LESSON PLAN

SDH Cikarang
Curriculum area Mathematics
Function
Date September 28, 2016

Year level Grade 11 (Semester 2)

Topic Limit

SK: 6. Using the concept of limit function and function differential in problem solving
KD: 6.1 Explaining the meaning of limit function in one point and infinity form intuitively and using the properties of limit function to
count the indeterminate form of algebra function and trigonometry
Learning Model: Number Heads Together (Cooperative Learning)
Learning Method: Information (lecturing), discussion, task, questions and answers
Indicators:
6.1.1 SWBAT determine the limit function of algebra in a specific point and infinity form
6.1.2 SWBAT apply the properties of limit function to count the indeterminate form of algebra function
Time Allocation: 2 X 45

DIAGNOSIS
Students prior knowledge,
attitudes

Students
Students
Students
Students

have
have
have
have

learned
learned
learned
learned

about
about
about
about

the definition of algebra limit function

the definition of limit function intuitively
how to determine limit by left and right side
the properties of limit function

LEARNING OBJECTIVES
Learning
Behaviour

Cognitive:
SWBAT determine the value of limit function by solving some problems by using the substitution
method with their partners in five minutes
SWBAT solve some questions that given by the teacher about algebra limit function by using
factorization method individually in five minutes
SWBAT solve some questions about the value of algebra limit function by using substitution method
and factorization method in a group of four through a game correctly
Affective:
SWBAT work together in a group cooperatively and actively by answering and asking questions in
the group
SWBAT work together with all their group members respectively

Activity
Procedure
OPENING
Teacher asks one of the students randomly to open the class with prayer
Attention-getting
Teacher greets the students and ask for their readiness to learn by saying: Hi, good morning
Purpose of lesson
students. How are you today? Are you ready to learn a new topic today?
Transfer (links with
knowledge)
Teacher reviews some material that have been learned by the students last meeting about the
Motivation for
definition of limit function in general and intuitively and how to determine the value of lit function
learning
in left and right side (teachers picks some students randomly using job stick to answer the
Check for
questions) The questions are:
Understanding
a. What does limit function mean?
b. How do you define a lmit fuction intuitively?
c.

Check whether

lim (2 x +3)
x 2

Materia Tim
ls
e
PPT
Comput
er
LCD
Markers

10

has a limit or not ! (If most of students are still confused and do

not remember the materials, teacher has to explain again about function, composition of
function and limit function. But if they remember and they can answer the questions correctly,
the teacher can go through the next material) (attached)

Students are asked to read the PPT about the learning objectives for this meeting, the material that
is going to be learned by the students

Students are asked to discuss in a pair why they need to learn this topic for this meeting
Teacher motivates the students by showing picture with some encouraging words (Math is not hard,

keep on practicing! You will found out that Math is fun) and explaining what does it mean for their
learning process
PRESENTATION
Explain Information
Demonstrate
Use concrete
Examples (& non)
Check for
Understanding

Teacher tells the students that there are three methods that can be used to determine the value
of limit function (Substitution, Factorization and Multiplying with conjugate)
The teacher explains the meaning of solving limit function using substitution method (attached)
The teacher gives two examples about how to determine the value of limit function using
substitution method (attached)
The teacher solves one the problems and explains it step by step in front of the students
(attached)
The teacher checks the students understanding by asking them whether they found any
difficulties or not
The teacher solves another problem together with the students to make sure that the students
understand the material and steps well
Students are asked to solve three problems about limit function by using substitution method
(attached)
The teacher asks the students to work together with their partners in solving the problems
The teacher explains that the students really need to do it together and help others in solving
the problem while observes
The teacher explains to the students how to determine the value of limit function by using
factorization method (attached)
The teacher gives two problems of limit function and asks the students to solve it using the

Computer
PowerPoin
t
Markers
LCD

35

GUIDED PRACTICE
Related to the
Learning
Overt Behaviour
(ie active)
Practice without
Penalty
Check for
Understanding

CLOSURE
Statement of the
Learning
from
Students
Knowledge of
Results for
Teacher
Another Check for
Understandin
g
INDEPENDENT
PRACTICE
Purpose
Readiness
Kinds and Levels
Time and

Teacher divides all the students in a group that consists of 5 students heterogeneously
Students are asked to wear some caps with a number written on that (1 to 5) that made by
paper on their head
Teacher points one of the numbers (from 1 to 5) to answer the question randomly
Students with the numbers that pointed by the teacher get ready to answer the question with all
the team members
Students listen to five questions that read by the teacher (attached) (teacher will read the
question one by one)
Students are given three minutes by the teacher to discuss about the problems first with all of
their members and write down the answer on their small whiteboard
Students with cap numbers that pointed by the teacher raise their small white board with their
answer on it
Teacher gives the right answer to the students
Teacher gives point for the team that has a right answer
Teacher asks one of the students of the team that get score in every problem to explain it in the
front of the class
Teacher gives four questions more about the limit function and repeat all the steps
Teacher calculates the score for all teams
Teacher announces the winner for the game
Teacher checks students understanding by asking some simple questions that related with the
learning process today
Teacher asks one of the students to make conclusion about the topic today
Students write on a piece of paper about what they get in the learning process today
Teacher gives the reward for the team that won the game today
Teacher reminds the students to keep on practicing about the material that they have learned
today
The students are asked to read the textbook about how to determine limit function using
multiplication with conjugate method for the next meeting

Computer
PPT
LCD
Markers
Small
whiteboar
d
Paper
hats
Pen
Paper

Computer
LCD
Paper
PPT
Textbook

35

10

EVALUATION
Teacher (use back
of sheet)
Student (use back
of sheet)

ATTACHMENTS
1) First Attachment (Review Material)
What does limit function mean?
Limit function is an approximate in determining the value of a function. There are two important
things to comprehend the definition of limit function:
a. Observation of function graph around the point that is going to be observed
b. The calculation of the functions values around the point that is going to be observed
2. How do you define a lmit fuction intuitively?
1.

lim f ( x ) =L show that if x approaches a but x a , thenthe value of f ( x ) is approaching L .

x a

1. Check whether

lim (2 x +3)

has a limit or not !

x 2

To check whether it has limit or not you have to determine the limit from 2 sides, both left
and right side.

Let

x 2 (the values of

x< 2

1.90

1.95

1.96

1.99

1.995

1.999

f (x)

6.80

6.90

6.92

6.98

6.99

6.998

It can be seen that for

x 2 , then the values of

f (x)

will be closer to seven. It

x 2 (2 x+ 3)
lim

means that

Let

= 7.

+
x 2 (the values of

x> 2 )

2.10

2.09

2.05

2.01

2.001

f (x)

7.20

7.18

7.10

7.02

7.002

It can be seen that for

+
x 2 , then the values of

f (x)

will be closer to seven. It

means that

Because,

x 2 (2 x+ 3)
lim

= 7.

x 2+ (2 x+3)=7.
x 2 (2 x+ 3)=lim
lim

So, the limit exists.

2) Second Attachment (Explanation About Using Substitution Method to Determine

the Value of Limit Function, Examples and Answers)
The first method in determining the value of limit function is substitution method.
Substitution method means you just need to substitute the variable by the values that have
been given. If a function f can be defined in every value of x as a real number, the value of its

limit function is equal to the value of its function. To get the value of its limit, you can substitute
directly in to that function. So,

lim f ( x ) =f ( a ) , where f ( a)
x a

0
0

Examples:
1. Determine the value of limit function of these following problems!
a)

lim (4 x +8)

b)

x4

lim

x 0

x
2
3 x +1

Answers (Teachers explanation):

a)

lim (4 x +8)
x4

can be defined in every value of x, therefore we use substitution.

Change the variable x with four so that we can get the value of this limit.

lim (4 x +8)= ( 4 )( 4 ) +8=16+8=24

. So

x4

b)

lim

x 0

lim (4 x +8)=24
x4

(0)
x
0
=
= =0
2
2
. This limit function also can be defined in every value of x,
3 x +1 3 ( 0 ) +1 1

you just need to change x with zero and you can get the value of this limit.
So,

lim

x 0

x
=0
2
.
3 x +1

3) Third Attachment (Problems to work with peers)

Determine the value of limit function for these following problems below!
2

a)

lim (2 x 3 x +1)

(2)

x 0

b)

( x 24)
lim
x 2 ( x+2)

(3)

c)

(x 34 x)
4
x 1 (2 x +5 x )

(3)

lim

4) Forth Attachment (Explanation in determining the value of limit function using

factorization method and gives examples)
You have understood the way to determine the value of limit using substitution. And then,
how if the result of that substitution is

0
0

? If the result of a limit function is

0
0

, then we

have to look for another solution, one of the method is factorization. For example,

approached by

xa

resulting

0
0

f (x)
g ( x)

, then we have to factorize those two functions first. Then

if we find that there is one same factor from those two functions we can simplify the function so
that

f (a )

0
0

After that, you can continue to determine the value by substituting.

Lets have a look in these following questions!
1. Determine the value of these following limit function using factorization method!
2

a)

lim

x 9 x+ 20
x5

b)

lim

3 x 5 x 12
x29

x 5

x 3

Answers:
a) Based on the explanation before, in algebra limit function when the value of its limit
directly substituted and gives result

0
0

x 9 x+ 20 5 9.5+20 0
=
= ), then that
( lim
x5
55
0
x 5

limit function must be solved with factorization way, because

So, we will have

is not thats answer.

lim ( x5 ) ( x4 )
x 29 x+ 20 x 5
lim
=
=lim x 4=54=1 . So the first step
x5
x 5
x 5
x 5

we have to factorize the numerator then we get

( x5)( x4)

same factor and cancel out that factor which is

( x5)

(x4)

0
0

so we substitute five to the variable and we get

after that we find the

and finally we end up with

54=1 .

lim 3 ( 32 )5 ( 3 ) 12
3 x 25 x 12 x 3
271512 0
lim
=
=
=
2
2
99
0
x 3
x 9
3 9

b)

From substitution that we did, it showed that we have to factorize it to get the value of
the limit function. So we get:

lim ( 3 x + 4 ) ( x3 ) lim ( 3 x +4 )
3 x 25 x 12 x 3
3.3+ 4 13
lim
=
= x 3
=
=
2
3+3
6
x 3
( x +3 ) ( x3 )
( x+ 3 )
x 9
Since,

(x3)

can be cancelled out so we end up

3 x +4
x+3

substitute the value of x.

5) Fifth Attachment (Three question for individual practice)

( x 21 x11 )=
2

a)

lim
x 1

(5)

and after that you can

b)

c)

lim

x 22 x 8
=
x 2+ x2

(5)

lim

4x
2

=
2
x 4 x 2

(5)

x 2

x 2

6) Sixth Attachment (Questions for games in group of five, mix substitution and
factorization)
1. Determine these following value of limit function below!
a.

lim 3 x 2 +4
x 1

b.

lim

3 x 26 x
x2

c.

lim

x + (3a ) x3 a
xa

d.

x 34 x
=
2
x 1 2 x +6 x

x 2

(2)
(3)

e.

x a

lim
lim

x 1

1
x
2
(
)
2
x3
x +1
3

(5)

(4)

(5)

LESSON PLAN
SDH Cikarang
Curriculum area Mathematics
Date October 4, 2016

Year level Grade 11 (Semester 2)

Topic Limit Function

SK: 6. Using the concept of limit function and function differential in problem solving
KD: 6.1 Explaining the meaning of limit function in one point and infinity form intuitively and using the properties of limit function to
count indeterminate form of algebra function and trigonometry
Learning Model: Snowball Throwing
Learning Method: Information (lecturing), discussion, task, questions and answers
Indicators:
6.1.3 SWBAT determine the value of trigonometry limit function in a specific point
Time Allocation: 2 X 45

DIAGNOSIS
Students prior knowledge,
attitudes
LEARNING OBJECTIVES
Learning
Behaviour

Students have learned about how to determine the value of limit using substitution, factorization and
multiply it by its conjugate
Students have learned about how to solve problems in determining the value of limit function in infinity
form
Cognitive:
SWBAT make a question about the value of trigonometry limit function based on teachers
explanation n a group of five in two minutes on a piece of paper
SWBAT determine the values of trigonometry limit function by using the properties of trigonometry
limit function that given by the teacher in a group of five correctly
SWBAT solve five problems about trigonometry limit function through individual task at the end of
the class in fifteen minutes on a piece of paper without looking to their notebook
Affective:
SWBAT work together in a group cooperatively and actively by answering and asking questions in
the group
SWBAT work together with all their group members respectively
SWBAT solve the questions in individual test responsibly

Activity
Procedure
OPENING
Teacher asks one of the students by using attendance list based on the date today to open the
Attention-getting
class with prayer
Purpose of lesson
Transfer (links with Teacher greets the students and ask for their readiness to learn by saying: Hi, good morning class.
How is life? It is good to have you here, we will start our new topic today. Are you ready?
knowledge)
Motivation for
Teacher reviews some material that have been learned by the students in the last meeting about
learning
the how to determine the value of limit using substitution, factorization and multiply it by its
Check for
conjugate and how to determine the value of limit function in infinity form (teachers picks some
Understanding
students randomly to write the answers on the white board) The questions are:
a.

b.

The value of
The value of

lim

x 1

Materia Tim
ls
e
PPT
Comput
er
LCD
Markers 10
White
board

x1
=
x1

5 x 22 x+ 2
=
4 x3
x
lim

(If most of students are still confused and do not remember the materials, teacher has to explain
again about function, composition of function and limit function. But if they remember and they can
answer the questions correctly, the teacher can go through the next material) (Explanation is
attached)

Students are asked to read the learning objective together with their classmates in order to know
what they are going to do in this meeting

Teacher gives a video from https://www.youtube.com/watch?v=A0Gb2fvjKYo

PRESENTATION
Explain Information
Demonstrate
Use concrete
Examples (& non)
Check for
Understanding

Teacher explains the materials about trigonometry limit function (attached)

The teacher asks the students to discuss with their partners about the definition of trigonometry
limit function
Students are given a piece of paper with some properties of trigonometry limit function on it
(attached)
Teacher asks the students to discuss with their peers about the properties
Teacher walks around and listens to students discussion to make sure that the students discuss
the properties in the right way
Teacher picks three students randomly to let them explain about what they get from their
discussion
Teacher gives two examples to show how to determine the value of trigonometry limit function
(attached)
Teacher gives two problems for the students to be solved individually
Teacher asks two students randomly to write their answers on the whiteboard
Teacher asks the students about their friends answers whether it is true or wrong

Teacher checks the students understanding by asking them about the questions and the

Computer
PowerPoin
t
Markers
LCD
35

GUIDED PRACTICE
Related to the
Learning
Overt Behaviour
(ie active)
Practice without
Penalty
Check for
Understanding

Teacher divides all the students in a group that consists of 5 students heterogeneously
(The group is shown on PPT)
Teacher tells them that whatever that they are going to do after this, they have to help others
and respect others in their group
Teacher emphasizes to the students that they need to be active and take part in their discussion
Students are asked to take one piece of paper in each group
Students are asked make one questions about trigonometry limit function based on their
understanding of the material that have taught by the teacher
Teacher gives three minutes for the students to discuss about the question that they are going
to make
(Each group has to make a question that based on the requirement that given by the teacher)
(requirement is attached)
Teacher goes around the class to observe and make sure that their question is valid and make
sure that all the group members are working and trying to help those who do not understand
Teacher asks the students to make a ball using the question paper that they have made before
(Since there are six groups, there will six problems)
Teacher asks the first group to throw their ball to another group that they want (Teacher keeps
doing the same thing until group six, and each group has their question)
Students are asked to discuss with their group members about the question
Teacher asks the group that has threw the ball to another group to choose which member in that
group who must write the answer on the white board and explain it (The group that has threw
the ball to another group has right to determine which member that has to write the answer)
Students that have pointed in each group have to write their answer step by step
Teacher asks the students one by one to explain their answer
Teacher check students understanding by asking some questions about the problems to other
students who do not present in the front of the class
Teacher tells students that they have done a good job for this meeting

Computer
LCD
Pen
Paper
Markers
Whiteboa
rd

2
0

CLOSURE
Statement of the
Learning
from
Students
Knowledge of
Results for
Teacher
Another Check for
INDEPENDENT
PRACTICE
Purpose
Readiness
Kinds and Levels
Time and
Feedback

EVALUATION
Teacher (use back
of sheet)
Student (use back
of sheet)

Teacher checks students understanding by asking some simple questions that related with the
learning process today
Teacher asks one of the students to make conclusion about the topic today
One of the students makes a conclusion about the material that they have learned today
Students are asked to write a reflection about the strengths and weaknesses of the learning
process today on a piece of paper
Teachers asks the students to read and learn about the new material for the next meeting
Students are asked to sit separately from their group members
Students are given five problems about trigonometry limit function (attached)
Students are asked to solve those questions individually on a piece of paper
Students are given fifteen minutes to finish that individual task
Teacher goes around to supervise how the students work on their individual task and make sure
that they work on it responsibly
Teacher collects the answers from the students

PPT
LCD
Computer

Paper
PPT
LCD
Computer

1
0

1
5

ATTACHMENTS
1. First Attachment (Review)
a)

lim

x 1

x1
=
x1

To solve the limit function that has radical expression, it can be solved with
rationalizing or multiply it with its conjugate. So that,

lim x1
lim ( x1 ) ( x+ 1)
x1 x 1
x +1 x 1

lim
=
.
=
=lim ( x +1 ) =( 1+1 ) =2
2
x 1 x1
x 1
x1 x +1
( x ) 12
It can be seen that the conjugate of

x1

multiply the numerator and the denominator with

is

x+1

. Therefore, you have to

x+1

b) The value of

5 x 2 x+ 2
lim
=
4 x3
x

The limit function is infinity form, the first step is looking for the highest exponent.
From this question,
these numbers with

is the highest exponent. Therefore, you have to divided all

2

like this:
2

5 x 2x 2
2 2
lim 2 2 + 2 lim 5 + 2
2
x x 50+0
x
5 x 2 x+ 2 x x
x x
lim
=
=
=
=
4 x3
4x 3
4 3
00
x

x x2
x2 x2
2. Second Attachment (Materials of trigonometry limit function)
You have learned many types of limit function in this chapter. But how about
trigonometry? So if you find a function in trigonometry, then the limit is called
trigonometry limit function. As well as algebra limit function, in trigonometry limit function
there is a value of limit function that can be determined by substituting directly he value
of

that closed, and it will give result in indeterminate form if the value of

that is

closed that substituted directly. Your knowledge about the trigonometry formula in grade X
and grade XI in the first semester really can help you in solving trigonometry limit
function.
x
There
limare some
=1 properties in trigonometry limit function, I will give you a paper with the
x 0 sin x
properties.

lim

ax
=1
sin a x

lim

sin x
=1
x

lim

sin ax
=1
ax

x 0

x 0

x 0

To understand the properties better, lets have a look to these following examples!

1)

sin2 x
=
3x
.
lim
x 0

In trigonometry limit function that you have in your hand out, function

sin x

is also

applied these following rules:

ax
a
=
sin bx
b
sin ax
a
= lim
bx
b x 0
lim
x0

sin2 x
2
=
3x
3
So, this question can be solved by like this:
lim
x0

2)

4 tan5 x
=
3x
lim
x 0

Based on the rules on

tan x , we can apply it so that we can get these following steps:

4 tan5 x
4.5 20
2
=
= =6
3x
3
3
3
lim
x0

3. Third Attachment (Questions for individual task)

1)

5x
=
3 sin 3 x
lim

(2)

x 0

2)

2x
=
tan 4 x
lim

(2)

x 0

3)

2 sin 5 x
=
tan 2 x
.
lim
x 0

(2)

4)

3 tan 2 4 x
=
x sin 6 x
lim

(4)

x0

( 1x ) cos(1 1x ) =

sin 1
5)

x1
lim
x 1

(5)

LESSON PLAN
SDH Cikarang
Curriculum area Mathematics
Date October 1, 2016

Year level Grade 11 (Semester 2)

Topic Limit Function

SK: 6. Using the concept of limit function and function differential in problem solving
KD: 6.1 Explaining the meaning of limit function in one point and infinity form intuitively and using the properties of limit function to
count indeterminate form of algebra function and trigonometry
Learning Model: Pair Checks (Cooperative Learning)
Learning Method: Information (lecturing), discussion, task, questions and answers
Indicators:
6.1.1 SWBAT determine the limit function of algebra in a specific point and infinity form
6.1.2 SWBAT apply the properties of limit function to count the indeterminate form of algebra function
Time Allocation: 2 X 45
DIAGNOSIS
Students prior knowledge,
attitudes
LEARNING OBJECTIVES
Learning
Behaviour

Students have learned about how to determine limit function using substitution method
Students have learned about how to determine limit function using factorization method
Cognitive:
SWBAT comprehend the way to find the value of limit function using multiply it by its conjugate by
filling out a handout that given by the teacher individually in six minutes
SWBAT explain how to solve one problem of limit function by multiplying with its conjugate in pair
based on the question that given by the teacher in three minutes
SWBAT solve some problems about limit function by multiplying it with the conjugate in an
individual task in ten minutes on a piece of paper without looking to their notebook
Affective:
SWBAT work together in a pair cooperatively and actively by answering and asking questions with
their partner
SWBAT work together with their partner respectively by helping in solving problems one another
SWBAT solve the question in an individual task alone responsibly

Activity
OPENING
Attention-getting
Purpose of lesson
Transfer (links with
knowledge)
Motivation for
learning
Check for
Understanding

Procedure
Teacher asks one of the students randomly using job stick to open the class with prayer

Teacher greets the students and ask for their readiness to learn by saying: Hi, good morning class.
How is everything? It is such a blessing to see you all here, we will start our new topic today. It is
new and I hope you love it. Are you ready?

Teacher reviews some material that have been learned by the students last meeting about the
definition of limit and how to determine the value of limit using substitution and factorization

Teacher tells the students to discuss with their partner about the last material that they have
learned last week

Teacher goes around the class and listens to the students discussion about the last material
Teacher asks the students about the last material. The questions are:
How do you solve this limit function using substitution and factorization method?

lim

x
x x

lim

x 2+ 4 x +4
x 21

lim

32 x
2 x 4

x 0

x 1

x 2

Teacher asks the students to do it individually

Teacher asks the students to share their thought with their partner
Teacher asks the students to check their friends work and teach their friends when they do it
wrong

Teacher goes around the class to make sure that all the students are working together and helping
one another

Teacher gets close to the students to listen to their discussion

Teacher makes sure that all the students answers are right by going around the class and asking
the students whether they have problems or not in doing that problems

Teacher asks all the students whether they have understood how to solve the questions or not
Teacher asks the student to encourage their partner to learn the new material in this meeting by
giving some motivation words

Teacher tells the students to humble themselves when they find any difficulties to ask the teacher
or their partner

Materia Tim
ls
e
PPT
Comput
er
LCD
Markers 15

GUIDED PRACTICE
Related to the
Learning
Overt Behaviour
(ie active)
Practice without
Penalty
Check for
Understanding

Teacher gives three questions about how to determine the value of limit function to all students
(attached)
The students are asked to choose which one that they like
The students are asked to give the problem to their partners
Students are asked to solve the question that given by their partner
Students are given three minutes to solve that problem
Students are asked to sit with in pair
Students are asked to discuss the problem together with their partner
Each student is given a chance to explain their answer with their partner in three minutes
Teacher gives chance to other students who are listening to list some questions about their
friends answer
Teacher goes around the class to make sure that all the students can answer their friends
question
Teacher supervises and try to help the students in their discussion if they have problems in
explaining
Teacher asks the other students to take turn in explaining their answer
Students who have explained their answer now have chance to be a listener
Teacher asks the students who are listening to their friends explanation to write down their
question about their friends answers
Teacher checks the students understanding by asking them about their difficulties in
understanding this material
Teacher asks the students to write what they have learned from their partner this meeting and
what they have to fix to get better by writing star-star wish for their partner
(star-star stand for two strengths from their partner and wish stands for one wish for their
partner in order to get better in explaining the material)
Teacher asks the students to give their star-star wish to their partner and encourage their
partners by saying, you did a good job today! Thanks for helping me

Computer
PPT
LCD
Markers
Paper
Pen

30

CLOSURE
Statement of the
Learning
from
Students
Knowledge of
Results for
Teacher
Another Check for
INDEPENDENT
PRACTICE
Purpose
Readiness
Kinds and Levels
Time and
Feedback
EVALUATION
Teacher (use back
of sheet)
Student (use back
of sheet)

Teacher asks one of the students to make conclusion about the topic today
One of the students makes a conclusion about the material that they have learned today
Teacher tells the students to learn and study for the next meeting
Teacher tell the students to keep practicing about the limit function to get ready for final test
later
Teacher closes the class with a prayer

PPT
Computer
LCD
Paper

Students are asked to take one piece of paper and a pen for an individual task
Students are asked to write down three questions that shown on PPT (attached)
Students are asked to solve in ten minutes
Teacher supervises the students while they are solving the problems and makes sure that they
will not cheat or ask their friends
Teacher collects the students answers

Paper
Pen
LCD
PPT
Computer

10

ATTACHMENTS
1) First Attachment (Explanation)
Some functions that will be determined its limit is an irrational function so that it will be
hard to be factorized. For that kind of question, we have to cancel out the radical
expression by multiplying it with its conjugate. After that we can factorize it. For

example

x1
=
x1
lim
x 1

The conjugate of

x1

x1

is

x+1

therefore you need to multiply all of that with

. Then, you will end up with :

lim x1
lim ( x1 ) ( x+ 1)
x1 x 1
x +1 x 1

lim
=
.
=
=lim ( x +1 ) =( 1+1 ) =2
2
x 1 x1
x 1
x1 x +1
( x ) 12
2) Second Attachment (Questions for discussion)

x2 2 =
x
lim

a)

x 0

b)

1 x +1
=
x 2x
lim

x 0

c)

x+1
=
x 1 1 x +2
lim

3) Third Attachment (Questions for individual task)

a)

b)

c)

lim

x 1

x 2+32 =
x 2x 2

x2 10x =
x 6
65 x +6

lim

1+ x1 =
3
x 0 1+ x1

lim