132 AY CH1 Student SS20

MTH 132 Chapter 1 - Functions and Limits MSU
Chapter 1
Functions and Limits
Contents
Motivation to Chapter 1 2
4 Tangent and Velocity Problems 3

4.1 VIDEO - Secant Lines, Average Rate of Change, and Applications . . . . . . . . . . . . . . . . . . . . . . . . . 3
4.2 VIDEO - Tangent Lines, Instantaneous Rate of Change, and Applications . . . . . . . . . . . . . . . . . . . . . 5
4.3 CLASS - Elaboration and Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
5 The Limit of a Function 9

5.1 VIDEO - A Graphical Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
5.2 VIDEO - Evaluating Infinite Limits Numerically . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
6 Calculating Limits Using the Limit Laws 15

6.1 VIDEO - Case 1 (0/N and N/N): Simple Limit Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
6.2 VIDEO - Case 2 (N/0): Vertical Asymptotes as in Section 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
6.3 VIDEO - Case 3 (0/0): Applying Algebra to Limits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
6.4 VIDEO - Limits and Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
8 Continuity 23
8.1 VIDEO - What When and Why of Continuity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
8.2 VIDEO - Oops Not Continuous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
8.3 VIDEO - Continuity and the IVT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Page 1
Motivation to Chapter 1
The first big topic of calculus is slope. This is an extremely important topic not just for math but across all of the sciences.
Let’s motivate it with an example.
Example: You are driving from Lansing to Detroit. To the right d (mi)
is a graph representing your distance from Lansing. What is your 70
average velocity on the interval [10, 40] on your trip? 60 (40, 56)
•
50
40
30
20
10 (10, 4)
•
t
Example: At what time is your speed the greatest? 10 20 30 40 50 (min)
Slope helps us determine how fast things are changing, in this case how fast the distance is changing (aka velocity). More
generally the (average) rate of change is something worth studying, not just for velocity sake but so much more! Other
examples include:
• Rate of increase/decrease of stock values.
• Infection rate of a disease.
• Rate of a chemical reaction.
• Rate of population growth.
• Rate of change of velocity (acceleration).
• Rate of change for monthly sales at your business.
• Rate at which a temperature changes.
Page 2
4 Tangent and Velocity Problems

4.1 VIDEO - Secant Lines, Average Rate of Change, and Applications
Objective(s):
• Be able to visualize secant lines.

• Compute the slope of secant lines.
• Apply secant lines to real world problems.
As we saw in the motivation section that how a quantity changes is important. Let’s start to define this more precisely
Definition(s) 4.1. The slope of the secant line of y = f (x) through P (x1 , f (x1 )) and
Q(x2 , f (x2 )) is given by
f (x2 ) − f (x1 )
m=
x2 − x1
Alternatively, this is referred to as the average rate of change on the interval [x1 , x2 ] .
And let’s visualize it!

Secant Line
• Need a function .
• Need two specified point(s).
Now I think we have a pretty good idea of how these things work but it is really nice to be able to play with them so we can
use the applet https://www.desmos.com/calculator/kktiplmtbk to really help us visualize secant and average rates of
change.
Page 3
√
Example 4.2. Let f (x) =x + 1. Find the slope of the secant line joining the points (3, f (3)) and (8, f (8)).
√
Alternate Phrasing: Calculate the average rate of change of f (x) = x + 1 on the interval [3, 8].
Year Board Games Sold Example 4.3. In the year 2010 Ryan started a business Ryan’s Friendly Board
Game Emporium. To the left is a table of the number of board games I have sold
2010 512
each year. Find the average rate of change during 2010 to 2016 and interpret the
2011 601
result.
2012 943
2013 1120
2014 1342
2015 1854
2016 2612
Remark 4.4. The average rate of change of f (x) has units of:
unitsof f
unitsof x
Page 4
4.2 VIDEO - Tangent Lines, Instantaneous Rate of Change, and Applications

Objective(s):
• Be able to visualize tangent lines.
• Approximate the slope of tangent lines lines.
When I was much younger I was pulled over for speeding. The police officer had used a radar gun and determined that at a
particular instant I was going 56 miles per hour. This brings up an idea related to average rate of change but at one specific
time. A phrase we will become familiar with is instantaneous rate of change, that is how a function is changing at a
particular instant of time (just like how I was going 56 miles per hour).
In our last video we use secant lines to help visualize average rates of change. Now we will use something called
tangent lines to help visualize instantaneous rate of change. But it turns out that tangent lines are pretty hard
to give a definition to (at least at this point). So let’s sketch and play and go over some properties of tangent lines
Tangent Line
• Need a function .
• Need one specified point(s).
• Just barely skims the graph of the function.
• It’s a line close to the secant line through two
very close points .
For some visualization let’s go back to our applet https://www.desmos.com/calculator/kktiplmtbk.
Example 4.5. Use the Desmos site to approximate the slope of the tangent line of f (x) = x2 − 3 at x = 2.
Remark 4.6. Just as the slope of the secant line represents the average rate of change, the slope of the tangent line
represents the instantaneous rate of change .
Of course there is only so much we can do in this class without a calculator.
Page 5
Example 4.7. If a rock is thrown upward on the planet Mars with an initial velocity of 10 meters per second, its height (in
meters) t seconds later is well approximated by h(t) = 10t − 2t2 .
(a) Find the average velocity over the time interval [1, 2].
(b) Find the average velocity over the time interval [0, 1].
(c) Using part (a) and (b) approximate the instantaneous velocity at t = 1.
Remark 4.8. The instantaneous rate of change of f (x) have units of:
unitsof f
unitsof x
Page 6
4.3 CLASS - Elaboration and Examples
Objective(s):
Do more examples in more detail.
Example 4.9. Determine the average rate of change (ARoC) of the function f (t) = 4 + sin(t) over the interval 0, π4 .

Year Populations (MI)

Example 4.10. What is the average rate of change of the population of Michigan
2010 9,877,495
from 2011 to 2016? Include units.
2011 9,876,213
2012 9,887,238
2013 9,898,982
2014 9,915,767
2015 9,917,715
2016 9,928,300
Example 4.11. What is the average rate of change of
the the CPI-adjusted median household annual income
from 1995 to 2005? Include units.
Page 7
Example 4.12. Let’s explore how the function f (x) = x2 + 4x is changing at x = 4.
(a) Find the slope of the secant line joining the points (3, f (3)) and (5, f (5)).
(b) Find the slope of the secant line joining the points (4, f (4)) and (4 + h, f (4 + h)).
(c) Estimate the slope of the tangent line at x = 4.
(d) Find the equation of the tangent line at x = 4.
Page 8
5 The Limit of a Function

5.1 VIDEO - A Graphical Approach
Objective(s):
• Have an intuitive idea of the definition of a limit.

• Find the limits (two-sided, left, and right) of the piecewise defined function given algebraically or graphically.
Definition(s) 5.1. Suppose f (x) is defined when x is near the
number a . Then we write:
lim f (x) = L
x→a
if we can force the values of f (x) as close as we like to L by
requiring x to be sufficiently close (but not equal) to a.
Definition(s) 5.2 (Left-hand limit). We write
lim f (x) = L
x→a−
requiring x to be sufficiently close to a and x is less than a.
Definition(s) 5.3 (Right-hand limit). We write
lim f (x) = L
x→a+
requiring x to be sufficiently close to a and x is greater than a.
Let’s take a closer look using: https://www.desmos.com/calculator/zpdfmssol9
Theorem 5.4.

lim f (x) = L if and only if lim f (x) = L and lim+ f (x) = L
x→a x→a− x→a
Page 9
Example 5.5. Use the given graph of f to state the value of each quantity, if it exists. If it does not exist, explain why.
(a) lim− f (x)
x→2
(b) lim+ f (x)

x→2
5
(c) lim f (x)
x→2 4
3
(d) lim f (x)
x→4 2 f (x)
1
(e) f (2) 0 x
−1 0 1 2 3 4 5
(f) f (4)

2
x + 4
 if x < 1
Example 5.6. Evaluate the following limits for the function f (x) = 0 if x = 1

3−x if x > 1

(a) lim− f (x)

x→1
(b) lim+ f (x)

x→1
(c) lim f (x)

x→1
(d) lim f (x)

x→2
Page 10
5.2 VIDEO - Evaluating Infinite Limits Numerically

Objective(s):
• Calculate infinite limits and detect vertical asymptotes.
1
By now in your mathematical career you have probably encountered vertical asymptotes such as in y = or in y = tan θ.
x
Let’s do a little review of tan θ to help motivate vertical asymptotes.
Example 5.7. Explore y = tan θ
Definition(s) 5.8. The line x = a is called a vertical asymptote of the curve y = f (x) if at least
one of the following statements is true:
lim f (x) = ∞ lim f (x) = ∞ lim f (x) = ∞

x→a+ x→a− x→a
a a a
lim f (x) = −∞ lim f (x) = −∞ lim f (x) = −∞

x→a+ x→a− x→a
a a a
That is f can be made arbitrarily large (or small with −∞ ) by taking x sufficiently close to a, but not
equal to a.
Page 11
g(x)
Remark 5.9. For functions of the form where g(a) 6= 0 and h(a) = 0 often there is a vertical asymptote.
h(x)
To verify compute the left and right hand limits as x → a.
x2 + 2x + 1
Example 5.10. Find the vertical asymptotes of the function y =
x + x2
5
Example 5.11. Evaluate lim+
x→1 1−x
x2 + 2x + 1
Example 5.12. Evaluate the limit lim−
x→0 x + x2
Page 12
Objective(s):
Practice estimating limits graphically and explore concepts about graphical interpretation of limits including vertical
asymptotes and limits involving ∞.
Example 5.13. Write three one-sided limits and three two-

sided limits to describe the function f (x) shown on the right.
Example 5.14. Describe the asymptotes a function g(x)

shown on the right using both one-sided and two-sided limits.
Page 13
 2

 x +4 if x<1

0 if x=1
Example 5.15. Evaluate the following limits for the function f (x) =


 3−x if 1<x≤2
x
2 if x>2
(a) lim− f (x)

x→1
(b) lim+ f (x)

x→1
(c) lim f (x)

x→1
(d) lim f (x)

x→2
(e) lim f (x)

x→3
Page 14
6 Calculating Limits Using the Limit Laws

6.1 VIDEO - Case 1 (0/N and N/N): Simple Limit Laws
Objective(s):
• Utilize limit laws to calculate other limits.

• Apply the direct substitution property to more complicated limits.
Theorem 6.1 (Limit Laws). Suppose that c is a constant and the limits
lim f (x) and lim g(x) exist. Then:

x→a x→a
1. lim [f (x) + g(x)] = lim f (x) + lim g(x)

x→a x→a x→a
2. lim [cf (x)] = c lim f (x)

x→a x→a
3. lim [f (x)g(x)] = lim f (x) lim g(x)

x→a x→a x→a

f (x)
lim f (x)
4. lim = x→a provided lim g(x) 6= 0
x→a g(x) lim g(x) x→a
x→a
5. lim c = c
x→a
6. lim x = a
x→a
7. lim xn = an when appropriate.

x→a
h in
8. lim [f (x)n ] = lim f (x) when appropriate.
x→a x→a
2x2 − x
Example 6.2. Evaluate the limit lim
x→0 3 + x
Page 15
Theorem 6.3 (Direct Substitution Property). If f is a polynomial, a rational function, or a root function and a is in the
domain of f then
lim f (x) = f (a)

x→a
Remark 6.4. Because of this wonderful theorem the first step to evaluate a limit is to plug in an a everywhere there is
an x to determine what case you are in!

√
1−x
Example 6.5. Evaluate lim
x→−3 x2 − 4x
Example 6.6. If lim f (x) = 3 and lim g(x) = −2 then find lim [5f (x) − xg(x)].
x→2 x→2 x→2
6.2 VIDEO - Case 2 (N/0): Vertical Asymptotes as in Section 5

−4
x→1+ 1−x
Page 16
6.3 VIDEO - Case 3 (0/0): Applying Algebra to Limits

Objective(s):
• Recall old algebraic techniques of factoring, multiplying by a conjugate, etc. Use these to calculate a variety of limit
problems.
Theorem 6.8 (Cancellation). If f (x) = g(x) when x 6= a, then
lim f (x) = lim g(x)

x→a x→a
provided the limit exists.
x2 + 2x − 3
Example 6.9. Evaluate the limit, if it exists lim
x→1 x2 − 1
1
−1
Example 6.10. Evaluate the limit, if it exists lim x − 1
x→2 x−2
Page 17
√
9+h−3
Example 6.11. Evaluate the limit, if it exists lim
h→0 h
6.4 VIDEO - Limits and Inequalities

Objective(s):
• Comprehend and utilize the Squeeze Theorem to evaluate more complicated limits.
We have seen that by using some algebraic techniques; such as factoring, common denominators, or multiplying by a
0
conjugate that we can solve many limit problems. Although we have come a long way we can still not solve
0
sin x
x→0 x
and so we need another technique!
Theorem 6.13. If f (x) ≤ g(x) when x is near a (except possibly at a) and the limits of f and g both exist as x approaches
a, then
lim f (x) ≤ lim g(x)

x→a x→a
Page 18
Theorem 6.14 (Squeeze Theorem). If f (x) ≤ g(x) ≤ h(x) when
x is near a (except possibly at a) and
lim f (x) = lim h(x) = L

x→a x→a
then
lim g(x) exists, and lim g(x) = L

x→a x→a
Example 6.15. Suppose 2x + 1 ≤ g(x) ≤ x2 − 2x + 5 for all x. Find lim g(x)

x→2

2 2
Example 6.16. Use the Squeeze Theorem to find lim x cos
x→0 x
Page 19
Objective(s):
3t + 1
t→1 t2 + 2t + 1
6x − 1
x→0 x2 − 3x
Page 20
Example 6.19. Determine the following limits:

√
x−3
(a) lim
x→9 9 − x
|t − 1|
(b) lim
t→1+ 1−t
|t − 1|
(c) lim−
t→1 1−t
|t − 1|
(d) lim =
t→1 1−t
Page 21
Example 6.20. If the following inequality on the function g holds for all x near 3,
x2 11x 71 x 5
− + + < g(x) < +
64 32 64 4 4
then find lim g(x)

x→3
8 8
−5+h + 5
Example 6.21 (WW 1.6.9). Evaluate lim
h→0 h
Page 22
8 Continuity
8.1 VIDEO - What When and Why of Continuity
Objective(s):
• Detect when a function is continuous and when it is discontinuous.

• Use continuity to quickly evaluate limits.
Back in the day we used to say “A function is continuous if you can draw it without lifting your pencil.” and while this is
true and a great intuitive definition we can now be a bit more precise (thanks to our knowledge of limits).
Example 8.1. Consider the graph of f (x) to the right on the

f (x)
domain [−2, 5]. Determine where the function is continuous.
−2 −1 0 1 2 3 4 5
Definition(s) 8.2. A function f is continuous at a number a if and only if
lim f (x) = f (a)

x→a
Note additional subtleties : This requires
1. f (a) to be defined
2. lim f (x) to exist.

x→a
Definition(s) 8.3. A function f is continuous on an interval if it is continuous at each point in that interval.
Theorem 8.4. Essentially all the functions we love (polynomial, rational, root, triginometric) are continuous
everywhere in their domain .
x2 + 3x − 4
x→0 x2 − 1
Example 8.6. Evaluate lim 5 cos(t)

t→π
Page 23
A next natural question one could ask is “What about combinations of our beloved functions? ” so things like:
sin(x2 + 1)
Example 8.7. Evaluate lim √
x→1 x(5 − x)
and the answer is.... most of the time we are fine . More formally,
Theorem 8.8. If f and g are continuous at a and c is constant, then the following are also continuous at a.
1. f + g 2. f − g 3. cf
f
4. f g 5. , if g(a) 6= 0
g
Theorem 8.9. If g is continuous at a and f is continuous at g(a) , then the composite function f ◦ g given by
(f ◦ g)(x) = f (g(x)) is continuous at a .

√
1 − x2
Example 8.10. Determine where g(x) = is continuous.
x
8.2 VIDEO - Oops Not Continuous

Objective(s):
• Explain and classify the different types of discontinuities.
Remark 8.11. So as we saw above lots of functions are continuous (in their domains). The things to watch out for are
(a) Dividing by 0 .
(b) Square roots of negatives .
(c) Piecewise defined functions.

(d) Graphs of functions.
Page 24

x + 1
 if x < 0
Example 8.12. Consider the function f (x) = 2 cos(πx) if 0 ≤ x ≤ 2 .

6 − x2 if x > 2

Determine value(s) of x at which f (x) is discontinuous.
Definition(s) 8.13. If f is defined near 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.
Definition(s) 8.14.
(a) A removable discontinuity is a discontinuity that can be ‘removed’ by redefining f
at just a single number .
(b) An infinite discontinuity another name for a vertical asymptote.
(c) All others in this class are called jump discontinuities. In these cases you will notice the function
‘jumps’ from one value to another .
Pictures
a a a
Page 25
Remark 8.15. Here are how these discontinuities are most likely to appear:
(a) Removable discontinuities typically occur in the 0/0 case (back in 1.6).
(b) Infinite discontinuities typically occur in the N/0 case (back in 1.6/1.5).
(c) Jump discontinuities are typically occur in piecewise defined functions.
There are some exceptions but I find this holds true 90%+ of the time.
Remark 8.16. The act of removing a removable discontinuity usually comes down to simplifying the function
algebraically.
x2 + 5x + 6
Example 8.17. Determine and classify the discontinuities of f (x) = .
x2 − 3x − 10
3x2 − 3x
Example 8.18. f (x) = has a removable discontinuity at x = 1. Find a function g(x) that agrees with f (x)
x2 − 1
for x 6= 1 and is continuous at 1.
Page 26
8.3 VIDEO - Continuity and the IVT

Objective(s):
• Understand the statement of the Intermediate Value Theorem
• Apply the Intermediate Value Theorem to mathematically prove two functions intersect on a set interval.
Theorem 8.19 (Intermediate Value Theorem (IVT)). Suppose that f is continuous on the closed interval [a, b] and
let N be any number between f (a) and f (b), where f (a) 6= f (b). Then there exists a number c ∈ (a, b) such that f (c) = N .
Picture:
a b
Remark 8.20. The intermediate value theorem states that a continuous function takes on every
intermediate value between the function values f (a) and f (b).
Example 8.21. Use the Intermediate Value Theorem to show that there is a root of the function:
f (x) = x4 + x − 3 on the interval (1, 2).
Remark 8.22. Notice that it is very difficult to solve x4 + x − 3 = 0!
Page 27
Example 8.23. Suppose f (x) is a continuous function with values given by the table below.
x 0 1 2 3 4 5
f (x) 10.1 3.4 2.9 −1.5 0 0.8
On which interval must there be a c for which f (c) = 4?
A. (0, 1)
B. (1, 2)
C. (2, 3)
D. (3, 4)
E. (4, 5)
Example 8.24. Prove that the equation cos x = x3 has at least one solution. What interval is it in?
Page 28
Objective(s):
Example 8.25. Determine where the following functions are continuous.






 3 if x = −1


(a) f (x) = 5 if x = −1/2


x2 − x − 2




 otherwise
2x2 + 3x + 1
2 tan x
(b) g(x) = on [0, 2π]
sin x − cos x
√
(c) h(x) = x2 − x − 6
Page 29
Example 8.26. Using the Intermediate Value Theorem explain why the chicken crossed the road
(in the below picture)
√
Example 8.27. Use the Intermediate Value Theorem to show that there is a solution of the given equation: 3
x + x = 7.
Page 30
Example 8.28 (Exam 1 FS13). Suppose that f to be continuous everywhere with f (1) = 5, f (3) = 2, and f (11) = −1.
Which of the following is necessarily a true statement?
A. f (c) = 0 for some c ∈ [1, 3].
B. f (c) = 0 for some c ∈ [−1, 5].
C. f (a) = f (b) for some a 6= b.
D. f (c) = 4 for some c ∈ [1, 3].
E. None of the above are true.

cx2 + 2x

 if x < 2
Example 8.29. For what value of the constant c is the function f (x) =
x3 − cx

 if x ≥ 2
continuous on (−∞, ∞).
Page 31

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MTH 132 Chapter 1 - Functions and Limits MSU

4 Tangent and Velocity Problems 3

5 The Limit of a Function 9

6 Calculating Limits Using the Limit Laws 15

Let’s motivate it with an example.

• Rate of increase/decrease of stock values.

• Infection rate of a disease.

• Rate of a chemical reaction.

• Rate of population growth.

• Rate of change of velocity (acceleration).

• Rate of change for monthly sales at your business.

• Rate at which a temperature changes.

4 Tangent and Velocity Problems

• Be able to visualize secant lines.

Q(x2 , f (x2 )) is given by

And let’s visualize it!

• Need two specified point(s).

4.2 VIDEO - Tangent Lines, Instantaneous Rate of Change, and Applications

• Need one specified point(s).

• Just barely skims the graph of the function.

• It’s a line close to the secant line through two

very close points .

For some visualization let’s go back to our applet https://www.desmos.com/calculator/kktiplmtbk.

represents the instantaneous rate of change .

Of course there is only so much we can do in this class without a calculator.

meters) t seconds later is well approximated by h(t) = 10t − 2t2 .

4.3 CLASS - Elaboration and Examples

Year Populations (MI)

Example 4.11. What is the average rate of change of

the the CPI-adjusted median household annual income

from 1995 to 2005? Include units.

Example 4.12. Let’s explore how the function f (x) = x2 + 4x is changing at x = 4.

(c) Estimate the slope of the tangent line at x = 4.

(d) Find the equation of the tangent line at x = 4.

5 The Limit of a Function

• Have an intuitive idea of the definition of a limit.

Definition(s) 5.1. Suppose f (x) is defined when x is near the

number a . Then we write:

if we can force the values of f (x) as close as we like to L by

requiring x to be sufficiently close (but not equal) to a.

Definition(s) 5.2 (Left-hand limit). We write

if we can force the values of f (x) as close as we like to L by

requiring x to be sufficiently close to a and x is less than a.

Definition(s) 5.3 (Right-hand limit). We write

if we can force the values of f (x) as close as we like to L by

requiring x to be sufficiently close to a and x is greater than a.

Let’s take a closer look using: https://www.desmos.com/calculator/zpdfmssol9

(b) lim+ f (x)

(a) lim− f (x)

(b) lim+ f (x)

(c) lim f (x)

(d) lim f (x)

5.2 VIDEO - Evaluating Infinite Limits Numerically

Example 5.7. Explore y = tan θ

one of the following statements is true:

lim f (x) = ∞ lim f (x) = ∞ lim f (x) = ∞

lim f (x) = −∞ lim f (x) = −∞ lim f (x) = −∞

5.3 CLASS - Elaboration and Examples

Example 5.13. Write three one-sided limits and three two-

Example 5.14. Describe the asymptotes a function g(x)