STM 002

Basic Calculus

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Syllabus

PEN Code: STM 002

Number of Hours: 3 hours every week

PEN Subject Title: Basic Calculus

Prerequisite: Pre – Calculus

A. Subject Description:
At the end of the course, the students must know how to determine the limit of a function, differentiate,
and integrate algebraic, exponential, logarithmic, and trigonometric functions in one variable, and to formulate
and solve problems involving continuity, extreme values, related rates, population models, and areas of plane
regions.

B. Objectives:
At the end of the course, the students should be able to:
1. Demonstrate an understanding of the basic concepts of limit and continuity of a function.
2. Differentiate and integrate algebraic, exponential, logarithmic, and trigonometric functions in
one variable; and to solve real-life problems.
3. Demonstrate an understanding of basic concepts of derivatives, antiderivatives and Riemann
Integral.

C. Subject Outline and Time Allotment:

Main Topics/Activities Schedule /
Topic # Day #

1 ORIENTATION OF THE SUBJECT 1

Limit of a function using table of values and graph of the function 2

Limit Laws 3

Evaluating Limit of Functions 4

Computing Limits of Algebraic and Trigonometric Functions 5

Continuity of a Function 6

Intermediate Value Theorem 7

3RD ACHIEVEMENT TEST 8

Slope of the Tangent Line 9

 2 Definition of a Derivative of a Function 10

Differentiation Rules 11

Derivative of of an Algebraic, Exponential and Trigonometric Functions 12

Optimization Problems 13

3RD PERIODICAL TEST 14

Higher Order Derivatives of Functions 15

Chain Rule for Differentiation 16

Solving Problems using Chain Rule 17

Implicit Differentiation 18

19
Related Rates

4TH ACHIEVEMENT TEST 20

3 Illustrating the Antiderivative of Function 21

Computing for the Antiderivative of Algebraic, Exponential and 22

Trigonometric Function

Situational Problems Involving Exponential Growth and Decay 23

Area of a Region under a Curve using Riemann Sums 24

Fundamental Theorem of Calculus 25

4TH PERIODICAL TEST 26

D. References:
(1) Comandante, Felipe L. Jr., Differential Calculus Made Easy! (MetricEdition)
(2) Leithold, Louis. The Calculus 7. USA: Pearson Education Asia Pte. Ltd., 1996

E. Grading System:

Quarter Grade Components:

Quarter Grade = 25% Written Works + 45% Performance Tasks + 30% Quarterly Assessment
F. Contact Information

Teacher:
Email address:
Contact Number:

Dean’s Name and Signature

 STM 002: BASIC CALCULUS
Module #1 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Orientation of the Subject Materials:

Learning Targets: SAS, Board and pen, E-learning Materials
At the end of the module, students will be able to:

1. Orient students on the content of the subject and

expected learning outcome; References:
2. Discuss the grading system and components of the DIWA Senior High School Series: Basic
subject; Calculus by R. Canlapan
3. Discuss classroom rules and guidelines.

I. Introduction
Hello, PHINMA Ed students! Welcome to STM 002: BASIC CALCULUS. You have passed all
the competencies and requirements of your Pre-Calculus Class! Before exploring the wonders
of the Differential and Integral Calculus formula, can you recall some of the topics you have
mastered from the previous semester under Pre-Calculus class? Why are those past lessons
important to our lessons?

Below is the syllabus for STM 002: Basic Calculus.

Main Topics/Activities Schedule /
Topic # Day #

1 ORIENTATION OF THE SUBJECT 1

Limit of a function using table of values and graph of the function 2

Limit Laws 3

Evaluating Limit of Functions 4

Computing Limits of Algebraic and Trigonometric Functions 5

Continuity of a Function 6

Intermediate Value Theorem 7

3RD ACHIEVEMENT TEST 8

Slope of the Tangent Line 9

This document is the property of PHINMA EDUCATION

 STM 002: BASIC CALCULUS
Module #1 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

2 Definition of a Derivative of a Function 10

Differentiation Rules 11
Derivative of of an Algebraic, Exponential and Trigonometric 12
Functions

Optimization Problems 13

3RD PERIODICAL TEST 14

Higher Order Derivatives of Functions 15

Chain Rule for Differentiation 16

Solving Problems using Chain Rule 17

Implicit Differentiation 18

Related Rates 19

4TH ACHIEVEMENT TEST 20

3 Illustrating the Antiderivative of Function 21

Computing for the Antiderivative of Algebraic, Exponential 22

and Trigonometric Function
Situational Problems Involving Exponential Growth and Decay 23

Area of a Region under a Curve using Riemann Sums 24

Fundamental Theorem of Calculus 25

4TH PERIODICAL TEST 26

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 STM 002: BASIC CALCULUS
Module #1 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

To pass a course, a student must obtain a Final Grade of at least 75.

The Final Grade is computed as follows:

Q1: Final Grade (FG) = Class Standing
Q2: Final Grade (FG) = Class Standing
Final Grade: (Q1 grade + Q2 Grade) / 2

Written Works: 35%

Performance Tasks: 40%
Quarterly Assessment: 25%

Activity 1: Hook Activity

Direction: Read and answer the questions below.

Calculus is a field of mathematics which deals with the concept of the rate of change of one
quantity with respect to the other. This branch of mathematics evolved from Algebra, Arithmetic and
Geometry. Today, Calculus is being employed in various fields, such as business, economics, and
physical, biological and social sciences.

How does Algebra and Calculus differ? The concept of algebra is static, while calculus is
dynamic. Draw a line that matches the upper box to the lower box which you think is the difference
between basic/elementary mathematics from calculus.

In Basic Mathematics

Slope of a Line Average velocity and Length of a Area of Region Center of circle
y = mx + b acceleration Segment Bounded by Line
Segments

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 STM 002: BASIC CALCULUS
Module #1 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Length of a curve Centroid of a Region Area of Region Instantaneous Slope of a Curve

Bounded by velocity and y = f(x)
Curves acceleration
In Calculus

Activity 2: Check for Understanding

Almost done! Let’s check how much you’ve learned from our lesson today.
Directions: Answer the following questions (at least five sentences).

1. What is the relation of Calculus in your daily life?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Why do you need to study Basic Calculus?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. What do you expect to learn in Basic Calculus?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #1 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 2: Thinking about Learning

Great Job! You did very well today. Now, color the box of the module that you have finished
[Link]’re done with the session. Let’s track your progress.

Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
How did you overcome those challenges?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #2 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Limit of a function using table of values and Materials:

graph of the function SAS, Board and pen, E-learning Materials
Learning Targets:
At the end of the module, students will be able to:

1. Estimate a limit using algebraic, numerical and

graphical approach; References:
2. Use a table and a graph to illustrate the limit of a DIWA Senior High School Series: Basic
function. Calculus by R. Canlapan

A. LESSON PREVIEW/REVIEW

I. Introduction
Hello, PHINMA Ed students! Welcome to STM 002: BASIC CALCULUS. You have passed all the
competencies and requirements of your Pre-Calculus Class! Before exploring the wonders of the
Differential and Integral Calculus formula, can you recall some of the topics you have mastered from
the previous semester under Pre-Calculus class? Why are those past lessons important to our
lessons?

Pretest
Directions: To check your knowledge from your previous lessons of your Pre-Calculus, can you cite
one topic and give two (2) examples?

TOPIC

Example 1

Example 2

Activity 1. What I Know (3 minutes)

In this part, fill in the first column “What I Know” about the given questions below. Don’t worry there are no
wrong answers in this part.

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 STM 002: BASIC CALCULUS
Module #2 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

What I Know Questions What I Learned (Activity

4)

1. What is the limit of a

function?

2. Do you have an idea on

how to illustrate the limit of
a function? If yes, support
your answer. If not,
explain.

Great! You’ve shared your ideas about the question above.

B. MAIN LESSON
Activity 2: Content
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think
can help you in understanding the topic.

Limits
In Mathematics, the limit is the value or quantity that a function approaches as the end point or boundary. They
are important to higher mathematics like calculus in the analysis of derivatives and integrals. The study of limits
is the foundation of calculus, being the primary concept that recognizes calculus over the mathematics
subjects.

Definition of the Limit of a Function

Let f be a function defined 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. This is written as:

lim 𝑓(𝑥) = 𝐿
𝑥→𝑐

2
Example 1. Evaluate lim 3𝑥 using a table of values.
𝑥→2

Solution: Create a table of values then assign the values of x that are close to 2 and evaluate the
function at those values.

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 STM 002: BASIC CALCULUS
Module #2 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

2
Let f(x) = lim 3𝑥
𝑥→2

x 1.90 1.99 1.999 2 2.001 2.01 2.10

f(x) 10.83 11.8803 11.988003 12 12.012003 12.1203 13.23

Studying the table, you will see that from both

directions, as x assumes values closer to 2, the value
2 2
of lim 3𝑥 become closer to 12. Thus, you have lim 3𝑥 = 12.
𝑥→2 𝑥→2

2
𝑥 −4
Example 2. Find lim 𝑥−2
.
𝑥→2
2
𝑥 −4
Solution: Evaluate the f(x) = 𝑥−2
at x = 2, but f is not defined at x = 2.
This means that this function does not have a limit as x approaches 2.

Therefore, the limit does not exist.

x 1.9 1.99 1.999 2 2.001 2.01 2.1

undefined
f(x) 3.9 3.99 3.999 4.001 4.01 4.1

Let’s graph the f(x).

It is noticed that whenever x is close to 2,

the values of y = f(x) are close to 4. f is not defined
at x = 2, so the graph has a hole above x = 2,
but you only care about what f(x) is doing for x close
to but not equal to 1.

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 STM 002: BASIC CALCULUS
Module #2 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

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
𝑥→𝑐
assume a value different from f(c).

Existence of a Limit
The limit of a function as x → c exists if
● f(c) is defined; or
● f approaches the same value as x moves closer to c from both directions.

Activity 3: Skill-building Activities

Directions: Let us see now how much you know the lesson. Here are the activities below that you need to
answer. You can use the back portion of this SAS for your solution/s.

Exercise 1: Number Heads Together

2
Directions: Complete the table in finding the limits of the following: g(x) = 𝑥 + 2𝑥 − 3

1. lim 𝑔(𝑥)
𝑥→3

x 2.9 2.99 2.999 3 3.001 3.01 3.1

g(x)

2. lim 𝑔(𝑥)
𝑥→2

x 1.9 1.99 1.999 2 2.001 2.01 2.1

g(x)

3. lim 𝑔(𝑥)
𝑥→4

x 3.9 3.99 3.999 4 4.001 4.01 4.1

g(x)

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 STM 002: BASIC CALCULUS
Module #2 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Exercise 2: Mastery Learning Game

I. Directions: Find the limit of the following.

1. lim 4𝑥
𝑥→0

2
𝑥 −4
2. lim 𝑥−2
𝑥 → −1

2
3. lim 𝑥 + 𝑥 − 6
𝑥→2

II. Directions: Evaluate and graph the following limits.

2
2 𝑥 −𝑥−2
1. lim 𝑥 + 4𝑥 − 5 2. lim 𝑥−2
𝑥 → −3 𝑥→2

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 STM 002: BASIC CALCULUS
Module #2 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 4: What I Learned

Great! Let’s continue. This time, kindly go back to the Activity 1 What I Know, fill in the last column “What I
Learned” about the question regarding what you’ve read and studied. Don’t worry this will help you check if
you have already understood the lesson. There’s no need to look at your notes.

Activity 5: Check for Understanding

Almost done! Let’s check how much you’ve learned from our lesson today.
Directions: Answer the following questions (at least five sentences).

1. In your own words, how can you say that a limit exists or does not exist?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. What is the relation of Calculus in your daily life?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

3. Why do you need to study Basic Calculus?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

This document is the property of PHINMA EDUCATION

 STM 002: BASIC CALCULUS
Module #2 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

C. LESSON WRAP-UP
Activity 6: Thinking about Learning (5 minutes)
Great Job! You did very well today. Now, color the box of the module that you have finished [Link]’re done
with the session. Let’s track your progress.

Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none, what
advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

How did you overcome those challenges?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

This document is the property of PHINMA EDUCATION

 STM 002: BASIC CALCULUS
Module #3 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Limit Laws Materials:

Learning Targets: SAS, Board and pen, E-learning Materials
At the end of the module, students will be able to:
References:
1. Identify the different limit theorems; and The Calculus with Analytic Geometry
2. evaluate limits of functions using the appropriate 6th edition by Liethold, L.
theorem. Precalculus 6th edition by Barnett,
Ziegler and Byleen.

A. LESSON PREVIEW/REVIEW

I. Introduction

Good day students! In this session, you will explore the different limits of law. Get yourself
ready as we start our lesson today's lesson. Enjoy!

B. MAIN LESSON

II. Content and Skill-Building

Today, you will learn the different limit theorems and their definitions. You can highlight the
ideas that you think can help you in understanding the topic.

In the definition of each theorem, let c, L and M be any constant, n as any positive integer, and
f and g as the given functions, which have limits at k. If lim 𝑓(𝑥) = L and lim 𝑓(𝑥) = M, then:
𝑥→𝑘 𝑥→𝑘

Limit Theorem Definition

The Limit of a Constant Theorem lim = 𝑐
𝑥 →𝑘
Limit of a Function x 𝑥 = 𝑘
Limit of a Constant and a Function f(x) lim cf(x) = c lim f(x)
𝑥 →𝑘 𝑥 →𝑘

Limit of Sum and Difference of lim [𝑓(𝑥)± 𝑔(𝑥)] = L ± M

𝑥 →𝑘
Functions

Limit of Product of Functions lim [𝑓(𝑥)• 𝑔(𝑥)] = L • M

𝑥 →𝑘

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Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

𝑓(𝑥) 𝐿
Limit of Quotient of Functions lim ⎡ ⎤= ;M≠0
𝑥 →𝑘 ⎣ 𝑔(𝑥) ⎦ 𝑀

𝑛
Limit of Power of Functions ⎡ 𝑛 ⎤
lim [𝑓(𝑥)] = ⎢ lim 𝑓(𝑥)⎥
𝑥 →𝑘 ⎢ ⎥
⎣ 𝑥 →𝑘 ⎦
𝑛
Limit of Root of Functions lim 𝑓(𝑥) = 𝑛
lim 𝑓(𝑥) ; f(x) >0; n is even
𝑥 →𝑘 𝑥 →𝑘

Substitution Theorem lim f(x) = c lim f(k)

𝑥 →𝑘 𝑥 →𝑘

Examples:
The Limit of a Constant Theorem Limit of a Function x
= 𝑐 𝑥 = 𝑘
Example: Example:
1.) lim – 3 = - 3 1.) lim x = 1
𝑥 →4 𝑥 →1

1 1 1
2.) lim2 2
= 2
2.) lim1 x = 2
𝑥→3 𝑥→2

3.) lim π = π 3.) lim x =5.35

𝑥 →3 𝑥 →5.35

Note: The limit of a constant as x approaches to Note: The limit of a function x as x approaches
any constant is always equal to the given to any constant is always equal to constant.
constant.

Limit of a Constant and a Function f(x) Limit of Sum and Difference of Functions
lim cf(x) = c lim f(x) lim [𝑓(𝑥)± 𝑔(𝑥)] = L ± M
𝑥 →𝑘 𝑥 →𝑘 𝑥 →𝑘
Example: Example:
1.) lim 3x = 3(1) = 3 1.) lim x + 7 = lim x + lim 7 = 2 + 7 = 9
𝑥 →1 𝑥 →2 𝑥 →2 𝑥 →2

2.) lim1 – 6x = - 6
𝑥→2
( ) =3
1
2
2.) lim 4x – 2 = 4 lim x - lim 7
𝑥 →−3 𝑥 →2 𝑥 →2

= 4(-3) – 2

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Module #3 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

3.) lim 5x =5π = - 14

𝑥 →π

Limit of Product of Functions Limit of Quotient of Functions

lim [𝑓(𝑥)• 𝑔(𝑥)] = L • M lim ⎡
𝑓(𝑥) 𝐿
⎤= 𝑀 ;M≠0
𝑥 →𝑘 𝑥 →𝑘 ⎣ 𝑔(𝑥) ⎦
Example: Example:
1.) lim (8x)(x +5) = 8 lim x • ( lim x + lim 5) lim 𝑥
𝑥 →2 𝑥 →2 𝑥 →2 𝑥 →2 𝑥 𝑥 →5 5
1.) lim 2
= lim 2
= 2
𝑥 →5 𝑥 →5
= 8(2) • (2 + 5)
= 112 2.) lim
𝑥+5
=
2+5
𝑥 →2 3𝑥−2 3(2)−2

2.) lim (2x + 1) (x – 9) = [2(− 3) + 1] (-3 – 7

𝑥 →−3 = 6−2
9) 7
=
= (-5) (-12) 4

= 60
Limit of Power of Functions Limit of Root of Functions
𝑛 𝑛
⎡
𝑛 ⎤ lim 𝑓(𝑥) = 𝑛
lim 𝑓(𝑥) ; f(x) >0; n is even
lim [𝑓(𝑥)] = ⎢ lim 𝑓(𝑥)⎥ 𝑥 →𝑘 𝑥 →𝑘
𝑥 →𝑘 ⎢ 𝑥 →𝑘 ⎥
⎣ ⎦ Example:
Example:
4 1.) lim 𝑥= lim 𝑥
⎡
4 ⎤ 𝑥 →8 𝑥 →8
1.) lim x = ⎢ lim 𝑥⎥
𝑥 →2 ⎢ 𝑥 →2 ⎥
⎣ ⎦ = 8
= 24
= 4(2)
=16
=2 2
2.) lim 3x4 + 9x2 – 1
𝑥 →−3
2
4 2
2.) lim 3𝑥 − 2𝑥 + 8
= 3(-3) +9(-3) – 1 𝑥 →2

= 3(81) + 9(9) – 1 2
= 3(2) − 2(2) + 8
= 323
= 16
=4

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 STM 002: BASIC CALCULUS
Module #3 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 1. Check for Understanding

In this part, let us see now how much you know the lesson. Here are the activities below that you
need to answer. You can use another sheet of paper or the back portion of this SAS for your
solution/s.

Exercise 1: Number Heads Together

Directions: Apply the Properties of Limits to find the limit:

3 2
(
1.) lim 𝑥 + 5𝑥 − 10 =
𝑥→2
)
2
(
2.) lim 3𝑥 − 2𝑥 + 1 =
𝑥→1
)

( )=
4 3
𝑋 + 𝑋 +1
3.) lim 2
𝑥→1 𝑋 −9

2
4.) lim (2𝑥 + 6) =
𝑥→3

3 2
𝑥 −𝑥 −1
5.) lim =
𝑥→−5 𝑥+1

Exercise 2: Mastery Learning Game

Directions: Evaluate the following limits of function using the appropriate theorem. Try to find the
biblical verse above it. Your answer in every number in the matching type corresponds to the letters in
the biblical verse.
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
7 5 1 10 9 5 8 15 15 16 4 8 7 16
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
12 3 1 9 11 15 16 3 7 11 2 12
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
14 16 15 6 13 15 16 9 16 3 11 2 16 17 13
___ ___ ___ ___ ___ ___ ___ ___
10 3 11 15 5 8 18 17 16

COLUMN A COLUMN B

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 STM 002: BASIC CALCULUS
Module #3 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

____1.) lim (3x4 + 10x3 + 7x2 + 13x – 24) A. 10

𝑥→1

____2.) lim (6x3 – 12x2 + 20x – 15) B. 8

𝑥→2

____3.) 2 V. 23
lim 5𝑥 + 7𝑥 + 3
𝑥→2

____4.) 2
4𝑥 −𝑥+7 D. 9
lim 𝑥+9
𝑥→−1

____5.) 3
4𝑥 +9𝑥 −3𝑥+8
2
E. -9
lim 2
𝑥→−1 2𝑥 +5𝑥−1
____6.) 3 2
F.
3
lim − 5𝑥 − 7𝑥 − 𝑥 + 3 4
𝑥→−2

____7.) lim (x3 – 11x2 + 13x – 24) G. -57

𝑥→3

____8.) lim (24x2 – 8x + 10) H. 25

𝑥→− 4

____9.) 3
𝑥 −2𝑥 +5𝑥+0
2 I. -1
lim 𝑥
𝑥→2

____10.) 2
lim 5𝑥 − 12𝑥 + 3 L. -1/3
𝑥→2

____11.) lim (6x4 – 5x3 + 4x2 – 3x + 2) N. 37

𝑥→5

____12.) 2 O. -4
lim 𝑥 +𝑥+4
𝑥→2

____13.) lim (-5x3 + 2x2 – 3x +10) P. -1628

𝑥→7

____14.) lim (4x2 – 11x + 3) R. 1261

𝑥→4

____15.) lim (10x3 – 25x2 + 2x -11) S. 5/2

𝑥→6

____16.) lim (2x – 5) T. 3212

𝑥→−2

____17.) 2
2𝑥 + 𝑥 −1 U. 426
lim 𝑥+3
𝑥→0

____18.) 4
10𝑥 − 5𝑥 +2𝑥 −𝑥+10
3 2
Y. 17
lim 2
𝑥→1 𝑥 +𝑥

C. LESSON WRAP-UP

Thinking about Learning

Great Job! You did very well today. Now, color the box of the module that you have finished today.

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 STM 002: BASIC CALCULUS
Module #3 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

You’re done with the session. Let’s track your progress.

Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

How did you overcome those challenges?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #4 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Evaluating Limit of Functions Materials:

Learning Targets: SAS, Board and pen, E-learning Materials
At the end of the lesson the students should be able to:
References:
1. Apply the different techniques in evaluating the limits of The Calculus with Analytic Geometry
the different functions 6th edition by Liethold, L.
Precalculus 6th edition by Barnett,
Ziegler and Byleen.

A. LESSON PREVIEW/REVIEW

I. Introduction
We are done with evaluating the limits of the function using the different limits law. In this
session, you will be applying the limit laws in evaluating the limit of algebraic functions (polynomial,
rational, and radical).

Activity 1: Number Heads Together

Directions: Apply the Properties of Limits to find the limit:

3 2
(
1.) lim 𝑥 + 4𝑥 − 3 =
𝑥→2
)
3 2
(
2.) lim 2𝑥 − 3𝑥 + 𝑥 − 1 =
𝑥→1
)

( )=
4 3
𝑋 − 𝑋 +1
3.) lim 2
𝑥→1 𝑋 +9

2
4.) lim (𝑥 + 4) =
𝑥→3

2
𝑥 −𝑥−1
5.) lim =
𝑥→3 𝑥+1

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 STM 002: BASIC CALCULUS
Module #4 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 2: Hook Activity

One of the basic concepts of algebra in your Junior High Algebra is factoring, can you still
remember to do it? Let’s find out by answering the activity below.

I. Factor out the given algebraic expressions

1.) x2 – 9
2.) x2 + 5x + 6
3.) x2 + 3x – 10
4.) x2 – 8x + 16
5.) x3 + 125

II. Rationalize the following

1
1.)
3
4
2.)
5+ 3
𝑥−25
3.)
𝑥 −5

B. MAIN LESSON

II. Content and Skill-Building

Activity 3: Content Notes
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think
can help you in understanding the topic.

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 STM 002: BASIC CALCULUS
Module #4 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

By Direct Substitution
2
2𝑥 −𝑥 − 1
Consider lim 𝑥−1
.
𝑥 →1

2
2(1) −(1) − 1 0
lim (1)−1
= 0
= ∞.
𝑥 →1

You may conclude that this function does not exist at x= 1.

The function is not defined at x = 1, but when x is close to 1, the values of f(x) are getting very close
to 3.
Its graph also shows that it is very close to 3.
2
2𝑥 −𝑥 − 1 (2𝑥+1)(𝑥−1)
You could have found the same result by noting that f(x) = 𝑥−1
= 𝑥−1
= 2x + 1

2
2𝑥 −𝑥 − 1
Hence, it is valid to say that lim 𝑥−1
= 2x + 1 = 3.
𝑥 →1

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 STM 002: BASIC CALCULUS
Module #4 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

By Factoring
2
𝑥 +3𝑥−10
1.) Evaluate the lim 𝑥+5
.
𝑥 →−5

Using Direct Substitution,

2 2
𝑥 +3𝑥−10 (−5) +3(−5)−10 25−25 −10
lim 𝑥+5
= (−5)+5
= 0
= ∞. The limit does not exist.
𝑥 →−5

But if you are going to use factoring,

2
𝑥 +3𝑥−10 (𝑥+5)(𝑥−2)
lim 𝑥+5
= 𝑥+5
= (x – 2) Cancel the common factor x+ 5.
𝑥 →−5
lim (x – 2) = -5 – 2 = -7. Therefore, the limit of functions as x approaches to -5 is -7.
𝑥 →−5

𝑥−3
2.)Evaluate lim 2 .
𝑥 →3 𝑥 +4𝑥−21

Using Direct Substitution,

𝑥−3 3−3 0
lim 2 = 2 = 0
= ∞. The limit does not exist.
𝑥 →3 𝑥 +4𝑥−21 3 +4(3)−21

But if you are going to use factoring,

𝑥−3 𝑥−3 1
lim 2 = (𝑥 − 3)(𝑥 + 7) = 𝑥+7 Cancel the common factor x - 3.
𝑥 →3 𝑥 +4𝑥−21

1 1 1 1
lim 𝑥+7
= 3+7
= 10.
Therefore, the limit of functions as x approaches to 3 is 10.
𝑥 →3

By Rationalization or Conjugation

Example:
𝑥−25
1.) Evaluate lim .
𝑥 →25 𝑥 −5

Using Direct Substitution,

𝑥−25 25 −25 0
lim = = 0
= ∞. The limit does not exist.
𝑥 →25 𝑥 −5 25 −5

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 STM 002: BASIC CALCULUS
Module #4 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

By using Rationalization,
𝑥−25 𝑥 +5 ( 𝑥 +5)(𝑥−25)
• = 𝑥−25
= 𝑥 + 5
𝑥 −5 𝑥 +5

lim 𝑥 + 5 = 25 + 5 = 5 + 5 = 10. Therefore, the limit of functions as x approaches to 25

𝑥 →25
is 10.

11 − 𝑥
2.)Find lim .
𝑥 →121 121 − 𝑥

Using Direct Substitution,

11 − 𝑥 11 − 121 0
lim 121 − 𝑥
= 121 − 121
= 0
= ∞. The limit does not exist.
𝑥 →121

By using Rationalization,
11 − 𝑥 11 + 𝑥 121 − 𝑥 1
121 − 𝑥
• = = .
11 + 𝑥 (121−𝑥)(11 + 𝑥 ) 11 + 𝑥
1 1 1
lim .= 11 + 11
. = 22 . Therefore, the limit of functions as x approaches to 121
𝑥 →121 11 + 𝑥
1
is 22
.

Activity 4: Skill-building Activities

Let us see now how much you know the lesson. Here are the activities below that you need to
answer. You can use the back portion of this SAS for your solution/s.

Exercise 1: Number Heads Together

Directions: Evaluate the limits of the following:
2
𝑥 + 𝑥−6
1. lim 𝑥+3
𝑥 →−3

2
𝑥 +𝑥−6
2. lim 𝑥−2
𝑥 →2

2
𝑥 −1
3. lim
𝑥 →−1 𝑥 + 1

𝑥−2
4. lim 𝑥−4
𝑥 →4

This document is the property of PHINMA EDUCATION

 STM 002: BASIC CALCULUS
Module #4 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Exercise 2: Mastery Learning Game

Directions: Evaluate the limits of the following:

( )
2
𝑥 + 6𝑥+5
1. 𝑥+1

2. ( )
2
𝑥 −1
1−𝑥

( )
2
𝑥 − 5𝑥+4
3. 2
𝑥 −2

𝑥+2− 𝑥
4. 𝑥

𝑥+1−1
5. lim 𝑥
𝑥 →0

C. LESSON WRAP-UP

Activity 5: Thinking about Learning

Great Job! You did very well today. Now, color the box of the module that you have finished today.

You’re done with the session. Let’s track your progress.

Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If
none, what advice or tip you could give to your fellow classmates/students.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

How did you overcome those challenges?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

This document is the property of PHINMA EDUCATION

 STM 002: BASIC CALCULUS
Module #5 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Computing Limits of Algebraic and Materials:

Trigonometric Functions SAS, Board and pen, E-learning Materials
Learning Targets:
At the end of the lesson the students should be able to:
References:
1. Compute for the limits of the different functions The Calculus with Analytic Geometry
6th edition by Liethold, L.
Precalculus 6th edition by Barnett,
Ziegler and Byleen.

A. LESSON PREVIEW/REVIEW

I. Introduction
Good day, students! In this session, you will be exploring how to compute the limits of
exponential, logarithmic and trigonometric functions.

B. MAIN LESSON
Activity 1: Content Notes
Today, you will learn to define and compute the limits of exponential, logarithmic and trigonometric
functions. You can highlight the ideas that you think can help you in understanding the topic.

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 STM 002: BASIC CALCULUS
Module #5 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

If r > 0, then =0
𝑐
𝑟
𝑥
𝑟
if r > 0 and 𝑥 is real for x < 0 then =0
𝑐
𝑟
𝑥

𝑟
(ln 𝑙𝑛 𝑥 ) = ∞ 𝑥 = ∞ for even r

𝑟 𝑟
(ln 𝑙𝑛 𝑥 ) = - ∞ 𝑥 = ∞ and 𝑥 =− ∞ for odd r

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 STM 002: BASIC CALCULUS
Module #5 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Analyze the following graphs and its condition mentioned above the graph. Answer each question.

A. Look at the graph of f(x) = ex to determine the two basic limits. The first graph shows the function
over the interval [-2,4]. The next two graphs show what happens as x increases.

𝑥
From these, we conclude that 𝑒 = ________.

B. In the next series of graphs, the first graph shows f(x) = ex over the interval [-3,1]. The next two
graphs show what happens as x decreases without bound.

𝑥
From these, we conclude that 𝑒 = ________.

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 STM 002: BASIC CALCULUS
Module #5 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

C. Look at the graph of f(x) = ln x to determine its two basic limits. The first graph shows the function
over the interval [-1, 6]. The next two graphs show what happens as x increases.

From these, we conclude that ln 𝑙𝑛 𝑥 = ________.

D. In the next series of graphs, the first graph shows f(x) = ln x over the interval [-1, 1]. The next two
shows what happens as x approaches zero from the right.

From these, we conclude that ln 𝑙𝑛 𝑥 = __________.

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 STM 002: BASIC CALCULUS
Module #5 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Any questions? Let’s continue.

The trigonometric functions sine and cosine have four important limit properties:

lim sin x = sin c lim cos x = cos c

𝑥→𝑐 𝑥→𝑐

sin𝑠𝑖𝑛 𝑥 𝑥
lim 𝑥
=1 lim 𝑥
=0
𝑥→0 𝑥→0

Activity 2: Skill-building Activities

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 STM 002: BASIC CALCULUS
Module #5 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Since you’re done with the content notes, let us see now how much you know the lesson. Here are
the activities below that you need to answer. You can use the back portion of this SAS for your
solution/s.

Exercise 1: Number Heads Together

A. Directions: Compute the limits of exponential function. First item is done for you.

3𝑥 −𝑥
1.) lim 𝑒 = 2.) lim 𝑒 =
𝑥→∞ 𝑥→−∞
2 𝑥+5
𝑥
3.) lim 𝑒 = 4.) lim 𝑒 =
𝑥→−∞ 𝑥→−∞

−2𝑥
5.) lim 𝑒 =
𝑥→∞

B. Directions: Compute the limits of logarithmic function. First item is done for you.

1.) lim ln(4x) = 2.) lim ln(x2 – 5) =

𝑥→∞ 𝑥→∞

3.) lim ln(x4) = 4.) lim+ ln(2x) =

𝑥→−∞ 𝑥→0

5.) lim+ (-ln x) = -

𝑥→0

C. Directions: Compute the limits of trigonometric function. First item is done for you.

sin𝑠𝑖𝑛 𝑥 tan𝑡𝑎𝑛 𝑥
1.) lim 2𝑥
= 2.) lim 𝑥
=
𝑥→0 𝑥→0

𝑥 (2𝑥)
3. lim 𝑠𝑖𝑛3𝑥
= 4. lim 2 =
𝑥→0 𝑥→0 𝑥

sin𝑠𝑖𝑛 𝑥
5.) lim tan𝑡𝑎𝑛 𝑥
=
𝑥→0

Exercise 2: Mastery Learning Game

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 STM 002: BASIC CALCULUS
Module #5 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

A. Directions: Evaluate the limits of the following. Use the two basic limits to find each of the
following limits.

1.) lim (250 – e-x) = 4. lim (3x ex) =

𝑥→∞ 𝑥→−∞

2.) lim (2x + ln x) = 5. lim (3x ex) =

𝑥→∞ 𝑥→∞

( )=
2
𝑥
3.) lim ln𝑙𝑛 𝑥
𝑥→∞

B. Compute the limits of the following trigonometric functions.

sin𝑠𝑖𝑛 2𝑥 (2𝑥)
1.) lim 𝑠𝑖𝑛𝑥
= 4.) lim 2𝑥
=
𝑥→0 𝑥→0

2.) lim
(2𝑥)
2 = 5.) lim x csc x =
𝑥→0 5𝑥 𝑥→0

2
𝑠𝑖𝑛 𝑥cos𝑐𝑜𝑠 𝑥
3.) lim 1−𝑐𝑜𝑠 𝑥
=
𝑥→0

Activity 3: Check for Understanding

Almost done! Let’s check how much you’ve learned from our lesson today.

A. When can you say that the limit of a certain exponential or logarithmic is 0, ∞ or - ∞?

-∞

B. Compute the limits of the following trigonometric functions.

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 STM 002: BASIC CALCULUS
Module #5 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

𝑥
𝑠𝑖𝑛 2 𝑥+2
1.) lim 𝑥
= 2.) lim cos𝑐𝑜𝑠 𝑥
=
𝑥→0 𝑥→0

C. LESSON WRAP-UP
Activity 4: Thinking about Learning
Great Job! You did very well today. Now, color the box of the module that you have finished today.
You’re done with the session. Let’s track your progress.
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
_____________________________________________________________________________

How did you overcome those challenges?

________________________________________________________________________________
________________________________________________________________________________
_____________________________________________________________________________

This document is the property of PHINMA EDUCATION

 STM 002: BASIC CALCULUS
Module #6 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Continuity of a Function Materials:

Learning Targets: SAS, Board and pen, E-learning Materials
At the end of the lesson the students should be able to:
1. Determine whether a function is continuous on an
interval or not; References:
2. Solve problems involving continuity of a functions; The Calculus with Analytic Geometry
3. Illustrate the different types of discontinuity 6th edition by Liethold, L.
Precalculus 6th edition by Barnett,
Ziegler and Byleen.

A. LESSON PREVIEW/REVIEW

I. Introduction
Good morning class! We are done with computing the limits of functions. In this session, you
will be exploring how to illustrate continuity of a function on an interval.

Number Heads Together

Directions: Compute the limits of the following trigonometric functions.

sin𝑠𝑖𝑛 𝑥 tan𝑡𝑎𝑛 𝑥
1.) lim 2𝑥
= 2.) lim 𝑥
=
𝑥→0 𝑥→0

𝑥 (2𝑥)
3.) lim 𝑠𝑖𝑛3𝑥
= 4.) lim 2 =
𝑥→0 𝑥→0 𝑥

sin𝑠𝑖𝑛 𝑥
5.) lim tan𝑡𝑎𝑛 𝑥
=
𝑥→0

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 STM 002: BASIC CALCULUS
Module #6 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Hook Activity
Directions: Solve for the limit of the following given functions. Match Column A to Column B. Every
answer has its corresponding letter to solve the puzzle below. Show your solution at the back of your
paper. All answers must be in their simplest form. Good luck! (Hint: It really hurts)

COLUMN A COLUMN B
1.) lim x4 F. - 2
𝑥 →2

2.) lim x2 + 2x + 1 O. 9
𝑥 →2

3.) lim 3x4 + 9x2 T. 324

𝑥 →−3

4.) lim−1 x5 A. 3
𝑥→ 2

5.) lim 𝑥 I. 2 2
𝑥 →8

6.) lim 3x ( 𝑥) H. 243 3

𝑥 →27

7.) lim
2
3𝑥 − 2𝑥 + 8 R. 80 5
𝑥 →1

8.) lim 𝑥 (2x) L. 10

𝑥 →20
5
9.) lim
𝑥+5 S. 8
𝑥 →15 2
2 −1
10.) lim N. 32
𝑥 →15 𝑥+5

11.) 𝑙𝑖𝑚⁡𝑥 →1 x2 +3x + 4 E. 16

12.) lim1 2x + 4
3
G.
17
𝑥→2 4

13.) lim x3 + x2 – x D. 8
𝑥 →−2

“ ___ ___ ___ ___ ___ ___ ___ ___

2 4 1 2 13 3 6 1

___ ___ ___ ___ ___ ___ ___

6 7 8 11 1 10 3

___ ___ ___ ___ ___ ___ ___ ___

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 STM 002: BASIC CALCULUS
Module #6 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

3 6 5 4 12 10 5 4

___ ___ ___ ___ ___ ___

9 5 13 1 5 10

W ___ ___ C ___ ___ ___ ___ ___ ___ ___

7 3 6 5 4 12 3 6 1

P ___ ___ ___ ___ ___ Y ___ U

1 8 10 2 4 2

___ ___ V ___ ___ ___ V ___

9 2 1 9 2 1

___ ___ M ___ ___ ___ ___ ___ ___ ___ ___”
10 2 1 2 4 1 1 9 10 1

B. MAIN LESSON

Activity 1: Content Notes

This time, you will learn what function is; to determine whether a function is continuous on an
interval or not; and illustrate the different types of continuity. Copy the concept notes in your activity
sheets. You can highlight the ideas that you think can help you in understanding the topic.

In mathematics, the term continuous has much the same meaning as it has in everyday usage.

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 STM 002: BASIC CALCULUS
Module #6 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Informally, to say that a function is continuous at x = c means that there is no interruption in the graph
of f at c. That is, its graph is unbroken at c and there are no holes, jumps, or gaps. A function is
continuous on an open interval (a, b) when the function is continuous at each point in the interval.
A function that is continuous on the entire real number line (∞, − ∞) is everywhere continuous.

1.) Determine if f(x) = 4x2 – 3x + 5 is continuous at x = 2.

Solution:
First, you get the limit of the function as x approaches to 2.
lim 4x2 – 3x + 5 = 4(2)2 – 3(2) + 5
𝑥 →2

= 16 – 6 + 5
= 15. The limit exists.

Evaluate the function at x = 2.

f(x) = 4x2 – 3x + 5
f(2) = 4(2)2 – 3(2) + 5
= 16 – 6 + 5
= 15. The function exists.
Therefore, the function is continuous at x = 2.

2.) Determine if the 𝑓(𝑥) = 𝑥 + 1 is continuous at 𝑥 = 1.

Solution:
Step 1. 𝑓(1) = 1 + 1 = 2. So f is defined at 𝑥 = 1.
Step 2. lim (x + 1) = 1 + 1 = 2. So lim f(x) exist.
𝑥 →1 𝑥 →1

Step 3. lim f(x) = 2 = f(1). So f(x) is continuous at x = 1.

𝑥 →𝑐

Using the graph you can identify if the limits are continuous or not. The illustration below
identifies three values of x at which the graph of f is not continuous. At all other points in the
interval
(a, b), the graph of f is uninterrupted and continuous.

This document is the property of PHINMA EDUCATION

 STM 002: BASIC CALCULUS
Module #6 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 2: Skill-building Activities

Since you’re done with the content notes, let us see now how much you know the lesson. Here are
the activities below that you need to answer. You can use the back portion of this SAS for your
solution/s.
Exercise 1: Number Heads Together
Directions: Fill in the table below. Given the graph of f(x), shown below, determine if f(x) is
continuous or not. If not, write what kind of discontinuity it is. Give its justification.

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 STM 002: BASIC CALCULUS
Module #6 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

f(x) Continuous or Type of Discontinuity Justification

Not Continuous
x = -2

x = -1

x=0

x=3

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 STM 002: BASIC CALCULUS
Module #6 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Exercise 2: Mastery Learning Game

Directions: Determine if the given function is continuous or not using the 3 steps. Show your
solutions.

1.) f(x) = 3 – x at x = 2 6.) f(x) = x4 – 3x3 + 2x2 – 5x – 7 at x = -1

2.) f(x) = x2 – 4x – 2 at x = 1 𝑥
2
7.) f(x) = 𝑥−3
at x = - 3

2𝑥 2
3.) f(x) = 𝑥−3
at x = 3 8.) f(x) =
𝑥
at x = 1
𝑥−2

2 2𝑥
4.) f(x) = 𝑥
at x = 0 9.) f(x) = 2 at x = 4
𝑥 −3

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 STM 002: BASIC CALCULUS
Module #6 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

5.) f(x) = 6x – 6 at x = 0 10.) f(x) = 3𝑥 − 10 at x = 2

Activity 3: Check for Understanding

Let’s continue and check how much you’ve learned from our lesson today.
Directions: In your own words, differentiate the different kinds of discontinuity. You may illustrate to
explain it further.
Hole/ Removable discontinuity Jump discontinuity Asymptotic/ Infinite
discontinuity

C. LESSON WRAP-UP

Activity 4: Thinking about Learning

Great Job! You did very well today. Now, color the box of the module that you have finished today.

You’re done with the session. Let’s track your progress.

Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #6 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

How did you overcome those challenges?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #7 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Intermediate Value Theorem Materials:

Learning Targets: SAS, Board and pen, E-learning Materials
At the end of the lesson the students should be able to:
References:
1. Illustrate the intermediate value theorem The Calculus with Analytic Geometry
6th edition by Liethold, L.
Precalculus 6th edition by Barnett,
Ziegler and Byleen

A. LESSON PREVIEW/REVIEW

I. Introduction
Good day, class! In this session, you will be exploring how to illustrate the Intermediate Value
Theorem.

Activity 1: Number Heads Together

Directions: Determine if the given function is continuous or not using the 3 steps. Show your
solutions.

1.) f(x) = 3 – x at x = 2 2.) f(x) = 3𝑥 − 10 at x = 2

2
𝑥 2𝑥
3.) f(x) = 𝑥−2
at x = 1 4.) f(x) = 𝑥−3
at x = 3

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 STM 002: BASIC CALCULUS
Module #7 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

B. MAIN LESSON

Activity 2: Content Notes

Today, you will learn what the Intermediate Value Theorem is.
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think
can help you in understanding the topic.

An important property of continuous functions defined on closed intervals is the Intermediate Value
Theorem (IVT). The idea behind the Intermediate Value Theorem is this:

The Intermediate Value Theorem stated mathematically, when

● The curve is the function y = f(x), which is continuous on an interval [a,b], and w is a number
between f(a) and f(b), then there must be at least one value c within [a, b] such that f(c) = w
In other words the function y = f(x) at some point must be w = f(c)

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Module #7 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Note: Even though the theorem guarantees the existence of a certain number c, it does not tell how to
find it. To find it, we must solve an equation, namely, f(x) = w.

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 STM 002: BASIC CALCULUS
Module #7 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 3: Skill-building Activities

Since you’re done with the content notes, let us see now how much you know the lesson. Here are
the activities below that you need to answer. You can use the back portion of this SAS for your
solution/s.

Exercise 1: Number Heads Together

Directions: Verify the IVT for the specified function f, the interval [a,b], and the indicated value m.
Find all c's in each case.

a) f(x) = 3x + 5; interval [1,2]; m= 10

π 11π
b) f(x) = sin x;` interval [ 2 , 2
]; m = -1

3
c) f(x)= 𝑥 - x; interval [-2, 2]; m=0

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 STM 002: BASIC CALCULUS
Module #7 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Exercise 2: Mastery Learning Game

Directions: Show that the following functions has a solution on the indicated intervals:

1) f(x) = x3 + 4x + 4 = 0 [-1,0]

2) f(x) = x5 + 3x4 + x -2 = 0 [0,1]

3) f(x) = 4x3 - 6x2 + 3x -2 = 0 [1,2]

4) f(x) = x3 - 3x + 1 = 0 [0,1]

5) f(x) = x3 + 2x = x2 + 1 [0,1]

Activity 4: Check for Understanding

Almost done! Let’s check how much you’ve learned from our lesson today.
Directions: Solve the problem below.

Problem Solving:

A Tibetan monk leaves the monastery at 7:00 A.M. and takes his usual path to the top of the
mountain, arriving at 7:00 P.M. The following morning, he starts at7:00A.M. at the top and takes the
same path back, arriving at the monastery at 7:00 P.M. Use the Intermediate Value Theorem to show
that there is a point on the path that the monk will cross at exactly the same time of day on both days.

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 STM 002: BASIC CALCULUS
Module #7 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

C. LESSON WRAP-UP
Activity 5: Thinking about Learning
Great Job! You did very well today. Now, color the box of the module that you have finished today.
You’re done with the session. Let’s track your progress.
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

How did you overcome those challenges?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #9 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Slope of the Tangent Line Materials:

Learning Targets: SAS, Board and pen, E-learning Materials
At the end of the lesson the students should be able to:

1. Illustrate the tangent line to the graph of a function at a References:

given point The Calculus with Analytic Geometry
6th edition by Liethold, L.
Precalculus 6th edition by Barnett,
Ziegler and Byleen

A. LESSON PREVIEW/REVIEW

I. Introduction
Good day, class! You were done with the 1st Achievement Test. In this
session, you will be exploring on how to illustrate the tangent line to the graph of a function at a given
point.

B. MAIN LESSON

Activity 1: Content Notes

Today, you will learn what the Intermediate Value Theorem is.
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think
can help you in understanding the topic.

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 STM 002: BASIC CALCULUS
Module #9 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

𝑓 (𝑐+ℎ) − 𝑓 (𝑐)
𝑓′(𝑐) = lim = ℎ
ℎ→0

Example:

𝑓 (𝑐+ℎ) − 𝑓 (𝑐)
lim = ℎ
ℎ→0
2 2
(𝑥−ℎ) − 𝑥
lim = ℎ
ℎ→0
2 2 2
(𝑥 +2𝑥ℎ+ℎ ) − 𝑥
lim = ℎ
ℎ→0
2
2𝑥ℎ + ℎ
lim = ℎ
ℎ→0
ℎ (2𝑥 + ℎ)
lim = ℎ
ℎ→0
lim = 2𝑥 + ℎ
ℎ→0

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 STM 002: BASIC CALCULUS
Module #9 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 2: Skill-building Activities

Let’s continue. Let us see now how much you know the lesson. Here are the activities below that you
need to answer. You can use the back portion of this SAS for your solution/s.
Exercise 1: Number Heads Together
Directions: Answer the questions below.

1.) Find the slope & the equation of the tangent line to the curve y = x3 at x =-1

3
2.) Find the slope & equation of the tangent line to the hyperbola y = 𝑥
at (3,1)

Exercise 2: Effective Questioning

Directions: You work with a pair or triad. Find the equation of the tangent line to the graph of the
function at the indicated coordinates:

1.) f(x) = -3 +2x -2x2 (3, 15) 2.) f(x) = 1 - 2x + x2 (0,1)

3.) f(x) = 3 + 2x -3x2 (-1, 1) 4.) f(x) = 2 + x +3x2 (0,1)

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 STM 002: BASIC CALCULUS
Module #9 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Exercise 3: Mastery Learning Game

Directions: Find the equation of the tangent line to the graph of the function at the indicated
coordinates:

1.) f(x) = x - 3x2 (-2, 14)

2.) f(x) = -1 +2x + 3x2 (0,-1)

3.) f(x) = -2 -x2 (2, -6)

4.) f(x) = x - x2 (0,0)

5.) f(x) = -3 + 2x + x2 (3,12)

Activity 3: Check for Understanding

Almost done! Let’s check how much you’ve learned from our lesson today.
Directions: Solve the problem below. Show your solution/s.

1. Find the value of a and b so that the line y = -3x = 4 is tangent to graph of y = ax3 + bx at x = 1

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 STM 002: BASIC CALCULUS
Module #9 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

C. LESSON WRAP-UP

Activity 4: Thinking about Learning

Great Job! You did very well today. Now, color the box of the module that you have finished today.

You’re done with the session. Let’s track your progress.

Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

How did you overcome those challenges?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #10 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Definition of a Derivative of a Function Materials:

Learning Targets: SAS, Board and pen, E-learning Materials
At the end of the lesson the students should be able to:

a. Relate the derivative of the function to the slope of a References:

tangent line. The Calculus with Analytic Geometry
6th edition by Liethold, L.
b. Applies the definition of the derivative of a function at a
Precalculus 6th edition by Barnett,
given number Ziegler and Byleen.

A. LESSON PREVIEW/REVIEW

I. Introduction
Good morning, class!In this session, you will be exploring how to apply some basic rules in
finding the derivative of a function.

Exercise 1: Number Heads Together

Directions: Multiple Choices. Encircle the letter of the correct answer.
1. Find the slope of the curve y = 6x2 + 7x at the point x = 3.
a.) 36 b.) 43 c.) 25 d.) 75

𝑥
2. Find the slope of the curve y = 5𝑥+8
at the point x = 2.
8 4 1 2
a.) 9
b.) 9
c.) 5
d.) 81

3. Find the slope of the curve y = x5+85x+8 at the point x = 2.

a.)
1
b.)
9
c.) -
9 d.) 72
8 32 128

B. MAIN LESSON

II. Content and Skill-Building

Today, you will learn to apply rules in finding the derivative of a function.
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think
can help you in understanding the topic.

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 STM 002: BASIC CALCULUS
Module #10 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

𝑑𝑦
𝑑𝑥

𝑑
𝑑𝑥

Rules for Differentiation

Constant Function Rule If y = f(x) = C, where C is constant, then y’ = 0

Identity Function Rule If y = f(x) = x, where x is a differentiable function, then y’ = 1

Power Rule If y = f(x) = xn , where x is differentiable function and n is a real number,

then y’ = nxn-1
Constant Multiple Rule If y = f(x) = C • f(x), where u(x) is differentiable function, then y’ = C • f’(x)

Illustrative Examples:
Constant Function Rule

1.) f(x) = 1 2.) y = - 10 3.) y = π Remember:

f’(x) = 0 y’ = 0 𝑑𝑦
=0 The derivative of any constant is
𝑑𝑥
always equal to zero.

Identity Function Rule

1.) y = x 2.) f(x) = - x 3.) y = 3x Remember:

y’ = 1 f’(x) = - 1 y=3 The derivative of identity function is
equal to 1. Likewise, the derivative
4.) f(x) = πx 5.) y =
1
x of a function on the first degree is
2
f’(x) = π y’=
1
2

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Module #10 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

equal to its given numerical

coefficient.
Power Rule

1.) y = x5 2.) f(x) = x -3 Remember:

1

3.) y = 𝑥 2
y’= 5 x5-1 f’(x) = -3 x- 4 1
−1 In the derivative of the Power rule,
y’ =
1 2
y’= 5 x4 2
𝑥 just make the exponent as the
1

y’ =
1 −
𝑥 2 numerical coefficient and
2
subtract one(1) from the given
y=
1
2 𝑥 exponent of the variable x.
Simplify the derivatives
Constant Multiple Rule

1.) y = 5x3 2.) f(x) = - 3x -2 Remember:

y’ = (5)(3) x3-1 f’(x) = (-3)(-2) x-2-1 Here are the steps in deriving
y’ = 15 x2 f’(x) = 6 x-3 using constant multiple rule:
1. Multiply the exponent by the
x5 numerical coefficient of the given
1
3.) y =
4
5 4.) y = 7 𝑥 2
function.
y’ = ( )(5) x
4
5
5-1
y’ = (7) ( )𝑥
1
2
1
2
−1
2. Subtract one from the exponent
y’ = 4x4
y’ =
7
2 𝑥
of the given function.
3. Simplify the resulting derivative.

Activity 1: Skill-building Activities

Since you’re done with the content notes, let us see now how much you know the lesson. Here are
the activities below that you need to answer. You can use the back portion of this SAS for your
solution/s.

Exercise 1: Number Heads Together

Directions: Answer the following below.
Find the derivative of the following functions:
1. y = - 6x
2. y = 4x
3. y = 5 x
4. y = 100 x

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 STM 002: BASIC CALCULUS
Module #10 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

3
5. y = 11
x
Find the derivative of the following functions:
1. f(x) = x34
1

2. f(x) = 𝑥 3
3. f(x) = x100
4. f(x) = x -12
2

5. f(x) = 𝑥 3

Find the derivative of the following functions:

1. y = - 12x10
2. y = -3 x -7
3. f(x) = 8 x-9
4
4. f(x) = 3
x6
2

5. f(x) = 7 𝑥 3

Find the derivative of the following functions:

1. y’ = 5x + 1
2. y’ = 5x3 – 3x2
3. f(x) = 6x4 – 12x3 + 7

4. f(x) = 𝑥 – 3x3
3

3 1
5. y’ = 4
x3 - 2
x4

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 STM 002: BASIC CALCULUS
Module #10 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Exercise 2: Effective Questioning

Directions: You work with a pair or triad. Each of you will make 5 functions and evaluate its
derivative. Write all those functions and answer it by your pair or in a triad.

Activity 2: Mastery Learning Game

Matching Type: Match Column A with Column B. Write the letter of your answer on the space
provided before the number. Show your solution at the back of your worksheet. Write also the letter
on the blanks above the corresponding number to complete the given quotation.

A B
______ 1. y = x – 4 A. y’ = 60x3 – 18x2 – 36x + 42
______ 2. y = 3x + 29 B. y’ = 100x99
2 3
−
______ 3. y = 𝑥 3
C. y’ = 15𝑥 +3 2

______ 4. y = 20x2 – 4 D. y’ = -15x2 + 15

______ 5. y = 20x19 3 −
3

E. y’ = − 2
𝑥 2

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Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

______ 6. y =
3
x3 – 8x + 14 F. y’ = 5x4 – 16x3 – 6x +7
4
______ 7. y = 10x- 6 G. y’ = 35x- 6 + 8x – 19
______ 8. y = 5x3 – 15x – 25 H. y’ = 15x2 – 15
______ 9. y = 6x2 I. y’ = -4x-5
______ 10. y = -7x-5 + 4x2 – 19x + 2 3
3

J. y’ = − 2
𝑥 2

−
1
K. y’ = 60x – 18x2 – 36x + 42
-3
______ 11. y = 3 𝑥 2

______ 12. y = 15x4 – 6x3 – 18x2 + 42x L. y’ =

3
x2 – 8
2
______ 13. y = 5x8 M. y’ = -4x-3
−
2
N. y’ = 40x
______ 14. y = 30 𝑥 + 3x 4

______ 15. y = 29x3 O. y’ = 380x18

______ 16. y = 9x3 – 3x2 + x P. y’ = 35x6
______ 17. y = x100 Q. y’ = 18x2 + 12
______ 18. y = x5 – 4x4 – 3x2 + 7x R. y’ = -40x7
1 1
______ 19. y = - 2 x2 S. y’ =
3
𝑥
− 3
2
3
______ 20. y = 6x + 12x – 4 T. y’ = 3
U. y’ = 12x
V. y’ = 27x2 – 6x +1
W. y’ = 87x2
X. y’ = -x
Y. y’ = -60x-7

Activity 3: Check for Understanding

Almost done! Let’s check how much you’ve learned from our lesson today.
Directions: Write the summary of the formulas of the following derivatives.

Constant Function Rule

Identity Function Rule

Power Rule

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Module #10 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Constant Multiple Rule

C. LESSON WRAP-UP

Activity 4: Thinking about Learning

Great Job! You did very well today. Now, color the box of the module that you have finished today.
You’re done with the session. Let’s track your progress.
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
How did you overcome those challenges?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #11 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Differentiation Rules Materials:

Learning Targets: SAS, Board and pen, E-learning Materials
At the end of the lesson the students should be able to:
References:
a. Derive the differentiation rules The Calculus with Analytic Geometry
6th edition by Liethold, L.
Precalculus 6th edition by Barnett,
Ziegler and Byleen.

A. LESSON PREVIEW/REVIEW

I. Introduction
Good morning, class! In this session, you will be exploring how to compute Higher Order
Derivatives of Functions and illustrate the Chain Rule of Differentiation.
But before that, read and understand the examples below of finding the derivatives using
Product Rule and Quotient Rule. This will really help you. (Note: You can ask your teacher if you
have something to ask.)

NOTES: Finding the Derivatives using Product Rule and Quotient Rule.

The product rule is used to differentiate a function. When a given function is the product of two or
more functions, the product rule is used. If the problems are a combination of any two or more
functions, then their derivatives can be found using Product Rule. The Quotient Rule is a method for
determining the derivative (differentiation) of a function in the form of the ratio of two differentiable
functions. It is a formal rule used in the differentiation problems in which one function is divided by the
other function.

Illustrative Example 1: Product Rule

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Section: ____________ Schedule: ________________________________________ Date: ___________________

Illustrative Example 2: Product Rule

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Illustrative Example 3: Illustrative Example 4:

Quotient Rule Quotient Rule

Note: The activity below is optional, the answers are given and you may solve them using the
Product and Quotient Rule.

I. Find the derivatives of the following using the Product Rule

1. f(x) = 2x2 (3x4 – 2) ans. 36x5 – 8x
2. f(x) = (x – 3) (2x – 1) ans. 4x- 7
3. y = (3x2 – 5) (2x + 3) ans. 18x2 + 18x – 10

II. Find the derivatives of the following using the Quotient Rule.
2𝑥 + 3 −7
1. y = 𝑥−2
ans. 2
(𝑥 − 2)
2 4 3
𝑥 −𝑥 −𝑥 +2𝑥 +2𝑥−1
2 .f(x) = 3 ans. 3 2
𝑥 +1 (𝑥 +1)
2
𝑥 −3 6
3. y = 2 ans. 3
𝑥 𝑥

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 STM 002: BASIC CALCULUS
Module #11 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 1: Hook Activity

3
Consider the function y= 5𝑥 -3x2 + 10x -5

At this point we should be able to differentiate this function without any problems. Doing this we get,
y’ = 15x2 - 6x + 10
Now, this is a function and so it can be differentiated. Here is the notation that we will use for this, as well as
the derivative.
y’’ = 30x -6
This is called the second derivative and f '(x) is now called the first derivative. Again, this is a function so we
can differentiate it again. This will be called the third derivative. Here is that derivative as well as the notation
for the third derivative.
y’’’ = 30
Continuing, we can differentiate again. This is called the fourth derivative.
y’’’’ = 0
Collectively the second, third, fourth, etc. derivatives are called higher order derivatives.

Higher Order Derivative

f’’ (read as “eff double prime)
● It is produced when you take the derivative of f’.
● It is the process of getting the higher order derivatives until the function reaches the value of zero.
Derivative f y
Notation Notation
1st f’(x) y’
2nd f’’(x) y’’
3rd f’’’’(x) y’’’
4th f’’’’’(x) y’’’’
5th f(5)(x) yv
nth f(n)(x) y(n)

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 STM 002: BASIC CALCULUS
Module #11 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

B. MAIN LESSON

Activity 2: Content Notes

Today, you will learn to find the second derivatives and higher derivatives of certain functions and
apply the chain rule to differentiate functions.
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think
can help you in understanding the topic.

𝑑𝑦 𝑑𝑦 𝑑𝑢
𝑑𝑥 𝑑𝑢 𝑑𝑥

𝑑𝑦
𝑑𝑥

Example 1: Using the chain rule ,differentiate the function y = (3x + 1)2

Solution: Let y =u2 u = 3x +1

dy = 2u du = 3
𝑑𝑦 𝑑𝑦 𝑑𝑢
and the chain rule tells you that 𝑑𝑥
= 𝑑𝑢 𝑑𝑥
=(2u)(3) = 6u

To write the derivative in terms of x, we substitute 3x + 1 for u. Thus, 6(3x + 1)

y’ = 6u
y’= 6(3x + 1)
y’= 18x + 6

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Section: ____________ Schedule: ________________________________________ Date: ___________________

Example 2: Find 𝑦' if y =(x2 + 2)3 - 3(x2 + 2)2 + 1

Solution: Let y = u3 - 3u2 + 1 where u = x2 + 2. Thus,

𝑑𝑦 𝑑𝑢
𝑑𝑢
= 3u2 - 6u and 𝑑𝑥
= 2x

𝑑𝑦 𝑑𝑦 𝑑𝑢
and according to the chain rule, 𝑑𝑥
= 𝑑𝑢 𝑑𝑥
= (3u2 -6u)(2x)
y’= [3 ( x2 + 2)2 - 6( x2 + 2)2](2x)
y’= 6x3 (x2 + 2)

Activity 3: Skill-building Activities

Since you’re done with the content notes, let us see now how much you know the lesson. Here are
the activities below that you need to answer. You can use the back portion of this SAS for your
solution/s.

Exercise 1: Number Heads Together

Directions: Use the chain rule to compute the derivative 𝑦' and simplify your answer.
1. y = u2 + 1 ; u = 3x -2

1
2. y =u2 + u -2 ; u = 𝑥

Exercise 2: Mastery Learning Game

Directions: Use the chain rule to compute the derivative 𝑦' and simplify your answer.
1
1. y = 2 ; u =x2 + 1
𝑢

1
2. y = 𝑢−1
; u = x2

3. y= u2 + 2u -3; u = 𝑥

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Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 4: Check for Understanding

Almost done! Let’s check how much you’ve learned from our lesson today.
Directions: Answer the problem independently by finding dy/dx.
2 4
1. 𝑦 = (3𝑥 − 4𝑥 + 5) _____________________
2
2. 𝑦 = 2𝑎𝑥 − 𝑥 _____________________

C. LESSON WRAP-UP

Activity 5: Thinking about Learning

Great Job! You did very well today. Now, color the box of the module that you have finished today.

You’re done with the session. Let’s track your progress.

Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

How did you overcome those challenges?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #12 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Derivative of of an Algebraic, Exponential Materials:

and Trigonometric Functions SAS, Board and pen, E-learning Materials
Learning Targets:
At the end of the lesson the students should be able to:
References:
1. Derive the differentiation rules for logarithmic and The Calculus with Analytic Geometry
exponential functions. 6th edition by Liethold, L.
Precalculus 6th edition by Barnett,
Ziegler and Byleen.

A. LESSON PREVIEW/REVIEW

I. Introduction
Good morning, class! In this session, you will be exploring how to apply the differentiation rules
in computing the derivatives of logarithmic and exponential functions.

Activity 1: Number Heads Together

Directions: Answer the problem below.

PROBLEM: We need to enclose a rectangular field with a fence. We have 300 feet of fencing material
and a building is on one side of the field and so won’t need any fencing. Determine the dimensions of
the field that will enclose the largest area.

ANSWER:

Activity 2: Hook Activity

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Module #12 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Direction: Express the following exponentials to their logarithmic form:

1.) 24 = 16
2.) 3-2 = ½
3.) 54 = 625
4.) 106 = 1,000,000
5.) 34 = 81

Direction: Express the following logarithms to exponential form:

1.) log4 16 = 2
1
2.)log7 49
= -2

3.) log 10,000 = 4

4.) log12 144 = 2
5.) log2 32 = 5

B. MAIN LESSON

Activity 2: Content Notes

Today, you will learn to compute the derivatives of logarithmic and exponential functions.
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think
can help you in understanding the topic.
𝑑𝑢
𝑢 𝑙𝑛 𝑎
𝑑𝑢
𝑢

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Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Examples:
Find the derivative of the following functions:
3
1. y = log4 (𝑥 + 1)
3
Solution: let u = 𝑥 + 1; du= 3x2; a = 4
' 𝑑𝑢
𝑦 = 𝑢 𝑙𝑛 𝑎
2
3𝑥
y' = 3
(𝑥 + 1)ln𝑙𝑛 4

𝑥
2. y = ln 𝑥+1
𝑥
Solution: let u = 𝑥+1

(𝑥+1)(1)− 𝑥(1) 𝑥+1−𝑥 1

du= 2 = 2 = 2
(𝑥+1) (𝑥+1) (𝑥+1)
1 𝑑𝑢
y' = 𝑥 𝑑𝑥
𝑥+1
𝑥+1 1
y' = 𝑥 2
(𝑥+1)
1
y' = 𝑥(𝑥+1)

2𝑥
3. y =𝑒
Solution: let u = 2x; du = 2

2𝑥
y' = 𝑒 (2)
2𝑥
y' = 2 𝑒

4. y = e2x
Solution: let u = 2x; du = 2

y' = e2x (2)

y' = 2 e2x

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Section: ____________ Schedule: ________________________________________ Date: ___________________

Trigonometric Identity is an equation that involves trigonometric functions, which are true for all the
values of θ for which the functions are defined.
Directions: Fill in the table with the correct fundamental identities.

Fundamental Identities
Reciprocal Identities

Pythagorean Identities

Ratio Identities

Derivatives of Trigonometric Function

Summary of Formulas
y = sin u y’ = cos u • du
y = cos u y’ = – sin u • du
y = tan u y’ = sec2 u • du
y = csc u y’ = – csc u cot u • du
y = sec u y’ = sec u tan u • du
y = cot u y’ = – csc2 u • du

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Section: ____________ Schedule: ________________________________________ Date: ___________________

Derivatives of Sine Function

1.) y = sin 3x 2.) y = sin (- 2x + 4)
Let u = 3x du= 3 Let u = - 2x + 4 du = - 2

y’ = cos 3x • 3 y’ = cos (-2x + 4) • - 2

y’ = 3 cos 3x y’ = - 2 cos (-2x + 4)

3.) y = 4 sin (5x2 – 3) 4.) y =

sin𝑠𝑖𝑛 5𝑥
−4
Let u = 5x2 – 3 du=10x
Let u = 5x du = 5
y’ = 4 [cos (5x2 – 3) ∙ 10x ]
y’ = 10x cos (5x2 – 3) y=− 4
(sin 5x)
y’ = − 4
[(cos 5x) ∙ (5)
y’ = 4

5.) y = sin3 9x

y’ = 3∙ sin2 9x (cos 9x) (9)

y’ = 27 sin2 9x cos 9x

Derivatives of Cosine Function

1.) y = cos ( 8x + 7) 2.) y = cos (- 4x + 5)

Let u = 8x + 7 du = 8 Let u = - 4x + 5 du= -4

y’ = – sin ( 8x + 7) • 8 y’ = [- sin (- 4x + 5)] • -4

y’ = –8sin ( 8x + 7) y’ = 4 sin (- 4x + 5)]

3.) y = cos3 3x 4.) y = sin x cos x

y’ = 3 (cos2 3x) (-sin 3x) (3) y’ = sin x (-sin x) + cos x (cos x)

y’ = -9 sin 3x cos2 3x y’ = - sin2 x + cos2 x

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Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Derivative of Tangent Function

1.) y = tan 5x 2.) y = tan 2x2 3.) y = sin(x +1) tan3x

y’ = (sec2 5x) 5 y’ = (sec2 x2) (2x) y’ = sin(x + 1)(sec2 3x)(3) + tan 3x cos (x + 1)
y’ = 5 sec2 5x y’ = 2x sec2 x2 y’ = 3 sin x + 1(sec2 3x) + tan 3x cos (x + 1)

Method 1: Method 2:

f(x) = cos x •
sin𝑠𝑖𝑛 𝑥 f(x) = cos x tan x
cos𝑐𝑜𝑠 𝑥
f’(x) = cos x sec2 x + tan x (-sin x)
4) f(x) = cos x tan x f(x) = sin x 1
2
𝑠𝑖𝑛 𝑥
f’(x) = cos x f’(x) = cos x • 2 - cos𝑐𝑜𝑠 𝑥
cos𝑐𝑜𝑠 𝑥
2
𝑐𝑜𝑠 𝑥
f’(x) = 𝑥
f’(x) = cos x

Derivatives of Secant, Cosecant and Cotangent Function

1.) y = sec 10x 2.) y = x cot x

y’ = (sec 10x tan 10x) (10) y’ = x (-csc2 x) + cot x (1)

y’ = 10 sec 10x tan 10x y’ = -x csc2 x + cot x

3.) y = csc (7x3 + 9x2) 4.) y= cot x3

y’ = (21x2 + 18 x) • [-csc (7x3 + 9x2) cot (7x3 + 9x2)] y’ = (-csc x3) (3x2)
y’ = (-21x2 – 18 x) csc (7x3 + 9x2) cot (7x3 + 9x2) y’ = -3x2 csc x3

Activity 3: Skill-building Activities

Since you’re done with the content notes, let us see now how much you know the lesson. Here are
the activities below that you need to answer. You can use the back portion of this SAS for your
solution/s.

Exercise 1: Number Heads Together

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 STM 002: BASIC CALCULUS
Module #12 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Directions: Find the derivative of the following functions:

1. y = 𝑥
2. y = ln(5x2 -4x + 8)
2
(−𝑥 +3𝑥−4
3. y = 𝑒 )
(2𝑥−4)
4. y = − 3
5. y = x𝑥

Exercise 2: Mastery Learning Game

Directions: Find the derivative of the following functions:
5
1. y = (𝑥 + 5)

2. y = 3𝑥(𝑥 − 4)

3. y = x3 + 3 ln x

4. y = x2 ln x

5. y = ln x4

Activity 4: Check for Understanding

Almost done! Let’s check how much you’ve learned from our lesson today.

Directions: Find the indicated derivative of the following exponential functions.

1. __________________________

2. __________________________

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 STM 002: BASIC CALCULUS
Module #12 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

C. LESSON WRAP-UP

Activity 5: Thinking about Learning

Great Job! You did very well today. Now, color the box of the module that you have finished today.
You’re done with the session. Let’s track your progress.
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

How did you overcome those challenges?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #13 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Optimization Problems Materials:

Learning Targets: SAS, Board and pen, E-learning Materials
At the end of the lesson the students should be able to:
References:
1. Solve applied minimum and maximum problems The Calculus with Analytic Geometry
6th edition by Liethold, L.
Precalculus 6th edition by Barnett,
Ziegler and Byleen

A. LESSON PREVIEW/REVIEW

I. Introduction
Good morning, class! In this session, you will be exploring how to solve applied minimum and
maximum problems.

Many important applied problems involve finding the best way to accomplish some task. Often
this involves finding the maximum or minimum value of some function: the minimum time to make a
certain journey, the minimum cost for doing a task, the maximum power that can be generated by a
device, and so on. Many of these problems can be solved by finding the appropriate function and
then using techniques of calculus to find the maximum or the minimum value required.
Generally such a problem will have the following mathematical form: Find the largest (or
smallest) value of f(x) when a ≤ x ≤ b. Sometimes a or b are infinite, but frequently the real world
imposes some constraint on the values that x may have.

B. MAIN LESSON

Activity 1: Content Notes

Today, you will learn to solve applied minimum and maximum problems.
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think
can help you in understanding the topic.

GUIDELINES FOR SOLVING OPTIMIZATION PROBLEMS

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 STM 002: BASIC CALCULUS
Module #13 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

This document is the property of PHINMA EDUCATION

 STM 002: BASIC CALCULUS
Module #13 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 2: Skill-building Activities

Since you’re done with the content notes, let us see now how much you know the lesson. Here are
the activities below that you need to answer. You can use the back portion of this SAS for your
solution/s.

Exercise 1: Number Heads Together

Directions: Answer the following below.

1. A rectangular box without a lid is to be made from a square cardboard of 18 cm by cutting equal
squares from each corner and then folding up the sides. Find the length of the side of the
square that must be cut off if the volume of the box is to be maximized. What is the maximum
volume?

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 STM 002: BASIC CALCULUS
Module #13 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

2. If you fit the largest possible cone inside a sphere, what fraction of the volume of the sphere is
occupied by the cone?

3. A farmer has 2400 ft of fencing and wants to fence off a rectangular field that borders a straight
river. He needs no fence along the river. What are the dimensions of the field that has the
largest area?

Exercise 2: Mastery Learning Game

Directions: Answer the following problem:
1. You want to plant a rectangular garden along one side of a house, with a picket fence on the
other three sides of the garden. Find the dimensions of the largest garden that can be enclosed
using 40 feet of fencing.

2. Postal regulations state that packages must have length plus girth of no more than 84 inches.
Find the dimensions of the cylindrical package of greatest volume that is mailable by parcel post.

3. A rectangular page is to contain 24 square inches of print. The margins at the top and bottom of
1
the page are to be 1 2 inches, and the margins on the left and right are to be 1 inch . What should
the dimensions of the page be so that the least amount of paper is used?

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 STM 002: BASIC CALCULUS
Module #13 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 3: Check for Understanding

Almost done! Let’s check how much you’ve learned from our lesson today.
Directions: Solve the problem below. Box your final answer.

2
● An open rectangular box with square base is to be made from 48 𝑓𝑡 of material. What
dimensions will result in a box with the largest possible volume?

C. LESSON WRAP-UP

Activity 4: Thinking about Learning

Great Job! You did very well today. Now, color the box of the module that you have finished today.
You’re done with the session. Let’s track your progress.
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

How did you overcome those challenges?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #15 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Higher Order Derivatives of Functions Materials:

Learning Targets: SAS, Board and pen, E-learning Materials
At the end of the module, students will be able to:
References:
1. Compute for the second derivatives and higher The Calculus with Analytic Geometry
derivatives of functions 6th edition by Liethold, L.
Precalculus 6th edition by Barnett,
Ziegler and Byleen.

A. LESSON PREVIEW/REVIEW

I. Introduction

Hello students! Today we’ll learn how to find second- and higher-order derivatives of functions,
including those that require a variety of rules for differentiation. At this stage, you should feel
comfortable differentiating polynomial and trigonometric functions and applying the chain rule,
product rule, and quotient rule. We’re going to use these skills to discover how to find second-
and higher-order derivatives.

B. MAIN LESSON

Activity 1: Content Notes

Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think
can help you in understanding the topic.

Notation for higher-order derivatives:

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Module #15 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Let’s start this section with the following function.

3 2
𝑓(𝑥) = 5𝑥 − 3𝑥 + 10𝑥 − 5

By this point we should be able to differentiate this function without any problems. Doing this we get,

2
𝑓′(𝑥) = 15𝑥 − 6𝑥 + 10

Now, this is a function and so it can be differentiated. Here is the notation that we’ll use for that, as well as the
derivative.
𝑓′′(𝑥) = (𝑓′(𝑥))′ = 30𝑥 − 6

This is called the second derivative and f′(x) is now called the first derivative.

Again, this is a function, so we can differentiate it again. This will be called the third derivative. Here is that
derivative as well as the notation for the third derivative.

𝑓′′′(𝑥) = (𝑓′′(𝑥))′ = 30

Continuing, we can differentiate again. This is called, oddly enough, the fourth derivative. We’re also going to
be changing notation at this point. We can keep adding on primes, but that will get cumbersome after a while.

(4)
𝑓 (𝑥) = (𝑓′′′(𝑥))′ = 0

This process can continue but notice that we will get zero for all derivatives after this point. This set of
derivatives leads us to the following fact about the differentiation of polynomials.

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Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Activity 2: Skill-building Activities

Since you’re done with the content notes, let us see now how much you know the lesson. Here are
the activities below that you need to answer. You can use the back portion of this SAS for your
solution/s.

Exercise 1: Number Heads Together

Directions: Find the indicated derivative with respect to x.
2
2 𝑑𝑦
1. 𝑦 = − 𝑥 , 𝑓𝑖𝑛𝑑 2
𝑑𝑥

3
2. 𝑓(𝑥) = 4𝑥 , 𝑓𝑖𝑛𝑑 𝑓''

3
𝑑𝑦
3. 𝑦 = − 4𝑥, 𝑓𝑖𝑛𝑑 3
𝑑𝑥

4
4. 𝑓(𝑥) = 5𝑥 , 𝑓𝑖𝑛𝑑 𝑓'''

4
4 𝑑𝑦
5. 𝑦 = − 5𝑥 , 𝑓𝑖𝑛𝑑 4
𝑑𝑥

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 STM 002: BASIC CALCULUS
Module #15 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Exercise 2. Mastery Learning Game

Directions: Find the indicated derivative with respect to x.
3
5 𝑑𝑦
1. 𝑦 = 3𝑥 − 2𝑥, 𝑓𝑖𝑛𝑑 3
𝑑𝑥

3
3 −3 𝑑𝑦
2. 𝑦 = − 2𝑥 − 4𝑥 , 𝑓𝑖𝑛𝑑 3
𝑑𝑥

2
2 𝑑𝑦
3. 𝑦 = − 𝑥 + 2, 𝑓𝑖𝑛𝑑 2
𝑑𝑥

5
99 𝑑𝑦
4. 𝑦 = 99𝑥 , 𝑓𝑖𝑛𝑑 5
𝑑𝑥

10
100 𝑑 𝑦
5. 𝑦 = 𝑥 , 𝑓𝑖𝑛𝑑 10
𝑑𝑥

Activity 3: Check for Understanding

Almost done! Let’s check how much you’ve learned from our lesson today.
Directions: Solve the problem below. Box your final answer.
3 2
1. 𝑓(𝑥) = 4𝑥 − 5𝑥 + 12𝑥 − 3, 𝑓𝑖𝑛𝑑 𝑓''''

5 4 3 2
2. 𝑓(𝑥) = 𝑥 + 8𝑥 − 7𝑥 − 13𝑥 + 24, 𝑓𝑖𝑛𝑑 𝑓'''''

2
3. 𝑓(𝑥) = − 2 + 6𝑥 − 13, 𝑓𝑖𝑛𝑑 𝑓''

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 STM 002: BASIC CALCULUS
Module #15 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

C. LESSON WRAP-UP

Activity 4: Thinking about Learning

Great Job! You did very well today. Now, color the box of the module that you have finished today.
You’re done with the session. Let’s track your progress.
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

How did you overcome those challenges?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #16 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Chain Rule for Differentiation Materials:

Learning Targets: SAS, Board and pen, E-learning Materials
At the end of the lesson the students should be able to:
References:
1. Illustrate the Chain Rule for Differentiation The Calculus with Analytic Geometry
6th edition by Liethold, L.
Precalculus 6th edition by Barnett,
Ziegler and Byleen.

A. LESSON PREVIEW/REVIEW

I. Introduction
Good morning, students! In this session, you will be exploring how to illustrate the chain rule for
differentiation. The chain rule tells us how to find the derivative of a composite function. Brush up
on your knowledge of composite functions, and learn how to apply the chain rule correctly.

B. MAIN LESSON

𝑑𝑦 𝑑𝑦 𝑑𝑢
The chain rule says: 𝑑𝑥 = 𝑑𝑢 * 𝑑𝑥

𝑑
Can also be represented by:
𝑑𝑥
​[𝑓(𝑔(𝑥))] = 𝑓′(𝑔(𝑥))𝑔′(𝑥)

The rule applied for finding the derivative of the composite function (e.g. cos 2x, log 2x, etc.) is
basically known as the chain rule. It is also called the composite function rule. The chain rule is
applicable only for composite functions. So before starting the formula of the chain rule, let us
understand the meaning of composite function and how it can be differentiated.

It tells us how to differentiate composite functions.

5
Let's see how the chain rule is applied by differentiating ℎ(𝑥) = (5 − 6𝑥) .
Notice that ℎ is a composite function:

𝑔(𝑥) = 5 − 6𝑥 inner function

5
𝑓(𝑥) = 𝑥 outer function

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Module #16 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Because h is composite, we can differentiate it using the chain rule:

𝑑
𝑑𝑥
[𝑓(𝑔(𝑥))] = 𝑓'(𝑔(𝑥)) * 𝑔'(𝑥)

Described verbally, the rule says that the derivative of the composite function is the inner function g
within the derivative of the outer function f’, multiplied by the derivative of the inner function g’.
Before applying the rule, let’s find the derivatives of the inner and outer functions:

𝑔'(𝑥) = − 6
4
𝑓'(𝑥) = 5𝑥

Now let’s apply the chain rule:

𝑑
𝑑𝑥
[𝑓(𝑔(𝑥))] = 𝑓'(𝑔(𝑥)) * 𝑔'(𝑥)
4
= 5(5 − 6𝑥) * −6
4
= − 30(5 − 6𝑥)

5
Example: Differentiate (4𝑥 – 3) using the chain rule:

In this example we will use the chain rule step-by-step. Below this, we will use the chain rule formula
method.

5
We define 4𝑥 – 3 as the inner function and the ( ) as the outer function.

Step 1. Differentiate the outer function, keeping the inner function the same

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5 5
The outer function is the ( ) . We differentiate this like we would 𝑥 .

4 5 4
𝑥5 would differentiate to 5𝑥 and so we write ( ) differentiated as 5( ) .

5
We keep the inner function of 4𝑥-3 the same, so we write 5(4𝑥 − 3) .

However because we have 4𝑥 – 3 inside the brackets and not just 𝑥, we must also include step 2.

Step 2. Multiply this by the derivative of the inner function

4
From step 1. we already have 5(4𝑥 − 3) and now we must multiply this by the derivative of the inner
function.

The inner function is the function inside the brackets. It is 4𝑥 – 3.

4
We differentiate 4𝑥 – 3 to get 4. So we must multiply the result of 5(4𝑥 − 3) by 4.

4
We arrive at the answer of f'(𝑥) = 20(4𝑥 − 3) .

We will now use the chain rule formula to differentiate this function. The answer will be the same.

The chain rule formula states that F'(𝑥) = f'(g(𝑥).g'(𝑥), where g(𝑥) is the inner function and f(𝑥) is the
outer function.

5 5
Therefore for F(𝑥) = (4𝑥 − 3) , g(𝑥) = 4𝑥 – 3 and f(𝑥) = 𝑥 .

4
f'(𝑥) is therefore 5𝑥 .

f'(g(𝑥)) means to substitute g(𝑥) in place of 𝑥 in f'(𝑥).

4
Therefore f'(g(𝑥)) = 5(4𝑥 − 3) .

g'(𝑥) = 4.

4
Therefore F'(𝑥) = f'(g(𝑥).g'(𝑥) becomes F'(𝑥) = 5(4𝑥 − 3) × 4.
4
This simplifies to F'(𝑥) = 20(4𝑥 − 3) .

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Activity 3: Skill-building Activities

This time, since you’re done with the content notes, let us see now how much you know the lesson.
Here are the activities below that you need to answer. You can use the back portion of this SAS for
your solution/s.

Exercise 1: Number Heads Together

Directions: Evaluate the following functions with respect to x.

4 2
1. 𝑦 = (5𝑥 + 1)

5 3
2. 𝑦 = −𝑥 − 4

5 3
3. 𝑓(𝑥) = (4𝑥 − 1) 𝑥 + 1

4
4. 𝑦 = − 𝑥 − 1 (− 𝑥 − 2)

2 −3
5. 𝑦 = (3𝑥 − 1)(− 3𝑥 − 4)

Exercise 2: Mastery Learning Game

Directions: Evaluate the following functions with respect to x.

5
5𝑥 −3 3
1. 𝑓 (𝑥) = ( 3 )
−3𝑥 +1

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Section: ____________ Schedule: ________________________________________ Date: ___________________

5 1
𝑥 +4
2. 𝑓 (𝑥) = ( 2 )5
𝑥 −5

5
3. 𝑦 = 𝑥 + 25

4 3
4. 𝑓(𝑥) = (2𝑥 − 4) 𝑥 + 1

5
5. 𝑦 = (4𝑥 − 16)

Activity 4: Check for Understanding

Almost done! Let’s check how much you’ve learned from our lesson today.

3 4
1. 𝑓(𝑥) = 𝑠𝑖𝑛4𝑥 2. 𝑦 = 𝑠𝑒𝑐2𝑥

C. LESSON WRAP-UP

Activity 5: Thinking about Learning

Great Job! You did very well today. Now, color the box of the module that you have finished today.
You’re done with the session. Let’s track your progress.
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #16 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

How did you overcome those challenges?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #17 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Solving Problems using Chain Rule Materials:

Learning Targets: SAS, Board and pen, E-learning Materials
At the end of the lesson the students should be able to:

1. Solve problems using the Chain rule References:

The Calculus with Analytic Geometry
6th edition by Liethold, L.
Precalculus 6th edition by Barnett,
Ziegler and Byleen.

A. LESSON PREVIEW/REVIEW

I. Introduction
Good morning, students! In this session, you will be exploring how to solve using the Chain
Rule. Enjoy!

Activity 1. Hook Activity

Directions: Find the derivatives of the following function. Look at the answers in the corresponding
answer box. Write the letter of your answer in the blank that contains the number of the answers.

1.) y = cos (5x2 + 4x2 + 18) 6.) y = 3x cos 5x2

2.) y = cos = (3x2 – 15) 7.) y =
cos𝑐𝑜𝑠 5𝑥
sin𝑠𝑖𝑛 5𝑥
3.) y = cos 9x 8.) y = 3 sin 4x + 5 cos 2x3
4.) y = cos (6x – 4x + 5) 9.) y = 4cos (6x2 + 5)
5.) y = (cos 5x) (sin 5x)
3
10.) y =
sin𝑠𝑖𝑛 (−2𝑥 )
3
cos𝑐𝑜𝑠 (−2𝑥 )

B. MAIN LESSON

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Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 2. Content Notes

Today, you will learn to compute the derivatives of inverse trigonometric functions.
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think
can help you in understanding the topic.

𝑑𝑦 𝑑𝑦 𝑑𝑢
The chain rule says: 𝑑𝑥 = 𝑑𝑢 * 𝑑𝑥

𝑑
Can also be represented by:
𝑑𝑥
​[𝑓(𝑔(𝑥))] = 𝑓′(𝑔(𝑥))𝑔′(𝑥)

The rule applied for finding the derivative of the composite function (e.g. cos 2x, log 2x, etc.) is
basically known as the chain rule. It is also called the composite function rule. The chain rule is
applicable only for composite functions. So before starting the formula of the chain rule, let us
understand the meaning of composite function and how it can be differentiated.

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Derivatives of Inverse Trigonometric Function

Summary of Formulas
y = sin u
-1
y’ =
𝑑𝑢 y = cos -1 u y’ =
−𝑑𝑢
2 2
1−𝑢 1−𝑢
y = sec -1
u y’ =
𝑑𝑢 y = csc -1
u y’ =
−𝑑𝑢
2 2
𝑢 𝑢 −1 𝑢 𝑢 −1
y = tan -1
u y’ =
𝑑𝑢
2
y = cot -1
u y’ =
−𝑑𝑢
2
1+𝑢 1+𝑢

Differentiation of inverse trigonometric functions is a small and specialized topic. However,

these particular derivatives are interesting for two reasons. First, computation of these derivatives
provides a good workout in the use of the chain rule, the definitions of inverse functions, and some
basic trigonometry. Second, it turns out that the derivatives of the inverse trigonometric functions are
actually algebraic functions!! This is an unexpected and interesting connection between two
seemingly different classes of functions.

According to the inverse relations:

y = arcsin x implies sin y = x.

Also "sin-1x" means "find the angle whose sine equals x".
If x = sin-10.2588 then by using the calculator, x = 15°. We have found the angle whose sine is 0.2588.
We also write: arcsin x to mean the same thing as sin-1x.

Find the derivative of the inverse trigonometric functions:

Examples:
2
1. y = 𝑥
let u = x2 du = 2x
𝑑𝑢
y’ = 2
1−𝑢

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2𝑥
y’ = 2 2
1−(𝑥 )

2𝑥
y’ = 4
1−𝑥

3
𝑥
2. y = 2
3
𝑥 3 2
let u = 2
; du = 2
𝑥

3 2
𝑑𝑢 𝑥
y’ = 2 y’ = 2
4+𝑥
6
1+𝑢
4
3 2 2
𝑥 3𝑥 4
y’ = 2
3 2 y’ = 2
• 6
𝑥 4+𝑥
1+( 2
)
3 2 2
𝑥 6𝑥
y’ = 2
y’ =
( )
6 2
𝑥
1+ 4+𝑥
4

Activity 3: Skill-building Activities

Since you’re done with the content notes, let us see now how much you know the lesson. Here are
the activities below that you need to answer. You can use the back portion of this SAS for your
solution/s.

Exercise 1: Number Heads Together

Directions: Find the derivative of the following functions:
1. y = sec -1 5x

2. y = 4 cot -1 u

3. y = cos -1 x3

4. y = csc -1 2x3

5. y = x sin -1 x3

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 STM 002: BASIC CALCULUS
Module #17 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Exercise 2: Mastery Learning Game

Directions: Find the derivative of the following functions:

1. y = (sin 𝑠𝑖𝑛 𝑥)

𝑥
2. y= 2
)

3
3. y=𝑥

4. y = (1+x2) 𝑥

𝑥
5. y= 2
)

Activity 4: Check for Understanding

Almost done! Let’s check how much you’ve learned from our lesson today.
Directions: Match column X to column Y, write the letter of your choice on the space provided.

Column X Column Y
𝑑𝑢
________1. 𝑑𝑢 a. − 2
𝑢 𝑢 −1
−1 𝑑𝑢
________2. 𝑑 𝑐𝑜𝑠 𝑢 b. − 2
1−𝑢
𝑑𝑢
________3. 𝑑𝑢 c. 2
1−𝑢
𝑑𝑢
________4. 𝑑𝑢 d. 2
𝑢 𝑢 −1

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Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

𝑑𝑢
________5. 𝑑𝑢 e. 2
1+𝑢
𝑑𝑢
f. − 2
1+𝑢
C. LESSON WRAP-UP

Activity 5: Thinking about Learning

Great Job! You did very well today. Now, color the box of the module that you have finished today.
You’re done with the session. Let’s track your progress.
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

How did you overcome those challenges?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #18 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Implicit Differentiation Materials:

Learning Targets: SAS, Board and pen, E-learning Materials
At the end of the lesson the students should be able to:
References:
1. Illustrate implicit differentiation The Calculus with Analytic Geometry
2. Apply the differentiation rules in computing the 6th edition by Liethold, L.
derivatives of implicit. Precalculus 6th edition by Barnett,
Ziegler and Byleen.

A. LESSON PREVIEW/REVIEW

I. Introduction
Good morning, class! In this session, you will be exploring how to illustrate implicit
differentiation and application of differentiation rules in computing the derivatives of implicit.
Activity 1: Number Head Together
Directions: Find the derivative of the following functions:
1. y = sec -1 5x
2. y = 4 cot -1 u
3. y = cos -1 x3
4. y = csc -1 2x3
5. y = x sin -1 x3

Activity 2: Hook Activity

Directions: Differentiate the following:
1. y = 2x3(x2 – 2)

2. y = (x – 3)(2x – 1)

𝑥
3. y = 𝑥 −3

4. y = (2x + 5)3

2
5. y = 𝑥 + 8

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 STM 002: BASIC CALCULUS
Module #18 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

B. MAIN LESSON

Activity 3: Content Notes

Today, you will learn to apply the differentiation rules in computing the derivatives of implicit.
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think
can help you in understanding the topic.

A function can be explicit or implicit:

Explicit: "y = some function of x". When we know x we can calculate y directly.
Implicit: "some function of y and x equals something else". Knowing x does not lead directly to y.

Differentiating implicit functions is like differentiating explicit functions except that y ' is written
after the variable y is differentiated.

Example: Circle

Explicit Form Implicit Form

2
y = (𝑟 − 𝑥
2 x2 + y2 = r2
In this form, y is In this form, the function is
expressed expressed in terms of both y and
as a function of x. x.

How to do Implicit Differentiation

1.) Differentiate with respect to x.
𝑑𝑦
2.)Collect all the 𝑑𝑥 on one side.
𝑑𝑦
3.)Solve for 𝑑𝑥
.

The equation 3y -5 = 2x2 +6x -3 is defined explicitly because y can be solved in terms of x.
However, the equation 2y2 + x3 = y5 -3x2 + y6 -8 is a different type in a way that y cannot be solved
right away in terms of x. Such a function is called implicit function.

Example: Find y’ if 𝑥𝑦 = 𝑥 + 𝑦.

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Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Use two methods. Notice that every time we differentiate 𝑦 always multiply the result by 𝑑𝑦/𝑑𝑥.

Activity 4: Skill-building Activities

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 STM 002: BASIC CALCULUS
Module #18 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Since you’re done with the content notes, let us see now how much you know the lesson. Here are
the activities below that you need to answer. You can use the back portion of this SAS for your
solution/s.

Exercise 1: Number Heads Together

Directions: Find y' by implicit differentiation:
1.) x3 + xy +4 = 0

2.) xy = 4

3.) x2 + y2 =25

4.) x2 + 2y2 - 4 =0

5.) x2 + 3xy = 4

6.) x3 + 4x + y2 -3y + 1 = 0

Exercise 2: Mastery Learning Game

Directions: Find y' by implicit differentiation:
1. x3 + y3 = 6xy

2. x2 + y2 = 4

3. x2 +4x -3y2 + 4y = 0

4. 2xy + π sin y = 2π
2 2

5. 𝑥3 + 𝑦3 = 7

Activity 5: Check for Understanding

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Module #18 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Almost done! Let’s check how much you’ve learned from our lesson today.
Directions: Solve each of the following problems.

Assume that 𝑦 is a function of 𝑥. Find 𝑦’ = 𝑑𝑦/𝑑𝑥 for;

𝑥𝑦 4𝑥 5𝑦
1. 𝑒 =𝑒 −𝑒 ________________________

2 2
2. 𝑥 = 𝑥 +𝑦 ________________________

C. LESSON WRAP-UP

Activity 6: Thinking about Learning

Great Job! You did very well today. Now, color the box of the module that you have finished today.
You’re done with the session. Let’s track your progress.
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

How did you overcome those challenges?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #19 Student Activity Sheet

Class number: _________

Name: _________________________________________________________________ Date: ___________________
Section: ____________ Schedule: ________________________________________

Lesson title: Related Rates Materials:

Learning Targets: SAS, Board and pen, E-learning Materials
At the end of the lesson the students should be able to:
References:
1. Solve situational problems involving related rates. The Calculus with Analytic Geometry
6th edition by Liethold, L.
Precalculus 6th edition by Barnett,
Ziegler and Byleen.

A. LESSON PREVIEW/REVIEW

I. Introduction
Good morning, students!In this session, you will be exploring how to solve real-life related
rates problems using implicit differentiation.

Activity 1: Number Head Together

Differentiate the given equation implicitly and then solve for y’.

1.) 2x = 3y – 7 = 0 2.) x2 – 2y – 4 = 0

3.) y – 3x2 + 5 = 0 4.) y2 – 3x2 + 8 = 0

B. MAIN LESSON

Activity 2: Content Notes

Today, you will learn to solve real-life related rates problems using implicit differentiation.
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think
can help you in understanding the topic.

Related Rates
- The common thread in each problem is an equation relating two or more quantities that are all
changing with time.

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Class number: _________

Name: _________________________________________________________________ Date: ___________________
Section: ____________ Schedule: ________________________________________

GUIDELINES FOR SOLVING RELATED-RATE PROBLEMS

1. Make a simple sketch, if appropriate.
2. Set up an equation relating all of the relevant quantities.
3. Differentiate (implicitly) both sides of the equation with respect to time (t).
4. Substitute in values for all known quantities and derivatives.
5. Solve for the remaining rate.

The table below lists examples of mathematical models involving rates of change. For
instance, the rate of change in the first example is the velocity of a car.

Verbal Statement Mathematical Model

The velocity of a car after traveling for 1 x = distance traveled;
hour is 50 miles per hour. 𝑑𝑥
= 50 mi/hr when t = 1
𝑑𝑡
Water is being pumped into a swimming V = volume of water in pool
pool at a rate of 10 cubic meters per hour 𝑑𝑉
= 10 m3/hr
𝑑𝑡
A gear is revolving at a rate of 25 θ= angle of revolution;
revolutions per minute (1 rev = 2π rad) 𝑑θ
= 25(2π) rad/min
𝑑𝑡
A population of bacteria is increasing at a x = population of bacteria;
rate of 2000 per hour. 𝑑𝑥
= 2000 bacteria per hour
𝑑𝑡

Suppose we have two variables x and y which are both changing with time. A "related rates" problem
is a problem in which we know one of the rates of change at a given instant—say, 𝑥˙ = 𝑑𝑡 ; and we
𝑑𝑥

want to find the other rate 𝑦˙ = at that instant. (The use of 𝑥˙ to mean
𝑑𝑦 𝑑𝑥
𝑑𝑡
goes back to Newton and
𝑑𝑡
is still used for this purpose, especially by physicists.)

If y is written in terms of x, i.e., y = f(x), then this is easy to do using the chain rule:

𝑦˙ = 𝑥˙
𝑑𝑦 𝑑𝑦 𝑑𝑥 𝑑𝑦
𝑑𝑡
= 𝑑𝑥
· 𝑑𝑡
= 𝑑𝑥

That is, find the derivative of f(x), plug in the value of x at the instant in question, and multiply by the
given value of 𝑥˙ = to get 𝑦˙ =
𝑑𝑥 𝑑𝑦
𝑑𝑡 𝑑𝑡
.

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 STM 002: BASIC CALCULUS
Module #19 Student Activity Sheet

Class number: _________

Name: _________________________________________________________________ Date: ___________________
Section: ____________ Schedule: ________________________________________

Example 1:
A 26 foot ladder is placed against a wall. If the top of the ladder is sliding down the wall at 2
feet per second, at what rate is the bottom of the ladder moving away from the wall when the bottom
of the ladder is 10 feet from the wall?

Solution:
Let x – distance of the bottom of the ladder from the wall
y – distance of the top of the ladder on the wall

x = x(t) y = y(t) Both x and y are changing with respect to time

2 2 2
x + y = 26 It can be express as Pythagorean relationship

2x
𝑑𝑥
+ 2y
𝑑𝑦
=0 Differentiating (1) implicitly with respect to time t,
𝑑𝑡 𝑑𝑡
and using the chain rule

102 + y2 = 262 Find

𝑑𝑥
when x = 10 feet, given that
𝑑𝑦
= -2 (y
𝑑𝑡 𝑑𝑡
2 2
y= 26 − 10 = 24 feet is decreasing at a constant rate of 2 feet per
𝑑𝑥
second). Solve for 𝑑𝑡 , except y.

𝑑𝑥 𝑑𝑦 𝑑𝑥
2(10) 𝑑𝑡
+ 2(24)(-2) = 0 Substitute 𝑑𝑡
= -2, and y = 24, then solve for 𝑑𝑡

𝑑𝑥 −2(24)(−2)
𝑑𝑡
= 2(10)

= 4.8 feet per second

Example 2:
An oil tanker has an accident and oil pours out at the rate of 150 gallons per minute. Suppose
1 3
that the oil spreads onto the water in a circle at a thickness of 10
". Given that 1𝑓𝑡 equals 7.5 gallons,
determine the rate at which the radius of the spill is increasing when the radius reaches 500 feet.

Solution:
2
Since the area of a circle of radius r is π𝑟 , the volume of oil is given by
1 2
𝑉 = (𝑑𝑒𝑝𝑡ℎ) (𝑎𝑟𝑒𝑎) = 120
π𝑟 ,

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Class number: _________

Name: _________________________________________________________________ Date: ___________________
Section: ____________ Schedule: ________________________________________

1 1
since the depth is 10
"= 120
ft.

Both volume and radius are functions of time, so

π 2
𝑉( 𝑡 ) = 120
[𝑟(𝑡)] .

Differentiating both sides of the equation with respect to t, we get

π
𝑉’(𝑡) = 120
2𝑟(𝑡)𝑟'(𝑡).

150 3
The volume increases at a rate of 150 gallons per minute, or 7.5
= 20𝑓𝑡 /min. Substituting in
𝑉’(𝑡) = 20 and 𝑟 = 500 we have
π
20 = 120
2(500)𝑟'(𝑡).

Finally, solving for 𝑟’(𝑡), we find that the radius is increasing at the rate of
2.4
π
≈0. 7694 feet per minute.

Example 3:
A 10 – foot ladder leans against the side of a building. If the top of the ladder begins to slide
down the wall at the rate of 2 ft/sec, how fast is the bottom of the ladder sliding away from the wall
when the top of the ladder is 8 feet off the ground?

Solution:
Denote the height of the top of the ladder as y and the distance from the wall to the bottom of the
ladder as x. Since the ladder is sliding down the wall at the rate of 2 ft/sec, we must have that
𝑑𝑦
𝑑𝑡
=− 2. (Notice the minus sign here.) Observe that both x and y are functions of time, t. By the
Pythagorean Theorem, we have
2 2
[𝑥(𝑡)] + [𝑦(𝑡)] = 100.

Differentiating both sides of this equation with respect to time is gives u

0=
𝑑
𝑑𝑡
(100) =
𝑑
𝑑𝑡 {[𝑥(𝑡)]2 + [𝑦(𝑡)]2}
'
= 2𝑥(𝑡)𝑥 (𝑡) + 2𝑦(𝑡)𝑦'(𝑡).

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Class number: _________

Name: _________________________________________________________________ Date: ___________________
Section: ____________ Schedule: ________________________________________

'
Solving for 𝑥 (𝑡), we obtain
' 𝑦(𝑡)
𝑥 (𝑡) =− 𝑥(𝑡)
𝑦'(𝑡).

Since the height above ground of the top of the ladder at the point in question is 8 feet, we have
that 𝑦 = 8 and the Pythagorean Theorem, we get
2 2
100 = 𝑥 + 8 ,

so that 𝑥 = 6. We now have that at the point in question,

' 𝑦(𝑡) ' 8 8
𝑥 (𝑡) =− 𝑥(𝑡)
𝑦 (𝑡) =− 6
(− 2) = 3
.

8
So, the bottom of the ladder is sliding away from the building at the rate of 3
ft/sec.

Activity 3: Skill-building Activities

Since you’re done with the content notes, let us see now how much you know the lesson. Here are
the activities below that you need to answer. You can use the back portion of this SAS for your
solution/s.

Exercise 1: Number Heads Together

Directions: Solve the following problems.

1. A plane is flying directly away from you at 500 mph at an altitude of 3 miles. How fast is the
plane's distance from you increasing at the moment when the plane is flying over a point on the
ground 4 miles from you?

2. You are inflating a spherical balloon at the rate of 7 cm3/sec. How fast is its radius increasing
when the radius is 4 cm?

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 STM 002: BASIC CALCULUS
Module #19 Student Activity Sheet

Class number: _________

Name: _________________________________________________________________ Date: ___________________
Section: ____________ Schedule: ________________________________________

Exercise 2: Mastery Learning Game

Directions: Solve the problems below.
1. Water is poured into a conical container at the rate of 10 cm3/sec. The cone points directly
down, and It has a height of 30 cm and a base radius of 10 cm. How fast is the water level
rising when the water is 4 cm deep (at its deepest point)?

2. A swing consists of a board at the end of a 10 ft long rope. Think of the board as a point P at
the end of the rope, and let Q be the point of attachment at the other end. Suppose that the
swing is directly below Q at time t = 0, and is being pushed by someone who walks at 6 ft/sec
from left to right. Find (a) how fast the swing is rising after 1 sec; (b) the angular speed of
the rope in deg/sec after 1 sec.

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 STM 002: BASIC CALCULUS
Module #19 Student Activity Sheet

Class number: _________

Name: _________________________________________________________________ Date: ___________________
Section: ____________ Schedule: ________________________________________

Activity 4: Check for Understanding

Almost done! Let’s check how much you’ve learned from our lesson today.
Directions: Reflect on the statement below. Express your answer in at least 3 sentences. (Answers
may vary)

● Write one step on solving related rates problems that you think you took a long time to
accomplish. Expound your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

C. LESSON WRAP-UP
Activity 5: Thinking about Learning
Great Job! You did very well today. Now, color the box of the module that you have finished today.
You’re done with the session. Let’s track your progress.
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

How did you overcome those challenges?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #21 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Illustrating the Antiderivative of Function Materials:

Learning Targets: SAS, Board and pen, E-learning Materials
At the end of the lesson the students should be able to:
References:
1. Illustrate the antiderivative of the function The Calculus with Analytic Geometry
2. Compute the general antiderivative of polynomial, 6th edition by Liethold, L.
exponential and trigonometric function Precalculus 6th edition by Barnett,
Ziegler and Byleen

A. LESSON PREVIEW/REVIEW

I.
Introduction
Good morning, class! You were done with the 4th Achievement Test. In this session, you will
be exploring how to illustrate antiderivative of the function and compute general antiderivative of
polynomial, exponential and trigonometric function

Activity 1: Number Heads Together

Directions: Evaluate the following integrals:

𝑑𝑥
1. ∫ 2
4+ (𝑥−1)

𝑥 𝑑𝑥
2. ∫ 4
𝑥 +16

𝑑𝑥
3. ∫ 4
𝑥 𝑥 −4

Activity 2: Hook Activity

Directions: Integrate the following using the appropriate rules in integration.
2 2 2
(
1.) ∫ 𝑥 − 5𝑥 + 1 (2 − 3𝑥)dx ) 2.) ∫ (𝑥 − 3) dx

2
𝑥 +1 3
3.) ∫ 2 dx 4.) ∫( 𝑥 − 11 + ) dx
𝑥 𝑥

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 STM 002: BASIC CALCULUS
Module #21 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

B. MAIN LESSON

Activity 3: Content Notes

Today, you will learn to illustrate chain rule for integration and compute antiderivatives of functions
using the said rule.
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think
can help you in understanding the topic.

There are multiple approaches to explaining the meaning of the term antiderivative, but the easiest
one to understand is the graphical explanation. However, we cannot have a discussion of
antiderivatives without acknowledging its partner in crime…you guessed it: the derivative.

The derivative is defined as the slope of the line running tangent to a function at a specific point. For
example, the picture below shows the function y = x² in blue. A dotted tangent line has been drawn for
three different points. You'll notice that the slope is doubling as you move along the x-axis; if the slope
is twice the number you plug into the function as we see here, then the derivative is 2x.

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 STM 002: BASIC CALCULUS
Module #21 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

In the following examples, students will practice the formula introduced for finding antiderivatives:

In some problems, students will be given additional information to find a particular value of the
constant C for a specific antiderivative.

Since you’re done with the content notes, let us see now how much you know the lesson. Here are
the activities below that you need to answer. You can use the back portion of this SAS for your
solution/s.

Exercise 1: Number Heads Together

Directions: FInd the derivatives of the following functions:

1.

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Module #21 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

2.

3.

Exercise 4: Mastery Learning Game

Find the derivative of the following functions:

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 STM 002: BASIC CALCULUS
Module #21 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 5: Check for Understanding

Almost done! Let’s check how much you’ve learned from our lesson today.

Directions: Evaluate the integral of the following

3 20
(
1. ∫ 2𝑥 − 3 ) (6𝑥2)𝑑𝑥 2. ∫
1
4+𝑥
2 2𝑥 𝑑𝑥

C. LESSON WRAP-UP

Activity 6: Thinking about Learning

Great Job! You did very well today. Now, color the box of the module that you have finished today.
You’re done with the session. Let’s track your progress.
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

How did you overcome those challenges?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

This document is the property of PHINMA EDUCATION

 STM 002: BASIC CALCULUS
Module #22 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Computing for the Antiderivative of Materials:

Algebraic, Exponential and Trigonometric Function SAS, Board and pen, E-learning Materials
Learning Targets:
At the end of the lesson the students should be able to: References:
The Calculus with Analytic Geometry
1. Compute the antiderivative of a function using the 6th edition by Liethold, L.
substitution rule and table of integrals Precalculus 6th edition by Barnett,
Ziegler and Byleen.

A. LESSON PREVIEW/REVIEW

I. Introduction
Good day, class! In this session, you will be exploring how to compute the antiderivative of
Algebraic, Exponential and Trigonometric Function

Activity 1: Number Head Together

Directions: Evaluate the following integrals:

2
3 2 5
1. ∫
𝑥 𝑑𝑥

𝑥 −1
3
(
2. ∫ 4𝑥 + 9 𝑥 𝑑𝑥 )
3 𝑥𝑑𝑥
3. ∫ (4𝑥 + 5) 𝑑𝑥 4. ∫ 4
(5𝑥2+3)
Activity 2: Hook Activity
Directions: Integrate the following using the appropriate rules in integration.

2
(
1. ∫ 𝑥 − 5𝑥 + 1 (2 − 3𝑥)dx )
2 2
2. ∫ (𝑥 − 3) dx

2
𝑥 +1
3. ∫ 2 dx
𝑥

3
4. ∫( 𝑥 − 11 + ) dx
𝑥

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 STM 002: BASIC CALCULUS
Module #22 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

B. MAIN LESSON

Activity 3: Content Notes

Today, you will learn to compute the antiderivative of Algebraic, Exponential and Trigonometric
Function.
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think
can help you in understanding the topic.

At this point, we know how to find derivatives of various functions. We now ask the opposite question.
Given a function f, how can we find a function with derivative f? If we can find a function F derivative
f, we call F an antiderivative of f.
.

Consider the function 𝑓(𝑥) = 2𝑥. Knowing the power rule of differentiation, we conclude that
2
𝐹(𝑥) = 𝑥 is an antiderivative of f since 𝐹'(𝑥) = 2𝑥. Are there any other antiderivatives of f? Yes
2
-since the derivative of any constant C is zero, 𝑥 + 𝐶 is also an antiderivative of 2x. Therefore,
2 2
𝑥 + 5 and 𝑥2 − √2 are also antiderivatives. Are there any others that are not of the form 𝑥 + 𝐶
from some constant C? The answer is no. From Corollary 2 of the MEan Value Theorem, we know
that is F and G are differentiable functions such that 𝐹'(𝑥) = 𝐺'(𝑥), then 𝐹(𝑥) − 𝐺(𝑥) = 𝐶 for some
constant C. This fact leads to the following important theorem.

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 STM 002: BASIC CALCULUS
Module #22 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Examples:

This document is the property of PHINMA EDUCATION

 STM 002: BASIC CALCULUS
Module #22 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

This document is the property of PHINMA EDUCATION

 STM 002: BASIC CALCULUS
Module #22 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Antiderivative of Exponential Functions:

Antiderivative of Trigonometric Functions:

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 STM 002: BASIC CALCULUS
Module #22 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 4: Skill-building Activities

Since you’re done with the content notes, let us see now how much you know the lesson. Here are
the activities below that you need to answer. You can use the back portion of this SAS for your
solution/s.

Exercise 1: Number Heads Together

Directions: Evaluate the integral using integration by parts.
4 3 2
1. ∫(𝑥 − 𝑥 + 𝑥 ) 𝑑𝑥

−2 −3
2. ∫(3𝑥 − 4𝑥 ) 𝑑𝑥

3
3. ∫ 𝑥
𝑑𝑥

Exercise 2: Mastery Learning Game

Directions: Evaluate the integral using integration by parts.

2
1. ∫ (𝑥 cos 𝑐𝑜𝑠 3𝑥) 𝑑𝑥

3
5 𝑥
2. ∫(𝑥 𝑒 ) 𝑑𝑥

8 4
3. ∫(5𝑡 − 2𝑡 + 𝑡 + 3) 𝑑𝑥

Activity 5: Check for Understanding

Almost done! Let’s check how much you’ve learned from our lesson today.
Directions: Evaluate the integral using integration by parts.

−1 2
1. ∫ (𝑠𝑖𝑛 𝑥) 𝑑𝑥 2. ∫ (𝑥 𝑠𝑖𝑛 𝑥) 𝑑𝑥

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 STM 002: BASIC CALCULUS
Module #22 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

C. LESSON WRAP-UP

Activity 6: Thinking about Learning

Great Job! You did very well today. Now, color the box of the module that you have finished today.
You’re done with the session. Let’s track your progress.
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
How did you overcome those challenges?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

This document is the property of PHINMA EDUCATION

 STM 002: BASIC CALCULUS
Module #23 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Situational Problems Involving Exponential Materials:

Growth and Decay SAS, Board and pen, E-learning Materials
Learning Targets:
At the end of the lesson the students should be able to:
References:
1. Solve situational problems involving exponential The Calculus with Analytic Geometry
growth and decay, bounded growth and logistic growth 6th edition by Liethold, L.
Precalculus 6th edition by Barnett,
Ziegler and Byleen.

A. LESSON PREVIEW/REVIEW

I. Introduction
Good morning, class! In this session, you will be exploring how to use exponential functions to
model growth and decay in applied problems.

Activity 1: Number Head Together

Directions: Find each indefinite integral.

2 5 4𝑥
1.) ∫ (𝑥 − 4) (2x) dx 2.) ∫ 𝑒 (4) dx

B. MAIN LESSON

Activity 2: Content Notes

Today, you will learn to use exponential functions to model growth and decay in applied problems and
to solve and analyze logistic differential equations.
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think
can help you in understanding the topic.

In many applications, the rate of change of a variable y is proportional to the value of y. When
y is a function of time t, the proportion can be written as shown.

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 STM 002: BASIC CALCULUS
Module #23 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

The general solution of this differential equation is given in the theorem for Exponential Growth
and Decay Model.

Exponential growth is a widely appreciated phenomenon for which we already have familiar
mental models. Investments and populations grow exponentially when their rate of growth is
proportional to their present size. You can take almost any example of exponential growth and turn
it into logistic growth by putting a maximum limit on its size. Just make the rate of growth also
proportional to the remaining room left for growth.

Logistic growth

The exponential growth model was derived from the fact that the rate of change of a variable y
𝑑𝑦
is proportional to the value of y. You observed that the differential equation 𝑑𝑡
= 𝑘𝑦 has the
𝑘𝑡
general solution 𝑦 = 𝐶𝑒 . Exponential growth is unlimited, but when describing a population, there
often exists some upper limit L past which growth cannot occur. This upper limit is called the
carrying capacity, which is the maximum population y(t) that can be sustained or supported as time
increases. A model that is often used to describe this type of growth is the logistic differential
equation
𝑑𝑦 𝑦
𝑑𝑡
= ky(1- 𝐿
)

where k and L are positive constants. A population that satisfies this equation does not grow
without bound, but approaches the carrying capacity L as it increases.

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 STM 002: BASIC CALCULUS
Module #23 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

From the equation, you can see that if y is between 0 and the carrying capacity L, then
𝑑𝑦 𝑑𝑦
𝑑𝑡
> 0 and the population increases. If y is greater than , then 𝑑𝑡 < 0 and the population
decreases. The graph of the function y is called the logistic curve, as shown in the figure below.

Ten grams of the plutonium isotope 239Pu were released in a nuclear accident. How long will it
take for 10 grams to decay to 1 gram? The half-life of the chemical is 24,100 years.
Solution:

Let y represent the mass (in grams) of the plutonium. Because the rate of decay is proportional to y,
𝑘𝑡
thus 𝑦 = 𝐶𝑒 where t is the time in years. To find the values of the constants C and k, apply the
initial conditions. Using the fact that y = 10 when t = 0, you can write
𝑘(0) 0
10 = 𝐶𝑒 → 10 = 𝐶𝑒
10
which implies that C = 10. Next, using the fact that the half-life is 24,100 years you have 𝑦 = 2
=5
when t = 24,100. So you can write
𝑘(24100)
5 = 10𝑒
1 24,100𝑘
2
= 𝑒
1
ln 𝑙𝑛 2
= 24,100 k
k ≈ - 0.000028761
−0.000028761𝑡
So, the half-life model is 𝑦 = 10𝑒
To find the time it would take for 10 grams to decay to 1 gram, you can solve for t in the equation
−0.000028761 𝑡
1 = 10𝑒
𝑡 ≈80, 059 𝑦𝑒𝑎𝑟𝑠

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 STM 002: BASIC CALCULUS
Module #23 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 3: Skill-building Activities

Since you’re done with the content notes, let us see now how much you know the lesson. Here are
the activities below that you need to answer. You can use the back portion of this SAS for your
solution/s.

Exercise 1: Number Heads Together

Directions: Solve the following problems.

1. An experimental population of fruit flies increases according to the law of exponential growth.
There were 100 flies after the second day of the experiment and 300 flies after the fourth day.
Approximately how many flies were in the original population?
2. Four months after it stops advertising, a manufacturing company notices that its sales have
dropped from 100,000 units per month to 80,000 units per month. The sales follow an exponential
pattern of decline. What will the sales be after another 2 months?

3. Let y represent the temperature ( in °F) of an object whose temperature is kept at a constant 60°.
The object cools from 100° to 90° in 10 minutes. How much longer will it take for the temperature to
decrease to 80°?

Exercise 2: Mastery Learning Game

Directions: Solve the following problems.

1. The rate of change of the number of coyotes N(t) in a population is directly proportional to 650 -
N(t), where t is the time in years. When t = 0, the population is 300, and when t = 2, the population
has increased to 500. Find the population when t = 3.

2. A state game commission releases 40 elk into a game refuge. After 5 years, the elk population is
104. The commission believes that the environment can support no more than 4000 elk. The growth
𝑑𝑝 𝑝
rate of the elk population p is 𝑑𝑡
= 𝑘𝑝 (1 − 4000
), 40 ≤𝑝 ≤4000, where t is the number of years.
(a)Write a model for the elk population in terms of t. (b) Use the model to estimate the elk population
after 15 years.

3. Given that the half-life of radium is 1690 years, how much will remain of one gram of radium after
1000 years?

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 STM 002: BASIC CALCULUS
Module #23 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 4: Check for Understanding

Complete the statement.

You have now reached the end of this lesson! Congratulations and thank you for working hard
to learn this lesson. As you end this lesson, put a check mark on the space provided before the
learning target if you have learned it very well. You can write reasons (for example:
ways/techniques/strategy that you did/used in order to learn this lesson).

_________ I was able to use exponential functions to model growth and decay in applied
⮚
problems because __________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
.
C. LESSON WRAP-UP

Activity 6: Thinking about Learning

Great Job! You did very well today. Now, color the box of the module that you have finished today.
You’re done with the session. Let’s track your progress.
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

How did you overcome those challenges?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

This document is the property of PHINMA EDUCATION

 STM 002: BASIC CALCULUS
Module #24 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Area of a Region under a Curve using Materials:

Riemann Sums SAS, Board and pen, E-learning Materials
Learning Targets:
At the end of the lesson the students should be able to:
References:
1. Approximate the area of the region under a curve The Calculus with Analytic Geometry
using Riemann Sums; left, right and midpoint 6th edition by Liethold, L.
2. Compute for the area of plane region using definite Precalculus 6th edition by Barnett,
integral Ziegler and Byleen.

A. LESSON PREVIEW/REVIEW

[Link]
Good morning, class! In this session, you will be exploring how to compute the definite integral
of a function using the substitution rule.
Activity 1: Number Head Together
Directions: Evaluate integral using integration by parts.

3𝑥
1. ∫ 𝑥𝑒 𝑑𝑥

2. ∫ 𝑥 sin 𝑠𝑖𝑛 5𝑥 𝑑𝑥

2
3. ∫ 𝑥 ln 𝑙𝑛 𝑥 𝑑𝑥

2 −5𝑥
4. ∫𝑥 𝑒 𝑑𝑥

Activity 2: Hook Activity

Directions: Integrate the following using the appropriate rules in integration.
2 2 2
(
1.) ∫ 𝑥 − 5𝑥 + 1 (2 − 3𝑥)dx ) 2.) ∫ (𝑥 − 3) dx

2
𝑥 +1 3
3.) ∫ 2 dx 4.) ∫( 𝑥 − 11 + ) dx
𝑥 𝑥

This document is the property of PHINMA EDUCATION

 STM 002: BASIC CALCULUS
Module #24 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

B. MAIN LESSON

Activity 3: Content Notes

This time, you will learn to compute the definite integral of a function using the substitution rule.
Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think
can help you in understanding the topic.

If the curve is composed of straight-line segments, then the area under the curve can be easily
computed by simply breaking the area underneath the curve into simple shapes, compute the area of
each shape, and adding the individual areas:

To find the approximation of the area under the curve, you need to find the area of each rectangle and
add them up. However, there are still gaps inside the curve that the rectangles do not cover.
Therefore, this approximation could be improved.

These approximations are called Riemann sums. If we want to calculate the area between the graph
of a positive function f and the x–axis on a specified interval [a, b], the Riemann sum method can be
used to build several rectangles with bases on the interval [a, b] and sides that reach up to the graph
of f. The area of the region formed by the rectangles is an approximation of the area we want.

In this article, we will focus on 3 types of Riemann sums: Left-endpoint, right-endpoint, and midpoint.
We will examine a function and approximate the area under the curve using all three methods.

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 STM 002: BASIC CALCULUS
Module #24 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Example 1: Estimate the area under the curve of y = x2 on the interval of [0,2] using the left-hand
Riemann sums.

Approximate the Riemann sum using 2, 4, and 6 rectangles. Draw a diagram of your results.
Are these estimates overestimates or underestimates of the area under the curve?
Use an integral calculator to find the exact area of the curve.

Solution:

Let’s graph function y = x2 on the coordinate plane:

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First, we need to find the length of each sub-partition, or base, of each rectangle.

Use the formula

n = number of rectangles

a = start of the interval

b = end of the interval

In the problem b = 2, a= 0, and n =2, so let’s apply the formula:

Therefore, the length of the base of each rectangle is 1. Now we will find the value of each x value
going by 1 starting from a = 0:

x a=0 1 b=2

f(x) 0 1 4

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Next, we need to figure out the height of each rectangle.

Our first rectangle is on the interval of [0,1]. Since we are using a left-endpoint estimate, its top-left
vertex should be on the curve where x = 0, so its y value is f (0) = 0. The area of the first rectangle is
therefore A1= b * h = 1 * 0 = 0

Our second rectangle is on the interval of [1,2]. Since we are using a left-endpoint estimate, its
top-left vertex should be on the curve where x = 1, so its y value is f (1) = 1.

The area of the second rectangle is A2= b * h = 1 * 1 = 1

Finally, let’s add the areas of each rectangle:

A1+ A2= 0 + 1 = 1

The approximate area under the curve is 1 square unit.

Computing the Areas of a Plane Region Using the Definite Integral

There are two methods for evaluating a definite integral by substitution. The first method is to
find an antiderivative using substitution, and then to evaluate the definite integral by applying the
Fundamental Theorem. We used this method in the preceding lesson. The second method extends
the process of substitution directly to definite integrals. We apply the new formula introduced here to
the problem of computing the area between two curves.

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Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

With a formal change of variables, you completely rewrite the integral in terms of u and du (or any
other convenient variable). Although this procedure can involve more written steps than the pattern
recognition, it is useful for complicated integrands. The change of variables technique uses the
Leibniz notation for the differential. That is, if u = g(x) then du = g'(x) dx and the integral takes the
form

'
∫ 𝑓(𝑔(𝑥))𝑔 (𝑥)𝑑𝑥 = ∫ 𝑓(𝑢)𝑑𝑢 = 𝐹(𝑢) + 𝐶

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Module #24 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 4: Skill-building Activities

Since you’re done with the content notes, let us see now how much you know the lesson. Here are
the activities below that you need to answer. You can use the back portion of this SAS for your
solution/s.
Exercise 1: Number Heads Together
Directions: Evaluate the following definite integrals.
2 2 1 3
2 2
1. ∫(3𝑥 − 4𝑥 − 5) (6𝑥 − 4)𝑑𝑥 2. ∫ 𝑥(𝑥 +) 𝑑𝑥
1 0

1 3 2
2 2 3
3. ∫ 𝑥(𝑥 +) 𝑑𝑥 4. ∫ 2𝑥 𝑥 + 1 𝑑𝑥
−1 1

1
4 3
5. ∫(𝑥 − 3𝑥
0

Exercise 2: Mastery Learning Game

Directions: Evaluate the following definite integrals.

5
2
(
1. ∫ 2 + 2𝑡 + 3𝑡 𝑑𝑡 )
2

9
1
2. ∫( 𝑡 − )𝑑𝑡
𝑡
1

4
1
3. ∫ 𝑑𝑥
2𝑥+1
0

9
𝑥
4. ∫ 2 𝑑𝑥
1 𝑥(1+ 𝑥)

2
2 2
(
5. ∫ 𝑥 𝑥 + 1 𝑑𝑥 )
−2

0
4
6. ∫ (2𝑥 + 6) 𝑑𝑥
−3

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Module #24 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Activity 5: Check for Understanding

Great! You’re done with the activities above. Let’s check how much you’ve learned from our lesson
today.
Directions: Evaluate the following definite integrals.

C. LESSON WRAP-UP

Activity 6: Thinking about Learning

Great Job! You did very well today. Now, color the box of the module that you have finished today.
You’re done with the session. Let’s track your progress.
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #24 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

How did you overcome those challenges?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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 STM 002: BASIC CALCULUS
Module #25 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

Lesson title: Fundamental Theorem of Calculus Materials:

Learning Targets: SAS, Board and pen, E-learning Materials
At the end of the lesson the students should be able to:
References:
1. Illustrate the Fundamental Theorem of Calculus The Calculus with Analytic Geometry
2. Compute the definite integral of a function using the 6th edition by Liethold, L.
Fundamental Theorem of Calculus Precalculus 6th edition by Barnett,
Ziegler and Byleen.

A. LESSON PREVIEW/REVIEW

I. Introduction
Good day, class! In this session, you will be exploring how to evaluate a definite integral using
the Fundamental Theorem of Calculus.

Activity 1: Number Head Together

Directions: Answer the given problem.

1. An experimental population of fruit flies increases according to the law of exponential growth.
There were 100 flies after the second day of the experiment and 300 flies after the fourth day.
Approximately how many flies were in the original population?

B. MAIN LESSON

Activity 2: Content Notes (25 minutes)

Today, you will learn to evaluate a definite integral using the fundamental theorem of calculus.

Directions: Copy the concept notes in your activity sheets. You can highlight the ideas that you think
can help you in understanding the topic.

The Fundamental Theorem of Calculus

If a function f is continuous on the closed interval [a,b] and F is an antiderivative of f on the interval
𝑏 𝑏
𝑏
[a,b], then ∫ 𝑓(𝑥)𝑑𝑥 = 𝐹(𝑏) − 𝐹(𝑎). This can be written as ∫ 𝑓(𝑥)𝑑𝑥 = [𝐹(𝑥)]𝑎
𝑎 𝑎

The following are the integration rules for definite integrals:

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𝑎 𝑏
1. ∫ 𝑓(𝑥)𝑑𝑥 = − ∫ 𝑓(𝑥)𝑑𝑥
𝑏 𝑎
𝑎
2. ∫ 𝑓(𝑥)𝑑𝑥 = 0
𝑎
𝑏
3. ∫ 𝑐 𝑑𝑥 = 𝑐(𝑏 − 𝑎)𝑤ℎ𝑒𝑟𝑒 𝑐 𝑖𝑠 𝑎 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡
𝑎
𝑏 𝑏 𝑏
4. ∫[ 𝑓(𝑥)± 𝑔(𝑥)]𝑑𝑥 = ∫ 𝑓(𝑥)𝑑𝑥 ± ∫ 𝑔(𝑥)𝑑𝑥
𝑎 𝑎 𝑎
𝑏 𝑏
5. ∫ 𝑐 𝑓(𝑥)𝑑𝑥 = 𝑐 ∫ 𝑓(𝑥)𝑑𝑥 𝑤ℎ𝑒𝑟𝑒 𝑐 𝑖𝑠 𝑎𝑛𝑦 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡
𝑎 𝑎
𝑏 𝑐 𝑏
6. ∫ 𝑓(𝑥)𝑑𝑥 = ∫ 𝑓(𝑥)𝑑𝑥 + ∫ 𝑓(𝑥)𝑑𝑥
𝑎 𝑎 𝑐
𝑎 𝑎
7. ∫ 𝑓(𝑥)𝑑𝑥 = 2 ∫ 𝑓(𝑥) 𝑑𝑥 definite integral of an even function
−𝑎 0
𝑎
8. ∫ 𝑓(𝑥)𝑑𝑥 = 0 definite integral of add function
−𝑎

Informally, the theorem states that differentiation and (definite) integration are inverse operations, in
the same sense that division and multiplication are inverse operations. To see how Newton and
Leibniz might have anticipated this relationship, consider the approximations shown in the figure
∆𝑦
below. The slope of the tangent line was defined using the quotient ∆𝑥
(the slope of the secant line).
Similarly, the area of a region under a curve was defined using the product ∆𝑦∆𝑥 (the area of a
rectangle). So, at least in the primitive approximation stage, the operations of differentiation and
definite integration appear to have an inverse relationship in the same sense that division and
multiplication are inverse operations. The Fundamental Theorem of Calculus states that the limit
processes (used to define the derivative and definite integral) preserve this inverse relationship.

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Theorems Example
𝑎
1.) ∫ 𝑓(𝑥)𝑑𝑥 = 0, then
𝑎 1
𝑎
∫ 𝑥𝑑𝑥 = 0
∫ 𝑓(𝑥)𝑑𝑥 = 𝐹(𝑎) − 𝐹(𝑎) = 0 1
𝑎
If the upper and lower limits are the
same then there is no work to do, the integral
is zero.

𝑏 𝑎
2.)∫ 𝑓(𝑥)𝑑𝑥 = − ∫ 𝑓(𝑥)𝑑𝑥 0 2
2 2
𝑎 𝑏 ∫ 𝑥 𝑑𝑥 = − ∫ 𝑥 𝑑𝑥
We can interchange the limits on any 2 0
definite integrals; all that we need to do is to
3
𝑥 2
=− |
tack a minus sign onto the integral when we 3 0

( ) − ( )⎤⎥⎦
3 3
(2) (0)
do. = − ⎡⎢ 3 3
⎣
= − ( 8
3
− )
0
8
=− 3

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Section: ____________ Schedule: ________________________________________ Date: ___________________
𝑏 𝑏 2 2
2 2
3.) ∫ 𝑐𝑓(𝑥)𝑑𝑥 = 𝑐 ∫ 𝑓(𝑥)𝑑𝑥 ∫ 10𝑥 𝑑𝑥 = ∫ 10𝑥 𝑑𝑥
𝑎 𝑎 0 0
Where c is any number. So, as with 2
2
limits, derivatives and indefinite integrals we = 10 ∫ (𝑥 )𝑑𝑥
0
can factor out the constant.
( | )
3
𝑥 2
= 10 3 0

= 10⎡⎢( ) − ( )⎤⎥⎦
3 3
(2) (0)
⎣ 3 3

= 10( 0) 8
3
−
= 10( )
8
3
80
= 3

𝑏 𝑏 𝑏 1 1 1
2 2
4.) ∫ 𝑓(𝑥)±𝑔(𝑥𝑑𝑥 = ∫ 𝑓(𝑥)𝑑𝑥 ± ∫ 𝑔(𝑥)𝑑𝑥 ∫ (𝑥 − 𝑥)𝑑𝑥 = ∫ 𝑥 𝑑𝑥 − ∫ 𝑥𝑑𝑥
𝑎 𝑎 𝑎 0 0 0
We can break up definite integrals
( | )− ( | )
3 2
𝑥 2 𝑥 2
=
across a sum or difference. 3 0 2 0

= ⎡⎢( ) − ( )⎤⎥⎦ − ⎡⎢⎣( ) − ( )⎤⎥⎦

3 3 2 2
(1) (0) (1) (0)
⎣ 3 3 2 2

= ( ) ( )
1
3
−
1
2
1
= − 6

Activity 3: Skill-building Activities

Since you’re done with the content notes, let us see now how much you know the lesson. Here are
the activities below that you need to answer. You can use the back portion of this SAS for your
solution/s.

Exercise 1: Number Heads Together

Directions: Evaluate the following definite integral.
π
2 2
1. ∫ 𝑠𝑖𝑛𝑥 𝑑𝑥 6. ∫ 6𝑥 𝑑𝑥
0 0

2 0
2
2. ∫ 𝑥 𝑑𝑥 7. ∫ (2𝑥 − 1)𝑑𝑥
0 −1

2 1
3. ∫ 4𝑥 𝑑𝑥 (2
8. ∫ 𝑡 − 2 𝑑𝑡 )
1 −1

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Section: ____________ Schedule: ________________________________________ Date: ___________________

3 1
2 2
(
4. ∫ 3𝑥 + 4 𝑑𝑥 ) 9. ∫ (2𝑡 − 1) 𝑑𝑡
2 0

2 2
5. ∫ 4𝑥(𝑥 + 1)𝑑𝑥
−1
10. ∫
1
( 3
2
𝑥
− 1 𝑑𝑥 )
Exercise 2: Mastery Learning Game
Directions: Evaluate the following definite integral.

2 2
2 2
(
1. ∫ 𝑥 − 3 𝑑𝑥 ) (
5. ∫ 2𝑥 − 3𝑥 + 2 𝑑𝑥 )
1 0
4 4
2. ∫ 3 𝑥 𝑑𝑥 6. ∫(2𝑥 − 3 𝑥)𝑑𝑥
1 1
π
4 1
2
3. ∫ 𝑠𝑒𝑐 𝑥 𝑑𝑥 7. ∫(3𝑥 − 2)𝑑𝑥
0 3
2 2
2
4. ∫|2𝑥 − 1|𝑑𝑥 (
8. ∫ 3𝑥 + 2𝑥 − 1 𝑑𝑥 )
0 2

Activity 4: Check for Understanding

Almost done! Let’s check how much you’ve learned from our lesson today.

Directions: Evaluate the following definite integral.

2
4 2
(
1. ∫ 𝑥 − 3𝑥 + 1 𝑑𝑥 )
−2

2
3
(
2. ∫ 𝑥 − 4𝑥 𝑑𝑥 )
−2

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 STM 002: BASIC CALCULUS
Module #25 Student Activity Sheet

Name: _________________________________________________________________ Class number: _________

Section: ____________ Schedule: ________________________________________ Date: ___________________

C. LESSON WRAP-UP
Activity 5: Thinking about Learning
Great Job! You did very well today. Now, color the box of the module that you have finished today.
You’re done with the session. Let’s track your progress.
Period 1 Period 2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Before we end, did you have challenges in today’s learning? If yes, state these challenges? If none,
what advice or tip you could give to your fellow classmates/students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

How did you overcome those challenges?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

This document is the property of PHINMA EDUCATION