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Date: 3/29/17
Prior Knowledge:
Students should know what a limit is and how to evaluate limits, specifically evaluating
limits of piecewise-defined functions using direct substitution. They should also know
how to determine if a function is continuous at a given point by using the continuity test.
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
limxa f(x)=L
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
limxa+ f(x)=L
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
limxa- f(x)=L
which is read the limit of f(x) as x approaches a from the left is L.
Do Now/Start-up Task:
Determine if the following piecewise-defined function is continuous at x=2:
f(x) = { -3, x<2
{2x-3, x2
Motivation:
Present the slide that says What value of A will make the following function
continuous? and ask students and ask students:
- How do we know a function is continuous?
-We see there is a variable we must determine, how might we determine that
value, using what we know of continuity?
- Is there a way that we can determine what value of A will make this function
continuous?
- How did we determine if the function was continuous in the homework?
- So how do you think we should approach this problem?
Assessment:
During homework review, 2 students will share their work and answers to the class. Also
a student will put up the do now question. I will be asking students questions to assess
their understanding and walk around as they are doing the problems on the worksheet, as
well as the one that I have them try on their own. 3 students will present their work and
answers to the class. There will be an exit slip given to students at the end if time permits.
Summary:
1. How do we find the missing value in a piecewise function?
2. How do we know that the function is continuous?
3. Why do we set the left and right limits equal to each other? How does that relate to
continuity?
Homework:
Review Sheet