Lesson Plan #6



Lesson Plan #5

Class: Intuitive Calculus Date: Wednesday September 16th, 2009

Topic: Evaluating Limits

Aim: How do we evaluate limits by rationalizing either the numerator or denominator of a function?

Objectives:

1) Students will be able to evaluate limits by rationalizing either the numerator or denominator of a function.

2) Students will be able to evaluate limits of functions that are expressed as complex fractions, by simplifying the complex fraction into a simple fraction.

3) Students will be able to evaluate one-sided limits.

HW# 5:

Find the limit if it exists

1) [pic] 2) [pic]

3) [pic], where graph of [pic]is

Do Now:

1)

2)

PROCEDURE:

Write the Aim and Do Now

Get students working!

Take attendance

Give back work

Go over the HW

Collect HW

Go over the Do Now

In the following limit, what happens when we attempt to evaluate the limit using direct substitution?

[pic]

To evaluate a limit like the one illustrated above, we can try to rationalize the part of the fraction that has a radical.

Assignment #1:

Rationalize the numerator of function listed above. Then evaluate the limit of this function (which agrees with the previous function in all but one point so we could use this function to evaluate the limit of the original function)

[pic] ……

Examples or Exercises (depending on how the lesson is going):

Find the limit (if it exists)

1) [pic]

2) [pic]

3)[pic]

Assignment #2:

[pic]

In the limit, [pic], what happens when we attempt to evaluate the limit by direct substitution?

What technique should we use to evaluate the above limit?

Examples or Exercises (depending on how the lesson is going):

Find the limit (if it exists)

1) [pic]

2) [pic]

3) [pic]

4) [pic]

Sample Test Questions:

1) Evaluate [pic]

A) -3 B) -1 C) 1 D) 3 E) None of the other choices

Assignment #3:

Use your graphing calculator to sketch the graph of [pic]

What is the highest value of x that can be used for this function?

If we were going to find [pic], we would only need to check from one side, the left side, since there is nothing on the right side of three. We could express this as [pic]. This is known as a one-sided limit.

One-sided limits:

When we talk about limit from the right, we mean that x approaches [pic] from values greater than [pic], We denote this by

[pic]

Similarly, the limit from the left means that x approaches [pic]from values less than[pic]. We denote this by

[pic]

Evaluate the limit [pic]

Examples or Exercises (depending on how the lesson is going):

Find the limit (if it exists)

1) [pic]

2) [pic]

3) [pic]

4)

[pic]

5) Suppose [pic] is defined as follows:

[pic]

Evaluate:

1) 2)

3) 4)

[pic]represents the greatest integer function. The greatest integer function (or floor function) will round any number down to the nearest integer. The graph of the greatest integer functions looks like this:

The TI-84 designate this function by using f(x)=int(x) and is found in the MATH NUM menu

Assignment #4:

A) If [pic], evaluate

i) [pic]=

ii) [pic]=

iii) [pic]=

B) Evaluate [pic]

i) [pic]= ii) [pic]= iii) [pic]=

iv) [pic]

-----------------------

[pic]

[pic]

[pic]

[pic]

[pic]

[pic]

[pic]

[pic]

[pic]

[pic]

[pic]

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