SENIOR HIGH SCHOOL

BASIC CALCULUS
QUARTER 3
Weeks 1- 9

(DO_Q3_BasicCalculus _Week1-9)

i
RESOURCE TITLE: Basic Calculus
Alternative Delivery Mode
Quarter 3 – Weeks 1-9
First Edition, 2020

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Targets:

1. Illustrate the limit of a function using a table of values and the graph of the
function. STEM_BC11LC-IIIa-1
2. Distinguish between and . STEM_BC11LC-IIIa-2
3. Illustrate the limit laws STEM_BC11LC-IIIa-3
4. Apply the limit laws in evaluating the limit of algebraic functions
(polynomial, rational and radical) STEM_BC11LC-IIIa-4

What I Know

Directions: Choose the best answer in the following question base on the idea
about limits and continuity of a functions.
1−x2
1. How should the function f(x) = 1+x
be defined so that it will be continuous at
𝑥 = −1?
a. f(−1) = ∞ b. f(−1) = −2 c. f(−1) = 0 d. f(−1) =
2
4𝑥 2 −8𝑥
2. Evaluate the lim
𝑥→2 𝑥−2

a. 4 b. 8 c. 2 d. undefined
2x + 5 if x ≤ 2
3. Find k so the function f(x) = { can be defined so that it will be a
kx + 1 if x > 2
continuous function.
a. 8 b. 4 c. 2 d. 0
4. What is the average velocity of 𝑥 2 over [2, 2 + h]?
4+4ℎ+ℎ 2
a. 4 + h b. 2h c. 4h + ℎ2 d. ℎ

5. A cliff diver plunges 42 m into the crashing Pacific, landing in a 3-metre deep
inlet. The position of the diver at any time t is given by 𝑠(𝑡) = −4.9𝑡 2 + 42. What is
the average velocity of the diver over the interval [0, 2]?
a. 19.6 m/s b. -9.8 m/s c. -11.2m/s d. 9.8 m/s

Lesson The Limit and Continuity of a

1 Function
The idea of the limit of a function is what connects algebra and geometry to the
mathematics of calculus. In working with the limit of function, we encounter notation
of the form

This is read as “the limit of as approaches c equals the number N.” Here is a
function defined on some open interval containing the number c; needs not be
(DO_Q3_BasicCalculus _
1 Lesson1)
defined at c, however.
We may describe the meaning of as follows:

For all x approximately equal to c, with , the corresponding value of

is approximately equal to N.

Another description of is

As x gets closer to c, but remains unequal to c, the corresponding value of

gets closer to N.

Example 1: Finding a Limit Using a Table

When choosing the values of in a table, the number to start with and the
subsequent entries are arbitrary. However, the entries should be chosen so that the
table makes clear what the corresponding values of are getting close to.

Find: 𝐥𝐢𝐦(𝟓𝒙𝟐 )
𝒙→𝟑

Solution: Here and . We choose values of close to 3, arbitrarily

starting with 2.99. Then, we select additional numbers that get closer to 3, but
remain less than 3. Next, we choose values of greater than 3, starting with 3.01,
that gets closer to 3. Finally, we evaluate at each choice to obtain Table 1.

𝑥 2.99 2.999 2.9999 3.0001 3.001 3.01

𝑓(𝑥) 44.701 44.97 44.997 45.003 45.30 45.301
From Table 1, we infer that as gets closer to 3 the value of gets closer to
45. That is,

You can visit the website below for more detailed explanation:
https://www.youtube.com/watch?v=RzDKt.

Example 2: Finding a Limit Using a Table (Trigonometric Functions)

Find:

Solution:
First, we observe the domain of the function is . We create Table 4,
where is measured in radians.

𝑥 -0.03 -0.02 -0.01 0.01 0.02 0.03

𝑓(𝑥) 0.99985 0.99993 0.99998 0.99998 0.99993 0.99985
We infer from the table above that = 1.

Distinguish between and .

(DO_Q3_BasicCalculus _
2
Lesson1)
The graph of a function can also be of help in finding limits. Refer to the figure
below.

In each graph, notice that, as gets closer to , the value of gets closer to the

number . We conclude that . This is the conclusion regardless of the

value of at . In Figure 1(a), , and in Figure 1(b), . Figure 1(c)
illustrated that , even if is not defined at .

Algebra Techniques for Finding Limits: Laws of Limits

We mentioned in the previous section that algebra can sometimes be used to find
the exact value of a limit. This is accomplished by developing two formulas
involving limits and several properties of limits.

Two Formula: lim 𝑏 as 𝑥 → 𝑐.

𝑥→𝑐
Limit of a Constant
For the constant function 𝑏
lim 𝑏 = 𝑏,
𝑥→𝑐
where 𝑐 is any number.

Limit of 𝒙
For the identity function 𝑓(𝑥) = 𝑥,
lim 𝑓(𝑥) = lim 𝑥 = 𝑐,
𝑥→𝑐 𝑥→𝑐
where 𝑐 is any number.

Example 3:
Formula (1) in words means, the limit of a constant is the constant, while the
formula (2) states that the limit of as approaches is .
(a) (b) (c) (d)

Find the Limit of Sum, a Difference, and a Product

In the following properties, we assume that are two functions for which both
and exist.

LIMIT OF A SUM
lim[𝑓(𝑥) + 𝑔(𝑥)] = lim 𝑓(𝑥) + lim 𝑔(𝑥)
𝑥→𝑐 𝑥→𝑐 𝑥→𝑐
Formula in words means that the limit of the sum of two functions equals the
sum of their limits.

Example 4: Find:

(DO_Q3_BasicCalculus _
3
Lesson1)
Solution: The limit we seek is the sum of two functions . From
formulas (1) and (2), we know that
and

from formula (3), it follows that

.

LIMIT OF A DIFFERENCE
lim[𝑓(𝑥) − 𝑔(𝑥)] = lim 𝑓(𝑥) − lim 𝑔(𝑥)
𝑥→𝑐 𝑥→𝑐 𝑥→𝑐
Formula in words means that the limit of the difference of two functions equals
the difference of their limits.
Example 5: Find:

Solution: The limit we seek is the difference of two functions .

From formulas (1) and (2), we know that

and

from formula above, it follows that

LIMIT OF A PRODUCT
lim[𝑓(𝑥) ∙ 𝑔(𝑥)] = [lim 𝑓(𝑥)][lim 𝑔(𝑥)]
𝑥→𝑐 𝑥→𝑐 𝑥→𝑐
Formula in words means that the limit of the product of two functions equals
the product of their limits.

Example 6: Find:
Solution: The limit we seek is the product of two functions .
From formulas (1) and (2), we know that

and

from formula above, it follows that

LIMIT OF A MONOMIAL
If 𝑛 ≥ 1 is a positive integer and 𝑎 is a constant,

lim(𝑎𝑥 𝑛 ) = 𝑎𝑐 𝑛
𝑥→𝑐
for any number 𝑐.
Example 7: Find:

(DO_Q3_BasicCalculus _
4
Lesson1)
Solution:

LIMIT OF A POLYNOMIAL
If 𝑃 is a polynomial function, then

lim 𝑃(𝑥) = 𝑃(𝑐)

𝑥→𝑐
for any number 𝑐.

Formula means that the limit of a polynomial function as 𝑥 approaches 𝑐, all we

need to do is evaluate the polynomial at 𝑐.

Example 8: Find:
Solution:

LIMIT OF A POWER OR ROOT

If lim 𝑓(𝑥) exist and if 𝑛 ≥ 2 is a positive integer,
𝑥→𝑐
lim[𝑓(𝑥)]𝑛 = [lim 𝑃(𝑥)]𝑛
𝑥→𝑐 𝑥→𝑐
and
lim 𝑛√𝑓(𝑥) = 𝑛√lim 𝑓(𝑥).
𝑥→𝑐 𝑥→𝑐

𝑛
In the formula above, we require that both √𝑓(𝑥) and 𝑛√lim 𝑓(𝑥) be defined.
𝑥→𝑐
Example 9:
Find: (a) (b) (c)

Solution: (a)

(b)

(c) .

LIMIT OF A QUOTIENT
𝑓(𝑥) lim 𝑓(𝑥)
lim [ ] = 𝑥→𝑐
𝑋→𝐶 𝑔(𝑥) lim 𝑔(𝑥)
𝑥→𝑐
provided that lim 𝑔(𝑥) ≠ 0.
𝑥→𝑐

Example 10:
Find:

(DO_Q3_BasicCalculus _
5
Lesson1)
Solution: The Limit we seek involves the quotient of two functions:

and .
First, we find the limit of the denominator .

Since the limit of the denominator is not zero, we can proceed to use formula (10).

Directions: Use the concepts of finding the limit using a table, find the limit of the
following.

(a) (b)

Directions: Use the Laws of Limits in finding the limits of the following algebraic
terms.

(a) (b)

Directions: Use the different Laws of Limits to perform the following.

1. Evaluate: 2. Given the function:

Evaluate the following limits, if they exist.

(a) (b)

Directions: Supply the correct answer.

1. The limit of the product of two functions equal the ______________ of their limits.
2. = __________ .
3. = __________ .

(DO_Q3_BasicCalculus _
6
Lesson1)
4. True or False: The limit of a polynomial function as approaches 5 equals the
value of the polynomial at 𝑥 = 5.
5. True or False: The limit of a rational function at 5 equals the value of the
rational function at 𝑥 = 5.
6. True or False: The limit of a quotient equals the quotient of the limits.

Targets:
1. Compute the limits of exponential, logarithmic, and trigonometric
functions using tables of values and graphs of the functions.
STEM_BC11LC-IIIb-1
2. Illustrate limits involving the expressions and using
tables of values. STEM_BC11LC-IIIb-2

What I Know

Directions: Choose the best answer in the following question base on the idea
about limits of trigonometric functions.
𝑠𝑖𝑛𝑥
1. What is the value of lim ?
𝑦→𝜋/2 𝑥
a. 2/𝜋 b. 𝜋/2 c. 1 d. 0
𝑠𝑖𝑛2 𝑥+√2𝑠𝑖𝑛𝑥
2. What is the value of the limit 𝑓(𝑥) = if x approaches 0?
𝑥 2 −4𝑥
a. 1/√2 b. -1/√2 c. -1/2√2 d. 1/2√2
1−𝑐𝑜𝑠𝑥
3. The value of the limit lim 𝑥 is:
𝑥→0
a. 2 b. 0 c. ∞ d. 1
4. What is the value of the lim 𝑥𝑠𝑒𝑐𝑥?
𝑥→0
a. Not defined b. 1 c. 0 d. -1
sin 3𝑥−3 𝑠𝑖𝑛𝑥
5. If you are going to evaluate the lim (𝜋−𝑥)3 , what is its value?
𝑥→𝜋
a. 4 b. ¼ c. -1/4 d. -4

Lesson The Limits of Exponential, Logarithmic and

Trigonometric Functions
2
Real-world situations can be expressed in terms of functional relationships.
These functional relationships are called mathematical models. In applications of
calculus, it is quite important that one can generate these mathematical models.
They sometimes use functions that you encountered in pre-calculus, like the
exponential, logarithmic, and trigonometric functions. Hence, we start this lesson
by recalling these functions and their corresponding graphs.
(a) If , the exponential function with base b is defined by
.
(DO_Q3_BasicCalculus _
7
Lesson2)
(b) Let . If then is called the logarithm of x to the base b, denoted
.
EVALUATING LIMITS OF EXPONENTIAL FUNCTIONS
First, we consider the natural exponential function , where is called the
Euler number, and has value 2.718281….

Example 1: Evaluate the .

Solution: We will construct the table of values for . We start by
approaching the number 0 from the left or through the values less than but close
to 0.
SMART TIP:
Using your scientific calculator to be familiar with the natural number , locate the
symbol of natural number , and input the proper power of in your calculator.

From the table on the left, .

-1 0.36787944117
- 0.5 0.60653065971 Now, we consider approaching 0 from its right
-0.1 0.90483741803 or through values greater than but close to 0.
-0.01 0.99004983374
-0.001 0.99900049983
-0.0001 0.999900049983
1 2.71828182846
-0.00001 0.99999000005
0.5 1.6487212707
0.1 1.10517091808
From the given two tables, as the values 0.01 1.01005016708
of get close and closer to 0, the values 0.001 1.00100050017
of get closer and closer to 1. So, 0.0001 1.000100005
. Combining the two one-sided 0.00001 1.00001000005
limits allows us to conclude that
.

We can use the graph of to determine its limit as

approaches 0. The figure provided is the graph of

We also have the following:

(a)
(b)
(c)

EVALUATING LIMITS OF LOGARITHMIC FUNCTIONS

Now, consider the natural logarithmic function . Recall that
.
Moreover, it is the inverse of the natural exponential function .

(DO_Q3_BasicCalculus _
8
Lesson2)
Example 2: Evaluate .
Solution: We will construct the table of values for . We first
approach the number 1 from the left or through values less than but close
to 1.

From the table below, as the

0.1 -2.30258509299
values of get close and closer to 1, the
0.5 -0.69314718056
values of get closer and closer to 0.
0.9 -0.10536051565 In symbols,
0.99 -0.01005033585 .
0.999 -0.00100050033
0.9999 -0.000100005
0.99999 -0.00001000005

2 2.99573227355
From the two tables, we can infer that the 1.5 0.4054651081
. Now, we consider approaching 1.1 0.09531017989
1 from its right or through values greater 1.01 0.00995933085
than but close to 1. 1.001 0.00099950033
1.0001 0.000099995
1.00001 0.00000999995

We now consider the common logarithmic function . Recall the

.

TRIGONOMETRIC FUNCTIONS
Trigonometric functions can be a component of an expression and therefore
subject to a limit process. The question is that “Do you think that the
periodic nature of these functions, and the limited or infinity range of
individual trigonometric functions would make evaluating limits involving
these functions difficult?”
Limits with Trigonometric Functions
The limit rules discussed in week 1 of this module offer some, but not all, of
the tools for evaluating limits involving trigonometric functions.

Example 4: Evaluate .
Solution: We will construct the table of values for . We first
approach 0 from the left or through the values less than but close to 0.

From the table on the left, . Now,

-1 -0.8414709848
-0.5 -0.4794255386 we consider approaching 0 from its right or
-0.1 -0.09983341664 through values greater that but close to 0.
-0.01 -0.00999983333
-0.001 -0.00099999983
-0.0001 -0.00009999999
-0.00001 -0.00000999999

9 (DO_Q3_BasicCalculus _
Lesson2)
 From the two tables, as the values of
get closer and closer to 1, the values of 1 0.8414709848
get closer and closer to 0. In 0.5 0.4794255386
symbols, 0.1 0.09983341664
. 0.01 0.00999983333
0.001 0.00099999983
0.0001 0.00009999999
We can also find the by using the 0.00001 0.00000999999
graph of the sine function. Consider the
graph of .

The graph validates our observation in Example 4 that . Also,

using the graph, we have the following:

(a) (c)

(b) (d)

Directions: Using the concepts of finding the limit using a table, find the limit of
the following.

(a) (b)

Directions: Evaluate the following limits by constructing the table of values.

1. 2. 3.

Directions: Given the graph, evaluate the following

limits:
1. 3.

2.

(DO_Q3_BasicCalculus _
10
Lesson2)
Directions: Evaluate the following limits by constructing their respective tables of
values.
1. 2.

Targets:

1. Illustrate continuity of a function at a number. LC CODES: STEM_BC11LC-IIIe-

1
2. Illustrate whether a function is continuous at a number or not. LC CODES:
STEM_BC11LC-IIIe-2
3. Illustrate continuity of a function at a function LC CODES: STEM_BC11LC-
IIIe-3
4. Solve problems involving continuity of a function LC CODES: STEM_BC11LC-
IIIe-4

What I Know

Directions: TRUE or FALSE: State whether the given statement is true or false
base on the idea about limits of trigonometric functions.
1. If a function 𝑓 is not defined at 𝑥 = 𝑎 then it is not continuous at 𝑥 = 𝑎.
2. If 𝑓 is a function such that lim 𝑓(𝑥) does not exist then 𝑓 is not
𝑥→0
continuous.
3. All polynomial functions are continuous.
4. If 𝑓(𝑥) is continuous everywhere, then |𝑓(𝑥)| is continuous everywhere.
5. If the composition f o g is not continuous at x = a, then either g is not
continuous at x = a or f is not continuous at g(a).

Lesson The Continuity of a Function

3
As we have observed in our discussion of limits in Week 1, there are functions
whose limits are not equal to the function value at , meaning, .

is NOT NECESSARILY the same as .

This leads us to the study of continuity of functions. In this section, we will be

focusing on the continuity of a function at a specific point.

11 (DO_Q3_BasicCalculus _
Lesson3)
LIMIT AND CONTINUITY AT A POINT
What does “continuity at a point” mean? Intuitively, this means that in drawing the
graph of a function, the point in question will be traversed. We start by graphically
illustrating what it means to be continuity at a point.

Example 1: Consider the graph

below
Solution:
To check if the function is continuous at
, use the given graph. Note that one
is able to trace the graph from the left side
of the number going to the right side
of , without lifting one’s pen. This is
the case here. Hence, we can say that the
function is continuous at .

THREE CONDITIONS OF CONTINUITY

A function f(x) is said to be continuous at x = c if the following three conditions

are satisfied:
(i) exists,
(ii) exists, and
(iii) .

If at least one of these conditions is not met, f is said to be discontinuous at

Example 2: Determine if 𝒇(𝒙) = 𝒙𝟑 + 𝒙𝟐 − 𝟐 is continuous or not at 𝒙 = 𝟏 .

Solution: We have to check the three conditions for continuity of a function.

(a) If , then .
(b)
(c) = .
Therefore, is continuous at .
𝒙𝟐 −𝒙−𝟐
Example 1: Determine if 𝒇(𝒙) = 𝒙−𝟐
is continuous or not at 𝒙 = 𝟎 .
Solution: We have to check the three conditions for continuity of a function.
(a) If , then .
(b) .
(c)
therefore, is continuous at .

12 (DO_Q3_BasicCalculus _
Lesson3)
Directions: Use the different laws of limits to perform the following.

1. Evaluate:
2. Given the function:
3. Evaluate the following limits, if they exist.
(a) (b)

Directions: Supply the correct answer.

Let

Which of the following statements, I, II, III are true?

I. exists II. exists III. is continuous at
(a) only I (b) only II (c) I and II (d) none of them

(NOTE) Justify your answer by sustaining your complete solution)

Problem Solving

Let

Find the value of so that ) is continuous at

Directions: Evaluate the following limits:

3𝑥(𝑥−1)
for 𝑥 ≠ 1, 2
𝑥 2 −3𝑥+2
1. Suppose 𝑓(𝑥) = { −3 𝑖𝑓 𝑥 = 1
4 𝑖𝑓 𝑥 = 4

then is continuous except…

(a) at (b) at c. at or 2
(d) at or 2 (e) at each real number

(DO_Q3_BasicCalculus _
13
Lesson3)
Targets:
1. Illustrate the tangent line to the graph of a function at a given point.
STEM_BC11D-IIIe-1
2. Apply the definition of the derivative of a function at a given number.
STEM_BC11D-IIIe-2
3. Relate the derivative of a function to the slope of the tangent line.
STEM_BC11D-IIIe-3

What I Know

Directions: Choose the best answer in the following question base on the idea
about limits of trigonometric functions.

1. What is the slope of the tangent line to the graph of 𝑦 = 𝑥 3 at the point
(2, 8)?
a. 192 b. 12 c. 0 d. 4
2. Consider the parabola given by the equation 𝑦 = 𝑥 2 + 4𝑥 − 5. At which
point on the graph of this parabola is the slope of the tangent line equal to
10?
a. (2, 7) b. (10, 135) c. (1, 0) d. (3, 16)
3. The line 𝑦 = 2𝑥 − 9 is tangent to the parabola 𝑦 = 𝑥 2 + 𝑎𝑥 + 𝑏 at the point
(4, -1). What are the values of a and b?
a. a=-6, b=7 b. a=-4, b=-2 c. a=3, b=-30 d. a=-3, b=-6
4. What is the slope of the tangent line to the graph of 𝑓 at 𝑥 = 4, given that
𝑓(𝑥) = −𝑥 2 + 4√𝑥?
a. -8 b. -10 c. -9 d. -5
5. What is the slope of the line tangent to the graph of 𝑦 = 𝑥 2 − 2 at the point
x=-8?
a. 2 b. -4 c. -8 d. -16

Lesson Formulating and Solving Accurately

4 Situational Problems Involving
Extreme Values
TANGENT LINES TO CIRCLES
Recall from geometry class that a tangent line to a circle centered at O is a line
intersecting the circle at exactly one point. It is found by constructing the line,
through a point A on the circle, that is perpendicular to the segment (radius) .
A secant line to a circle is a line intersecting the circle at two points.
The difficulty in defining the concept of the tangent line is due to an axiom
in Euclidean geometry that states that a line is uniquely determined by two
distinct points.
Thus, the definition of a tangent line is more delicate because it is determined by
only one point, and infinitely many lines pass through a point.

14 (DO_Q3_BasicCalculus _
Lesson4)
HOW TO DRAW TANGENT LINES TO CURVES AT A POINT

The definition of a tangent line is not

very easy to explain without involving
limits. Students can imagine that locally,
the curve looks like an arc of a circle.
Hence, they can draw the tangent line
to the curve as they would to a circle.

One more way to see this is to choose the

line through a point that locally looks most
like the curve. Among all the lines through a
point , the one which best
approximates the curve near the
point is the tangent line to the
curve at that point.

Note: Among all lines passing through the tangent line is the closest to the
curve locally.
Another way of qualitatively understanding
the tangent line is to visualize the curve as
a roller coaster. The tangent line to the
curve at a point is parallel to the line of
sight of the passengers looking straight
ahead and sitting erect in one of the
wagons of the roller coaster.

THE TANGENT LINE DEFINED MORE FORMALLY

The precise definition of a tangent line relies on the notion

of a secant line. Let be the graph of a continuous
function and let be a point on . A secant line
to through is any line connecting and
another point on . In the figure on the right, the line
is a secant line of through .
We now construct the tangent line to at

(DO_Q3_BasicCalculus _
15
Lesson4)
 Definition
Let C be the graph of a continuous function and let be a point on .
1. A secant line to through is any line connecting and another
point on .
2. The tangent line to at is the limiting position of all secant lines
as .

The Equation of the Tangent Line

In the previous lesson, we defined the tangent line at a point P as the limiting
position of the secant lines PQ, where Q is another point on the curve, as Q
approaches P. There is a slight problem with this definition because we have no
means of computing the limit of lines. Hence, we need to work on the numbers that
characterize the lines.

• Recall the slope of a line passing through two points and .

Recall: Slope of a line

A line passing through distinct points and has
slope

Example 1: Given𝑨(𝟏, −𝟑), 𝑩(𝟑, −𝟐), 𝐚𝐧𝐝 𝑪(−𝟏, 𝟎) , what are the slopes of the
lines 𝑨𝑩, 𝑨𝑪 and 𝑩𝑪 ?
Solution:
The Slope of is The Slope of is The Slope of is

Therefore, the slopes of the lines

1 3 1
̅̅̅̅ ̅̅̅̅ ̅̅̅̅
𝐴𝐵 , 𝐴𝐶 , 𝑎𝑛𝑑 𝐶𝐵 are2 , − 2, and − 2 respectively.

Recall the point-slope form of the equation of the line with slope and
passing through the point

Recall: Point-Slope Form

A line passing through with slope has the equation

Question: What if we had chosen as our point instead of , what

would be the point-slope form?
Answer: We would get an equivalent equation.

16 (DO_Q3_BasicCalculus _
Lesson4)
THE EQUATION OF THE TANGENT LINE
Given a function how do we find the equation of the tangent line at
a point ?

Consider the graph of a function whose graph is given below. Let

be a point on the graph of . Our objective is to find the equation of the
tangent line to the graph at the point

• Find any point on the

curve.
• Get the slope of this secant
line

Observe that letting approach is equivalent to letting x approach .

We use the formal definition of the tangent line:

Since the tangent line is the limiting position of the secant lines as approaches ,
it follows that the slope of the tangent line at the point is the limit of the
slopes of the secant lines as x approaches . In symbols,

Finally, since the tangent line passes through , then its equation is given by

Directions: Verify that the tangent line to the line at is the line itself.

Directions: Find the standard (slope-intercept form) equation of the tangent line to
the following functions at the specified points:
1. at the point
2. at the point

(DO_Q3_BasicCalculus _
17
Lesson4)
Directions: Find the standard (slope-intercept form) equation of the tangent line to
the following functions at the specified points:

at the point where

Directions: Find the standard (slope-intercept form) equation of the tangent line to
the following functions at the specified points:

1. at the point where

2. at the point where

What I Need to Know

Targets:
1. Determine the relationship between differentiability and continuity of a
function (M11/STEM_BC11D - IIIf-1)
2. Apply the differentiation rules in computing the derivative of an algebraic,
exponential, logarithmic, trigonometric functions and inverse trigonometric
functions(M11/STEM_BC11D-IIIf-3)

What I Know

Pretest: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. Which of the following relationships are true?
I. All differentiable functions are continuous functions.
II. All continuous functions are differentiable functions.
III. Not all differentiable functions are continuous functions.
IV. Not all continuous functions are differentiable functions.
a. I & IV b. I & III c. I only d. IV only

2. What is the derivative of the function 𝑓(𝑥) = 3 + 4𝑥 − 𝑥 2 at 𝑥 = 1?

a. -2 c. 0
b. 1 d. 2
3. What is the derivative of 𝑓(𝑥) = 4 sec (5𝑥)?
3

a. 60 sec 2 5𝑥 c. 60 sec 2 5𝑥 tan 5𝑥

b. 60 tan 5𝑥 d. 60 sec 3 5𝑥 tan 5𝑥
4. What is the derivative of the function 𝑓(𝑥) = (𝑦 − 2)2?
𝑦−2
a. 2(𝑦 − 2) c.
3
(𝑦−2)3
b. 4𝑦(𝑦 − 2) d. 3

18 (DO_Q3_BasicCalculus _
Lesson5)
 5. Which of the following function will have a derivative of 8x-5?
a. 𝑔(𝑥) = 4𝑥 2 − 5𝑥 + 1 c. ℎ(𝑥) = 4𝑥 2 − 5𝑥 + 𝜋
b. 𝑓(𝑥) = 4𝑥 2 − 5𝑥 + 100 d. All of the above

Lesson
Differentiation Rules
5

What’s New

Let’s have some monomial function with increasing degrees, and

let’s compare it with their derivative. The table below show the said
functions with their corresponding derivative. What can you observe
from the table? Do you have an idea on how to find the derivative of
the functions?

Based from the table, we can find the derivative of the functions by
multiplying the exponent the expression and decreasing that exponent
by one. But how about 𝑓(𝑥) = 𝑥 0 and 𝑓(𝑥) = 𝑥 1 ??

What is It

Differentiability and Continuity

There are three instances in which the derivative does not exist. In spite of the fact
that you can solve for the derivative of the function, it is not always valid because
the derivative does not actually exist. If the graph of the function contains (1) cusp,
(2) discontinuity, or (3) vertical tangent line, your function is not differentiable.
If your function has a cusp or sharp point in
its graph, then the function has no derivative
at that certain point. Though function with
these kinds of characteristics are specific to
absolute functions and piece-wise functions
(continuous but not smooth), it is necessary
to know that these kinds of function must be
inspected thoroughly. In the figure below, you
can see both nondifferentiable functions at
𝑥=2
If the function contains a vertical tangent line, then the function is not also
differentiable at that certain point. Recalling the slope of a line, a vertical line’s slope
is undefined. Moreover, derivative is defined as the slope of the line. For example,
2
𝑓(𝑥) = 𝑥 3 and we are going to find the derivative at 𝑥 = 0. The tangent line’s slope is
undefined, thus making the function nondifferentiable.

(DO_Q3_BasicCalculus _
19
Lesson5)
Lastly, the function is not differentiable if a function contains a point of discontinuity.
So, if a function is discontinuous at a certain x-value, it is automatically
nondifferentiable there. Differentiability implies continuity. If a function has a
derivative at a specific x-value, then the function must also be continuous at that x
value. Contrapositively, we can also say that if the function is not continuous at a
certain x-value, then that function is not differentiable there either.
(𝑥−3)(𝑥+6)
For example: 𝑓(𝑥) = (𝑥+6)(𝑥+2), we know that the function is discontinuous at 𝑥 = −6
and 𝑥 = −2. Thus, the function is not differentiable at those values of x.

Differentiation Rules
Rule 1: Constant Rule
𝑑
[𝑐] = 0
𝑑𝑦
Rule 2: Power Rule Rule 5: Product Rule:

𝑑 𝑛 𝑑
[𝑥 ] = 𝑛 ∙ 𝑥 𝑛−1 [𝑓(𝑥) ∙ 𝑔(𝑥)] = 𝑓(𝑥) ∙ 𝑔′ (𝑥) + 𝑓 ′ (𝑥) ∙ 𝑔(𝑥)
𝑑𝑥 𝑑𝑥

Rule 3: Constant Multiple Rule Rule 6: Quotient Rule:

𝑑 𝑑 𝑓(𝑥) 𝑔(𝑥)𝑓 ′ (𝑥) − 𝑓(𝑥)𝑔′(𝑥)

[𝑐𝑓(𝑥)] = 𝑐[𝑓 ′ (𝑥)] [ ]=
𝑑𝑥 𝑑𝑥 𝑔(𝑥) 𝑔(𝑥)2
Rule 4: Sum and Difference Rule: Rule 7: Chain Rule
𝑑 𝑑
[𝑓(𝑥) ± 𝑔(𝑥)] = 𝑓 ′ (𝑥) ± 𝑔′(𝑥) [𝑓(𝑔(𝑥)] = 𝑓 ′ (𝑔(𝑥)) ∙ 𝑔(𝑥)
𝑑𝑥 𝑑𝑥

Derivative of Exponential, Logarithmic, and Trigonometric Function

Rule 8: Derivative of Exponential Rule 10: Derivative of Trigonometric
Function Functions
𝑑 𝑑𝑢 𝑑
8.1 𝑑𝑥
[𝑎𝑢 ] = (𝑎𝑢 ln 𝑎) 𝑑𝑥 i. [sin 𝑥] = cos 𝑥
𝑑𝑥
𝑑 𝑑𝑢 𝑑
8.2. 𝑑𝑥
[𝑒 𝑢 ] = 𝑒 𝑢 𝑑𝑥 ii. [cos 𝑥] = −sin 𝑥
𝑑𝑥

Rule 9: Derivative of Logarithmic iii.

𝑑
[tan 𝑥] = sec 2 𝑥
𝑑𝑥
Function
𝑑 1 𝑑
9.1. [log 𝑎 𝑥] = 𝑥 ln 𝑎 iv. [csc 𝑥] = − csc 𝑥 cot 𝑥
𝑑𝑥 𝑑𝑥
𝑑 1
9.2. [ln 𝑥] =𝑥 𝑑
𝑑𝑥 v. [sec 𝑥] = sec 𝑥 tan 𝑥
𝑑𝑥
𝑑 1 𝑑𝑢
9.3. [log 𝑢 𝑎] = ∙ 𝑑
𝑑𝑥 𝑢 ln 𝑎 𝑑𝑥
vi. [cot 𝑥] = − csc 2 𝑥
𝑑𝑥

(DO_Q3_BasicCalculus _
20
Lesson5)
 What’s More

Activity 1: Finding Derivatives

Apply different rules of differentiation to find the derivatives of the following
functions:
5𝑥+4
1. 𝑚(𝑥) = 5𝑥 2 4. 𝑡(𝑥) = sin 𝑥 cos 𝑥 5. 𝑟(𝑥) = 4𝑥3 −4𝑥
1
2. 𝑝(𝑥) = √𝑥 − 5. 𝑣(𝑥) = 𝑒 𝑥 sin 𝑥
√𝑥

What I Can Do

Rate of Change. Layla has a balloon making business. Her balloon-blowing machine
can inflate spherical balloons whose surface area increases at the rate of 25 𝑐𝑚2 /𝑠𝑒𝑐.
What is the rate of increase of the radius of the balloon when its radius is 3 𝑐𝑚?

Assessment

Multiple Choice. Choose the letter of the best answer.

𝑑𝑦 2𝑥+7
1. Determine 𝑑𝑥
of 𝑦 = 5−2𝑥 ?
2𝑥+7 −8𝑥−4 24 8𝑥+4
a. (5−2𝑥)2
b. (5−2𝑥)2
c. (5−2𝑥)2
d. (5−2𝑥)2
2. If 𝑓(𝑥) = 3𝑥 , then 𝑓 ′ (5) is
2

a. 0 b. 15 c. 30 d. 75

𝑥 3 −9𝑥+10
3. Which of the following is true about 𝑓(𝑥) = 𝑥−2 ?
a. 𝑓(𝑥) is continuous and differentiable
b. 𝑓(𝑥) is discontinuous but differentiable
c. 𝑓(𝑥) is continuous but not differentiable
d. 𝑓(𝑥) is discontinuous and not differentiable
4. What is the derivative of the function 𝑓(𝑥) = csc(𝑥 3 )
a. 3𝑥 2 sin 𝑥 3 c. −3𝑥 2 cot 𝑥 3 csc 𝑥 3
b. 3𝑥 cos 𝑥
2 3
d. 3𝑥 2 − cot 𝑥 3 csc 𝑥 3
𝑑𝑉 4
5. Find 𝑑𝑟 of 𝑉 = 3 𝜋𝑟 3 .
a. 𝑉 ′ = 4𝑟 2 c. 𝑉 ′ = 4𝜋𝑟 2
4
b. 𝑉 ′ = 3 𝜋𝑟 d. 𝑉 ′ = 4𝜋𝑟 3

(DO_Q3_BasicCalculus _
21
Lesson5)
Targets:
1. Illustrate the Extreme Value Theorem.
2. Solve optimization problems that yield polynomial functions.
3. Illustrate the Chain Rule of differentiation. (M11/STEM_BC11D-IIIh-2)

What I Know

Pretest: Choose the letter of the best answer.

1. At what point does the function 𝑓(𝑥) = 𝑥 2 − 3 has an absolute minimum at

the interval [−2, 2]?
a. (0, 0) b. (0, −3) c. (1, −2) d. (−1, −2)
2. The function 𝑓(𝑥) = 3𝑥 + 5 is continuous on [0, 3]. Where can we find
the absolute maximum of the function?
a. Origin b. At 𝑥 = 1 c. At 𝑥 = 2 d. At 𝑥 = 3
3. What is the derivative of 𝑓(𝑥) = (𝑥 + 1) ?
5

a. 5(𝑥 + 1)4 b. 5(𝑥 + 1)4 + 𝑥 c. 5(𝑥 + 1)4 − 𝑥 d. 5𝑥(𝑥 + 1)4

4. What is the derivative of the function 𝑓(𝑥) = cos 𝑥 3 ?
a. sin 𝑥 3 b. 3 sin 𝑥 2 c. −3𝑥 2 sin 𝑥 2 d. − sin 𝑥 3 + 3𝑥 2
5. Find two positive numbers whose sum is 30 such that the maximum
product is possible.
a. 4, 26 b. 10, 20 c. 15, 15 d. 25, 5

Lesson
Extreme Value Theorem
6

What’s New

The graph below is the graph of the active cases of Coronavirus infection in the
Philippines.

The function above is continuous from Feb 15 to

Sep 22. As we can see, the function has extrema,
where the number of cases is at the maximum.

22 (DO_Q3_BasicCalculus _
Lesson6)
 What is It

Extreme Value Theorem

The Extreme Value Theorem states that If the function 𝑓(𝑥) is continuous (no holes
or jumps) on a closed interval [𝑎, 𝑏], then the function 𝑓(𝑥) has an absolute maximum
and absolute maximum on [𝑎, 𝑏].
We can call the maximums and minimums as the extrema (singular extremum) of the
functions. The function 𝑓(𝑥) has a maximum at 𝑥 = 𝑐 if the 𝑓(𝑐) ≥ 𝑓(𝑥) for all values
of x. On the other hand, the function 𝑓(𝑥) has a minimum at 𝑥 = 𝑐 if the 𝑓(𝑐) ≤ 𝑓(𝑥)
for all values of x. Meaning, the function’s maximum and minimum are the highest
and lowest point respectively. It is important to note that functions must be
continuous to guarantee extrema. But still, discontinuous function can have
extrema, the only thing is that is not always guaranteed.
Algebraically, we can locate the extreme values in an interval [𝑎, 𝑏] by finding the
derivative of the function, say 𝑓(𝑥), and substitute the roots of 𝑓′(𝑥) to 𝑓(𝑥). After
that, we will compare it to 𝑓(𝑎) and 𝑓(𝑏). The absolute extrema are the highest and
the lowest upon comparison.

For example. Find the absolute extrema of the function 𝑓(𝑥) = 𝑥 3 − 3𝑥 + 1 on [−3, 3].
Solution: First thing to do is identify if the function is continuous at the given
interval. Since the function is a polynomial function, it is continuous at [−3, 3] (it is
a polynomial function which is continuous everywhere). We can now proceed to
finding 𝑓′(𝑥).
𝑑 𝑑 𝑑
𝑓 ′ (𝑥) = (𝑥 3 ) − (3𝑥) + (1) = 3𝑥 2 − 3𝑥
𝑑𝑥 𝑑𝑥 𝑑𝑥

Make the derivative equal to zero then get the value of x:

3𝑥 2 − 3 = 0
𝑥2 − 1 = 0
(𝑥 + 1)(𝑥 − 1) = 0

𝑥 = {−1, 1} Thus, the critical values are 𝑥 = ±1

Substitute the critical values and interval values to 𝑓(𝑥)

𝑓(1) = 𝑥 3 − 3𝑥 + 1 = 1 − 3(1) + 1 = −𝟏

𝑓(−3) = 𝑥 3 − 3𝑥 + 1 = −27 + 9 + 1 = −𝟏𝟕

𝑓(−1) = 𝑥 3 − 3𝑥 + 1 = −1 + 3 + 1 = 𝟑
𝑓(3) = 𝑥 3 − 3𝑥 + 1 = 27 − 9 + 1 = 𝟏𝟗
By comparing the values of the function, since the lowest value is at 𝑓(−3) = −17
and the highest value is at 𝑓(3) = 19, we can conclude that the absolute minimum
is at 𝑥 = −3 and the absolute maximum is at 𝑥 = 3. The values of 𝑓(−1) and 𝑓(1) are
called the relative extrema.

(DO_Q3_BasicCalculus _
23
Lesson6)
Optimization Problems
Example Problem:
A box is to be made of a piece of
cardboard with a dimension 11 by
11 inches. What is the largest
possible volume that the box can
make?
Solution: Let 𝑥 be the height of the box (or the length of the side of the square to be
cut on all corners). Since you are going to cut 2 squares from each side cardboard
piece, the dimensions will become 11 − 2𝑥 and 11 − 2𝑥 inches.
Step 1: Find/formulate mathematical Step 3. Since we are going to find the
model maximum volume, we are going to find
the absolute maximum of 𝑉.
𝑉 = 𝑙𝑤ℎ = (11 − 2𝑥)(11 − 2𝑥)𝑥
11
However, we cannot use 𝑥 = 𝑜𝑟 5.5
= 4𝑥 3 − 44𝑥 2 + 121𝑥 2
because, if we substitute it to 𝑉 the
dimension will become:
11 − 2𝑥 = 11 − 2(5.5) = 0
We cannot have 0 as dimension, so we
11
will exclude that. Thus, 𝑥 =
6

Step 2: Find the critical values of 𝑓(𝑥). Step 4: Since we are task to find the
To find the critical value, find the maximum volume of the box, we will
derivative of 𝑉: substitute the value of x to the
equation:
𝑑 𝑑 𝑑
𝑉′ = [4𝑥 3 ] + [44𝑥 2 ] + [121𝑥] 2
𝑑𝑥 𝑑𝑥 𝑑𝑥 11 11
2
𝑉 = 𝑥(11 − 2𝑥) = (11 − 2 ( ))
= 12𝑥 2 − 88𝑥 + 121 6 6
2662
Equate to zero to get the critical values = 𝑜𝑟 98.52
27
& get the root by using factoring:

12𝑥 2 − 88𝑥 + 121 = 0

(6𝑥 − 11)(2𝑥 − 11) = 0
11 11
𝑥= 6
𝑜𝑟 1.83 𝑥= 2
𝑜𝑟 5.5
11 22 22
The box dimension is 𝑖𝑛 by 𝑖𝑛 by 𝑖𝑛. Therefore, the maximum volume is
6 3 3
98.52 𝑖𝑛 .
3

Chain Rule

Chain Rule: To find the derivative of ℎ(𝑥) = 𝑓(𝑔(𝑥)), where 𝑓(𝑥) and 𝑔(𝑥) are
differentiable functions,
ℎ′ (𝑥) = 𝑓 ′ (𝑔(𝑥)) ∙ 𝑔′ (𝑥)

(DO_Q3_BasicCalculus _
24
Lesson6)
 What’s More

Number Problem: Find the two negative number whose sum is -50 such
that their product is at the maximum.

What I Can Do

More on Optimization Problem

Find the dimensions of the isosceles triangle (height and
length of sides (for it to have a maximum area given that the 𝑥 𝑥
perimeter of the triangle is 20 cm ℎ

10 − 𝑥 10 − 𝑥

Assessment

Multiple Choice. Choose the letter of the best answer.

1. The function 𝑓(𝑥) = 𝑥 4 + 4𝑥 3 − 5 is continuous on [−5, 1]. What is the absolute

minimum of the function?
a. 𝑓(−5) b. 𝑓(−3) c. 𝑓(0) d. 𝑓(1)
2. In the interval [−1, 1] , where can we find the absolute maximum of the
function 𝑓(𝑥) = 5𝑥 7 + 𝑥 3 + 1?
a. (−1, −5) b. (0, 1) c. (1, 7) d. None of the above
3. The function 𝑓(𝑥) = sin(𝑥 2 + 1) is continuous at the interval [−2, 2]. What is the
absolute maximum of the function?
a. −1.92 and 1.92 c. 1
b. −1.46 and 1.46 d. 0.84
4. What is the derivative of the function 𝑓(𝑥) = tan(8𝑥) ?
sec2(8𝑥)
a. 8 sec 2 (8𝑥) b. 8 sec 2 𝑥 c. sec 2(8𝑥) + 8 d. 8

5. You have 50 𝑓𝑡 of railings for the enclosure of your pet. What will be the
dimension of the enclosure for your pet to have a maximum area to live?
a. 8𝑓𝑡 𝑏𝑦 17 𝑓𝑡 c. 12.5 𝑓𝑡 𝑏𝑦 12.5 𝑓
b. 15 𝑓𝑡 𝑏𝑦 10 𝑓𝑡 d. None of the above

(DO_Q3_BasicCalculus _
25
Lesson6)
 What I Need to Know

Targets:
1. Illustrate Chain Rule of differentiation. (M11/STEM_BC11D-IIIh-2)
2. Solve problems using Chain Rule. (M11/STEM_BC11D-IIIh-i-1)

What I Know

Pretest: Choose the letter of the best answer. Write your answer on a separate
sheet of paper
1. When do we use chain rule?
a. If there are sum/difference of two functions
b. If there are product of two functions
c. If there are quotient of two functions
d. If there are composite functions
𝑑𝑦
2. Find of 𝑦 = (5𝑥 2 + 3𝑥)5 .
𝑑𝑥
a. 𝑦 ′ = 5(5𝑥 2 + 3𝑥)4 (10𝑥 + 3) c. 𝑦 ′ = 5(5𝑥 2 + 3𝑥)4
b. 𝑦 ′ = 5(5𝑥 2 + 3𝑥)(10𝑥 + 3) d. 𝑦 ′ = 5(10𝑥 + 3)
3. What is the derivative of 𝑓(𝑥) = (3𝑥 + 1)5
a. 5(3𝑥 + 1)4 b. 5(3𝑥 + 1)4 + 3 c. 15(3𝑥 + 1)4 + 3 d. 15(3𝑥 + 1)4
4. What is the derivative of the function 𝑓(𝑥) = cos ln 𝑥
sin ln 𝑥 sin ln 𝑥 cos ln 𝑥
a. sin ln 𝑥 b. − sin ln 𝑥 c. − d.
𝑥 𝑥
5. What is 𝑓′(𝑥) of 𝑓(𝑥) = (𝑥 6 + 1)11
a. 11(𝑥 6 + 1) b. 11(𝑥 6 + 1)10 c. 66𝑥 5 (𝑥 6 + 1)10 d. 66𝑥 6 (𝑥 6 + 1)10 + 1

Lesson
Chain Rule
7

What’s New

In the previous lesson, we defined the derivative of a composite function

as: (𝑓°𝑔)′ (𝑥) = 𝑓 ′ (𝑔(𝑥)) ∙ 𝑔′ (𝑥) where 𝑓(𝑥) and 𝑔(𝑥) are continuous functions. But
there are other processes like making the inner function as another variable. Let say
we have 𝑓(𝑥) and 𝑔(𝑥), if we are going to find the derivative of 𝑓(𝑔(𝑥)), we can use
another variable to denote 𝑔(𝑥), let say 𝑢 , making 𝑔(𝑥) = 𝑢 . Hence, making the
composite function 𝑓(𝑢).
(𝑓°𝑔)′ (𝑥) = 𝑓 ′ (𝑢) ∙ 𝑢′

(DO_Q3_BasicCalculus _
26
Lesson7)
So, let’s have two functions: 𝑓(𝑥) = 𝑥 5 and 𝑔(𝑥) = 9𝑥 + 3 . Find the derivative of
𝑓(𝑔(𝑥)).

Solution 1: If we are going to use the Solution 2: If we are going to use the
first process, we are going to substitute second process, we are going to denote
𝑔(𝑥) to the x-value of 𝑓(𝑥). 𝑔(𝑥) = 𝑢; where 𝑢 = 9𝑥 + 3

𝑓(𝑔(𝑥)) = (9𝑥 + 3)5 𝑓(𝑔(𝑥)) = 𝑓(𝑢) , (𝑓°𝑔)′ (𝑥) = 𝑓 ′ (𝑢) ∙ 𝑢′

(𝑓°𝑔)′ (𝑥) = 𝑓 ′ (𝑔(𝑥)) ∙ 𝑔′(𝑥) 𝑑 5 𝑑

= [𝑢 ] ∙ [𝑢]
𝑑𝑢 𝑑𝑥
= 45(9𝑥 + 3)4
𝑑
= 5𝑢4 ∙ [𝑢]
Therefore, the derivative of 𝑓(𝑔(𝑥)) is 𝑑𝑥
45(9𝑥 + 3)4 .
𝑑
= 5(9𝑥 + 3)4 ∙ [9𝑥 + 3]
𝑑𝑥
= 5(9𝑥 + 3)4 ∙ (9)

= 45(9𝑥 + 3)4

What is It

Chain Rule is the rule we can use to find the derivative of a composite function. If
we have 𝑓(𝑥) and 𝑔(𝑥), we can have the composite function (𝑓°𝑔)(𝑥) = 𝑓(𝑔(𝑥)). The
rule to find the derivative is denoted by:

(𝑓°𝑔)′ (𝑥) = 𝑓 ′ (𝑔(𝑥)) ∙ 𝑔′(𝑥) or (𝑓°𝑔)′ (𝑥) = 𝑓 ′ (𝑢) ∙ 𝑢′,

Example: 𝑓(𝑥) = (𝑥 2 + 1)8

Solution: To find the derivative, we will apply the chain rule. We can denote 𝑓(𝑥) =
𝑥 8 and 𝑔(𝑥) = 𝑥 2 + 1
𝑑
𝑓 ′ (𝑥) = 𝑑𝑥 [(𝑥 2 + 1)8 ]
𝑑 𝑑
= 𝑑(𝑥 2 +1) [(𝑥 2 + 1)8 ∙ 𝑑𝑥 [𝑥 2 + 1]

= 8(𝑥 2 + 1)8−1 ∙ (2𝑥 2−1 + 0)

= 8(𝑥 2 + 1)7 (2𝑥)

= 16𝑥(𝑥 2 + 1)7

(DO_Q3_BasicCalculus _
27 Lesson7)
 What’s More

Find the derivative of the following function.

1. 𝑓(𝑥) = (𝑒 𝑥 + 4𝑥 2 + 1)5 3. 𝑓(𝑥) = ln(ln 𝑥) 5. 𝑓(𝑥) = 𝑥 3 sec(𝑥 5 )
2. 𝑓(𝑥) = sec(𝑒 𝑥 ) 4. 𝑓(𝑥) = cos(4𝑥 3 + 𝑒 𝑥 )

What I Can Do

Too Complex. The function on the right is a

combination of composite functions in one
expression. Find the derivative of the
function using Chain rule.

Assessment

Multiple Choice. Choose the letter of the best answer.

1. Let 𝑓(𝑥) = (𝑥 5 + 2)20 . 𝑓 ′ (𝑥) is?

a. 20(𝑥 5 + 2)19 c. 100𝑥 5 (𝑥 5 + 2)20
b. 100𝑥 4 (𝑥 5 + 2)19 d. 100𝑥 4
2. Differentiate 𝑦 = √𝑥 2 − 1
1
𝑥 𝑥
a. √𝑥 2 − 1 b. c. d. 𝑥(𝑥 2 − 1)2
√𝑥 2 −1 2√𝑥 2 −1
3. What is the derivative of the function 𝑓(𝑥) = sin2 𝑥?
a. 2 sin 𝑥 b. 2 cos 𝑥 c. 2 sin 𝑥 cos 𝑥 d. 2𝑥 cos 𝑥
4. Let 𝑓(𝑥) = cos 5𝑥 4 . What is the 𝑓′(𝑥)?
a. sin 20𝑥 3 b. − sin 20𝑥 3 c. 20𝑥 3 sin 5𝑥 4 d. −20𝑥 3 sin 5𝑥 4
5. Find the derivative of 𝑓(𝑥) = 𝑒 tan 𝑥
.
2
a. tan 𝑥 𝑒 tan 𝑥
b. tan 𝑒 𝑥
c. tan 𝑒 sec 𝑥 d. 𝑒 tan 𝑥 sec 2 𝑥

What I Need to Know

Target:

1. Illustrate implicit differentiation (M11/STEM_BC11D-IIIi-2).

(DO_Q3_BasicCalculus _
28 Lesson8)
 What I Know

Pretest: Choose the letter of the best answer. Write your answer in a separate
sheet of paper.
1. Which of the following is an example of implicit functions?
12
a. 𝑦 = 4𝑥 + 2 b. 𝑥 2 + 𝑦 2 = 4 c. 𝑓(𝑥) = 𝑥 d. 𝑉 = 𝑙𝑤ℎ
𝑑𝑦
2. Find of 𝑥 + 4𝑦 = 1
𝑑𝑥
1
a. − 4 b. 4 c. −1 d. 1
𝑑𝑦
3. What is the of 𝑥 3 + 𝑦 3 = 36 ?
𝑑𝑥
𝑥2
a. 6 − 𝑥 b. − 𝑦2 c. 3𝑥 2 + 3𝑦 2 d. 0
𝑑𝑦
4. Find 𝑑𝑥
of 9𝑦 + 𝑥 = 4𝑦 by implicit differentiation.
1 1 1 1
a. b. − c. d. −
9 5 5 9
𝑑𝑦
5. What is 𝑑𝑥 of 𝑥𝑦 = 6?
𝑥 6𝑦 𝑦 𝑦
a. − 𝑦 b. − 𝑥 c. − 𝑥 d. 𝑥

Lesson
Implicit Differentiation
8

What’s New

Let us recall the equation of a circle when its center is at the origin. The equation is
written in the form 𝑥 2 + 𝑦 2 = 𝑟 2 . As we are talking earlier, there are implicit and
explicit functions. If we take the equation of the circle for example, we can have two
forms—explicit form and implicit form.

Explicit Form Implicit Form

𝑦 = √𝑟 2 − 𝑥 2 𝑥2 + 𝑦2 = 𝑟2

In the explicit form, the variable 𝑦 is expressed as a function of 𝑥. However, in the

implicit form, the function is expressed in terms of both 𝑥 and 𝑦.

(DO_Q3_BasicCalculus _
29
Lesson8)
 What is It

Implicit differentiation allows us to find the derivative of an equation when the

equation is cannot be expressed in terms of y. We can find the derivative of the
implicit function by differentiating each term of the equation. But there will be terms
with variables 𝑦. We can differentiate these terms by finding the derivative of the
𝑑𝑦
terms in ‘respect to 𝑥’ while treating 𝑦 as a function of 𝑥 then solving 𝑑𝑥
(derivative of
𝑦 with respect to 𝑥). To understand the concept of implicit differentiation, let have an
example. Find the derivative of 2𝑥 3 = 2𝑦 2 + 5.
Solution: Find the derivative of each term of the equation
𝑑 𝑑 𝑑
[2𝑥 3 ] = 𝑑𝑥 [2𝑦 2 ] + 𝑑𝑥 [5] find the derivative of each term
𝑑𝑥

𝑑𝑦
(6𝑥 2 ) = (4𝑦 𝑑𝑥 ) + (0) apply differentiation rules

Note that we will treat the 𝑦 as another function of 𝑥. So, for us to find the derivative
of 2𝑦 2 with respect to 𝑥 (which the variable in the expression doesn’t match the
variable we are respecting with), we will use chain rule. To differentiate 2𝑦 2 with
𝑑𝑦
respect to x, we will get the derivative of it with respect to 𝑦 then multiply it by 𝑑𝑥
.
𝑑𝑦
Wherein the derivative in implicit functions is denoted by 𝑑𝑥
. To continue the solution
above:
𝑑𝑦
6𝑥 2 = 4𝑦 𝑑𝑥 by simplifying

𝑑𝑦 𝑑𝑦
4𝑦 𝑑𝑥 = 6𝑥 2 isolating terms with
𝑑𝑥
to left side

𝑑𝑦
4𝑦 6𝑥 2
𝑑𝑥 𝑑𝑦
= solving for by dividing both sides by 4y
4𝑦 4𝑦 𝑑𝑥

𝑑𝑦 3𝑥 2
= simplifying the fraction
𝑑𝑥 2𝑦

Therefore, the derivative of the implicit function is

What’s More

𝑑𝑦
Directions: Use implicit differentiation to find in terms of x and y.
𝑑𝑥

1. 9𝑦 6 + 9𝑥 5 = 2𝑥 6 + 7𝑦 2 4. 3𝑥 4 = 9𝑥 5 𝑦 6
2. 2𝑥 4 𝑦 5 = 5𝑥 4 − 5𝑥 2 𝑦 3 5. (3𝑥 5 𝑦 5 + 6)6 = −3𝑥 4
3. 5𝑦 3 + 8𝑥 2 = 7𝑦 2

(DO_Q3_BasicCalculus _
30
Lesson8)
 What I Can Do

We can find the slope of a tangent line of an equation by using implicit differentiation.
𝑑𝑦
After finding , to find the slope, we will substitute the 𝑥 and 𝑦 values of the tangent
𝑑𝑥
point. Problem: Find the slope of the tangent line to the graph of 4𝑥 + 𝑥𝑦 − 3𝑦 2 = 6
at the point (3, 2).

Assessment

Directions: Choose the letter of the best answer. Write the answer on a separate
sheet of paper.
1. Which of the following is an explicit function?
a. 𝑦 = 20(𝑥 5 + 2)19 c. 𝑥 4 − 𝑦 4 = 1
b. 𝑥 2 𝑦 2 = 4𝑥𝑦 + 7 d. √𝑥𝑦 + 1 = 9𝑥 2 − 2𝑦 2
𝑑𝑦
2. What is the of the equation: 2𝑥𝑦 3 − 𝑥 2 𝑦 = 2?
𝑑𝑥
2𝑦 2𝑦(𝑥−𝑦 2 )
a. 2𝑥𝑦 − 2𝑦 3 b. − c. d. 2
𝑥 𝑥(6𝑦 2 −𝑥)

3. What is derivative of y with respect to x of the function 𝑥𝑦 + 𝑦 2 = 2

𝑦 3𝑦 𝑦 3𝑥
a. − b. − c. d. −
(𝑥+2𝑦) 𝑥 𝑥+2𝑦 𝑦
4. Find the slope of the tangent line to 𝑥 3 + 2𝑥𝑦 − 𝑦 2 = 11 at (2, 3)
4
a. − 7 b. −9 c. 12 d. 9
5. Find the slope of the tangent line to the curve 𝑥 + 𝑥 𝑦 + 2𝑦 = 8 at the point
3 2 4

(2,0).
a. -3 b. 0 c. 8 d. 9

What I Need to Know

Targets:

1. Solve problems (including logarithmic, and inverse trigonometric functions)

using implicit differentiation (M11/STEM_BC11D-IIIi-j-1),and
2. Solve situational problems involving related rated ( M11/STEM_BC11D-IIIi-j-2)

What I Know

Pretest: Choose the letter of the best answer.

1. Rachel is standing atop a 13 ft ladder. The ladder is leaning against a
vertical wall. The ladder starts sliding away from the wall at a rate of 3
(DO_Q3_BasicCalculus _
31
Lesson9)
 ft/sec. How fast is the ladder sliding down the wall when the tip of the
ladder is 5 ft high?
a. 3 𝑓𝑡/𝑠 c. −7.2 𝑓𝑡/𝑠
b. 7.2 𝑓𝑡/𝑠 d. 12 𝑓𝑡/𝑠
2. Br is standing atop a 13 ft ladder. The ladder is leaning against a
vertical wall. The ladder starts sliding away from the wall at a rate of 3
ft/sec. How fast is the angle between the tip of the ladder and the
house changing when the ladder is 5 ft high? Hint: Use a trig function.
a. 1 𝑑𝑒𝑔/𝑠 c. −0.5 𝑑𝑒𝑔/𝑠
b. 0.6 𝑑𝑒𝑔/𝑠 𝑑. The angle is not changing
3. A spherical snowball melts so that its radius decreases at a rate of 4 𝑖𝑛/𝑠𝑒𝑐.
At what rate is the volume of the snowball changing when the radius is 4 𝑖𝑛?
a. −262𝜋 𝑖𝑛3 /𝑠 c. −247𝜋 𝑖𝑛3 /𝑠
b. −256𝜋 𝑖𝑛3 /𝑠 d. 262𝜋 𝑖𝑛3 /𝑠
4. Oil spilling from a ruptured tanker spreads in a circle on the surface of the
ocean. The radius of the spill increases at a rate of 5 𝑚/𝑚𝑖𝑛. How fast is the
area of the spill increasing when the radius is 5 𝑚?
a. 50𝜋 𝑚2 /𝑚𝑖𝑛 c. 47𝜋 𝑚2 /𝑚𝑖𝑛
b. 52𝜋 𝑚2 /𝑚𝑖𝑛 d. 40𝜋 𝑚2 /𝑚𝑖𝑛
5. A spherical snowball is rolled in fresh snow, causing it to grow so that its
radius increases at a rate of 4 in/sec. How fast is the volume of the snowball
increasing when the radius is 9 in?
a. 1296𝜋 𝑖𝑛3 /𝑠 c. −1296𝜋 𝑖𝑛3 /𝑠
b. 1303𝜋 𝑖𝑛3 /𝑠 d. −1303𝜋 𝑖𝑛3 /𝑠

Lesson
Related Rates
9

What’s New

When the baby is born, then its height and weight will be increasing over time. The
increase in both height and weight depends on different factors. These factors are
(but not limited to) the nutrient intake of the baby, the baby’s gender, the length of
pregnancy, mother’s nutrition during pregnancy, mother’s lifestyle during
pregnancy, and birth order. For example, if we are going to find out the relationship
of the changes between these factors, then we may wish to know how that factors
affect the rate of change in the baby’s weight and height. These considerations give
rise to related rates problem.

(DO_Q3_BasicCalculus _
32
Lesson9)
 What is It

Implicit Differentiation (Logarithmic & Trigonometric)

𝑑𝑦
Example. Find 𝑑𝑥
of 𝑒 𝑥𝑦 = 3𝑒 3𝑥 + 𝑒 5𝑦

Solution: Start with differentiating each term

𝑑 𝑑 𝑑
[𝑒 𝑥𝑦 ] = 3 𝑑𝑥 [𝑒 3𝑥 ] + 𝑑𝑥 [𝑒 5𝑦 ] differentiate each term
𝑑𝑥

𝑑 𝑑 𝑑 𝑑 𝑑 𝑑
[𝑑(𝑒 𝑥𝑦 ) [𝑒 𝑥𝑦 ] ∙ 𝑑𝑥 [𝑥𝑦] = 3 [𝑑𝑒 3𝑥 [𝑒 3𝑥 ] ∙ 𝑑𝑥 [3𝑥]] + [𝑑𝑒 5𝑦 [𝑒 5𝑦 ] ∙ 𝑑𝑥 [5𝑦]]

As we can see, there are more than 1 composite expressions. So, we will use
chain rule to find the derivative.
𝑑𝑦 𝑑𝑦
𝑒 𝑥𝑦 (𝑥 𝑑𝑥 + 𝑦) = 3(3𝑒 3𝑥 ) + 5𝑒 5𝑦 𝑑𝑥 by applying rules of derivatives

𝑑𝑦 𝑑𝑦
𝑒 𝑥𝑦 𝑥 𝑑𝑥 + 𝑒 𝑥𝑦 𝑦 = 9𝑒 3𝑥 + 5𝑒 5𝑦 𝑑𝑥 by simplifying

𝑑𝑦 𝑑𝑦 𝑑𝑦
𝑒 𝑥𝑦 𝑥 − 5𝑒 5𝑦 = 9𝑒 3𝑥 + 𝑒 𝑥𝑦 𝑦 isolating terms on the left side
𝑑𝑥 𝑑𝑥 𝑑𝑥

𝑑𝑦 𝑑𝑦
(𝑒 𝑥𝑦 𝑥 − 5𝑒 5𝑦 ) = 9𝑒 3𝑥 + 𝑒 𝑥𝑦 𝑦 by factoring out
𝑑𝑥 𝑑𝑥

𝑑𝑦
(𝑒 𝑥𝑦 𝑥−5𝑒 5𝑦 )𝑑𝑥 9𝑒 3𝑥 +𝑒 𝑥𝑦 𝑦 𝑑𝑦
= (𝑒 𝑥𝑦 dividing both sides to isolate
(𝑒 𝑥𝑦 𝑥−5𝑒 5𝑦 ) 𝑥−5𝑒 5𝑦 ) 𝑑𝑥

𝑑𝑦 9𝑒 3𝑥 +𝑒 𝑥𝑦 𝑦
𝑑𝑥
= 𝑒 𝑥𝑦 𝑥−5𝑒 5𝑦

Related Rates
One of the applications of Calculus in real-life situation is problems regarding related
rates. In these problems, we can see two variables are changing with respect to time.
In line with that, we can understand the changes of one variable in relation to
another variable. Related rates problems are the most feared problems by the
students, but there are strategies to help them deal with it.

According to Birkett (2014), there are four steps in solving related rates problems.

1. Draw a picture of the physical situation,

2. Write an equation that relates the quantities of interest,
3. Take the derivative with respect to time of both sides of equation,
remember chain rule, and
4. Solve for the quantity you are after.

As one of the steps in solving related rates problem, we are going to write an equation
relating the variables together. Some of the relationships we are probably going to
use are: (1) geometric relationships, (2) trigonometric relationships, (3) Pythagorean
theorem, and (4) similar triangle relationships.

(DO_Q3_BasicCalculus _
33
Lesson9)
Example 1: A certain particle is moving from left to right following the path generated
𝑑𝑦
by 𝑦 = 5𝑥 2 𝑒 𝑥 . If the particle has a vertical rate of change of = 12 𝑓𝑡/𝑠𝑒𝑐 when 𝑥 =
𝑑𝑥
−1.

What is the horizontal rate of change if 𝑥 = −1

Solution:

i. Draw a picture of the situation.

The situation is simple since the function is already given.

ii. Write an equation for that relates the variable

Since the equation is given, we don’t need to find it anymore.
𝑦 = 5𝑥 2 𝑒 𝑥
iii. Find the derivative with respect to time.
𝑑𝑦 𝑑𝑥
= [5𝑥 2 ∙ 𝑒𝑥] differentiate with respect to 𝑡
𝑑𝑡 𝑑𝑡

𝑑𝑦 𝑑𝑥 𝑑𝑥
= 5𝑥 2 𝑒 𝑥 𝑑𝑡 + 10𝑥𝑒 𝑥 𝑑𝑡 by using product rule
𝑑𝑡
𝑑𝑦 𝑑𝑥
= (5𝑥 2 𝑒 𝑥 + 10𝑥𝑒 𝑥 ) by simplifying
𝑑𝑡 𝑑𝑡

iv. Solve for the variable you are after.

𝑑𝑦 𝑑𝑦
𝑑𝑡
is already given on the problem which is 𝑑𝑡
= 7 when 𝑥 = −1. So, to
𝑑𝑥
find the horizontal rate of change 𝑑𝑡
, will substitute the given to the
function.
𝑑𝑦 𝑑𝑥
= (5𝑥 2 𝑒 𝑥 + 10𝑥𝑒 𝑥 )
𝑑𝑡 𝑑𝑡
𝑑𝑥
(7) = (5(−1)2 𝑒 −1 + 10(−1)𝑒 −1 ) by substitution
𝑑𝑡
𝑑𝑥
7= (5𝑒 −1 − 10𝑒 −1 )
𝑑𝑡
𝑑𝑥 5 10
7= (
𝑑𝑡 𝑒
− 𝑒
)

𝑑𝑥 5
7= (− 𝑒) by simplifying
𝑑𝑡

𝑑𝑥 5
7 (− ) 𝑑𝑥
𝑑𝑡 𝑒
5 = 5 by isolating
(− ) (− ) 𝑑𝑡
𝑒 𝑒

𝑑𝑥 7𝑒
𝑑𝑡
=− 5
≈ −3.81 𝑓𝑡/𝑠𝑒𝑐

34 (DO_Q3_BasicCalculus _
Lesson9)
 7𝑒 𝑓𝑡
Therefore, the horizontal rate of change is − 5 𝑠𝑒𝑐
. The negative sign
indicates decreasing speed of the particle along the function.

What’s More

𝑑𝑦
Directions: Use implicit differentiation to find 𝑑𝑥
in terms of x and y.

1. sin 𝑦 − cos 𝑥𝑦 = 𝑥 − 𝑦 2. 𝑒 𝑥 + cos 𝑦 = ln 𝑦 6

The Falling Ladder. A 36 feet long

leans against a vertical wall.
𝑑𝑦 𝑓𝑡
Unfortunately, it rains and the = −3
𝑑𝑡 𝑠
ladder slips downward at a rate of 4
feet per second. How fast does the
lower end of ladder slips on the
ground when it is 20 feet from the 𝑑𝑥
wall? =?
𝑑𝑡

What I Can Do

A cylindrical tank 2 m tall, and 1 m wide, and was initially full of water. It is now
𝑐𝑚3
being drained at the rate of 15 𝑠
. At what rate is the water level falling when the
water is halfway down the tank?

(DO_Q3_BasicCalculus _
35
Lesson9)
 Assessment
Multiple Choice. Choose the letter of the best answer. Write your answer on a
separate sheet of paper.
1. An observer stands 2400 ft. away from a launch pad to observe a rocket
launch. The rocket blasts off and maintains a velocity of 200 ft/sec. Assume
the scenario can be modeled as a right triangle. How fast is the observer to
rocket distance changing when the rocket is 700 ft from the ground?
a. 56 𝑓𝑡/𝑠 c. 57 𝑓𝑡/𝑠
b. 52 𝑓𝑡/𝑠 d. 61 𝑓𝑡/𝑠
2. Emma is starting to clean up after a birthday party. She begins deflating each
spherical balloon by puncturing a hole in each. The air leaves the balloon at
a constant rate of 2 cm3/sec. How fast is the diameter changing when the
diameter is 8 cm?
1 1
a. − 16 𝜋 𝑐𝑚/𝑠 c. − 16 𝑐𝑚/𝑠
1 1
b. − 4 𝜋 𝑐𝑚/𝑠 d. − 4 𝑐𝑚/𝑠
3. Ethan is sitting on the edge of a dock tossing rocks into the water. As each
rock hits the water, small circles appear traveling outward from the point of
impact. The radius of the circle is changing at a rate of 5 in/sec. How fast is
the area of the outer circle changing when the diameter is 8 in?
a. 80𝜋 𝑖𝑛/𝑠 c. 20𝜋 𝑖𝑛/𝑠
b. 60𝜋 𝑖𝑛/𝑠 d. 40𝜋 𝑖𝑛/𝑠
4. Louisa and Karis were each dropped off at the same bus stop. Louisa’s bus
drops her of at 3:30 whereas Karis is dropped off ten minutes later. Louisa
runs home at a constant rate of 6 mph and Karis runs home at 3 mph. Louisa
lives north of the bus stop and Karis lives to the east. How fast is the area
formed by Louisa, Karis, and the bus stop changing at 4:00?
a. 7.5 𝑚𝑖 2 /ℎ𝑟 c. 9 𝑚𝑖 2 /ℎ𝑟
b. 8 𝑚𝑖 2 /ℎ𝑟 d. 6.25 𝑚𝑖 2 /ℎ𝑟
5. Devin set up a toy rocket. For safety, he stands 6 meters from the rocket. He
sets off the rocket and it heads straight up at a constant rate of 4 m/s. How
fast is the distance between the rocket and Devin changing after 2s?
a. −2.5 𝑚/𝑠 c. 2.5 𝑚/𝑠
b. 3.2 𝑚/𝑠 d. −3.2 𝑚/𝑠

(DO_Q3_BasicCalculus _
36 Lesson9)
• Alegre, H. C.(2016). Basic Calculus. Mandaluyong City 1550 Philippines: Anvil
Publishing Inc.
• Sullivan, M. (2012). Pre-Calculus Ninth Edition. United States of America:
Pearson Education, Inc.
• Kelly, W. M. (2006). The Complete Idiot’s Guide to Calculus Second Edition.
United States of America: Alpha Books
• Teaching Guide for Senior High School Basic Calculus (With permission to use
the concepts and examples)
• https://tutorial.math.lamar.edu/Classes /Calc/ComputingLImits.aspx
• https://www.analyzemath.com/calculus/limits/find_limits_functions.html
• https://www.onlinemathlearning.com/limits-calculus.html
• https://archives.math.utk.edu/visual.casual/1/limits.15/index.html
• https://www.math.ucdavis.edu/~kouba/CalcOneDIRECTORY/limcondirectory
/LimitConstant.html

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