Subject: Basic Calculus
Grade Level: Grade 11
Topic: Unit 2 Lesson 2.1 Limits of Exponential, Logarithmic, and Trigonometric
Functions and Lesson 2.2 Some Special Limits
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. 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 (sin(t))/t, (1-cos(t))/t, and (e^(t) - 1)/t and
using tables of values. STEM_BC11LC-IIIb-2
Learning within the curriculum:
1. The topic of continuity in functions is closely related to limits, as understanding
limits is essential to determining the continuity of a function at a point. This lesson
builds on the foundation of continuity by using limits to analyze function behavior.
2. The concept of derivatives is a natural extension of limits, as derivatives are
defined as the limit of the average rate of change of a function as the interval
approaches zero. This lesson prepares students for understanding differentiation by
first solidifying their grasp on limits.
Learning across the curriculum:
1. In Physics, the concept of instantaneous velocity is derived from limits, as it is
defined as the limit of the average velocity over an interval as the interval
approaches zero. This connection shows how limits are applied in real-world
scenarios.
2. In Economics, understanding marginal cost and marginal revenue involves the
use of limits to analyze the behavior of cost and revenue functions at specific
production levels, further demonstrating the significance of limits in various fields.
Elicit:
Teaching Strategy: Cooperative Learning
Instructional Materials: None required
Anecdote 1: When I was younger, my grandfather used to tell me stories about how
he calculated the best times to plant crops by observing the weather patterns over
time. He would take note of how the weather changed gradually and how it affected
the growth of the plants, much like how we analyze limits in functions.
Anecdote 2: I remember a time when we had a family gathering, and we played a
game where we had to estimate how many candies were in a jar. The closer our
guesses were, the more points we got. This is similar to how limits help us find
precise values as we approach a certain point, leading us to the right answer.
Engage:
Teaching Strategy: Interactive Learning
Instructional Materials: None required
Energizer 1: "Guess the Limit" - Students will work in pairs and take turns sharing a
function while the other guesses the limit as it approaches a certain value. This will
get them thinking about how limits work in a fun, engaging way.
Energizer 2: "Limit Charades" - Students will act out different functions, and their
classmates will guess the limit of the function as it approaches a specific point. This
encourages physical movement and active participation without needing any
materials.
Explore:
Activities
Activity 1: Limit Exploration with Tables
Teaching Strategy: Inquiry-Based Learning
Materials: Graph paper, calculators, and function cards (provided by the teacher)
Significance: This activity allows students to visualize limits through data collection
and graphical representation.
Instructions:
1. Each group will receive different functions to analyze using tables of values.
2. Students will compute the limits as they approach a specific point using their
tables.
3. Students will graph their findings and present to the class.
Rubrics:
- Clarity of presentation: 5 pts.
- Accuracy of computations: 5 pts.
- Quality of graphs: 5 pts.
Assessment Questions:
1. What was the limit you found for your function?
2. How did you determine the limits using your tables?
3. What patterns did you observe in your graphs?
Activity 2: Limit Analysis without Resources
Teaching Strategy: Reflective Learning
Materials: None required
Significance: This activity promotes critical thinking as students analyze limits
conceptually without relying on calculations.
Instructions:
1. Students will be divided into groups and asked to discuss the meaning and
significance of the expressions (sin(t))/t, (1-cos(t))/t, and (e^(t) - 1)/t.
2. Each group will explain their understanding of these limits and how they relate to
real-world applications.
3. Groups will share their insights with the class.
Rubrics:
- Depth of discussion: 5 pts.
- Engagement with peers: 5 pts.
- Quality of explanation: 5 pts.
Assessment Questions:
1. What does the expression (sin(t))/t approach as t approaches 0?
2. Why is understanding these limits important in calculus?
3. Can you think of a real-life scenario where these limits might apply?
Explain:
The main point of this lesson is to deepen students' understanding of limits, which
serve as foundational concepts in calculus. Recognizing patterns in functions as they
approach certain points is crucial for further studies in calculus, especially in
derivatives and continuity. Understanding limits aids in grasping how functions
behave near specific values, which is essential for problem-solving in calculus.
Concept 1 - The Squeeze Theorem: This theorem helps determine the limit of a
function by "squeezing" it between two other functions that have the same limit at a
point. This concept reinforces the idea that limits can be approached from different
angles, enhancing comprehension.
Concept 2 - One-Sided Limits: Understanding one-sided limits is crucial for
analyzing the behavior of functions at specific points, especially when dealing with
discontinuities. This concept emphasizes that limits can differ when approaching
from the left or the right, providing a more comprehensive view of function behavior.
Elaborate:
Teaching Strategy: Project-Based Learning
1. Task: Students will create a real-life scenario where limits play a critical role, such
as in physics or economics, and present their findings to the class.
2. Task: Students will design a poster or infographic that explains a limit concept and
its application in a chosen field.
Discussion: After presentations, students will discuss how limits are not just
abstract concepts but are applicable in various real-world scenarios, enhancing their
understanding and appreciation of calculus.
Evaluate:
Teaching Strategy: Formative Assessment
Questions:
1. What is the limit of (sin(t))/t as t approaches 0?
2. How can limits be used to determine the continuity of a function?
3. What is the significance of limits in calculus?
For Higher Order Thinking Skills:
Questions:
1. How would you apply the concept of limits to solve a real-world problem?
2. What might happen if limits did not exist in calculus?
3. Can you create a function that does not have a limit at a certain point and explain
why?
Answers:
1. Applying limits can help analyze instantaneous rates of change, such as speed or
cost, in various scenarios.
2. Without limits, many fundamental principles of calculus, such as derivatives and
integrals, would be impossible to define, hindering mathematical progress.
3. A function like f(x) = 1/(x-2) does not have a limit as x approaches 2 because it
approaches infinity, illustrating a discontinuity.
Extend:
Teaching Strategy: Contextualized Teaching
Instructional Materials: None required
Usecase 1: Students can explore how limits are used to determine the speed of a
vehicle approaching a stop sign, emphasizing the practical implications of limits in
everyday life. They can analyze how the speed changes as the vehicle gets closer to
the sign.
Usecase 2: Students can investigate how limits apply in calculating the maximum
profit for a business as production levels change, showcasing the application of limits
in economics and business decision-making. They can create a hypothetical
scenario to illustrate this concept.
Assignment:
1. Research a real-world application of limits in a field of your choice (e.g., physics,
economics, biology) and write a one-page report explaining how limits are used in
that context. This assignment will encourage students to connect classroom learning
with real-life applications and promote research skills.
