The document discusses continuity in calculus, including the definition of continuity, types of continuity and discontinuity, and continuity of composite functions and intervals. It defines a continuous function as one where small changes in the input variable result in only small changes in the output variable. There are two main types of discontinuity: jump discontinuities, where the left and right limits exist but are not equal, and infinite discontinuities where the limits do not exist. A function is continuous over an interval if its graph can be drawn without lifting the pencil from that interval.
3.2 implicit equations and implicit differentiationmath265
The document discusses implicit equations and implicit differentiation. It begins by explaining the difference between explicit and implicit forms of equations, using the example of y=1/x which can be written explicitly as y=1/x or implicitly as xy=1. It then introduces the concept of implicit differentiation, which involves taking the derivative of an implicit equation with respect to x and solving for the derivative of y with respect to x (y’). This allows one to find the slope of the curve at a point, even if the explicit form of the relation between x and y is difficult to determine from the implicit equation.
The chain rule helps us find a derivative of a composition of functions. It turns out that it's the product of the derivatives of the composed functions.
This document discusses limits of functions. It defines limits numerically and graphically, and explains that the limit of a function as x approaches a particular value a describes the behavior of the function near a, regardless of its exact value at a. One-sided limits are introduced, where the left-sided limit considers values of x approaching a from below and the right-sided limit considers values above. The overall limit only exists if the one-sided limits exist and are equal. Examples calculating one-sided and overall limits from graphs and tables of values are provided.
This document discusses rules for taking derivatives of various functions including:
1. The derivative of a constant function is 0.
2. The power rule states that the derivative of x^n is nx^{n-1}.
3. Higher derivatives can be found by taking additional derivatives, and the nth derivative is written as f^(n).
It also covers the product rule, quotient rule, and applying rules to polynomials and exponential functions.
The document explains the Remainder Theorem in multiple ways using different examples and proofs. It states that the Remainder Theorem provides a test to determine if a polynomial f(x) is divisible by a polynomial of the form x-c. It proves that the remainder obtained when dividing f(x) by x-c is equal to the value of f(x) when x is substituted with c. It provides multiple examples working through applying the Remainder Theorem to determine if various polynomials are divisible.
1) The document discusses one-to-one functions and their inverses. It provides examples of determining whether relations are one-to-one and finding the inverses of functions.
2) To find the inverse of a one-to-one function, interchange the x and y variables in the function equation and solve for y in terms of x.
3) The class is divided into groups to practice finding inverses of functions within a time limit and criteria for evaluation.
This document discusses rectilinear motion and concepts related to position, velocity, speed, and acceleration for objects moving along a straight line. It defines velocity as the rate of change of position with respect to time and speed as the magnitude of velocity. Acceleration is defined as the rate of change of velocity with respect to time. Examples of position, velocity, speed, and acceleration graphs are shown for an object with the position function s(t) = t^3 - 6t^2. The document also analyzes position versus time graphs to determine characteristics of an object's motion at different points. Finally, it works through an example of analyzing the motion of a particle with position function s(t) = 2t^3 -
This document discusses solving rational equations and inequalities. It begins with definitions of rational equations and inequalities. Examples are provided to demonstrate how to solve rational equations by multiplying both sides by the least common denominator to eliminate fractions. The document notes that extraneous solutions may arise and must be checked. Methods for solving rational inequalities using graphs, tables, and algebra are presented. Practice problems are included for students to test their understanding.
3.2 implicit equations and implicit differentiationmath265
The document discusses implicit equations and implicit differentiation. It begins by explaining the difference between explicit and implicit forms of equations, using the example of y=1/x which can be written explicitly as y=1/x or implicitly as xy=1. It then introduces the concept of implicit differentiation, which involves taking the derivative of an implicit equation with respect to x and solving for the derivative of y with respect to x (y’). This allows one to find the slope of the curve at a point, even if the explicit form of the relation between x and y is difficult to determine from the implicit equation.
The chain rule helps us find a derivative of a composition of functions. It turns out that it's the product of the derivatives of the composed functions.
This document discusses limits of functions. It defines limits numerically and graphically, and explains that the limit of a function as x approaches a particular value a describes the behavior of the function near a, regardless of its exact value at a. One-sided limits are introduced, where the left-sided limit considers values of x approaching a from below and the right-sided limit considers values above. The overall limit only exists if the one-sided limits exist and are equal. Examples calculating one-sided and overall limits from graphs and tables of values are provided.
This document discusses rules for taking derivatives of various functions including:
1. The derivative of a constant function is 0.
2. The power rule states that the derivative of x^n is nx^{n-1}.
3. Higher derivatives can be found by taking additional derivatives, and the nth derivative is written as f^(n).
It also covers the product rule, quotient rule, and applying rules to polynomials and exponential functions.
The document explains the Remainder Theorem in multiple ways using different examples and proofs. It states that the Remainder Theorem provides a test to determine if a polynomial f(x) is divisible by a polynomial of the form x-c. It proves that the remainder obtained when dividing f(x) by x-c is equal to the value of f(x) when x is substituted with c. It provides multiple examples working through applying the Remainder Theorem to determine if various polynomials are divisible.
1) The document discusses one-to-one functions and their inverses. It provides examples of determining whether relations are one-to-one and finding the inverses of functions.
2) To find the inverse of a one-to-one function, interchange the x and y variables in the function equation and solve for y in terms of x.
3) The class is divided into groups to practice finding inverses of functions within a time limit and criteria for evaluation.
This document discusses rectilinear motion and concepts related to position, velocity, speed, and acceleration for objects moving along a straight line. It defines velocity as the rate of change of position with respect to time and speed as the magnitude of velocity. Acceleration is defined as the rate of change of velocity with respect to time. Examples of position, velocity, speed, and acceleration graphs are shown for an object with the position function s(t) = t^3 - 6t^2. The document also analyzes position versus time graphs to determine characteristics of an object's motion at different points. Finally, it works through an example of analyzing the motion of a particle with position function s(t) = 2t^3 -
This document discusses solving rational equations and inequalities. It begins with definitions of rational equations and inequalities. Examples are provided to demonstrate how to solve rational equations by multiplying both sides by the least common denominator to eliminate fractions. The document notes that extraneous solutions may arise and must be checked. Methods for solving rational inequalities using graphs, tables, and algebra are presented. Practice problems are included for students to test their understanding.
The document discusses different teaching styles and classroom management approaches. It describes four styles: authoritarian (demanding but not warm), permissive (warm but not demanding), detached (neither warm nor demanding), and authoritative (both warm and demanding). The authoritative style, where the teacher has a supportive relationship with students but also maintains order, is presented as the ideal approach that allows for a productive learning environment.
Introduction to integral calculus.
This slideshow deals with concept of integration. A complete explanation is provided that how integration can be written as summation. Area under the graph can be calculated through integration.
The document discusses evaluating functions. It begins by defining the difference between a function and a relation. It then outlines four ways to represent a function: sets of ordered pairs, tables of values, graphs, and equations. It explains that evaluating a function means replacing the variable x in the function with a given number or expression. Examples are provided to demonstrate how to evaluate different types of functions by performing the substitution. The document concludes with a quiz asking the reader to evaluate sample functions at specific values of x.
This document discusses the attributes of professional teachers. It defines a professional teacher as one who has technical and moral competence, adheres to ethical standards, and undergoes rigorous training. It also notes that professional teachers see themselves as able to effect learning and have subject matter and pedagogical expertise. The document then outlines several personal attributes of effective teachers, including passion, humor, values, patience, enthusiasm, and commitment. Finally, it discusses research on characteristics of effective teachers such as content knowledge, caring relationships with students, fairness, positive attitudes, reflection, and motivation.
This document discusses polynomial functions. It defines polynomial functions as functions of the form f(x) = anx^n + an-1x^(n-1) + ... + a1x + a0, where n is a nonnegative integer and the coefficients are real numbers. It discusses key properties of polynomial functions including their domain, continuity, end behavior determined by the leading term, real zeros, turning points, and graphing. The document provides examples illustrating these concepts.
The document discusses evaluating functions by replacing the variable with a value from the domain and computing the result. It provides examples of evaluating various functions at different values of x. These include evaluating f(x) = 2x + 1 at x = 1.5, q(x) = x^2 - 2x + 2 at x = 2, and other functions at different values. It also discusses cases where a function cannot be evaluated, such as when the value is not in the domain of the function.
The Universe: A Module in Science and Technology for Grade 5 Pupilscryster
The document provides information about a module on the universe for grade 5 pupils. It includes the mission, vision and goals of the college of education. It discusses the big bang theory, big crunch theory, steady state theory and nebular theory as possible explanations for the origin of the universe. It also covers topics about the solar system including the sun, planets, asteroids and other celestial bodies. The module is intended to help pupils gain knowledge about the universe and solar system through interactive lessons and activities.
An antiderivative of a function is a function whose derivative is the given function. The problem of antidifferentiation is interesting, complicated, and useful, especially when discussing motion.
This is the slideshow version from class.
Basic Calculus 11 - Derivatives and Differentiation RulesJuan Miguel Palero
It is a powerpoint presentation that discusses about the lesson or topic of Derivatives and Differentiation Rules. It also encompasses some formulas, definitions and examples regarding the said topic.
This document provides an overview of integral calculus. It defines integration as the reverse process of differentiation and discusses indefinite and definite integrals. Graphical representations and general integration rules are presented. Examples are provided for integrals of simple functions using substitution and integration by parts methods. The document also covers integrals of trigonometric functions and derives formulas for several integrals. It concludes with examples of evaluating definite integrals between specified limits to find the area under a curve.
Continuity, Removable Discontinuity, Essential Discontinuity. These slides accompany my lectures in differential calculus with BSIE and GenENG students of LPU Batangas
This document provides an overview of continuity of functions. It defines continuity at a point as when three conditions are met: 1) the function f(c) is defined, 2) the limit of f(x) as x approaches c exists, and 3) the limit equals the value of the function f(c). It then discusses examples of discontinuity when these conditions are violated, such as a function jumping to a different value or going to infinity. The document also covers one-sided continuity, continuity on intervals, and properties of continuous functions.
L19 increasing & decreasing functionsJames Tagara
This document discusses analysis of functions including derivatives, extrema, and graphing. It defines key concepts such as increasing and decreasing functions, concavity, points of inflection, stationary points, and relative maxima and minima. It presents Rolle's theorem and the mean value theorem. Examples demonstrate finding critical points and determining the behavior of functions based on the signs of the first and second derivatives. The first and second derivative tests are introduced to identify relative extrema at critical points.
Lecture 14 section 5.3 trig fcts of any anglenjit-ronbrown
This document discusses trigonometric functions and the unit circle approach. It defines the six trigonometric functions using points on the unit circle, where the radius is 1. Special right triangles like the 45-45-90 and 30-60-90 triangles are used to determine exact trigonometric function values for angles of 45°, 30°, and 60°. Reference angles are defined as the acute angle between the terminal side of an angle and the x-axis, and are used to determine trigonometric function values for angles in any quadrant. Examples are provided to demonstrate finding trig values using reference angles.
Using implicit differentiation we can treat relations which are not quite functions like they were functions. In particular, we can find the slopes of lines tangent to curves which are not graphs of functions.
Graphs of polynomial functions are smooth and continuous, with no sharp corners or breaks. They can be drawn without lifting your pencil from the paper. A polynomial graph's behavior as x increases or decreases depends on whether its highest term has an even or odd degree. For even degrees, the graph rises or falls on both sides depending on the leading coefficient's sign. For odd degrees, the graph falls and rises or vice versa.
This document discusses graphing rational functions. It defines key concepts like domain, range, intercepts, zeros, and asymptotes. An example rational function f(x)=x-2/(x+2) is used to demonstrate how to find these values and graph the function. The domain is all real numbers except -2, the x-intercept is 2, and the y-intercept is -1. The vertical asymptote is at x=-2. Horizontal asymptotes occur when the degree of the numerator is less than, equal to, or greater than the degree of the denominator.
This document is a presentation submitted by a group of 6 mechanical engineering students to their professor. It contains an introduction, definitions of derivatives, a brief history of derivatives attributed to Newton and Leibniz, and applications of derivatives in various fields such as automobiles, radar guns, business, physics, biology, chemistry, and mathematics. It also provides rules and examples of calculating derivatives using power, multiplication by constant, sum, difference, product, quotient and chain rules.
This document discusses operations on functions including adding, subtracting, multiplying, and dividing functions. It also covers composing functions by applying one function to the output of another. The key objectives are to perform these operations on functions and determine the resulting domains. Examples are provided to demonstrate finding the sum and difference of functions, as well as composing functions and determining the domains of composite functions.
The concept of limit formalizes the notion of closeness of the function values to a certain value "near" a certain point. Limits behave well with respect to arithmetic--usually. Division by zero is always a problem, and we can't make conclusions about nonexistent limits!
The document discusses continuity of functions. A function is continuous if its graph can be drawn without lifting the pen. A function is continuous at a number a if three conditions are satisfied: the function value at a exists, the left-hand and right-hand limits at a exist, and the two limits are equal to the function value. Examples are provided to determine if functions are continuous at different values of x by checking if the three conditions are met. Discontinuities occur when one of the conditions fails, such as when the denominator is zero, creating an "indeterminate" value.
The document provides an overview of key concepts in calculus limits including:
1) Limits describe the behavior of a function as its variable approaches a constant value.
2) Tables of values and graphs can be used to evaluate limits by showing how the function values change as the variable nears the constant.
3) Common limit laws are described such as addition, multiplication, and substitution which allow evaluating limits of combined functions.
The document discusses different teaching styles and classroom management approaches. It describes four styles: authoritarian (demanding but not warm), permissive (warm but not demanding), detached (neither warm nor demanding), and authoritative (both warm and demanding). The authoritative style, where the teacher has a supportive relationship with students but also maintains order, is presented as the ideal approach that allows for a productive learning environment.
Introduction to integral calculus.
This slideshow deals with concept of integration. A complete explanation is provided that how integration can be written as summation. Area under the graph can be calculated through integration.
The document discusses evaluating functions. It begins by defining the difference between a function and a relation. It then outlines four ways to represent a function: sets of ordered pairs, tables of values, graphs, and equations. It explains that evaluating a function means replacing the variable x in the function with a given number or expression. Examples are provided to demonstrate how to evaluate different types of functions by performing the substitution. The document concludes with a quiz asking the reader to evaluate sample functions at specific values of x.
This document discusses the attributes of professional teachers. It defines a professional teacher as one who has technical and moral competence, adheres to ethical standards, and undergoes rigorous training. It also notes that professional teachers see themselves as able to effect learning and have subject matter and pedagogical expertise. The document then outlines several personal attributes of effective teachers, including passion, humor, values, patience, enthusiasm, and commitment. Finally, it discusses research on characteristics of effective teachers such as content knowledge, caring relationships with students, fairness, positive attitudes, reflection, and motivation.
This document discusses polynomial functions. It defines polynomial functions as functions of the form f(x) = anx^n + an-1x^(n-1) + ... + a1x + a0, where n is a nonnegative integer and the coefficients are real numbers. It discusses key properties of polynomial functions including their domain, continuity, end behavior determined by the leading term, real zeros, turning points, and graphing. The document provides examples illustrating these concepts.
The document discusses evaluating functions by replacing the variable with a value from the domain and computing the result. It provides examples of evaluating various functions at different values of x. These include evaluating f(x) = 2x + 1 at x = 1.5, q(x) = x^2 - 2x + 2 at x = 2, and other functions at different values. It also discusses cases where a function cannot be evaluated, such as when the value is not in the domain of the function.
The Universe: A Module in Science and Technology for Grade 5 Pupilscryster
The document provides information about a module on the universe for grade 5 pupils. It includes the mission, vision and goals of the college of education. It discusses the big bang theory, big crunch theory, steady state theory and nebular theory as possible explanations for the origin of the universe. It also covers topics about the solar system including the sun, planets, asteroids and other celestial bodies. The module is intended to help pupils gain knowledge about the universe and solar system through interactive lessons and activities.
An antiderivative of a function is a function whose derivative is the given function. The problem of antidifferentiation is interesting, complicated, and useful, especially when discussing motion.
This is the slideshow version from class.
Basic Calculus 11 - Derivatives and Differentiation RulesJuan Miguel Palero
It is a powerpoint presentation that discusses about the lesson or topic of Derivatives and Differentiation Rules. It also encompasses some formulas, definitions and examples regarding the said topic.
This document provides an overview of integral calculus. It defines integration as the reverse process of differentiation and discusses indefinite and definite integrals. Graphical representations and general integration rules are presented. Examples are provided for integrals of simple functions using substitution and integration by parts methods. The document also covers integrals of trigonometric functions and derives formulas for several integrals. It concludes with examples of evaluating definite integrals between specified limits to find the area under a curve.
Continuity, Removable Discontinuity, Essential Discontinuity. These slides accompany my lectures in differential calculus with BSIE and GenENG students of LPU Batangas
This document provides an overview of continuity of functions. It defines continuity at a point as when three conditions are met: 1) the function f(c) is defined, 2) the limit of f(x) as x approaches c exists, and 3) the limit equals the value of the function f(c). It then discusses examples of discontinuity when these conditions are violated, such as a function jumping to a different value or going to infinity. The document also covers one-sided continuity, continuity on intervals, and properties of continuous functions.
L19 increasing & decreasing functionsJames Tagara
This document discusses analysis of functions including derivatives, extrema, and graphing. It defines key concepts such as increasing and decreasing functions, concavity, points of inflection, stationary points, and relative maxima and minima. It presents Rolle's theorem and the mean value theorem. Examples demonstrate finding critical points and determining the behavior of functions based on the signs of the first and second derivatives. The first and second derivative tests are introduced to identify relative extrema at critical points.
Lecture 14 section 5.3 trig fcts of any anglenjit-ronbrown
This document discusses trigonometric functions and the unit circle approach. It defines the six trigonometric functions using points on the unit circle, where the radius is 1. Special right triangles like the 45-45-90 and 30-60-90 triangles are used to determine exact trigonometric function values for angles of 45°, 30°, and 60°. Reference angles are defined as the acute angle between the terminal side of an angle and the x-axis, and are used to determine trigonometric function values for angles in any quadrant. Examples are provided to demonstrate finding trig values using reference angles.
Using implicit differentiation we can treat relations which are not quite functions like they were functions. In particular, we can find the slopes of lines tangent to curves which are not graphs of functions.
Graphs of polynomial functions are smooth and continuous, with no sharp corners or breaks. They can be drawn without lifting your pencil from the paper. A polynomial graph's behavior as x increases or decreases depends on whether its highest term has an even or odd degree. For even degrees, the graph rises or falls on both sides depending on the leading coefficient's sign. For odd degrees, the graph falls and rises or vice versa.
This document discusses graphing rational functions. It defines key concepts like domain, range, intercepts, zeros, and asymptotes. An example rational function f(x)=x-2/(x+2) is used to demonstrate how to find these values and graph the function. The domain is all real numbers except -2, the x-intercept is 2, and the y-intercept is -1. The vertical asymptote is at x=-2. Horizontal asymptotes occur when the degree of the numerator is less than, equal to, or greater than the degree of the denominator.
This document is a presentation submitted by a group of 6 mechanical engineering students to their professor. It contains an introduction, definitions of derivatives, a brief history of derivatives attributed to Newton and Leibniz, and applications of derivatives in various fields such as automobiles, radar guns, business, physics, biology, chemistry, and mathematics. It also provides rules and examples of calculating derivatives using power, multiplication by constant, sum, difference, product, quotient and chain rules.
This document discusses operations on functions including adding, subtracting, multiplying, and dividing functions. It also covers composing functions by applying one function to the output of another. The key objectives are to perform these operations on functions and determine the resulting domains. Examples are provided to demonstrate finding the sum and difference of functions, as well as composing functions and determining the domains of composite functions.
The concept of limit formalizes the notion of closeness of the function values to a certain value "near" a certain point. Limits behave well with respect to arithmetic--usually. Division by zero is always a problem, and we can't make conclusions about nonexistent limits!
The document discusses continuity of functions. A function is continuous if its graph can be drawn without lifting the pen. A function is continuous at a number a if three conditions are satisfied: the function value at a exists, the left-hand and right-hand limits at a exist, and the two limits are equal to the function value. Examples are provided to determine if functions are continuous at different values of x by checking if the three conditions are met. Discontinuities occur when one of the conditions fails, such as when the denominator is zero, creating an "indeterminate" value.
The document provides an overview of key concepts in calculus limits including:
1) Limits describe the behavior of a function as its variable approaches a constant value.
2) Tables of values and graphs can be used to evaluate limits by showing how the function values change as the variable nears the constant.
3) Common limit laws are described such as addition, multiplication, and substitution which allow evaluating limits of combined functions.
PPT Antiderivatives and Indefinite Integration.pptxKenneth Arlando
Here are the steps to solve the integrals:
1) ∫ 3x dx = 3x^2/2 + C
2) ∫ 3x+3 dx = 3x^2/2 + 9x + C
3) ∫ -2 cos x dx = -2 sin x + C
4) ∫ 23/x dx = 2x + C
5) ∫ x-7 dx = (x-7)^2/2 + C
6) ∫ 3x + 7 dx = 3x^2/2 + 7x + C
7) ∫ e^x - 1/9x dx = e^x - 9x + C
8)
The document discusses key concepts in calculus including:
1) Finding the slope of a tangent line to a curve at a point using the limit definition of the derivative.
2) Understanding the relationship between differentiability and continuity, where differentiability implies continuity but continuity does not necessarily imply differentiability.
3) Calculating derivatives using the limit definition and applying derivatives to find slopes, velocities, and extrema.
This document provides information about Calculus 2, including lessons on indeterminate forms, Rolle's theorem, the mean value theorem, and differentiation of transcendental functions. It defines Rolle's theorem and the mean value theorem, provides examples of applying each, and discusses how Rolle's theorem can be used to find the value of c. It also defines inverse trigonometric functions and their derivatives. The document is for MATH 09 Calculus 2 and includes exercises for students to practice applying the theorems.
1. The document discusses the concept of derivatives and how to calculate them. It defines key terms like increment, average rate of change, and instantaneous rate of change.
2. Methods are provided for calculating the derivative of various types of functions, including polynomials, rational functions, and functions with roots. Examples are worked through step-by-step.
3. The relationship between derivatives and tangent lines is explained, with derivatives defined as the instantaneous rate of change or slope of the curve at a point.
This document discusses concepts related to calculus including limits, continuity, and derivatives of functions. Specifically, it covers:
- Definitions and theorems related to limits, continuity, and derivatives of algebraic functions.
- Evaluating limits, determining continuity of functions, and taking derivatives of algebraic functions using basic theorems of differentiation.
- The objective is for students to be able to evaluate limits, determine continuity, and find derivatives of continuous algebraic functions in explicit or implicit form after discussing these calculus concepts.
The document discusses techniques for calculating derivatives of functions, including:
- Using formulas and theorems to calculate derivatives more efficiently than using the definition of a derivative.
- Applying rules like the power rule, product rule, and quotient rule to take derivatives.
- Using derivatives to find equations of tangent lines and instantaneous rates of change.
Devaney Chaos Induced by Turbulent and Erratic FunctionsIOSRJM
Let I be a compact interval and f be a continuous function defined from I to I. We study the relationship between tubulent function, erratic function and Devaney Chaos.
This document discusses antiderivatives and indefinite integrals. It begins by introducing the concept of an antiderivative, which is a function whose derivative is a known function. It then defines the indefinite integral as representing the set of all antiderivatives. Several properties of antiderivatives and indefinite integrals are presented, including: the constant of integration; basic integration rules like power, exponential, and logarithmic rules; and notation used to represent indefinite integrals. Examples are provided to illustrate key concepts and properties.
The document discusses derivatives and their applications. It defines a derivative as measuring the sensitivity to change of one quantity with respect to another. Differentiation is the process of finding a derivative, while antidifferentiation is the reverse process. There are various notations used for derivatives, including Leibniz and Newton notation. Rules for finding derivatives include the power, product, quotient and chain rules. Higher order derivatives measure faster rates of change. Partial derivatives hold all variables fixed except the variable of interest. Applications of derivatives include their use in physics, chemistry, and economics.
This document provides an introduction to the concepts of continuity and differentiability in calculus. It begins by giving two informal examples of functions that are and aren't continuous at a point to build intuition. It then provides a formal definition of continuity as the limit of a function at a point equaling the function value at that point. Several examples are worked through to demonstrate checking continuity at points and for entire functions. The document introduces the concept of limits approaching infinity to discuss the continuity of functions like 1/x. Overall, it lays the groundwork for understanding continuity and differentiability through examples and definitions.
This document provides an overview of functions and continuity. It begins with essential questions about determining if functions are one-to-one and/or onto, and determining if functions are discrete or continuous. The document then defines key vocabulary terms related to functions, including one-to-one functions, onto functions, discrete relations, continuous relations, and more. It provides examples to demonstrate these concepts, such as evaluating functions, graphing equations, and determining if a relation represents a function.
The document discusses limits and continuity, explaining what limits are, how to evaluate different types of limits using techniques like direct substitution, dividing out, and rationalizing, and how limits relate to concepts like derivatives, continuity, discontinuities, and the intermediate value theorem. Special trig limits, properties of limits, and how limits can be used to find derivatives are also covered.
This document discusses one-to-one functions and their inverses. It defines a one-to-one function as a function where no two x-values are mapped to the same y-value. The inverse of a one-to-one function f is defined as f^-1 where the inputs and outputs are swapped. Examples are provided of finding the inverse of various functions by swapping variables and solving for y in terms of x. The domain of an inverse function is the range of the original function, and the range of the inverse is the domain of the original function.
This document provides an overview of key calculus concepts including:
- Functions and function notation which are fundamental to calculus
- Limits which allow defining new points from sequences and are essential to calculus concepts like derivatives and integrals
- Derivatives which measure how one quantity changes in response to changes in another related quantity
- Types of infinity and limits involving infinite quantities or areas
The document defines functions, limits, derivatives, and infinity, and provides examples to illustrate these core calculus topics. It lays the groundwork for further calculus concepts to be covered like integrals, derivatives of more complex functions, and applications of limits, derivatives, and infinity.
Calculus is the study of change and is divided into differential and integral calculus. Differential calculus studies rates of change using derivatives, while integral calculus uses integration to find accumulated change. These concepts build on limits and algebra/geometry. Leibniz developed the notation and principles of calculus in the 1670s. Differential calculus uses derivatives to determine how quantities change, and integral calculus uses integrals and antiderivatives to determine quantities from rates of change. Differential equations relate functions to their derivatives and have general solutions representing families of curves.
1. The document discusses continuity of functions, including defining a continuous function as one whose graph can be traced without lifting the pencil, and defining the three conditions for a function f(x) to be continuous at a point a: f(a) must be defined, the limit of f(x) as x approaches a must exist, and the limit must equal f(a).
2. It covers types of discontinuities such as removable, jump, and infinite discontinuities.
3. Theorems are presented stating that arithmetic operations (addition, subtraction, multiplication, division) of continuous functions yield a continuous result.
4. Elementary functions like polynomials, rational fractions, and trigon
This document discusses teaching mathematical problem solving. It begins by defining what constitutes a problem versus a routine exercise, noting that problems are unfamiliar, unstructured, and complex. It then discusses how teaching problem solving requires going beyond memorization and standard techniques to focus on conceptual understanding. Several examples of complex, unfamiliar problems are provided. The document emphasizes the importance of supporting student engagement through scaffolding, modeling, and valuing explanation over just obtaining answers. Finally, it discusses the critical role of metacognition in problem solving, providing examples of metacognitive questioning techniques and heuristics students can use to monitor and regulate their problem solving activity.
The document discusses effective mathematics teaching practices and analyzes a classroom video from West Virginia. It begins by establishing clear learning goals for students, which in the video involve designing a statistical question based on catching a ruler, collecting two data sets, creating graphs, calculating measures of center and variability, and answering the statistical question with data analysis. The video task allows for multiple entry points and engages students in reasoning and problem solving. Students use and connect mathematical representations like data tables and graphs to explore and model the problem.
The document contains slides from a presentation on number games and puzzles. It includes mind-reading games where players think of a number and follow steps to reveal the number. Puzzles involve using numbers and math operations to form other numbers. Examples show number games that can be played with one or two players, including determining strategies. Activities encourage exploring additional number games and puzzles.
This document summarizes key points from a presentation on new literacies. It defines literacy as socially recognized ways of communicating meaning through encoded texts. New literacies include cultural, digital, emotional, and visual literacies. They have both technical and ethical dimensions. Some new literacy skills discussed include questioning, locating, evaluating, and synthesizing online information as well as communicating using new media. The document contrasts traditional literacy approaches of the 19th-20th centuries with those needed for the 21st century and discusses how foundational literacy skills remain important but must be built upon for the digital age.
- The document discusses figurate numbers and their use in teaching mathematics.
- It presents Tobias Mayer's 18th century work which used visual representations to teach mathematical concepts like plane and space figurate numbers.
- The author held a mathematical circle where they had high school students solve problems involving figurate numbers. Students successfully solved problems moving from concrete to abstract representations, matching Mayer's approach and Bruner's learning theory.
This document outlines the rules and format for a game show called "Are You Smarter Than a 5th Grader?" where contestants answer questions from different grade levels for increasing amounts of money, with the final question worth $1 million. It lists the grade levels, subject topics, and format of questions and answers for each round.
This document outlines the structure of a game of Jeopardy with categories for Language Arts, Math, Social Studies, and Science. Each category contains 5 questions ranging from $100 to $500, and there is a Final Jeopardy question at the end. However, the actual questions and answers are not provided, as the document instructs the user to type those in.
This document contains a quiz with multiple choice and fill-in-the-blank questions about various topics including construction, school subjects, landscapes, flags, space, technology, games, and health & care. There are over 100 questions testing knowledge about buildings, materials, geography, history, science, sports and more. The quiz is designed to be educational and cover a wide range of advanced concepts, facts and vocabulary.
This document discusses summation notation. It defines summation notation as the sum of terms from an index i running from a lower bound to an upper bound. Several examples are given of calculating sums using this notation, including the sums of squares, cubes, sines, and combinations of indices. Properties of summation are described, such as distributing operations over summations. Theorems for calculating special cases of summations are also provided.
This document defines and describes thinking, reasoning and working mathematically (t, r, w m) and how it can be promoted in mathematics learning. T, r, w m involves making decisions about what mathematical knowledge to use, incorporates communication skills, and is developed through engaging investigations. It promotes higher-order thinking and confidence in doing math. The document outlines how t, r, w m can be encouraged in three phases of investigations: identifying problems, understanding concepts, and justifying solutions. Teachers can support t, r, w m through discussion, challenging problems, and reflection. The curriculum promotes these skills through real-world problems, investigative approaches, and connections between topics.
This document outlines a sample outcomes-based curriculum for a Bachelor of Science in Mathematics program. It includes sections on the program description, goals, careers for graduates, allied fields, program outcomes, performance indicators, curriculum description, and sample curricula. The key details are:
- The program aims to equip students with strong mathematical and critical thinking skills to pursue further study or work in fields requiring analytical skills.
- The curriculum covers core mathematics areas as well as advanced courses to prepare students for jobs in education, statistics, finance, and other quantitative fields.
- Program outcomes include mastery of core math areas, problem-solving skills, communication skills, and an understanding of math's importance.
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- Literacy across the curriculum means teaching literacy skills like reading, writing, speaking, and listening across different subject areas like math, science, social studies, art, and music.
- This is important because every subject requires using language skills, and reinforcing literacy in multiple classes helps students learn better in all areas.
- For literacy programs to be effective, they cannot just be limited to language arts classes - students need various opportunities throughout their classes to practice and develop reading, writing, and other literacy strategies.
1. The document provides information about expository writing, which aims to present or provide information about a topic in an educational and purposeful way through facts, descriptions, explanations, and enumerating processes.
2. It then discusses public speaking, which usually involves communicating information to a live audience formally to inform, influence, or entertain. Common forms are prepared speeches with research and practice or impromptu speeches with little preparation time.
3. The document concludes with tips for effective public speaking techniques like knowing your purpose and audience, planning, using gestures and eye contact, practicing, and being open to questions.
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2) An example solves the equation for when health costs in the US will reach $250 billion according to an exponential model for annual costs. The answer is about 21.66 years after 1960.
3) Another example solves an exponential equation to find the year when populations of India and China will be equal according to exponential growth models, finding it will be around 2028.
1. The document discusses the measurement of physical quantities, units, and measurement tools.
2. It explains that physical quantities have magnitude and units, and can be classified as base or derived quantities. The seven base SI units are also identified.
3. Measurement tools like rulers, measuring tapes, vernier calipers, and micrometer screw gauges are described. Their measurement ranges and precision are provided to help take accurate measurements and minimize errors.
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The document discusses the importance of clear learning targets for improving student learning and assessment. It provides examples of different types of learning targets, including knowledge, reasoning, skills, and products. It emphasizes the need to deconstruct standards into specific learning targets in these categories. Doing so helps teachers effectively plan instruction, assess student understanding, and provide feedback. Clear learning targets also help students understand expectations and track their own progress toward goals.
The document discusses inverse functions. It defines an inverse function as interchanging the x- and y-coordinates of a function's ordered pairs. A function must be one-to-one to have an inverse function. The graph of an inverse function is a reflection of the original function across the line y=x. To find the inverse of a function algebraically, interchange x and y, isolate y, and replace y with the inverse function notation.
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1. C O N T I N U I T Y
TOPIC 8
C A L C U L U S I W I T H A N A L Y T I C G E O M E T R Y
2. S U B T O P I C S
❑ Definition of Continuity
❑ Types of Continuity and Discontinuity
❑ Continuity of a Composite Function
❑ Continuity Interval
3. Overview
Many functions have the property that their graphs can be traced with a pencil
without lifting the pencil from the page. Such functions are called continuous. The
property of continuity Is exhibited by various aspects of nature. The water flow in
the river is continuous. The flow of time in human life is continuous, you are
getting older continuously. And so on. Similarly, in Mathematics, we have the
notion of continuity of a function.
What it simply mean is that a functions is said to be continuous of you can sketch its
curve on a graph without lifting your pen even once. It is a very straight forward
and close to accurate definition actually. But for the sake of higher mathematics,
we must define it in a more precise
4. Overview
● The limit of a function as x approaches a can often be found simply by
calculating the value of the function at a. Functions with this property
are called continuous at a.
● We will see that the mathematical definition of continuity corresponds
closely with the meaning of the word continuity in everyday language.
(A continuous process is one that takes place gradually, without
interruption or abrupt change.)
5. Overview
● In fact, the change in f (x) can be kept as small as we please by keeping
the change in x sufficiently small.
● If f is defined near a (in other words, f is defined on an open interval
containing a, except perhaps at a), we say that f is discontinuous at a
(or f has a discontinuity at a) if f is not continuous at a.
● Physical phenomena are usually continuous. For instance, the
displacement or velocity of a vehicle varies continuously with time, as
does a person’s height. But discontinuities do occur in such situations
as electric currents.
6. Overview
● In fact, the change in f (x) can be kept as small as we please by keeping
the change in x sufficiently small.
● If f is defined near a (in other words, f is defined on an open interval
containing a, except perhaps at a), we say that f is discontinuous at a
(or f has a discontinuity at a) if f is not continuous at a.
● Physical phenomena are usually continuous. For instance, the
displacement or velocity of a vehicle varies continuously with time, as
does a person’s height. But discontinuities do occur in such situations
as electric currents.
7. Overview
● Geometrically, you can think of a function that is continuous at every
number in an interval as a function whose graph has no break in it. The
graph can be drawn without removing your pen from the paper.
8. DEFINITION OF CONTINUITY
A function f is continuous at x if it satisfies the following condition:
Definition of Continuity
A function f is continuous at x=a when:
1. 𝟏. 𝒇 𝒂 𝐢𝐬 𝐝𝐞𝐟𝐢𝐧𝐞𝐝
2. 2. 𝐥𝐢𝐦
𝒙→𝒂
𝒇 𝒙 𝒆𝒙𝒊𝒔𝒕
3. 3. 𝐥𝐢𝐦
𝒙→𝒂
𝒇 𝒙 = 𝒇(𝒂)
If any one of the condition is not met, the
function in not continuous at x=a
The definition says that f is continuous at a if f (x)
approaches f (a) as x approaches a. Thus a continuous
function f has the property that a small change in x
produces only a small change in f (x).
9. Illustrative Examples
lim
𝑥→1
𝑓(𝑥) = 𝑥2
+ 𝑥 + 1
Checking of Continuity
Is the function defined at x = 1? Yes
Does the limit of the function
as x approaches 1 exist?
Yes
Does the limit of the function
as x approaches 0 equal the function
value at x = 1?
Yes
10. Illustrative Examples
lim
𝑥→1
𝑓(𝑥) = 𝑥2 + 𝑥 + 1
Checking of
Continuity
Is the function
defined at x = 1?
Yes
Does the limit of
the function
as x approaches 1
exist?
Yes
Does the limit of
the function
as x approaches 1
equal the function
value at x = 1?
Yes
x 0.9 0.99 0.999 1 1.01 1.001 1.0001
f(x) 2.71 2.97 2.99 3 3.03 3.003 3.0012
∴ The function is
continuous at 1.
11. Illustrative Examples
lim
𝑥→1
𝑥2
− 2𝑥 + 3
Checking of Continuity
Is the function defined at x = 1? Yes
Does the limit of the function
as x approaches 1 exist?
Yes
Does the limit of the function
as x approaches 0 equal the function
value at x = 1?
Yes
12. Illustrative Examples
Checking of
Continuity
Is the function
defined at x =
1?
Yes
Does the limit
of the function
as x approache
s 1 exist?
Yes
Does the limit
of the function
as x approache
s 1 equal the
function value
at x = 1?
Yes
x 0.9 0.99 0.999 1 1.01 1.001 1.0001
f(x) 2.01 2.0001 2.000001 2 2.0001 2.000001 2.00000001
∴ The function is
continuous at 1.
lim
𝑥→1
𝑥2 − 2𝑥 + 3
13. Illustrative Examples
lim
𝑥→1
𝑥3
− 𝑥
Checking of Continuity
Is the function defined at x = 1? Yes
Does the limit of the function
as x approaches 1 exist?
Yes
Does the limit of the function
as x approaches 0 equal the function
value at x = 1?
Yes
14. Illustrative Examples
Checking of
Continuity
Is the function
defined at x =
1?
Yes
Does the limit
of the function
as x approache
s 1 exist?
Yes
Does the limit
of the function
as x approache
s 1 equal the
function value
at x = 1?
Yes
x 1.9 1.99 1.999 2 2.01 2.001 2.0001
f(x) 4.96 5.89 5.98 6 6.11 6.011 6.0011
∴ The function is
continuous at 2.
lim
𝑥→2
𝑥3 − 𝑥
16. D I S C O N T I N U I T Y
Discontinuity: a
point at which a
function is not
continuous
17. D I S C O N T I N U I T Y
Discontinuity: a point at which a function is
not continuous
18. D I S C O N T I N U I T Y
JUMP DISCONTINUITY
Jump Discontinuities: both one-sided
limits exist, but have different values.
The graph of f(x) below shows
a function that is discontinuous at x=a.
In this graph, you can easily see that
f(x)=L f(x)=M
The function is approaching different
values depending on the direction x is
coming from. When this happens, we say
the function has a jump
discontinuity at x=a.
19. D I S C O N T I N U I T Y
● Functions with jump
discontinuities, when written out
mathematically, are
called piecewise
functions because they are
defined piece by piece.
● Piecewise functions are defined on
a sequence of intervals.
● You'll see how the open and
closed circles come into play with
these functions. Let's look at a
function now to see what a
piecewise function looks like.
22. D I S C O N T I N U I T Y
INFINITE DISCONTINUITY
The graph on the right shows a function that is
discontinuous at x=a.
The arrows on the function indicate it will grow
infinitely large as x approaches a. Since the
function doesn't approach a particular finite
value, the limit does not exist. This is an infinite
discontinuity.
The following two graphs are also examples of
infinite discontinuities at x=a. Notice that in all
three cases, both of the one-sided limits are
infinite.
23. D I S C O N T I N U I T Y
REMOVABLE DISCONTINUITY
Two Types of Discontinuities
1) Removable (hole in the
graph)
2) Non-removable (break or
vertical asymptote)
A discontinuity is called removable if a
function can be made
continuous by defining (or
redefining) a point.
24. D I S C O N T I N U I T Y
DIFFERENCE BETWEEN A
REMOVABLE AND NON REMOVABLE
DISCONTINUITY
If the limit does not exist, then
the discontinuity is non–
removable. In essence, if adjusting
the function’s value solely at the
point of discontinuity will render
the function continuous, then
the discontinuity is removable.
25. D I S C O N T I N U I T Y
REMOVABLE DISCONTINUITY
Step 1: Factor the numerator and the
denominator.
Step 2: Identify factors that occur in
both the numerator and the
denominator.
Step 3: Set the common factors
equal to zero.
Step 4: Solve for x.
26. Illustrative Examples
lim
𝑥→3
𝑓 𝑥 =
𝑥2
− 9
𝑥 − 3
Step 1: Factor the numerator and the
denominator.
Step 2: Identify factors that occur in
both the numerator and the
denominator.
Step 3: Set the common factors
equal to zero.
Step 4: Solve for x.
(𝑥 + 3)(𝑥 − 3)
𝑥 − 3
𝑥 + 3
𝑓 𝑥 = 3 + 3
lim
𝑥→3
𝑓 𝑥 =
𝑥2
− 9
𝑥 − 3
= 6
27. Illustrative Examples
lim
𝑥→3
𝑓 𝑥 =
𝑥2
− 9
𝑥 − 3
Left Side Limit
𝒂−
𝑥 < 3
Right Side Limit
𝒂+
𝑥 > 3
2.9 2.99 2.999 3.01 3.001 3.0001
−5.9 −5.99 −5.999 6.01 6.001 6.0001
28. Illustrative Examples
lim
𝑥→3
𝑓 𝑥 =
𝑥2
− 9
𝑥 − 3
Left Side
Limit
𝒂−
𝑥 < 3
Right Side
Limit
𝒂+
𝑥 > 3
2.9 2.99 2.999 3.01 3.0013.0001
5.9 5.99 5.999 6.01 6.001 6.0
001
29. Illustrative Examples
lim
𝑥→2
𝑓 𝑥 =
𝑥2
− 5𝑥 + 4
𝑥2 − 4
Step 1: Factor the numerator and the
denominator.
Step 2: Identify factors that occur in
both the numerator and the
denominator.
Step 3: Set the common factors
equal to zero.
Step 4: Solve for x.
(𝑥 + 5)(𝑥 − 1)
(𝑥 + 2)(𝑥 − 2)
Non-removable, the limits DNE.
30. Continuity of a Composite Function
THEOREM CONTINUITY OF A COMPOSITE FUNCTION
If g is a continuous at a and f is a continuous at g(a) ,then the
composite function 𝑓°𝑔 𝑥 = 𝑓(𝑔 𝑥 ) is continuous at a.
Proof:
Because g is continuous at a,
𝑔(𝑥) = 𝑔(𝑎)
or, equivalently
Now f is continuous at g(a); thus, we apply Theorem to the composite 𝒇𝒖𝒏𝒄𝒕𝒊𝒐𝒏
𝑓°𝑔 𝑥 = 𝑓( 𝑔(𝑥))
= 𝑓(𝑔(𝑎)
= (𝑓°𝑔)(𝑎)
32. C O N T I N U I T Y
OF AN INTERVAL
TOPIC 10
C A L C U L U S I W I T H A N A L Y T I C G E O M E T R Y
33. CONTINUITY OF AN INTERVAL
A function is continuous on an interval if and only if we
can trace the graph of the function without lifting our pen
on the given interval
34. CONTINUITY OF AN INTERVAL
An interval is a set of real numbers
between two given numbers called the
endpoints of the interval
Finite Interval- intervals whose endpoints
are bounded
An open interval is one that does not
include its endpoints: 𝑎, 𝑏 𝑜𝑟 𝑎 < 𝑥 < 𝑏
A closed interval is one that includes its
endpoints
𝑎, 𝑏 𝑜𝑟 𝑎 ≤ 𝑥 ≤ 𝑏
Combination: composed of an open and
closed interval on either side: ሾ𝑎, 𝑏) 𝑜𝑟 𝑎 ≤
𝑥 < 𝑏; ( ሿ
𝑎, 𝑏 𝑜𝑟 𝑎 < 𝑥 ≤ 𝑏
35. CONTINUITY OF AN INTERVAL
Infinite Interval
These are intervals with at least one
unbounded side.
Open Left-bounded: 𝑎, ∞ 𝑜𝑟 𝑥 > 𝑎
Left side has an endpoint up to positive
infinity
Close Left bounded: ሾ𝑎, ∞) 𝑜𝑟 𝑥 ≥ 𝑎
Open Right Bounded: −∞, 𝑏 𝑜𝑟 𝑥 < 𝑏
Close Right Bounded: ( ሿ
−∞, 𝑏 𝑜𝑟 𝑥 ≤ 𝑏
Unbounded: −∞, ∞ 𝑜𝑟 𝑠𝑒𝑡 𝑜𝑓 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠
37. Continuity on an Open
Interval
A function is continuous on an
open interval if it is continuous for
any real number on that interval
Continuity on an
Closed Interval
A function f is continuous on a closed
interval 𝑎, 𝑏 if it is continuous on (a, b) and
lim
𝑥→𝑎=
𝑓 𝑥 = 𝑓 𝑎 𝑎𝑛𝑑 lim
𝑥→𝑏−
𝑓 𝑥 = 𝑓(𝑏)
38. Determine if the function is
continuous or not
1. 𝑓 𝑥 = 3𝑥 − 6, ( ሿ
−∞, 1
𝑥 ≤ 1
𝐶𝑜𝑛𝑡𝑖𝑛𝑢𝑜𝑢𝑠 𝑜𝑛 𝑡ℎ𝑒 𝑔𝑖𝑣𝑒𝑛 𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙
39. Determine if the function is
continuous or not
2. ℎ 𝑥
𝑥−5
𝑥2−𝑥−6
−1,4
−1 < 𝑥 < 4
Solve for x.
𝑥2 − 𝑥 − 6 = 0,
𝑥 − 3 𝑥 + 2 = 0
𝑥 = 3, 𝑥 = −2, x ≠ 3, 𝑥 ≠ −2
Discontinuous on the given interval
40. Determine if 𝑓 𝑥 = ቊ
2𝑥 − 1, 𝑥 < 5
𝑥2
, 𝑥 ≥ 5
is continuous on 2,5 𝑤ℎ𝑒𝑟𝑒 𝑎 =
2, 𝑏 = 5
Step 1: Check if continuous on (2,5)
We’ll us the subfunction that satisfy the
interval
Use f x = 2𝑥 − 1
Continuous for all real numbers
41. Continuity on an Closed Interval
A function f is continuous on a closed
interval 𝑎, 𝑏 if it is continuous on (a, b) and
lim
𝑥→𝑎+=
𝑓 𝑥 = 𝑓 𝑎 𝑎𝑛𝑑 lim
𝑥→𝑏−
𝑓 𝑥 = 𝑓(𝑏)
44. Determine if 𝑓 𝑥 = ൝
𝑥 − 6, 𝑥 < 2
𝑥+1
𝑥−1
𝑥 ≥ 2
is continuous on −3,1 𝑤ℎ𝑒𝑟𝑒 𝑎 = −3 𝑏 = 1
Step 1: Check if continuous on (-3,1)
We’ll us the subfunction that satisfy the
interval
Use f x = 𝑥 − 6
Continuous for all real numbers
47. Determine if 𝑓 𝑥 = ቊ𝑥2
− 9, 𝑥 ≥ 4
𝑥 + 5 < 4
is continuous on 1,4 𝑤ℎ𝑒𝑟𝑒 𝑎 = 1 𝑏 = 4
Step 1: Check if continuous on (1,4)
We’ll us the subfunction that satisfy the
interval
Use f x = 𝑥 + 5
Continuous for all real numbers