Subject: Basic Calculus
Grade Level: Grade 11
Topic: Unit 1 Lesson 1.1 Limits of a Function and Lesson 1.2 The Limits of a
Function at c versus the values of the Function at c
Content Standard: The learners demonstrate an understanding of the basic concepts
of limit and continuity of a function.
Performance Standard: The learner shall be able to formulate and solve accurately
real-life problems involving continuity of functions.
Objective:
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 the limit of f(x) and f(c) as x approaches to c.
STEM_BC11LC-IIIa-2
Learning within the curriculum:
1. Understanding continuity and discontinuity of functions, as students explore how
limits relate to the behavior of functions at specific points. This topic connects to the
current lesson by allowing students to see how limits can indicate points of
discontinuity.
2. Exploring the concept of derivatives, where limits play a crucial role in defining the
derivative of a function. This extends the current lesson as students learn how limits
are foundational in understanding rates of change.
Learning across the curriculum:
1. In Physics, the concept of instantaneous velocity is derived from limits,
demonstrating how calculus is applied to real-world motion problems. This
connection helps students understand the relevance of limits beyond mathematics.
2. In Economics, understanding marginal cost and revenue involves limits, as these
concepts require evaluating the behavior of cost and revenue functions as
production levels change. This highlights the application of limits in analyzing
economic models.
Elicit:
Teaching Strategy: Cooperative Learning
Instructional Materials: Whiteboard, markers
Anecdote 1: In Filipino culture, we often say "Mahalaga ang bawat saglit" (Every
moment is important). Just like how we need to consider every point on a graph to
understand the limit of a function, we value every moment in our lives.
Anecdote 2: When preparing for a fiesta, we set up our decorations carefully,
ensuring everything is in place. Similarly, when evaluating limits, we must ensure we
understand how each value contributes to the overall function.
Engage:
Teaching Strategy: Interactive Learning
Instructional Materials: Graph paper, rulers
Energizer 1: "Limit Relay" - In groups, students will create a simple graph on graph
paper, plotting points for a given function. They will then take turns explaining how
they would find the limit at a certain point.
Energizer 2: "Limiting Beliefs" - Students will pair up and discuss what they think
limits mean in their lives, relating it to the mathematical concept of limits. No
materials are needed, making it inclusive for all students.
Explore:
Activities
Activity 1: Table of Values and Graphing
Teaching Strategy: Discovery Learning
Materials: Graph paper, calculators
Significance: This activity allows students to visualize how limits work through both
tabular and graphical representations.
Instructions:
1. Choose a function, such as f(x) = 2x + 1.
2. Create a table of values for x approaching a certain value, for example, x = 2.
3. Graph the function and mark the points from the table to observe the limit visually.
Rubrics:
- Accuracy of table: 5 pts.
- Correct graphing: 5 pts.
- Explanation of limit: 5 pts.
Assessment Questions:
1. What values did you find as x approached 2?
2. How does the graph illustrate the limit?
3. What does the limit tell us about the function at that point?
Activity 2: Comparing f(x) and f(c)
Teaching Strategy: Inquiry-Based Learning
Materials: Whiteboard, markers
Significance: This activity helps students analyze the difference between the limit
and the function's value at a specific point.
Instructions:
1. Choose a function, such as f(x) = x^2.
2. Determine f(c) for c = 3 and find the limit as x approaches 3.
3. Discuss the findings in pairs and share insights with the class.
Rubrics:
- Understanding of f(c): 5 pts.
- Clarity in explaining limit: 5 pts.
- Group participation: 5 pts.
Assessment Questions:
1. What is f(c) when c = 3?
2. What is the limit of f(x) as x approaches 3?
3. How do f(c) and the limit compare?
Explain:
The limit of a function describes how the function behaves as it approaches a certain
point, which is crucial for understanding continuity and derivatives. Recognizing the
difference between f(x) and f(c) as x approaches c helps clarify concepts of
continuity and discontinuity in functions. Understanding these concepts allows
students to analyze functions more effectively and apply them in real-world
scenarios.
Elaborate:
Teaching Strategy: Project-Based Learning
1. Task: Create a project where students must find a real-world application of limits,
such as in physics or economics.
2. Task: Present findings to the class, explaining how limits apply in their chosen
context.
Discussion: Students will discuss their projects, focusing on how the concept of
limits is relevant in various fields.
Evaluate:
Teaching Strategy: Formative Assessment
Questions:
1. Explain what a limit is in your own words.
2. How does the limit of a function inform us about its behavior near a specific point?
3. Describe a real-life situation where understanding limits would be beneficial.
For Higher Order Thinking Skills:
Questions:
1. Why is it important to distinguish between f(x) and f(c)?
2. How would the concept of limits change if we considered a discontinuous
function?
3. Create a scenario where limits might not exist and explain why.
Answers:
1. Understanding the difference helps clarify the concept of continuity.
2. Discontinuous functions may have different behaviors when approaching a point,
affecting limits.
3. A function with an asymptote does not have a limit at that point due to infinite
behavior.
Extend:
Teaching Strategy: Contextual Learning
Instructional Materials: Local community examples
Usecase 1: Students can analyze traffic patterns in their community, using limits to
understand peak traffic times and how they can predict traffic flow. This application
relates mathematics to everyday situations.
Usecase 2: Students can explore environmental data, such as pollution levels, and
use limits to assess how levels change over time, helping them understand the
importance of limits in ecological studies.
Assignment:
1. Research a real-world application of limits in a field of your choice (science,
economics, etc.) and write a short report explaining how limits are used in that
context. Use inquiry-based learning to guide your research.
