joseph
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217 views

Learning Activity Sheets: Quarter 3, Week 1 and 2

This document provides learning materials on limits and continuity of functions for senior high school science, technology, engineering, and mathematics students. It introduces the concept of a limit as the value a function approaches as its variable nears a constant, without actually equaling the constant. Examples show how to evaluate limits using tables of values and graphs. The document includes concept notes explaining limits and continuity, examples, and a seatwork activity involving limits problems and their solutions.

Uploaded by

Jhude Joseph
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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SENIOR HIGHSCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING AND

MATHEMATICS

LEARNING ACTIVITY SHEETS

QUARTER 3, WEEK 1 and 2


The Basic Concepts of Limit and Continuity of a Function
MELC WITH CODE:
1. Illustrate the limit of a function using a table of values and the graph of the
function (STEM_BC11LCIIIa-1)
2. Distinguish between lim 𝑓(𝑥) and f(c) (STEM_BC11LCIIIa-2)
𝑥→𝑐

Prepared by:

CHRISTINE ANN ANDILLO – SALUBON


SHS Teacher
Subject: Basic Calculus Student No.:
Name: Grade and Section:
Subject Teacher: CHRISTINE ANN A. SALUBON Date:
Direction: Copy the Concept Notes in your notebook. Copy and answer the
Seatwork in a 1 whole sheet of yellow paper.

The Limit of a Function

I. Introduction
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.

II. Concept Notes


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
lim 𝑓 (𝑥 ) = 𝐿
𝑥→𝑐

This is read, ‘‘The limit of f(x) as x approaches c is L.”


Example 2. Investigate
From Example 2, we have the graph below.

The value of x should not be equal to 1 because the function will become undefined. So the
graph will have a hole at x = 1 since x cannot be equal to 1.
DNE means Does Not Exist. Meaning, the limit does not exist. If the answer is DNE, you
should not write that the limit is equal to DNE. For example,
lim 𝑓(𝑥) DNE (This is the correct way of writing your answer.)
𝑥→3

lim 𝑓(𝑥)= DNE (INCORRECT)


𝑥→3

Seatwork
1. Complete the following tables of values to investigate lim(𝑥 2 − 2𝑥 + 4).
𝑥→1
3. Construct a table of values/graph to investigate the following limits:
10
a. lim ( )
𝑥→3 𝑥−2
2𝑥+1
b. lim( )
𝑥→2 𝑥−3

Reference:
Licuanan, P (2016). Teaching guide for senior high school Basic Calculus core subject.
Commission on Higher Education Education, 3-12.

Prepared by:

CHRISTINE ANN A. SALUBON


SHS Teacher II

Reviewed by:

CLARESA M. CAÑEDA
Master Teacher II

Checked by:

AILEEN T. BATULA
Dept. Head

Concurred by:

LORLITA S. RICABLANCA
Asst. Principal II

Noted by:

MICHAEL A. REGIS, CE, MM, MAT


Secondary School Principal IV

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