LESSON PLAN FOR INTRO TO CALCULUS

Topic: Finding the limit of a function from a graph

Grade Level: 11th to 13th
Date: 3/7/17

Common Core Standards Addressed:

CCSS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of
others.
CCSS.Math.Practice.MP5 Use appropriate tools strategically.
CCSS.Math.Practice.MP6 Attend to precision.
CCSS.Math.Content.HSF.IF.A.1
CCSS.Math.Content.HSF.IF.A.2
CCSS.Math.Content.HSF.IF.B.4
CCSS.Math.Content.HSF.IF.C.7

Aim: How do we find the limit of a function from its graph?

Objectives: By the end of the lesson, the students should be able to

1. explain what a limit is, as well as the difference between a one-sided and two-sided
limit. (Conceptual)
2. determine the limit of a function from looking at its graph.(procedural/conceptual)
3. explain the relationship between a one-sided and two-sided limit. (conceptual)
4. interpret and read the notations associated with limits. (procedural)

Prior Knowledge:
Students should know how to analyze graphs of functions and understand what open and
closed circles mean when present in the graph of a function.

Possible student misconceptions about the content of the lesson:

Students may think that the limit of a graph of some function is simply f(x) where x is
some given value. They may not understand that the limit is where we are approaching
when x approaches a given value in both directions and not simply the position at that x
value.
Students may think that anytime they see an open circle at where x is approaching in a
piecewise function that it means that the limit does not exist.

Material/Equipment:
SMARTBoard
Chalk board
handouts

Vocabulary:
Limit If the values of f(x) can be made as close as we like to L by making x sufficiently
close to a (but not equal to a), then we write
lim () =

Which is read the limit of f(x) as x approaches a is L.

One-sided limit- If the values of f(x) can be made as close as we like to L by making x
sufficiently close to a but greater than a, then we write
lim () =
+
which is read the limit of f(x) as x approaches a from the right is L. Similarly, if the
values of f(x) can be made as close as we like to L by making x sufficiently close to a but
less than a, then we write
lim () =

which is read the limit of f(x) as x approaches a from the left is L.

Source: Calculus A New Horizon by Howard Anton

Do Now/Start-up Task:
For the following piecewise function, find f(1), f(1.5), and f(2).

Motivation:

Present the slide with Scooby and Shaggy and ask students When Shaggy approaches
the mansion, what height does he approach? and When Scooby approaches the
mansion, what height does he approach? So are we approaching the same height when
we approach the mansion from both directions?

Development and Instructional Activities:

Greet students, have slide with do now, homework, and aim up, and then have
them start the do now.
Go over do now as a class
Why doesnt f(1)=3?
Present the slide with Scooby and Shaggy
- When Shaggy approaches the mansion, what height does he approach?
- When Scooby approaches the mansion, what height does he approach?
- Are we approaching the same height when we approach the mansion from both
directions?
- What is a word that we can use to say that we only approach that height?
Introduce the word limit and explain that we have just determined the limit.
Go to the next slide with the first graph. Only have the graph displayed. Ask
students the following
- As x approaches 4 from the left side, what y value are we approaching?
This is when I will bring up that this is the limit from the left side
 - As x approaches 4 from the right side, what y value are we approaching?
If the other value was the limit from the left side, what do you think this
value is that we just found?
- So what y value are we approaching as x approaches 4? Explain that this is
simply known as the limit as x approaches 4. A limit is the y value we are
approaching from both sides when we are given some x value that we are
approaching.
Display slide with definition of a limit Allow time for students to copy it down
Go back to previous slide and relate it to definition. Also make sure to point out
what it means by but not equal to a.
Present slide with One-sided limits definition and allow students to copy
Go back to previous slide to discuss
At this point on the first graph slide I will reveal the notation and how to read it.
We will then redo finding each of the limits now using this notation. After doing
f(4) go back to #3 and have a student read the notation to see that they understand
how to read it.
-In this instance f(4) was the same as the limit of f(x) as x approaches 4, will
this always be the case?
Go to relationship between one-sided and two-sided limits slide and allow
students to copy it go back to previous slide to relate it
Now hand out the worksheet and allow students a moment to fill in the first
question that we did as a class
Present next slide with graph and do it together. I anticipate that students will not
understand why when we approach 2 from the right side, that the limit is 4 and
not 3. Also here is when I introduce DNE (does not exist).
Present the last slide with the last graph. Have students try this one on their own. I
will come around to see how they are doing. After about 3 or 4 minutes we will
go over it together.
-Why is the limit as x approaches 1 from the left/right side 2 and not 1?
- Why do we have a limit in this example, but no limit in the last one?
Depending on time, students will work with the person next to them to try
questions 1 and 2 from the packet that I distributed the day prior. If time permits
we will go over them, if not, the next day we will go over them.
Before students leave ask them some/all of the following
- What is a limit?
- What is the difference between a one-sided and two-sided limit?
- What is the relationship between one-sided and two-sided limit?
- When do we say that a limit does not exist?
- Do you think there can ever be a limit that is +?

Assessment:
I will be asking students questions to assess their understanding as well as walk around as
they are doing the problems. The summary at the end is also a good assessment. We will
be continuing this in tomorrows lesson where students will be assessed further.

Summary:
1. What is a limit? What is the difference between a one-sided and two-sided limit?
2. How do we find the limit of a function from its graph?
3. What is the relationship between one-sided and two-sided limit?
 4. How do you read the following: lim () = ?

Homework:
Packet pg.1 and 2 #3-5 and pg. 33 #68, 70