SENIOR

Basic Calculus HIGH

SCHOOL

Illustration of Module

Limit Laws 2
Quarter 3
Basic Calculus
Quarter 3 – Module 2: Illustration of Limit Laws!
First Edition, 2020

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Published by the Department of Education Division of Pasig City

Development Team of the Module

Writer: Erwin C. Lugtu
Editors: Nenet M. Peñaranda
Reviewers: Emma G. Gonzalvo, Raffy D. Maga, Annie Ascotia, and Ron Robert Peca𝑛̃a
Illustrator:
Layout Artist:
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera, Ed. D.
OIC-Assistant Schools Division Superintendent
Victor M. Javeña, Ed D.
Chief - School Governance and Operations Division
Manuel A. Laguerta, Ed. D.
Chief- Curriculum Implementation Division
Education Program Supervisors
1. Librada L. Agon, Ed. D., EPP/TLE
2. Liza A. Alvarez, Science
3. Bernard R. Balitao, Araling Panlipunan
4. Joselito E. Calios, English
5. Norlyn D. Conde, Ed. D., MAPEH
6. Wilma Q. Del Rosario, LRMS
7. Ma. Teresita E. Herrera, Ed. D., Filipino
8. Perlita M. Ignacio, Ph. D., ESP/SPED
9. Dulce O. Santos, Ed. D., Kinder/MTB
10. Teresita P. Tagulao, Ed. D., Mathematics
Printed in the Philippines by Department of Education Division of Pasig City
 SENIOR
Basic Calculus HIGH
SCHOOL

Module

2
Illustration of
Quarter 3

Limit Laws
Introductory Message

For the facilitator:

Welcome to the Basic Calculus (Senior High School) Module on Illustration of Limit
Laws!

This module was collaboratively designed, developed and reviewed by educators from
Schools Division Office of Pasig City headed by its Officer-In-Charge Schools Division
Superintendent, Ma. Evalou Concepcion A. Agustin in partnership with the Local
Government of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto.
The writers utilized the standards set by the K to 12 Curriculum using the Most
Essential Learning Competencies (MELC) while overcoming their personal, social,
and economic constraints in schooling.

This learning material hopes to engage the learners into guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs namely: Communication,
Collaboration, Creativity, Critical Thinking and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Moreover, you are expected to encourage and assist the learners
as they do the tasks included in the module.
For the learner:

Welcome to the Basic Calculus: Module on Illustration of Limit Laws!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning material while being an active learner.

This module has the following parts and corresponding icons:

Expectation - These are what you will be able to know after completing the
lessons in the module

Pretest - This will measure your prior knowledge and the concepts to be
mastered throughout the lesson.

Recap - This section will measure what learnings and skills that you
understand from the previous lesson.

Lesson- This section will discuss the topic for this module.

Activities - This is a set of activities you will perform.

Wrap Up- This section summarizes the concepts and applications of the
lessons.

Valuing-this part will check the integration of values in the learning

competency.

Posttest - This will measure how much you have learned from the entire
module.
 EXPECTATION

Lesson: Illustration of Limit Laws

Learning Objective:

At the end of the learning episode, you are expected to:

1. illustrate the limit laws.

PRETEST

A. Find the given limit.

1. lim 1 2. lim 𝑥
𝑥→−2 𝑥→−2
B. Given that lim 𝑓(𝑥) = 5 and lim 𝑔(𝑥) = 9, find the following limits by applying the
𝑥→𝑐 𝑥→𝑐
limit laws:
𝑓(𝑥)
1. lim[𝑓(𝑥) + 𝑔(𝑥)] 4. lim
𝑥→𝑐 𝑥→𝑐 𝑔(𝑥)

2. lim[𝑓(𝑥) − 𝑔(𝑥)] 5. lim √𝑔(𝑥)

𝑥→𝑐 𝑥→𝑐

3. lim[𝑓(𝑥)𝑔(𝑥)] 6. lim [2 ∗ 𝑓(𝑥)]

𝑥→𝑐 𝑥→𝑐

RECAP

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
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

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

In the previous module, you have learned that the limit of a function
can be determined in two ways: (1) construct a table of values and study the
behavior of the function values as x approaches its indicated value, or (2)
sketch the graph of the function and study the behavior of the function as it
goes closer to the given value of x from both directions. But these methods
can be time-consuming and tedious. Nonetheless, following certain rules on
limits can help simplify this process.

LESSON

Limit Laws:

In the following statements, c is a constant, and f and g are functions

which may or may not have c in their domains. We also assume that the limits
of f and g both exist as x approaches c and that they are L and M, respectively.
In other words, lim 𝑓(𝑥) = 𝐿 and lim 𝑔(𝑥) = 𝑀.
𝑥→𝑐 𝑥→𝑐

1. Constant Rule. If k is any constant, then lim 𝑘 = 𝑘

𝑥→𝑐

Examples:

lim 4 = 4 lim 4 = 4 lim 4 = 4 lim 4 = 4

𝑥→0 𝑥→−3 𝑥→1/2 𝑥→−5/4

2. Identity Rule. lim 𝑥 = 𝑐

𝑥→𝑐

Examples:
2
lim 𝑥 = 5 lim 𝑥 = −1 lim 𝑥 = lim 𝑥 = 0
𝑥→5 𝑥→−1 𝑥→2/3 3 𝑥→0
3. Constant Multiple Rule. If k is any constant, then

lim [𝑘 ∗ 𝑓 (𝑥 )] = 𝑘 lim 𝑓 (𝑥 ) = 𝑘 ∗ 𝐿
𝑥→𝑐 𝑥→𝑐

Examples: If lim 𝑓(𝑥) = 3, then lim [4 ∗ 𝑓(𝑥 )] = 4 lim 𝑓 (𝑥 ) = 4 ∗ 3 = 12

𝑥→𝑐 𝑥→𝑐 𝑥→𝑐

1 1
If lim 𝑓(𝑥) = , then lim [−2 ∗ 𝑓 (𝑥 )] = −2 lim 𝑓 (𝑥 ) = −2 ∗ = −1
𝑥→𝑐 2 𝑥→𝑐 𝑥→𝑐 2

4. Sum Rule. lim [𝑓(𝑥 ) + 𝑔(𝑥 )] = lim 𝑓 (𝑥 ) + lim 𝑔(𝑥 ) = 𝐿 + 𝑀

𝑥→𝑐 𝑥→𝑐 𝑥→𝑐

Examples: If lim 𝑓(𝑥) = 1 and lim 𝑔(𝑥) = −3, then

𝑥→𝑐 𝑥→𝑐

lim [𝑓 (𝑥 ) + 𝑔(𝑥 )] = lim 𝑓(𝑥 ) + lim 𝑔(𝑥 ) = 1 + (−3) = −2

𝑥→𝑐 𝑥→𝑐 𝑥→𝑐

5. Difference Rule. lim [𝑓 (𝑥 ) − 𝑔(𝑥 )] = lim 𝑓 (𝑥 ) − lim 𝑔(𝑥 ) = 𝐿 − 𝑀

𝑥→𝑐 𝑥→𝑐 𝑥→𝑐

Examples: If lim 𝑓(𝑥) = 1 and lim 𝑔(𝑥) = −3, then

𝑥→𝑐 𝑥→𝑐

lim [𝑓(𝑥 ) − 𝑔(𝑥 )] = lim 𝑓 (𝑥 ) − lim 𝑔(𝑥 ) = 1 − (−3) = 4

𝑥→𝑐 𝑥→𝑐 𝑥→𝑐

6. Product Rule. lim [𝑓 (𝑥 ) ∗ 𝑔(𝑥 )] = lim 𝑓 (𝑥 ) ∗ lim 𝑔(𝑥 ) = 𝐿 ∗ 𝑀

𝑥→𝑐 𝑥→𝑐 𝑥→𝑐

Examples: If lim 𝑓(𝑥) = 1 and lim 𝑔(𝑥) = −3, then

𝑥→𝑐 𝑥→𝑐

lim [𝑓 (𝑥 ) ∗ 𝑔(𝑥 )] = lim 𝑓 (𝑥 ) ∗ lim 𝑔(𝑥 ) = 1 ∗ (−3) = −3

𝑥→𝑐 𝑥→𝑐 𝑥→𝑐

Note:

• The Sum, Difference, and Product Rules may be applied to sums, differences,
and products of more than two functions.
• The Constant Multiple Rule is a special case of the Product Rule. Indeed, in
the Product Rule, if the first function 𝑓(𝑥) is a constant function, the result is
the Constant Multiple Rule.

𝑓(𝑥) lim 𝑓(𝑥) 𝐿

7. Quotient Rule. lim = 𝑥→𝑐 = 𝑀 , 𝑝𝑟𝑜𝑣𝑖𝑑𝑒𝑑 𝑀 ≠ 0.
𝑥→𝑐 𝑔(𝑥) lim 𝑔(𝑥)
𝑥→𝑐

Examples: If lim 𝑓(𝑥) = 1 and lim 𝑔(𝑥) = −3, then

𝑥→𝑐 𝑥→𝑐

lim 𝑓 (𝑥 )
𝑓(𝑥) 𝑥→𝑐 1 1
lim = = =−
𝑥→𝑐 𝑔(𝑥) lim 𝑔(𝑥 ) −3 3
𝑥→𝑐
 𝑓(𝑥) lim 𝑓(𝑥) 2
If lim 𝑓(𝑥) = 2 and lim 𝑔(𝑥) = 0, then lim = 𝑥→𝑐 = 0 which not
𝑥→𝑐 𝑥→𝑐 𝑥→𝑐 𝑔(𝑥) lim 𝑔(𝑥)
𝑥→𝑐
defined. Therefore, the limit does not exist.

8. Power Rule. If n is a positive integer, then

lim [𝑓 (𝑥 )]𝑛 = [lim 𝑓 (𝑥 )]𝑛 = 𝐿𝑛

𝑥→𝑐 𝑥→𝑐

Examples: If lim 𝑓(𝑥) = 4, then lim [𝑓 (𝑥 )]2 = [lim 𝑓 (𝑥 )]2 = 42 = 16

𝑥→𝑐 𝑥→𝑐 𝑥→𝑐

9. Root Rule. If n is a positive integer, then

𝑛 𝑛
lim √𝑓(𝑥) = 𝑛√ lim 𝑓(𝑥) = √𝐿
𝑥→𝑐 𝑥→𝑐

3 3
Examples: If lim 𝑓(𝑥) = 8, then lim √𝑓(𝑥) = 3√ lim 𝑓(𝑥) = √8 = 2
𝑥→𝑐 𝑥→𝑐 𝑥→𝑐

If lim 𝑓(𝑥) = −4, then lim √𝑓(𝑥) = √ lim 𝑓(𝑥) = √−4 which is not
𝑥→𝑐 𝑥→𝑐 𝑥→𝑐

a real number. Therefore, the limit does not exist.

ACTIVITIES

A. Evaluate the given limits.

1. lim 0 3. lim 6
𝑥→−1 𝑥→0
2. lim 𝑥 4. lim1 𝑥
𝑥→−1 𝑥→
2
B. Given lim 𝑓(𝑥) = −1 and lim 𝑔(𝑥) = 5, evaluate the following limits:
𝑥→𝑐 𝑥→𝑐
1. lim[3 ∗ 𝑓(𝑥)] 4. lim [𝑓(𝑥)𝑔(𝑥)]
𝑥→𝑐 𝑥→𝑐

𝑓(𝑥)
2. lim[𝑓(𝑥) + 𝑔(𝑥)] 5. lim
𝑥→𝑐 𝑥→𝑐 𝑔(𝑥)

3. lim[𝑓(𝑥) − 𝑔(𝑥)] 6. lim √𝑓(𝑥)

𝑥→𝑐 𝑥→𝑐
 WRAP–UP

To wrap-up, illustrate the following laws/rules on limits:

1. Constant Rule 6. Product Rule

2. Identity Rule 7. Quotient Rule

3. Constant Multiple Rule 8. Power Rule

4. Sum/Difference Rule 9. Root Rule

VALUING

In life, we are sometimes taught on different process on how to solve a

specific problem. Some of these problems, if not all, are tedious to solve. Like
in finding the limit of a function that the table of values and sketch of the
graph are used. But, there are some rules or laws that will find the limit of a
function easier and faster that we can relate to our own problems and
challenges in life. At first, we hardly understand them because of their
complex quality, but because of certain rules and laws, solving them will be
easier.
As a student, what are your experiences in life that you realized that
following certain rules or laws made your problem solving easier?
 POSTTEST

A. Evaluate the given limits.

2
1. lim 3 3. lim √2
𝑥→0 𝑥→−3
2. lim5 𝑥 4. lim 𝑥
𝑥→ 𝑥→−1
2
1
B. Given lim 𝑓(𝑥) = 4 and lim 𝑔(𝑥) = 4, evaluate the following limits:
𝑥→𝑐 𝑥→𝑐
1. lim[−2 ∗ 𝑓(𝑥)] 2. lim [𝑓(𝑥)𝑔(𝑥)]
𝑥→𝑐 𝑥→𝑐

𝑓(𝑥)
3. lim[𝑓(𝑥) + 𝑔(𝑥)] 5. lim
𝑥→𝑐 𝑥→𝑐 𝑔(𝑥)

4. lim[𝑓(𝑥) − 𝑔(𝑥)] 6. lim √𝑔(𝑥)

𝑥→𝑐 𝑥→𝑐
 KEY TO CORRECTION

REFERENCES

BOOK

Canlapan, Raymond B. Basic Calculus. Diwa Learning Systems, Inc., Makati

City. 2017
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.