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45 views480 pages

Merged Mat 204 + Mat 171

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jjazen.gaming

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MAT 204

Mathematics in the Modern

World for Engineers

MAT 171
Calculus 1 for Engineers

This document and the information thereon is the property of PHINMA Education
PHINMA Education Network
Course Syllabus

PEN Code: MAT 204 + MAT 171 Credits: 7 Units

Subject Title: Mathematics in the Modern World for Engineers + Prerequisite: None
Calculus 1 for Engineers

A. Subject Description
MAT 204 serves as a bridge to equip freshmen engineering students with comprehension and problem-solving
skills and prepares them for higher mathematics and allied subjects. It covers topics on Algebra such as
simplifying exponential, polynomial and rational functions as well as topics on Trigonometry. This course also
includes a review on the various concepts on Plane Geometry, Solid Geometry and Analytic Geometry.

MAT 171 covers the fundamental principles of limits and derivatives, along with their varied applications in
engineering. By the conclusion of the course, students will be proficient at solving complex differentiation
problems, including those involving higher-order derivatives, partial derivatives, equations of tangent and normal
lines to curves, optimization analysis, time rate analysis, and curvature. Utilizing supplementary learning modules
and a textbook, students will showcase their proficiency by successfully completing a problem set at the end of
each session.

B. Objectives
At the end of the course, students should be able to:
1. Understand and apply basic algebraic concepts, such as solving linear equations and inequalities,
simplifying expressions, and manipulating algebraic expressions to model and solve engineering-related
problems.
2. Demonstrate proficiency in applying trigonometric functions to analyze angles and solve basic
trigonometric equations, as well as utilizing geometry concepts to solve for the area and perimeter of
plane figures, volume and surface area of solid figures, slope and equations of lines and equations of
conic sections.
3. Distinguish the behavior of functions by applying the concepts of limits and continuity.
4. Apply Differentiation Techniques to obtain the derivatives of Algebraic and Transcendental Functions.
5. Solve real-world engineering problems by applying derivatives to optimization, rate of change, related
rates, and other applications

C. Subject Outline and Time Allotment

DAY Module Topic

1 Orientation
2 Orientation
MAT 204 SAS #1 Introduction to Algebra
3
MAT 204 SAS #2 Solving Systems of Linear Equations
MAT 204 SAS #3 Solving Worded Problems in Algebra
4
MAT 204 SAS #4 Exponents and Radicals
MAT 204 SAS #5 Polynomials and Polynomial Arithmetic
5
MAT 204 SAS #6 Polynomial Factorization
LONG QUIZ 1.1
6
MAT 204 SAS #7 Roots of Polynomials
MAT 204 SAS #8 Rational Expressions and Functions
7
MAT 204 SAS #9 Rational Equations

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
MAT 204 SAS #10 Graphs of Linear Equations
8
MAT 204 SAS #11 Equation of a Line
LONG QUIZ 1.2
9
MAT 204 SAS #12 Logarithms, Logarithmic Functions and Exponential Functions
10 FIRST PERIODICAL EXAMINATION
MAT 171 SAS #1 Introduction to Differential Calculus
11
MAT 171 SAS #2 Limits of a Function
12
MAT 171 SAS #3 Continuity
MAT 171 SAS #4 Derivative of Algebraic Functions using “Three Step Rule”
13 MAT 171 SAS #5 Standard Differentiation Formulas
14 The Chain Rule of Differentiation
MAT 171 SAS #6 Higher Derivatives
LONG QUIZ 2.1
15 MAT 171 SAS #7 Implicit Differentiation
The Differential
MAT 204 SAS #13 Trigonometric and Inverse Trigonometric Functions
16
MAT 204 SAS #14 Trigonometric Identities Part 1
MAT 204 SAS #15 Trigonometric Identities Part 2
17
MAT 204 SAS #16 Plane Geometry - Right Triangles
MAT 204 SAS #17 Plane Geometry - Oblique Triangles
18
MAT 204 SAS #18 Plane Geometry - Quadrilaterals
LONG QUIZ 2.2
19
MAT 204 SAS #19 Plane Geometry - Circle
20 SECOND PERIODICAL EXAMINATION
MAT 204 SAS #20 Solid Geometry - Prisms and Cylinders
21
MAT 204 SAS #21 Solid Geometry - Cones and Pyramids
MAT 204 SAS #22 Solid Geometry - Spheres
22
MAT 204 SAS #23 Conic Sections - Circles
MAT 204 SAS #24 Conic Sections - Parabolas
23 MAT 171 SAS #8 Applications of Differentiation: Computations of Slope, Vertex of
Parabola
LONG QUIZ 3.1
MAT 171 SAS #9 Polynomial Curves: Tangent lines and Normal Lines
24 Polynomial Curves: Maxima and Minima
25 Polynomial Curves: First Derivative Test
MAT 171 SAS #10 Polynomial Curves: Second Derivative Test
Polynomial Curves: Point of Inflection
MAT 171 SAS #11 Applications of Derivative: Optimization Problems
26
MAT 171 SAS #12 Applications of Derivative: Time Rates
MAT 171 SAS #13 Derivative of Trigonometric Functions
27
MAT 171 SAS #14 Derivative of Inverse Trigonometric Functions
MAT 171 SAS #15 Derivative of Exponential and Logarithmic Functions
28
MAT 171 SAS #16 Derivative of Hyperbolic Functions
LONG QUIZ 3.2
MAT 171 SAS #17 Parametric Equations
29
Curvature
Partial Derivative
30 FINAL PERIODICAL EXAMINATION

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
D. Textbook/s
• College Algebra by R. David Gustafson and James Stewart
• Algebra and Trigonometry with WileyPLUS Set by Cynthia Y. Young
• Calculus 11th Edition by Ron Larson and Bruce Edward
• Calculus 7th Edition by James Stewart
• Differential and Integral Calculus by Clyde E. Love and Earl D. Rainville
• The Calculus 7, by Louis Leithold

E. Other References
• https://www.khanacademy.org/

F. Grading System
The Final Grade for MAT 204 and MAT 171 is computed as follows:
• Final Grade = 0.33(1st Period Grade) + 0.33(2nd Period Grade) + 0.34( 3rd Period Grade)
• 1st Period Grade = (0.50 x Exams) + (0.30 x Quizzes) + (0.20 x Daily Activities)
• 2nd Period Grade = (0.50 x Exams) + (0.30 x Quizzes) + (0.20 x Daily Activities)
• 3rd Period Grade = (0.50 x Exams) + (0.30 x Quizzes) + (0.20 x Daily Activities)

G. Methodology
To achieve the objectives of this course, the following teaching - learning methodology shall be used:
• Active Learning Approach
• Individual Work
• Connect-Coach-Check-Conclude
• Group Work - Collaborative Learning
• Class Sharing
• Online Sessions via Google Meet
• Independent Learning with the aid of Khan Academy

H. Contact Information

Instructor: _________________________________________________________

Contact Number: _________________________________________________________

Email Add: _________________________________________________________

Dean’s Name and Signature: _________________________________________________________

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
MAT 204: Mathematics in the Modern World for Engineers
Module #0

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Orientation Day 2 for MAT 204 Materials:

Pen, Notebook, Scientific Calculator
Learning Targets:
At the end of the module, students will be able to: References:
1. Identify key course policies on attendance, participation, College Algebra by R. David Gustafson
academic integrity, and grading. and James Stewart
2. Recall effective study strategies and time management
techniques to help succeed in the course.

CONNECT
A.1. Lesson Preview/Review (5 mins)
Good day, students! Welcome to our second day of orientation for MAT 204. Today, we will learn all about
the course objectives, syllabus, grading system, and class rules. As we go on, let’s remember to do these
three things:

1. Pay attention and listen carefully.

2. Take notes.
3. Ask questions if you need something explained.

As we start our study on Mathematics in the Modern World for Engineers, we will be using our Student
Activity Sheet (SAS). It has four key parts:

A. CONNECT: This is the introduction. It gives a brief overview of today’s lesson.

B. COACH: This is the lesson content. It includes the concepts and solved problems.
C. CHECK: This has activities and assessments to check our understanding.
D. CONCLUDE: This wraps up the lesson and includes FAQs.

The SAS is organized to help you learn step by step. It is important to read and understand each part
thoroughly for better understanding. You will also learn various reading strategies to make your learning
experience better and more fun. Doesn't that sound exciting? Indeed, it does!

Activity A.1 - (Getting to know you activity) (15 mins)

Each student will think of a real-world application of mathematics. If you can't think of any, you can search on
the internet. Write your answer in the space provided on the next page. Then, take turns introducing yourself
and presenting your answer to the class.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

WRITE YOUR ANSWER FOR ACTIVITY A.1 HERE

COACH (40 minutes)

B.1. Content Notes

We are now ready for our subject orientation. If you do not have a notebook with you, you can use the note
- taking space provided in the Skill Building activity on page 4. You may use that.

1. Class Rules and Policies

Listen carefully to the class rules and policies in order to facilitate orderly learning throughout the
semester.

2. Course Overview

Course Description
MAT 204 subject serves as a bridge to equip freshmen engineering students with comprehension and
problem solving skills and prepares them for higher mathematics and allied subjects. It covers topics on
Algebra such as simplifying exponential, polynomial and rational functions as well as topics on
Trigonometry. This course also includes a review on the various concepts on Plane Geometry, Solid
Geometry and Analytic Geometry.

Course Objectives
At the end of the semester, we are expected to:
1. Understand and apply basic algebraic concepts, such as solving linear equations and inequalities,
simplifying expressions, and manipulating algebraic expressions to model and solve engineering-
related problems.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

2. Demonstrate proficiency in applying trigonometric functions to analyze angles and solve basic
trigonometric equations, as well as utilizing geometry concepts to solve for the area and perimeter of
plane figures, volume and surface area of solid figures, slope and equations of lines and equations of
conic sections.

Course Syllabus
Refer to your printed copy of the syllabus

3. Grading System
The quality of your learning will be assessed through coursework like class activities, quizzes, periodical
exams, and performance tasks.
● The passing rate for this course is 50%. To pass this course, you need a final score of at least
50% which gives you a Final Grade of 3.0 (Passed). If your final score is 49% and below, Freshmen
will get a mark “No Credit” (NC). (Note: *Upperclassmen in this course who get a final score of 49%
and below will get a Final Grade of 4.0, Failed.)
○ “No Credit” means that you need to re-enroll the subject and redo the course work to earn a grade.
An “NC” mark is not counted as a failed grade and will not affect your average grade.
● There are 3 grading periods - P1, P2, and P3. Each period will be graded according to the following
criteria: Period score = (Activities x 20%) + (Quizzes x 30%) + (Exams x 50%)
● Your Final Score is based on each of the three Period Grades. The formula is:
Final Score = (P1 x 33%) + (P2 x 33%) + (P3 x 34%)
● Your Final Grade will be based on this table:
Final Score Final Grade Status
94.8 - 100 1.00 Passed
89.2 -94.79 1.25 Passed
83.6 - 89.19 1.50 Passed
78 - 83.59 1.75 Passed
72.4 - 77.99 2.00 Passed
66.8 - 72.39 2.25 Passed
61.2 - 66.79 2.50 Passed
55.6 - 61.19 2.75 Passed
50 - 55.59 3.00 Passed
0 - 49.99 4.00 No Credit
INC Incomplete
○ INC - stands for “Incomplete”. It means that you have missing coursework - particularly periodic
exam/s. An INC must be completed within one year. Only students with a valid reason (A. Medical
Condition, B. Accident, or C. Emergency) will be allowed to process a completion. You need to
connect with your teacher and find out what tasks you need to do. You will have a recomputed grade
once your tasks are completed.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

B.2. Skill Building Activity

Write your notes here.

CHECK

C.1. Check for Understanding (10 mins)

Expect your teacher to ask you questions about the class rules, course objectives, syllabus and grading
system. Be ready!

CONCLUDE (10 minutes)

D.1. Summary / Frequently Asked Questions

What are some study tips for this subject?

1. Study Regularly Outside of Class

Work on the problems in your SAS every day to keep up your progress. Read your textbooks for
additional problems to practice.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

2. Take Good Notes

Keep a notebook with you when studying to jot down important points from class and your independent
learning.
3. Make Summary Sheets
Create lists of important theorems, properties, formulas, and vocabulary words to review.
4. Practice Until Mastery
Practice helps you understand math better, improve your problem-solving skills, and boost your
confidence. The more you practice, the easier it becomes to solve problems and apply what you’ve
learned.
5. Know Your Strengths and Weaknesses
Identify which topics you know well, which need more practice, and which you don’t understand at all.
6. Study in the Right Environment
Find a quiet, well-lit area with all the supplies you need. Avoid distractions. If you learn well with others,
consider joining or forming a study group.
7. Ask Questions
Use class time to ask your teacher questions about anything you don’t understand. If you think of
questions while studying, write them down to ask later. Your teacher is there to help you.

D.2. Thinking about Learning

1. On a scale of 1 to 5, 1 as the lowest and 5 as the highest, how prepared are you for this
subject? Why do you say so?

________________________________________________________________________________

2. What study strategies do you think would work best in this subject?

________________________________________________________________________________

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Introduction to Algebra Materials:

Pen, Notebook, Scientific Calculator
Learning Targets:
At the end of the module, students will be able to: References:
1. Define basic algebraic terms such as numbers, constants, College Algebra by R. David Gustafson
variables and functions by providing some examples. and James Stewart
2. Classify numbers as rational, irrational, integers and non -
integers through examples.
3. Solve basic arithmetic problems through boardwork and
group activities.

CONNECT (5 mins)
A.1. Lesson Preview/Review
Algebra is a fundamental branch of mathematics that deals with symbols and the rules for using those
symbols. It is a powerful tool used to solve equations and describe relationships between quantities.

Algebra allows us to generalize mathematical principles and solve problems in a more abstract way. Instead
of dealing with specific numbers, we will work with variables that represent unknown quantities. By
understanding the relationships between these variables and applying various operations, we can unlock
solutions to a wide range of mathematical problems.

In this module, we will recall the basics of algebra. We will start with the basic terms that we will be
encountering in this course followed by classification of numbers. We will also

COACH

B.1. Content Notes (50 mins)

In this lesson, we will be learning about “Introduction to Algebra”. To help us understand what we read, we
will use the comprehension strategy Summarizing and Generalization.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

INTRODUCTION TO ALGEBRA

CLASSIFICATION OF NUMBERS

Before we start learning Algebra, let’s talk about some important ideas. We will start with real numbers.

In Mathematics, a number is used to show many or where something is in a list. We use numbers to count
things, measure things and do computations. Number can show amounts (like “five students”) and symbols,
called numerals, (like the number “5”). They help us do math and understand the world around us.

Numbers can be real or imaginary. Real numbers are the ones we use everyday, like when we measure
length, weight or temperature. Imaginary numbers are not seen in real life but help solve some math
problems. In this course, we will only talk about real numbers.

A set is a collection of objects. For example, the set

{1,3,8,9,10} Read as “the set with elements 1,3, 8, 9 and 10” or “the set containing 1,3,8,9 and 10.”

contains the numbers 1, 3, 8, 9 and 10. We call these the numbers the elements or members of the set.
These elements or members of a set are listed within braces { }.

There are two basic sets of numbers: natural numbers and whole numbers. Natural numbers are used for
counting and are also called positive integers or counting numbers. The set of natural numbers is
{1,2,3,4,5,6,7,8,9,10, … }. Whole numbers include zero and all natural numbers. The set of whole numbers is
{0,1,2,3,4,5,6,7,8,9,10, … }.

Real numbers can be split into rational and irrational numbers. Rational numbers can be written as
fractions, including positive numbers, negative numbers, and zero. The word “rational” comes from “ratio,”
which means a comparison of two values, like a fraction. Examples of rational numbers are −7, −11/6, 0.4 and
0.3. Irrational numbers are numbers that can be written as decimals but not as fractions. Examples of
irrational numbers are π (pi) and √2 (the square root of 2).

Rational numbers can be divided into integers and non - integers. Integers are numbers without decimals
or fractions. The set of integers includes natural numbers, their negatives and zero. The set of integers is
{… − 5, −4, −3, −2, −1,0,1,2,3,4,5, … }. Zero is an integer but is neither positive nor negative. Non - integers are
numbers that are not natural numbers, negative natural numbers, or zero. Examples of non - integers are
7/5, 1/4, −0.5 and 3.4.

The next figure shows a summary on the classification of real numbers.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

EXAMPLE 1
Classify the following numbers. Identify them if they are rational, irrational, integer, or non - integer.
a) 5.75 b) −13 c) √5 d) √64 e) e f) 13/7 g) 0.3333 … h) 𝜋/3

Solution:
First, let us identify if the number is rational or irrational. To make things easier, just remember this, if you can
convert the given number into a fraction, then, it is rational. If you can’t do it, then the number is irrational. Now,
if the number is rational, we can classify them further as an integer or non - integer. To determine if the number
is integer or not, just check if the number has a fractional part. If the number has no fractional part, then it is
an integer. If the number has a fractional part, then it is a non - integer. Let us now classify the following
numbers.

a) 5.75 b) −13
This number can be converted into a fraction: This number can be converted into a fraction:
3 23 13
5.75 = 5 = −13 = −
4 4 1
Since the number can be converted into a fraction, Since the number can be converted into a fraction,
this number is a rational number. This number has a this number is a rational number. At the same time,
fractional part (0.75). Therefore, this number is a non this number has no fractional part. Hence, this is an
- integer. integer (specifically a negative integer).

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

c) √5 d) √64
First, let us solve for the exact value of this number. Let us first solve for the value of this number. You
We can use our calculators for this. We can see that may use a calculator if you want.
√5 = 2.236067977 … 8
√64 = 8 =
This number cannot be expressed as a fraction. 1
Therefore, this number is irrational. OR
8
√64 = −8 = −
1
Since the number can be converted into a fraction,
this number is a rational number. This number has
no fractional part. Therefore, this number is an
integer.

e) e f) 13/7
The number e is actually known as the Euler’s The given number is in fraction form. Therefore, the
number. You can get the value of e using your number is rational. This number has a fractional part
calculator. (the equivalent decimal number is not a whole
𝑒 = 2.71828 … number). Therefore, this number is a non - integer.
This number cannot be expressed as a fraction since
it. Therefore, this number is irrational.

g) 0.3333 … h) π/3
Let us be very careful. You might think that all non - Let us be very careful here. You might think that
terminating decimals are irrational. Take note that since we have a numerator and denominator, the
1 number is a fraction and thus a rational number.
0.3333 … = Remember that before saying that the number is
3
Since this number can be expressed as a fraction, rational, both numerator and denominator must be
this number is a rational number. At the same time, whole numbers. For this number, the denominator
this number has a fraction part. Thus, this number is (3) is a whole number. However, the numerator (π)
a non - integer. is not a whole number. Since the numerator and
denominator are not both whole numbers, the given
number is an irrational number.

FUNCTIONS
Now that we know what numbers are, let’s learn about functions. A function is a way to connect a set of
inputs to one output each. In simpler words, a function is a relationship where each input has one specific
output.
We can also say that a function is a rule that links one variable (called the independent variable) to another
variable (called the dependent variable). A function is often written as 𝑦 = 𝑓(𝑥). This is read as “y equals f of
x” or “y equals the function of x.” If we know a function 𝑓(𝑥), the value of the function when 𝑥 = 𝑎 is written as
𝑓(𝑎).

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

A variable is a symbol or letter used to represent a number that we don’t know yet. Variables can change
depending on the math problem. Common letters used for variables are 𝑥, 𝑦 and 𝑧.
There are two types of variables: dependent and independent. A dependent variable changes based on
the value of another number of variable. An independent variable does not change based on other values.
Think of it like this: the independent variable is the input, and the dependent variable is the output of a function.
When the value of the independent variable changes, the value of the dependent variable also changes.

Let us take a look at the following examples.

EXAMPLE 2
The relation y = 2x + 5 is an example of a function. Our dependent variable (output) here is y while the
independent variable (input) is x. Let us take a look at the following computations.
If x = 3, then y = 2x + 5 = 2(3) + 5 = 6 + 5 = 11.
If x = 11, then y = 2x + 5 = 2(11) + 5 = 22 + 5 = 27.
If x = −2, then y = 2x + 5 = 2(−2) + 5 = −4 + 5 = 1.
As we can see, the value of y changes depending on the value of x. If we change the value of x, then the
value of y also changes, that is why y is our dependent variable and x is our independent variable.

Now, on your higher mathematics (like on Calculus), functions are sometimes written in the form y = f(x).
In this case, our function y = 2x + 5 can be rewritten as f(x) = 2x + 5. This means that we have a function
where the independent variable is x and the output of the function can be computed by performing 2x + 5.

EXAMPLE 3
Given the function f(x) = 6x − 10. Find the following: a) f(3) b) f(−5) c) f(2) − f(−6)

Solution:
a) f(3)
This expression means that we will change all x in f(x) into 3 and then solve the function. Therefore:
f(3) = 6(3) − 10 = 18 − 10 = 𝟖

b) f(−5)
This expression means that we will change all x in f(x) into −5 and then solve the function. Therefore:
f(−5) = 6(−5) − 10 = −30 − 10 = −𝟒𝟎

c) f(2) − f(−6)
To solve this, we will first need to get the answer of f(2) and f(−6). After that, we will subtract the two answers.

The expression f(2) means that we will change all x in f(x) into 2 and then solve the function. Therefore:
f(2) = 6(2) − 10 = 12 − 10 = 2
The expression f(−6) means that we will change all x in f(x) into −6 and then solve the function. Therefore:

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

f(−6) = 6(−6) − 10 = −36 − 10 = −46

Now that we have solved for 𝑓(2) and 𝑓(−6), we can now solve for the given problem:
f(2) − f(−6) = 2 − (−46) = 2 + 46 = 𝟒𝟖

We are now done with our text. I hope we are able to recall some of the basic terms in Algebra. Before reading
the text, it was mentioned that we will be using the comprehension strategy Summarizing and Generalization.
I hope that as you read the text, you made a summary of what you learned. Here is a sample of summary if
the lesson. You may use this as a guide to make your own summary in the future.

INTRODUCTION TO ALGEBRA

• A set is a collection of objects. We call the objects inside a set as elements or members.
• A number is a concept used to represent quantity or position and are used for counting, measuring and
performing mathematical operations. They are represented as symbols called numerals.
• Number can be classified as real number, imaginary number, rational number, irrational number, integer
or non - integer.
• Real numbers are numbers that we use in our everyday life. Imaginary numbers are numbers that we
cannot physically see or count.
• Rational numbers are numbers that can be expressed as a ratio or fraction. If a number can be
expressed as a fraction (where both numerator and denominator must be whole numbers) then it is a
rational number. If we cannot do so, the number is irrational. Not all non - terminating decimal numbers
are irrational (like 0.3333…). However, all irrational numbers are non - terminating decimal numbers.
• Rational numbers can be classified as integer or non - integers. Integers are number that have no
fractional part. If a number has a fractional part, then it is a non - integer.
• Integers include all positive whole numbers, negative whole numbers and 0. Zero is an integer, however,
it is neither positive nor negative.
• A function is a relation between a set of inputs having one output each. We can also define functions as
an expression, rule, or law that defines a relationship between one variable (the independent variable)
and another variable (the dependent variable). A function may be denoted as y = f(x). If we are given the
expression f(3) for example, this means that we will change all x into 3 and solve for the value of the
function.
• A variable is a symbol or letter which is used to represent an unknown number. A dependent variable
is a variable that depends on the value of some other number or variable. An independent variable does
not depend on any values. As we change the value of the independent variable, the value of the
dependent variable also changes.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

B.2. Skill Building Activity (10 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. Classify the following numbers whether they are rational or irrational, integer or non - integer. Briefly
explain why.
a) 1/3 b) −10.4 c) 0.121212 … d) √49/3 e) −21/7 f) 3𝜋/5

2. Given the function f(x) = 2x − 13. Solve for the following:

a) f(2) b) f(−4) c) f(3) + f(5) d) f(10) − f(12)

For supplementary materials (readings and videos) and practice problems, visit this website.
https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:foundation-algebra

You may ask your instructor to give you the link via chat or email for easier access. In that website you
may found additional learning materials regarding the topic. If you want more practice problems, you
can take the quiz(es) and unit test found on the same page.

CHECK

C.1. Check for Understanding (15 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. List 3 examples of irrational numbers, 3 examples of integers and 3 examples of non - integers.
2. Give an example of a non - terminating decimal that is an integer.
3. Classify the following numbers whether they are rational or irrational, integer or non - integer.
Briefly explain why.
a) −2/5 b) 51.2 c) 0.131131 … d) √32/5 e) −19/4 f) √16/8
4. Given the function f(x) = 3x + 22. Solve for the following:
a) f(6) b) f(−3) c) f(8) + f(−2) d) f(−15) − f(19)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

CONCLUDE (10 mins)

D.1. Summary / Frequently Asked Questions

Where do irrational numbers come up in the real world?
Irrational numbers show up actually all over the place. For example, the number 𝜋 (an irrational number)
is very important in computations involving circles. The square root of 2, also an irrational number, is
important in understanding right triangles.
What are examples of nonterminating decimals that are also rational numbers?
Repeating decimals are nonterminating decimals that are also rational numbers. These numbers occur
when a pattern of numbers repeats over and over after the decimal point. An example is 0.101101101…
which is equivalent to 101/999, a rational number.

Where do we use functions in the real world?

Functions are used in all sorts of real - world applications. For example, we use functions to model
physical processes, like the motion of a car or the growth of a population. We can also use them to
analyze data, like finding the rate of change of a company’s profits over time.

D.2. Thinking about Learning

Three things you learned:
1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________

Two things that you would like to learn more about:

1. ________________________________________________________________________________
2. ________________________________________________________________________________

One question you still have:

1. ________________________________________________________________________________

D.3. Answer Key (Answers to the tasks in the SAS so you can check your understanding)
(Answers will be given by your professors)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Solving System of Linear Equations Materials:

Pen, Notebook, Scientific Calculator
Learning Targets:
At the end of the module, students will be able to: References:
1. Recognize the different methods for solving systems of linear College Algebra by R. David Gustafson
equation. and James Stewart
2. Solve a system of linear equations using the different Algebra and Trigonometry with
methods such as elimination or substitution method WileyPLUS Set by Cynthia Y. Young

CONNECT (5 mins)
A.1. Lesson Preview/Review
Welcome to Module #2!. In our last module, we learned about the basic terms and concepts on Algebra.
Today, we will learn about the different methods on solving linear equations. Read the learning targets listed
above so you have a good idea of what to expect from today’s lesson.

To help you learn better, remember:

▪ Work with the SAS in sequence. Our SAS activities were designed so that each task will help you learn
more effectively.
▪ Do all the tasks. Working on all the tasks will help you learn more. If there are changes to the tasks,
your teacher will tell you.
▪ Read instructions carefully. Ask you teacher or your classmates if you have questions about the tasks.

Let’s start learning!

In our last lesson, we learned about functions and how they show relationships between inputs and
outputs. Now, we’re going to explore an important type of function called a linear equation.

Linear equations are everywhere in real life. They help us understand and solve problems involving things
like money, time, distance and more. For example, if you want to know how much money you’ll save each
week to buy a new shirt, you can use a linear equation.

When we have two or more linear equations together, we call it a system of linear equations. Solving these
systems can help us make decisions when we have more than one thing to consider. For instance, if you
want to figure out how many different books you can buy with a certain amount of money, a system of
linear equations can help.

Studying linear equations and systems of linear equations is important because it gives us tools to solve
real - world problems, make better decision, and understand how many different things are connected.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

COACH

B.1. Content Notes (50 mins)

In this lesson, we will be learning about “Solving Systems of Linear Equations”. To help us understand what
we read, we will use the comprehension strategy Summarizing and Generalization.

SOLVING SYSTEMS OF LINEAR EQUATIONS

EQUATIONS, EXPRESSIONS AND INEQUALITIES

An expression is a combination of numbers, variables and math operations (like addition, subtraction,
multiplication, and division). They do not contain an equals sign (=). Examples of expressions are.
5𝑥 − 2 2𝑦 + 9 and 8𝑥 − 9𝑦 + 4

An equation is a statement indicating two expressions are equal. Some examples of equations are
x + 6 = 7 3x − 4 = 12 and 5x − 2 = 7y + 18

Also, take note that in expressing equations, we can interchange the left side and right side of the equation
and the equation remains the same. This means that the equation 5𝑥 + 4 = 3𝑦 − 2 is the same with the
equation 3𝑦 − 2 = 5𝑥 + 4.

An inequality is a mathematical statement that shows one expression is greater than, less than, greater
than or equal to, or less than or equal to another expression. It uses symbols like >, <, ≥ and ≤. Examples of
inequalities are:
5𝑥 − 3 < 1 4𝑥 + 5 ≥ −13 and 9𝑦 − 8 ≤ 5𝑥 − 3

Take note that unlike equations, we cannot simply interchange the left side and right side on inequality. If
you want to interchange the left side and right side of an inequality, then you also need to flip the inequality
symbol. For example, the inequality 3𝑧 − 5 < 2 is not the same with 2 < 3𝑧 − 5. Instead, the inequality 5𝑥 −
3𝑧 − 5 < 2 is equivalent to 2 > 3𝑧 − 5.

Expressions help us present values. Equations help us solve problems and find exact values. Inequalities
help us understand ranges and limits of values. In this module, we will be taking a look on how to solve
equations and system of linear equations.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

LINEAR EQUATIONS WITH ONE VARIABLE

A linear equation is a type of equation where the highest power of the variable (like x) is 1. When drawn or
plotted, it looks like a straight line. A linear equation is an equation of the form ax + b = c, where a, b and c are
constants. Constants are numbers that don’t change. They are the opposite of variables, which can change.
An example of a linear equation is 3x + 10 = 42. In this equation, x is our variable and the numbers 3, 10 and
42 are constants. Notice that in the given equation, the variable x is only raised to the power of 1.

Let us now recall how to solve linear equations. Let us start with solving linear equations in one variable.

Example 1
In the given equation 12x − 15 = 23 solve for x.

Solution:
In this problem, 12𝑥 − 15 is the left side of the equation and 23 is the right side. We need to find the value of
x that makes both sides equal. To do this, we will use some mathematical operations to get x by itself on one
side of the equation.

Step 1. Identify the given.

The given is 12x − 15 = 23.

Our goal is to get x alone on the left side.

Step 2. Remove 15 on the left side of the equation.

Since 15 is subtracted from 12x, we need to add 15 to both sides to get rid of it on the left side.
Remember, whatever we do to one side, we must do to the other side too.

12x − 15 = 23
12x − 15 + 15 = 23 + 15 (Notice that −15 + 15 will be equal to 0)
12x + 0 = 38
12x = 38

Step 3. Remove 12 on the left side of the equation.

Now, we have 12x on the left side. To get x by itself, we need to divide both sides by 12.

12x = 38
12x 38
= (Notice that we can now cancel out 12)
12 12
38
x= (Let us express the right side to simplest form)
12
19
x=
6

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

So, the solution to the equation is x = 19/6.

Let us have another example.

Example 2
Solve for y in the given equation:
33 − 6𝑦 = 7

Step 1. Identify the given.

We start with the equation 33 − 6𝑦 = 7. We can also write is as −6𝑦 + 33 = 7. Our goal is to get y
alone on the left side.

Step 2. Remove 33 on the left side of the equation.

Since 33 is added to −6𝑦, we need to subtract 33 from both sides to get rid of it on the left side.

−6y + 33 = 7
−6y + 33 − 33 = 7 − 33 (Notice that 33 − 33 will be equal to 0)
−6y + 0 = −26
−6y = −26

Step 3. Remove −6 on the left side of the equation.

Now, −6 is multiplied by y. To get y by itself, we divide both sides by −6.

−6y = −26
−6y −26
= (Notice that we can now cancel out − 6)
−6 −6
13
y= (The right side is already in simplest form so are now done)
3

Since we have rewritten the equation so that only y is on the left side, we are done. The solution to the
equation is y = 13/3.

Example 3
Solve for z in the given equation:
6𝑧 + 7 = 5 − 4𝑧

Solution:
We need to get all the z terms on the one side of the equation and the numbers on the other side. Here’s how
we do it step-by-step:

Step 1. Identify the given.

We start with the equation 6𝑧 + 7 = 5 − 4𝑧.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Step 2. Move 7 to the right side of the equation.

Since 7 is added to 6𝑧, we subtract 7 from both sides.

6𝑧 + 7 = 5 − 4𝑧
6𝑧 + 7 − 7 = 5 − 4𝑧 − 7
6𝑧 + 7 − 7 = −4𝑧 − 7 + 5
6𝑧 + 0 = −4𝑧 − 2
6𝑧 = −4𝑧 − 2

Step 3. Move −4𝑧 to the left side of the equation.

Since −4𝑧 is subtracted on the right, we add 4z to both sides.

6𝑧 = −4𝑧 − 2
6𝑧 + 4𝑧 = −4𝑧 − 2 + 4𝑧
6𝑧 + 4𝑧 = −2 − 4𝑧 + 4𝑧
10𝑧 = −2 + 0
10𝑧 = −2

Step 4. Solve for z.

Since 10 is multiplied by z, we divide both sides by 10 to find z.

10𝑧 = −2
10𝑧 2
=− (Notice that we can now cancel out 10)
10 10
2
𝑧=− (We can still simplify the fraction on the right side)
10
1
𝑧=−
5

Since we have rewritten the equation so that only z is on the left side, we are done. The solution to the
equation is 𝒛 = −𝟏/𝟓.

From these examples, we learned how to solve linear equations with one variable. Now, let’s learn how to
solve systems of linear equations.

SYSTEMS OF LINEAR EQUATIONS

A system of linear equations is when we have two or more equations with the same variables. Our goal is
to find the values of these variables that make all the equations true at the same time. There are different
methods to solve these systems, and we will go over the two of the most common ones: the substitution
method and the elimination method.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Example 4: Using the Substitution Method

Solve the system of equations:
𝑥 + 𝑦 = 10
2𝑥 − 𝑦 = 3

Step 1. Solve one of the equations for one variable.

Let’s solve the first equation for y:
𝑥 + 𝑦 = 10
𝑦 = 10 − 𝑥

Step 2. Substitute this expression in the other equation.

Replace y in the second equation with 10 − 𝑥.
2𝑥 − 𝑦 = 3
2𝑥 − (10 − 𝑥) = 3

Step 3. Solve for x. Use the steps we learned in solving linear equation in one variable.
2𝑥 − (10 − 𝑥) = 3
2𝑥 − 10 + 𝑥 = 3
2𝑥 − 10 + 𝑥 = 3
2𝑥 − 10 + 𝑥 + 10 = 3 + 10
2𝑥 + 𝑥 − 10 + 10 = 3 + 10
3𝑥 + 0 = 13
3𝑥 = 13

3𝑥 13
=
3 3
13
𝑥=
3

Step 4. Substitute x back in the equation 𝑦 = 10 − 𝑥 to find y.

𝑦 = 10 − 𝑥
13
𝑦 = 10 −
3
30 − 13
𝑦=
3
17
𝑦=
3

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Therefore, the solution to the system is

𝟏𝟑 𝟏𝟕
𝒙= 𝒂𝒏𝒅 𝒚 =
𝟑 𝟑

Before we proceed, let us check if our answer is correct. Let us substitute the values that we obtained to
both equations. Both equations must be satisfied.

For the first equation:

𝑥 + 𝑦 ≟ 10
13 17
+ ≟ 10
3 3
30
≟ 10
3
10 = 10
The first equation is satisfied.

For the second equation:

2𝑥 − 𝑦 ≟ 3
13 17
2( )− ≟3
3 3
26 17
− ≟3
3 3
9
≟3
3
3=3
The second equation is satisfied.
Since both equations are satisfied, we can confirm that indeed, our solution is correct.

Example 5: Using the Elimination Method

Solve the system of equations:
3𝑥 + 4𝑦 = 12
2𝑥 − 4𝑦 = 2

Step 1. Eliminate one of the variables by adding or subtracting the two equations.
First, decide if you want to eliminate the x terms or the y terms. Based on the given, notice that the y
terms just differ in sign. Thus, it is easier to eliminate the y terms. All we have to do is to add the
two equations. Take note that adding two terms which only differ in sign will result into a sum of 0,
essentially eliminating them.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

3𝑥 + 4𝑦 = 12
+ 2𝑥 − 4𝑦 = 2
___________________
5𝑥 + 0 = 14

Thus, we will get the equation 5𝑥 = 14.

Step 2. Solve for x. Use the steps we learned in solving linear equations in one variable.
5𝑥 = 14
5𝑥 14
=
5 5
14
𝑥=
5

Step 3. Substitute x back into one of the original equations to solve for y.
Let us use the second equation
2𝑥 − 4𝑦 = 2
14
2 ( ) − 4𝑦 = 2
5
28
− 4𝑦 = 2
5
28
−4𝑦 + =2
5
28 28 28
−4𝑦 + − =2−
5 5 5
28 28 10 − 28
−4𝑦 + − =
5 5 5
−18
−4𝑦 + 0 =
5
−18
−4𝑦 =
5
−18
−4𝑦
= 5
−4𝑦 −4
−4𝑦 18 1
= − (− )
−4𝑦 5 4
18
𝑦=
20
9
𝑦=
10

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Therefore, the solution to the system is

𝟏𝟒 𝟗
𝒙= 𝒂𝒏𝒅 𝒚 =
𝟓 𝟏𝟎

Let us check if our answer is correct. Let us substitute the values that we obtained to both equations. Both
equations must be satisfied.

For the first equation:

3𝑥 + 4𝑦 ≟ 12
14 9
3 ( ) + 4 ( ) ≟ 12
5 10
42 36
+ ≟ 12
5 10
2(42) + 36
≟ 12
10
84 + 36
≟ 12
10
120
≟ 12
10
12 = 12
The first equation is satisfied.

For the second equation:

2𝑥 − 4𝑦 ≟ 2
14 9
2( ) − 4( ) ≟ 2
5 10
28 36
− ≟2
5 10
2(28) − 36
≟2
10
56 − 36
≟2
10
20
≟2
10
2=2

The second equation is satisfied.

Since both equations are satisfied, we can confirm that indeed, our solution is correct.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Example 6: Using the Elimination Method

Solve the system of equations:
2𝑥 + 3𝑦 = 13
4𝑥 + 5𝑦 = 23

Step 1. Eliminate one of the variables by adding or subtracting the two equations.
Make the coefficients of one variable the same so we can eliminate it. Let’s eliminate x. The x term of
the first equation is 2x while the x term of the second equation is 4x. In order for the coefficients of the
x terms to be equal, let us multiply the first equation by 2.
2𝑥 + 3𝑦 = 13 → 2(2𝑥 + 3𝑦 = 13) → 4𝑥 + 6𝑦 = 26

Step 2. Subtract the second equation from the modified first equation to eliminate x

4𝑥 + 6𝑦 = 26
− 4𝑥 + 5𝑦 = 23
______________________
0 +𝑦 = 3

Thus, we will get the equation 𝑦 = 3.

Step 3. Substitute y = 3 back into one of the original equations to solve for x.
Let us use the first equation.
2𝑥 + 3𝑦 = 13
2𝑥 + 3(3) = 13
2𝑥 + 9 = 13
2𝑥 + 9 − 9 = 13 − 9
2𝑥 + 0 = 4
2𝑥 = 4
2𝑥 4
=
2 2
𝑥=2

Therefore, the solution to the system is

𝒙 = 𝟐 𝒂𝒏𝒅 𝒚 = 𝟑

Let us check if our answer is correct. Let us substitute the values that we obtained to both equations. Both
equations must be satisfied.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

For the first equation:

2𝑥 + 3𝑦 ≟ 13
2(2) + 3(3) ≟ 13
4 + 9 ≟ 13
13 = 13
The first equation is satisfied.

For the second equation:

4𝑥 + 5𝑦 ≟ 23
4(2) + 5(3) ≟ 23
8 + 15 ≟ 23
23 = 23

The second equation is satisfied.

Since both equations are satisfied, we can confirm that indeed, our solution is correct.

Choosing the right method can simplify your work and make solving systems of equations more efficient.
Use Substitution when it is easy to solve one equation for a single variable. Use Elimination when you can
quickly cancel out a variable by adding or subtracting the equations.

We are now done with our text. I hope we are able to learn some techniques in solving linear equations.
Before reading the text, it was mentioned that we will be using the comprehension strategy Summarizing and
Generalization. I hope that as you read the text, you made a summary of what you learned. Here is a sample
of summary if the lesson. You may use this as a guide to make your own summary in the future.

SOLVING SYSTEMS OF LINEAR EQUATIONS

• An expression is a combination of numbers, variables and math operations. An example is 2𝑦 + 9.

• An equation is a statement indicating two expressions are equal. An example is 3x − 4 = 12.
• An inequality is a mathematical statement that shows one expression is greater than, less than, greater
than or equal to, or less than or equal to another expression. An example is 5𝑥 − 3 < 1.
• A linear equation is a type of equation where the highest power of the variable is 1. It is an equation of
the form ax + b = c, where a, b and c are constants.
• To solve linear equation in one variable, we will be first using some mathematical operations to get the
variable by itself on one side of the equation. Once all the variable terms are on one side of the equation
and the constants on the other side of the equation, we can now solve for unknown variable.
• A system of linear equations is when we have two or more equations with the same variables.
• The two common methods in solving systems of linear equations are the Substitution Method and the
Elimination Method.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

• Substitution is usually used when it is easy to solve one equation for a single variable. Elimination is
usually used when you can quickly cancel out a variable by adding or subtracting the equations.
• To check if the solution to a system of linear equation is correct, we need to substitute the values of the
variables you found back into the original equations and see if they satisfy all of them simultaneously.

B.2. Skill Building Activity (15 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

Obtain the solution to the system of equations. Hint: Before applying the methods, rewrite the equations
first to the standard form ax + by = c.
1. 2𝑥 + 3𝑦 = 6
−4𝑥 + 3𝑦 = 12

2. −5𝑦 + 3𝑥 = 3
−8𝑦 + 9𝑥 = −12

3. 3𝑥 + 4𝑦 = −23
𝑥 = 3𝑦 + 1

CHECK (15 mins)

C.1. Check for Understanding

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

Obtain the solution to the system of equations.

1. 𝑦 = −7𝑥 + 3
𝑦 = −𝑥 − 3

2. 7𝑥 − 3𝑦 = 20
𝑦 = 5𝑥 − 4

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

CONCLUDE (10 mins)

D.1. Summary / Frequently Asked Questions

What are some real - world applications of systems of equations?
Systems of equations can be used to model lots of different situations. For example, if we’re trying to
figure out how many adult and child tickets were sold at a movie theater, we might set up a system of
equations with one equation for the total number of tickets and another equation for the total amount of
money collected.

Can a system of equations have more than one solution?

Yes. A system of linear equations can have no solution, one solution or infinitely many solutions.
Sometimes we can tell from looking at the system, and other times we may need to use substitution,
elimination, or graphing to figure it out. In this course, we will only deal with systems of linear equations
with one solution.

D.2. Thinking about Learning

Two things that you would like to learn more about:

1. ________________________________________________________________________________
2. ________________________________________________________________________________

One question you still have:

1. ________________________________________________________________________________

D.3. Answer Key (Answers to the tasks in the SAS so you can check your understanding)
(Answers will be given by your professors)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Solving Worded Problems in Algebra Materials:

Pen, Notebook, Scientific Calculator
Learning Targets:
At the end of the module, students will be able to: References:
1. Translate word problems into algebraic expressions College Algebra by R. David Gustafson
2. Apply algebra to solve worded problems and James Stewart
Algebra and Trigonometry with
WileyPLUS Set by Cynthia Y. Young

CONNECT (5 mins)
A.1. Lesson Preview/Review
Welcome to Module #3! In our last module, we learned how to solve systems of linear equations. Today, we
will recall how to solve worded problems in Algebra. Read the learning targets listed above so you have a
good idea of what to expect from today’s lesson.

To help you learn better, remember:

Let’s start learning!

In our last lesson, we learned how to solve systems of linear equations. Now, we're going to build on that
knowledge by learning how to change word problems into equations. This skill is very useful because it helps
us take a problem written in words and turn it into a math problem we can solve. This makes it easier to
understand and find the answer. We use this skill not only in school but also in everyday life. For example, if
we want to know how much money we need to save to buy something or how long we need to wait before
arriving at our destination. Learning to turn word problems into equations helps us think better and solve
problems more easily, making our lives simpler and more organized.

COACH

B.1. Content Notes (50 mins)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

In this lesson, we will be learning about “Solving Worded Problems in Algebra”. To help us understand what
we read, we will use the comprehension strategy Summarizing and Generalization.

SOLVING WORDED PROBLEMS IN ALGEBRA

Solving word problems in algebra can seem challenging at first, but with a clear method, it becomes much
easier. The key is to translate the words into mathematical equations that you can solve. This skill is important
because it helps us understand and solve real - world problems using algebra. Let us go through the steps
to see how it’s done.

1. Read the Problem Carefully. Make sure you understand the problem. Read it several times if needed.
2. Identify the Unknowns. Determine what the problem is asking for. Assign variables (like x or y) to the
unknowns.
3. Extract Key Information. Pick out the important numbers, relationships, and conditions given in the
problem.
4. Translate Words into Equations. Convert the verbal statements into algebraic expressions or
equations. Look for keywords that include mathematical operations. For example, “sum” means we will
be using addition, and “product” means we will be using multiplication.
5. Set up the Equation. Write down the equation or equations based on the relationships and conditions
identified.
6. Solve the Equation. Use algebraic methods to solve for the unknown variables.
7. Check Your Solution. Substitute the solution back into the original problem to verify that it works.
8. Write the Answer. Clearly state the answer in the context of the problem.

EXAMPLE 1
The IT department has twice as many tablets as laptops. Together, there are 18 devices. How many tablets
and how many laptops does the IT department have?

Step 1. Read the Problem Carefully

• The IT department has twice as many tablets as laptops.
• Together, there are 18 devices.

Step 2. Identify the Unknowns

• Let x be the number of laptops.
• Let y be the number of tablets.

Step 3. Extract Key Information

• Twice as many tablets as laptops
• Total devices are 18

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Step 4. Translate Words into Equations

• y = 2x (because tables are twice the number of laptops)
• x + y = 18 (there are total device)

Step 5. Set Up the Equation

• From y = 2x, substitute y in the second equation
x + y = 18
x + 2x = 18

Step 6. Solve the Equation

• x + 2x = 18
3x = 18
3x 18
=
3 3
x=6

• Let us solve for y by substituting x = 6. Since y = 2x, y = 2(6) = 12

Step 7. Check Your Solution

• Total devices: x + y = 6 + 12 = 18
• Tablets are twice the laptops: 12 = 2 x 6

Step 8. Write the Answer

• The IT department has 6 laptops and 12 tablets.

EXAMPLE 2
A number is three times another number. The sum of the two numbers is 48. What are the two numbers?

Step 1. Read the Problem Carefully

• A number is three times another number.
• The sum of the two numbers is 48.

Step 2. Identify the Unknowns

• Let x be the smaller number.
• Let y be the larger number.

Step 3. Extract Key Information

• One number is three times the other.
• Their sum is 48.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Step 4. Translate Words into Equations

• y = 3x (because the larger number is three times the smaller number)
• x + y = 48 (the sum of the two numbers)

Step 5. Set Up the Equation

• From y = 3x, substitute y in the second equation.
x + y = 48
x + 3x = 48

Step 6. Solve the Equation

• x + 3x = 48
4x = 48
4x 48
=
4 4
x = 12

• Let us solve for y by substituting x = 12. Since y = 3x, y = 3(12) = 36

Step 7. Check Your Solution

• Sum of the numbers: x + y = 12 + 36 = 48
• Large number is three times the smaller number: 36 = 3 x 12

Step 8. Write the Answer

• The two numbers are 12 and 36.

EXAMPLE 3
Student A bought some notebooks and pens for a total of PhP 60. The cost of one notebook is PhP 5 more
than the cost of one pen. If the student bought 4 notebooks and 6 pens, what are the costs of a notebook
and a pen?

Step 1. Read the Problem Carefully

• Student A bought 4 notebooks and 6 pens.
• Total cost is PhP 60.
• The cost of one notebook is PhP 5 more than the cost of one pen.

Step 2. Identify the Unknowns

• Let x be the cost of one pen.
• Let y be the cost of one notebook.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Step 3. Extract Key Information

• 4 notebooks and 6 pens cost PhP 60.
• The cost of one notebook is PhP 5 more than the cost of one pen.

Step 4. Translate Words into Equations

• y = x + 5 (because the cost of one notebook is PhP 5 more than the cost of one pen)
• 4y + 6x = 60 (the total cost)
Step 5. Set Up the Equation
• From y = x + 5, substitute y in the second equation.
4y + 6x = 60
4(x + 5) + 6x = 60

Step 6. Solve the Equation

• 4(x + 5) + 6x = 60
4x + 20 + 6x = 60
10x + 20 = 60
10x + 20 − 20 = 60 − 20
10x + 0 = 40
10x = 40
10x 40
=
10 10
x=4
Thus, the cost of one pen is PhP 4.

• Let us solve for y by substituting x = 4. Since y = x + 5, y = 4 + 5 = 9.

Thus, the cost of one notebook is PhP 9.

Step 7. Check Your Solution

• Total cost: 4(PhP 9) + 6(PhP 4) = PhP 36 + PhP 24 = PhP 60
• The cost of one notebook is PhP 5 more than the cost of one pen: PhP 9 = PhP 4 + PhP 5

Step 8. Write the Answer

• The cost of one pen is PhP 4 and the cost of one notebook is PhP 9.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

EXAMPLE 4
Student A travels from Town A to Town B, a distance of 120 miles, at an average speed of 60 miles per
hour. On her way back from Town B to Town A, she travels at an average speed of 40 miles per hour. What
is the total time she spends traveling to and from Town B?

Step 1. Read the Problem Carefully

• Student A travels from Town A to Town B, a distance of 120 miles.
• Her average speed on the way to Town B is 60 miles per hour.
• Her average sped on the way back from Town B to Town A is 40 miles per hour.

Step 2. Identify the Unknowns

• Let t1 be the time spent travelling to town B.
• Let t 2 be the time spent travelling back from Town B to Town A.

Step 3. Extract Key Information

• Distance to Town B: 120 miles
• Speed to Town B: 60 miles per hour
• Speed from Town B: 40 miles per hour.

Step 4. Translate Words into Equations

• Recall that we can relate distance, speed and time using the formula:
distance = speed(time)

Hence, if we want to solve for the time, the formula becomes:

distance
time =
speed
120 miles
• t1 = (time to town B)
60 miles/hour
120 miles
• t2 = (time from Town B)
40 miles/hour

Step 5. Set Up the Equation

120 miles
• t1 = = 2 hours
60 miles/hour
120 miles
• t2 = = 3 hours
40 miles/hour

Step 6. Solve the Equation

• Student A spends 2 hours traveling to Town B and 3 hours travelling back from Town B.
• Total time: t1 + t 2 = 2 + 3 = 5 hours

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Step 7. Check Your Solution

• Using the solved values for t1 and t 2 , let us check if we will satisfy the given. You can either confirm if
the distances are satisfied or the speeds are satisfied. For this example, let us confirm if the distances
mentioned in the given will be satisfied.
• For the distance from Town A to Town B:
distance = speed(time)
miles
distance = 60 (2 hours)
hour
distance = 120 miles

• For the distance from Town B to Town A:

distance = speed(time)
miles
distance = 40 (3 hours)
hour
distance = 120 miles
• This confirms that our solution is correct since the distance from Town A to Town B and distance from
Town B to Town A are the same.

Step 8. Write the Answer

• Student A spends a total of 5 hours travelling to and from Town B.

EXAMPLE 5
A teenager ran from her home to a park at an average speed of 12 km/h. She then rode an express bus
from the park to her school. The bus has an average speed of 76 km/h. She traveled a total distance of 120
kilometers, and the entire trip took 2 hours. Assuming that the paths taken from home to the park and from
the park to the school form a straight line, how far is her home from the park and how far is the park from
her school?

Step 1. Read the Problem Carefully

• The teenager travels for a total of 2 hours.
• The average speed of the teenager as she run from home to park is 12 km/h
• The average speed of the bus that the student rode on from park to school is 76 km/h

Step 2. Identify the Unknowns

• Let d1 be the distance from her home to the park
• Let d2 be the distance from the park to her school

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Step 3. Extract Key Information

• Speed from home to the park: 12 km/h
• Speed from the park to the school (the speed of the bus): 76 km/h
• Total distance travelled: 120 km
• Total time taken for the trip: 2 hours

Step 4. Translate Words into Equations

• Recall that we can relate distance, speed and time using the formula:
distance = speed(time)
Hence, if we want to solve for the time, the formula becomes:
distance
time =
speed
d1
• Time taken from home to the park =
12 km/h
d2
• Time taken from the park to school =
76 km/h
d1 d
• Total time for the trip: + 2 = 2 hours
12 76
• Total distance travelled: d1 + d2 = 120 km

Step 5. Set Up the Equation

We have a system of two equations:
d1 d2
+ =2
12 76
d1 + d2 = 120

Step 6. Solve the Equation

Let us use elimination method.
• Let us eliminate d1 . In order to do so, let us multiply the first equation by 12.
d1 d2 3
12 ( + = 2) → d1 + d2 = 24
12 76 19
• Next, let us subtract the second equation from the modified first equation.
3
d1 + d = 24
19 2
− d1 + d2 = 120
______________________
16
0 − d2 = −96
19
• Thus, we have
16
− d2 = −96
19

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

• Let us solve for d2

16
− d2 = −96 (multiply both sides by − 1)
19
16
d = 96 (multiply both sides by 19)
19 2
16 d2 = 1824 (divide both sides by 16)
d2 = 114
d2 = 114 km

• Let us now solve for d1

From the second equation:
d1 + d2 = 120
d1 + 114 = 120
d1 + 114 − 114 = 120 − 114
d1 = 6
d1 = 6 km

Step 7. Check Your Solution

• The total distance travelled is: d1 + d2 = 6 km + 114 km = 120. This is the same as the given distance.

Step 8. Write the Answer

• The distance from the teenager’s home to the park is 6 km, while the distance from the park to her school
is 114 km.

We are now done with our text. I hope we are able to learn some techniques in solving worded problems in
Algebra. Before reading the text, it was mentioned that we will be using the comprehension strategy
Summarizing and Generalization. I hope that as you read the text, you made a summary of what you learned.
Here is a sample of summary if the lesson. You may use this as a guide to make your own summary in the
future.

SOLVING WORDED PROBLEMS IN ALGEBRA

• The steps in solving worded problems in Algebra are:

1. Read the Problem Carefully
2. Identify the Unknowns
3. Extract Key Information
4. Translate Words into Equations
5. Set up the Equation

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

6. Solve the Equation

7. Check Your Solution
8. Write the Answer

• The speed of an object, distance travelled by the object and time of travel can be related by the formula:
distance = speed(time)
From this formula, we can derive two more formulas:
distance
time =
speed
distance
speed =
time

B.2. Skill Building Activity (15 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

Solve the following problems.

1. A company bought a total of 10 electronic devices, consisting of printers and computers. The total
cost of the printers was $400, and the total cost of the computers was $1200. If each printer costs $100
less than each computer, how many printers and how many laptops did the company buy?
2. At a supermarket, the bulk price for honey is PhP 2.50 per gram, with a minimum purchase of 20
grams. If Buyer A paid PhP 80 for some honey, by how many pounds did Buyer A purchase exceed the
minimum?
3. A number is four times another number. The sum of the two numbers is 60. What are the two
numbers?
4. The sum of a number and three more than twice the number is 36. What is the number?
5. Separate the number 20 into two parts so that five times the smaller part plus eight is equal to the
larger part. What are the two numbers?
6. An executive traveled a total of 4 hours and 875 miles by car and by plane. Driving to the airport
by car, she averaged 50 miles per hour. In the air, the plane averaged 320 miles per hour. How long did
it take her to drive to the airport?
7. The difference of twice a smaller integer and 7 times a larger is 4. When 5 times the larger integer
is subtracted from 3 times the smaller, the result is −5. Find the integers.
8. Student A and Student B start from the same point and walk in opposite directions. Student A
walks 2 km/hr faster than Student B. After 3 hours, they are 30 km apart. How fast did each walk?
9. Student A has more money than Student B. If Student A gave Student B PhP 20, they would have
the same amount. While if Student B gave Student A PhP 22, Student A would then have twice as much
as Student B. How much does Student B have?
10. There are 1000 tickets sold. The price of an adult ticket is $8.50 while the price of a child ticket is
$4.50. A total of $7300 was collected. How many tickets of each kind were sold?

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

CHECK (15 mins)

C.1. Check for Understanding

Directions: Answer the following problems. Use the concept that was taught in the text that you have just
read.
Solve the following problems.

1. Student A lived in Tokyo and Hokkaido for a total period of 14 months in order to learn
Japanese. He learned an average of 130 new words per month when he lived in Tokyo and an average
of 150 new words per month when he lived in Hokkaido. In total, he learned 1920 new words. How long
did he live in Tokyo and how long did he live in Hokkaido?
2. A teenager ran from her home to a park at an average speed of 12 km/h. She then rode an
express bus from the park to her school. The bus has an average speed of 76 km/h. She traveled a total
distance of 120 kilometers, and the entire trip took 2 hours. How long did she spend running, and how long
did she spend riding the bus?
3. The difference of two integers is 11. When twice the larger is subtracted from 3 times the smaller,
the result is 3. Find the integers.

CONCLUDE (10 mins)

D.1. Summary / Frequently Asked Questions

What other types of word problems, not covered in this module, should we understand before
delving into Calculus?
Before delving into Calculus, it's recommended that you also grasp concepts in geometry, including
calculating areas and perimeters of plane figures, as well as volumes and surface areas of solids.
Additionally, familiarity with concepts in Analytic Geometry, such as generating equations of lines and conic
sections, is essential. All of these will be taught in the next modules.

D.2. Thinking about Learning

Two things that you would like to learn more about:

1. ________________________________________________________________________________
2. ________________________________________________________________________________

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

One question you still have:

1. ________________________________________________________________________________

D.3. Answer Key (Answers to the tasks in the SAS so you can check your understanding)
(Answers will be given by your professors)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Exponents and Radicals Materials:

Pen, Notebook, Scientific Calculator
Learning Targets:
At the end of the module, students will be able to: References:
1. Explain exponents, radicals, exponential functions and College Algebra by R. David Gustafson
radical functions by providing examples. and James Stewart
2. Simplify exponential and radical expressions by applying the Algebra and Trigonometry with
various laws on exponents and radicals WileyPLUS Set by Cynthia Y. Young

CONNECT (5 mins)
A.1. Lesson Preview/Review
Welcome to Module #4! In our last module, we learned how to solve worded problems in Algebra. Today, we
will learn about exponents and radicals. Read the learning targets listed above so you have a good idea of
what to expect from today’s lesson.

To help you learn better, remember:

Let’s start learning!

Today, we will learn about exponents, radicals, exponential functions and radical functions. These concepts
are fundamental in mathematics and have wide - ranging applications.

Exponents are shorthand for repeated multiplication, while radicals are the inverse operation, representing
roots of numbers.

Exponential functions involve a base raised to a variable exponent are used to model growth, decay and
more. Radical functions deal with expressions containing radicals, crucial in geometry and engineering.

Understanding these concepts is vital for solving mathematical problems across various disciplines. Let us
take a look at their properties and applications.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

COACH

B.1. Content Notes (50 mins)

In this lesson, we will be learning about “Exponents and Radicals”. To help us understand what we read, we
will use the comprehension strategy Summarizing and Generalization.

Exponents and Radicals

Exponents and its Properties

An exponent is a mathematical notation that tells us how many times a number, called the base, is
multiplied by itself. It is a way of showing repeated multiplication in a compact form. The process of raising a
number to a power is known as involution.

For example, in the expression an , where a is the base and n is the exponent, we multiply a by itself n
times. So, if a = 2 and n = 3, then 23 means 2 ∙ 2 ∙ 2 which equals 8.

Exponents represent the power or “how many times” a base number is used in multiplication.

Here are additional examples.

45 = 4 ∙ 4 ∙ 4 ∙ 4 ∙ 4 = 1024 1 3 1 1 1 1
( ) = ∙ ∙ =
2 2 2 2 8

34 = 3 ∙ 3 ∙ 3 ∙ 3 = 81 2 7 2 2 2 2 2 2 2 128
( ) = ∙ ∙ ∙ ∙ ∙ ∙ =
3 3 3 3 3 3 3 3 2187

One essential skill to master is simplifying terms involving exponents. Let us explore this further by
examining the following properties of exponents.

An exponential function is a mathematical function where the exponent contains a variable. Examples of
exponential functions are y = e3x and y = 54x−1 .

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Mathematics Notation
(let a and b be nonzero
Name of Property Description Example
real numbers and m
and be n integer)
When multiplying
exponentials with the
Product Property am ∙ an = am+n x 3 ∙ x 7 = x 3+7 = x10
same base, add the
exponents.
When dividing
exponentials with the am
= am−n x13
Quotient Property same base, subtract the an = x13−4 = x 9
exponents (numerator - Where a ≠ 0 x4
denominator)
When raising an
Power Property exponential to a power, (am )n = amn (x 3 )6 = x 3 ∙ 6 = x18
multiply exponents
A product raised to a
Product to a Power power is equal to the
(ab)n = an bn (3x)5 = 35 ∙ x 5 = 243x 5
Property product of each factor
raised to the power
A quotient raised to a a n an x 4 x4 x4
Quotient to a Power power is equal to the ( ) = n ( ) = 4 4=
Property quotient of the factors b b 2y 2 ∙y 16y 4
Where b ≠ 0 Where y ≠ 0
raised to the power.
A base raised to a
1 1
negative - integer 3−5 = 5 =
exponent is equivalent to 1 3 243
Negative - Integer −n =
the reciprocal of the base a
Exponent Property an 1 1
raised to the opposite Where a ≠ 0 = = 28 = 256
(positive) integer 2−8 1
( 8)
exponent. 2

Any nonzero number 70 = 1

a0 = 1
Zero Exponent Property raised to the power of 100 = 1
Where a ≠ 0
zero is 1. e0 = 1

15 = 1
For any number x, one 1100 = 1
One Base Property 1x = 1
raised to x is equal to 1. 1−3 = 1
14y = 1

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Here are some common mistakes when simplifying exponential expressions. Let us be very careful as not
to commit these errors.

INCORRECT WHAT SHOULD HAVE CORRECT

ERROR COMMITTED
SIMPLIFICATION BEEN DONE SIMPLIFICATION
The exponents were The exponents should be
x 4 ∙ x 3 = x12 x4 ∙ x3 = x7
multiplied added
x18 The exponents were The exponents should be x18
= x3 divided subtracted = x12
x6 x6
The exponent was
The exponents should be
(x 2 )3 = x 8 raised to a power (2 (x 2 )3 = x 6
multiplied
was raised to 3)
Both the factors (2 and x)
(2x)3 = 2x 3 Only x was raised to 3 (2x)3 = 8x 3
should be raised to 3
In applying the product
The common base was
23 ∙ 24 = 47 property, the common 23 ∙ 24 = 27
multiplied
base must be retained
Nothing. We cannot apply
the Product Rule nor 23 ∙ 35
The two distinct base
23 ∙ 35 = 68 Quotient Rule if the base of (this term is already in
are multiplied
the terms are not the simplest form)
same.

The various properties that we have discussed are used to simplify exponential expressions. An exponential
expression is simplified when:
• All parentheses or groupings have been eliminated
• A base appears only once
• No powers are raised to other powers
• All exponents are positive

EXAMPLE 1
Simplify the following expressions (assume all variables are nonzero).
25x 3 y 6
a. (−2x 2 y 3 )(5x 3 y) b. (2x 2 yz 3 )3 c.
−5x 5 y 4

Solution:
In this example, we will learn how to simplify exponential expressions that only involves multiplication, division
and involution.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

a. Given: (−2x 2 y 3 )(5x 3 y)

Since we are just multiplying terms, we can start by rearranging the terms in such a way that the constants
are together, the x terms are together and the y terms are together.
(−2x 2 y 3 )(5x 3 y) = (−2)(5)(x 2 )(x 3 )(y 3 )(y)

Then, let us multiply the constants together, multiply the x terms together and multiply the y terms together.
For the product of the x terms and y terms, we will be using the Product Property.

(−2)(5)(x 2 )(x 3 )(y 3 )(y) = [(−2)(5)][(x 2 )(x 3 )][(y 3 )(y)] = −10(x 2+3 )(y 3+1 ) = −𝟏𝟎𝐱 𝟓 𝐲 𝟒

If we refer to our checklist, what we got is already in simplest form. Thus, the answer is −10x 5 y 4 .

b. Given: (2x 2 yz 3 )3

From the given, we can see that we can use the Product to a Power Property. Let us apply that property
first.

(2x 2 yz 3 )3 = (23 )(x 2 )3 (y 3 )(z 3 )3 = 8(x 2 )3 (y 3 )(z 3 )3

Next, let us apply the Power Property on (x 2 )3 and (z 3 )3 .

8(x 2 )3 (y 3 )(z 3 )3 = 8(x 2∙3 )(y 3 )(z 3∙3 ) = 8x 6 y 3 z 9

If we refer to our checklist, what we got is already in simplest form. Thus, the answer is 𝟖𝐱 𝟔 𝐲 𝟑 𝐳 𝟗 .

25x 3 y 6
c. Given:
−5x 5 y 4

Since we are just multiplying and dividing terms, we can start by rearranging the terms in such a way that
the constants are together, the x terms are together, and the y terms are together. If there are constants
that can be multiplied together, let us also obtain their product.

25x 3 y 6 25 x 3 y 6
= ( )( )( )
−5x 5 y 4 −5 x 5 y 4

Then, let us divide the constants together, divide the x terms and divide the y terms. For the quotient of the
x terms and y terms, we will be using the Quotient Property.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

25 x 3 y 6
( ) ( 5 ) ( 4 ) = (−5)(x 3−5 )(y 6−4 ) = (−5)(x −2 )(y 2 )
−5 x y

Since we have a term with negative exponent, let us use the Negative - Integer Exponent Property.

1 −5y 2
(−5)(x −2 )(y 2 ) = (−5) ( 2 ) (y 2 ) = 2
x x
−𝟓𝐲 𝟐
If we refer to our checklist, what we got is already in simplest form. Thus, the answer is .
𝐱𝟐

EXAMPLE 2
Simplify the following expressions (assume all variables are nonzero).
3 1
1 1 1 −6
−2 7 −3
1 1 q3 p m2 n
a. x 4 x −5 b. ( 1 ) c. ( 2 7
)
q−3 p n3 m−4

Solution:
1 1
a. Given: x 4 x −5

Solution 1:
Since we are given two x terms that are multiplied together, we can just apply the Product Property.
1 1 1 1 5−4 1
x 4 x −5 = x 4−5 = x 20 = x 20
𝟏
If we refer to our checklist, what we got is already in simplest form. Thus, the answer is 𝐱 𝟐𝟎.

Solution 2:
Since we have a term with negative exponent, we can apply the Negative - Integer Exponent Property first.
1
1 1 x4
x4 x −5 = 1
x5

We now have a quotient of two x terms. Thus, we can use the Quotient Property.
1
x4 1 1 5−4 1
1 = x 4−5 = x 20 = x 20
x5
𝟏
If we refer to our checklist, what we got is already in simplest form. Thus, the answer is 𝐱 𝟐𝟎.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Notice that with this problem, there are two ways to solve it. However, it's clear that Solution 1 is the quicker
option. This emphasizes why practicing more problems is important. Doing so helps you get better at
picking the best solution for each problem you encounter.
3
1
−2 7
q3 p
b. Given: ( 1 )
p q−3
From the given, we can see that we can use the Product to a Power Property and the Quotient to a Power
Property. Let us apply those properties first.
3
3 3 1
1 −2 7
3 −2 7 (q3 )7 (p )
q p
( 1 ) = 3
q−3 p 1
−3 7
3
(q ) p7
Next, let us apply the Power Property on terms with powers raised to another power.

3
3 1 3 1 3 9 3
−2 7
(q3 )7 (p ) (q3 ∙ 7 ) (p−2 ∙7
) (q7 ) (p−14 )
3 = 1 3 3 = 1 3
1
−3 7
3 (q−3 ∙ 7 ) p7 (q−7 ) p7
(q ) p7

Since we are now just multiplying and dividing terms, let us rearrange the terms in such a way that the q
terms are together, and the p terms are together. Then, let us apply the Quotient Property.
9 3
9 3
(q7 ) (p−14 ) p−14
q7 9 1 3 3 9 1 3 3 9+1 −3−6 10 9
−(−7)
1 3 = ( 1 ) ( 3 ) = (q7 ) (p−14 − 7 ) = (q7 + 7 ) (p−14 − 7 ) = (q 7 ) (p 14 ) = q 7 p−14
(q−7 ) p7 q−7 p7

Since we have a term with negative exponent, let us use the Negative - Integer Exponent Property.

10
10 9 10 1 q7
q 7 p−14 = q7 ( 9) = 9
p 14 p14

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

If we refer to our checklist, what we got is already in simplest form. Thus, the answer is
𝟏𝟎
𝐪𝟕
𝟗
.
𝐩𝟏𝟒
1
1 1 −6
−3
m2 n
c. Given: ( 2 7)
−4
n3 m
From the given, we can see that we can use the Product to a Power Property and the Quotient to a Power
Property. Let us apply those properties first.

1 1 1
1 −6 1 −
1 1 −6 −3 6
m2 n −3 (m2 ) (n )
( 2 7) = 1 1
− 2 −6 7 −
n3 m 4 −4 6
(n3 ) (m )
Next, let us apply the Power Property on terms with powers raised to another power.

1 1
1 −6 1 −6 1 1 1 1 1 1
(m2 ) (n −3
) (m2 ∙ −6 ) (n− 3 ∙−6
) (m−12 ) (n18 )
1 1 = 2 1 7 1 = 1 7
2 −6 7 −
−4 6 (n 3 ∙ −6 ) (m− 4 ∙ − 6 ) (n−9 ) (m24 )
(n3 ) (m )

Since we are now just multiplying and dividing terms, let us rearrange the terms in such a way that the m
terms are together, and the n terms are together. Then, let us apply the Quotient Property.

1 1
1 1
(m−12 ) (n18 ) m− 12 n18 1 7 1 1 1 7 1 1 −2−7 1+2
−(−9)
1 7 = ( 7 )( 1 ) = (m
− 12 − 24
) (n 18 ) = (m− 12 − 24 ) (n 18 + 9 ) = (m 24 ) (n 18 )
(n−9 ) (m24 ) m 24 n− 9
−9 3 −3 1
= (m 24 ) (n 18 ) = (m 8 ) (n 6 )

Since we have a term with negative exponent, let us use the Negative - Integer Exponent Property.
1
−3 1 1 1 n6
(m 8 ) (n 6 ) =( 3 ) (n 6 ) = 3
m8 m8

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

If we refer to our checklist, what we got is already in simplest form. Thus, the answer is
𝟏
𝐧𝟔
𝟑
.
𝐦𝟖

Radicals and its Properties

Radicals involve roots, like square roots and cube roots. The radical symbol (√) shows the root. The
number inside the radical is called the radicand, and the small number above and to the left is the index. If
there’s no index, it means the square root (index of 2). The process of root extraction is known as evolution.
For example, the expression 4√x + y means the fourth root of x + y, with a radicand of x + y and an index
of 4. √3x means the square root of 3x with a radicand of 3x and index of 2.
Radicals express the roots of numbers. A root is a value that, when raised to the index’s power, gives the
3
original number. For instance, the square root of 9 (√9) is 3 because 32 = 9. The cube root of 8 ( √8) is 2
because 23 = 8.
Radical functions are mathematical functions that involve radicals. Examples are y = √x and f(x) =
2
√x + 1.
Radicals, like exponents, have rules to simplify them.

Mathematics Notation
(let a and b be nonzero
Name of Property Description Example
real numbers and m
and be n integer)
The nth root of the product of
n n n 5 5 5 5
Product Property two numbers is equal to the √x ∙ y = √x ∙ √y √3 ∙ √4 = √3 ∙ 4 = √12
product of their nth roots
The nth root of the quotient x √x
n 3
n 37 √7
Quotient Property of two numbers is equal to √ =n √ = 3
the quotient of their nth roots y √y z √z
Raising an nth root to a
power is equivalent to raising n m n 6 4 6 6
the radicand to the same ( √x) = √x m ( √3) = √34 = √81
power.
Power Property
Raising an nth root to the
power of n removes the n n n 11
( √x) = ( √xn ) = x ( 11√x + y) =x+y
radical, leaving just the
radicand.
For any real number x and 1
9
z 9 = √z
Radical - Exponential positive integer n, the nth n
1
Property root of x can be expressed √x = xn
2 1 3
as the form x1/n . y 3 = (y 2 )3 = √y 2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Let us use these properties to simplify some radical expressions. A radical expression is simplified when:
• All exponents in the radicand must be less than the index.
• Any exponents in the radicand can have no factors in common with the index.
• No fraction appears under a radical.
• No radicals appear in the denominator of a fraction.

Let us take a look at the following examples.

Example 3
Simplify the following expressions (assume all variables are positive).
9
a. √y 7 b. √x 6 c. √18x 6 y11

Solution:
a. Given: √y 7

The exponent of the radicand (7) is larger than the index (2). This violates the first rule. Let us use the
Product Property and Power Property. Since the index is 2, let us rewrite y 7 in a way that includes an
exponent of 2. By the Product Property and the Power Property of exponents

y 7 = y 6 ∙ y = (y 3 )2 ∙ y.

Next, substitute (y 3 )2 ∙ y back in to the radical. After that, let us apply the Product Property of radicals.

√y 7 = √(y 3 )2 ∙ y = √(y 3 )2 ∙ √y = y 3 ∙ √y = y 3 √y

If we refer to our checklist, what we got is already in simplest form. Thus, the answer is 𝐲 𝟑 √𝐲.

9
b. Given: √x6

This radical violates the second simplification rule since the index (9) and the exponent of the radicand (6)
have a common factor of 3. To simplify problems like this, let us use the Radical - Exponential Property to
simplify it. First, convert the radical expression to an exponential expression.

9 6
√x 6 = x 9

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Next, simplify the exponent:

6 2
x9 = x3

Finally, convert the simplified exponential expression back to a radical expression:

2 3
x 3 = √x 2
𝟑
If we refer to our checklist, what we got is already in simplest form. Thus, the answer is √𝐱 𝟐 .
c. Given: √18x 6 y11

First, let us apply the Product Property to break - down the given expression.

√18x 6 y11 = √18 ∙ √x 6 ∙ √y11

Let us use the steps that we used in the first two examples to simplify each expression.

√18 ∙ √x 6 ∙ √y11 = √9 ∙ 2 ∙ √(x 3 )2 ∙ √y10 ∙ y = √32 ∙ 2 ∙ √(x 3 )2 ∙ √(y 5 )2 ∙ y

= (√32 ∙ √2) ∙ √(x 3 )2 ∙ (√(y 5 )2 ∙ √y) = (3 ∙ √2) ∙ x 3 ∙ (y 5 ∙ √y) = 3√2 x 3 y 5 √y
= 3 x 3 y 5 (√2 ∙ √y) = 3 x 3 y 5 (√2y) = 3 x 3 y 5 √2y

If we refer to our checklist, what we got is already in simplest form. Thus, the answer is 𝟑 𝐱 𝟑 𝐲 𝟓 √𝟐𝐲.

Example 4
Rationalize the denominator for each of the following. Assume the variables are positive.
5 1
a. b.
√x 3 − √x

Solution:
In radicals, rationalization is used to remove radical expressions from the denominator of a fraction.
5
a. Given:
√x
n
In this case, we are going to apply the Power Property, specifically the fact that ( √x n ) = x. Since the
denominator is a square root, we can multiply the same square root once in the denominator. Also, the
term that you multiplied in the denominator must also be multiplied in the numerator.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

5 √x 5√x 5√x 5√x 5√x

∙ = = = =
√x √x √x ∙ √x √x ∙ x √x 2 x

If we refer to our checklist, what we got is already in simplest form. Thus, the answer is
𝟓√𝐱
.
𝐱
1
b. Given:
3 − √x

To rationalize the denominator when it is a sum or difference involving a radical, multiply both the numerator
and the denominator by the conjugate of the denominator (change subtraction to addition or vice versa):

1 1 3 + √x 3 + √x 3 + √x 3 + √x 3 + √x
= ∙ = = = =
3 − √x 3 − √x 3 + √x 3(3) + 3√x − 3√x − (√x ∙ √x) 9 + 3√x − 3√x − (√x ∙ x) 9 − (√x 2 ) 9−x

If we refer to our checklist, what we got is already in simplest form. Thus, the answer is
𝟑 + √𝐱
.
𝟗−𝐱

We are now done with our text. I hope that you are able to learn about exponents and radicals and how to
simplify exponential and radical expressions. Before reading the text, it was mentioned that we will be using
the comprehension strategy Summarizing and Generalization. I hope that as you read the text, you made a
summary of what you learned. Here is a sample of summary if the lesson. You may use this as a guide to
make your own summary in the future.

EXPONENTS AND RADICALS

• An exponent is a mathematical notation that tells us how many times a number, called the base, is
multiplied by itself.
• The process of raising a number to a power is known as involution.
• An exponential function is a mathematical function where the exponent contains a variable. Examples
of exponential functions are y = e3x and y = 54x−1 .
• Properties of Exponents
Product Property: am ∙ an = am+n Product to a Power Property: (ab)n = an bn
am a n an
Quotient Property: = am−n Quotient to a Power Property: ( ) =
an b bn
1
Power Property: (am )n = amn Negative - Integer Exponent Property: a−n =
an

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

• An exponential expression is simplified when:

a. All parentheses or groupings have been eliminated
b. A base appears only once
c. No powers are raised to other powers
d. All exponents are positive
• Radicals are expressions that involve roots, such as square roots, cube roots, and higher - order roots.
The radical symbol (√ ) is the symbol used to denote roots. The radicand is the number or expression
inside the radical symbol. The index is the small number written just above and to the left of the radical
symbol indicating which root to take. The process of getting the root is known as evolution.
• Radical functions are mathematical functions that involve radicals. Examples are f(x) = √x and f(x) =
√x 2 + 1.
• Properties of Radicals
n
Product Property: n√x ∙ y = √x ∙ n√y
n
n x √x
Quotient Property: √ = n
y √y
n m n
Power Property: ( √x) = √x m
n n n
( √x) = ( √x n ) = x
1
n
Radical - Exponential Property: √x = x n
• A radical expression is simplified when:
a. All exponents in the radicand must be less than the index.
b. Any exponents in the radicand can have no factors in common with the index.
c. No fraction appears under a radical.
d. No radicals appear in the denominator of a fraction.

B.2. Skill Building Activity (15 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. Simplify the following expressions:

2 1
1 4
3 −4 3 w −2
a. (a b ) b. ( 1)
16v 2
3 4
c. √x 8 d. √x 7 y 20 z11

2. Rationalize the denominator of the following expressions:

9 4
a. 3 b.
√𝑥 √𝑥 + 2√𝑦

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

For supplementary materials (readings and videos) and practice problems, visit this website.

https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:rational-exponents-radicals

CHECK

C.1. Check for Understanding (15 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.
1. Simplify the following expressions:
1
2 −7
𝑥 2
𝑦 −3 3
a. ( ) b. √54 x 6 y 7 z 2
1
𝑥 −2 𝑦 −3

2. Rationalize the denominator of the following expressions:

5
5 2 b.
a. √ 3 4√𝑥 + √3
x

CONCLUDE (10 mins)

D.1. Summary / Frequently Asked Questions

What are the real world application of exponents?
Exponents are used in many real-world scenarios across different fields like science, finance, engineering,
and daily life. Examples include calculating compound interest in finance, modeling population growth,
radioactive decay, and various physics formulas. In engineering, exponents help calculate power and
energy. In medicine, they model the growth of bacteria. In computer science, exponents are used in
algorithms, and in environmental science, they help model the spread of pollutants.

What are the real world application of exponents?

Radicals have numerous real-world applications across various fields like science, engineering, finance,
and everyday life. In architecture and construction, the Pythagorean theorem, which involves radicals, is
widely used. In physics, radicals help calculate speeds and forces. Engineering applications include
determining stresses and strains in materials and calculating the root mean square (RMS) of alternating
current. In medicine, radicals are used in dosage calculations based on body surface area (BSA).

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Why do some properties of exponents include a condition that the variable in the denominator
cannot be 0?
In mathematics, the quotient property of exponents states that when dividing expressions with the same
base, you subtract the exponents. However, to maintain consistency and avoid mathematical errors, it's
important to remember that the variable in the denominator cannot be 0. Division by 0 is undefined in
mathematics.

Why isn’t it correct to claim 𝟎𝟎 equals 1 and 𝟏∞ equals 1?

Both 00 and 1∞ (1 raised to infinity) are called “indeterminate forms” because we cannot always tell what
they are without more information. They don’t have one clear answer. For example, when we raise any
number n to the power of zero, we get 1 (n0 = 1). But when we raise zero to any power n, we always get
zero (0n = 0). So, what happens when we raise zero to the power of zero? We’re not sure. It is similar with
1∞ . However, to understand why it is indeterminate, we often need to use more advanced math, like
Differential Calculus.

D.2. Thinking about Learning

Two things that you would like to learn more about:

1. ________________________________________________________________________________
2. ________________________________________________________________________________

One question you still have:

1. ________________________________________________________________________________

D.3. Answer Key (Answers to the tasks in the SAS so you can check your understanding)
(Answers will be given by your professors)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Polynomials and Polynomial Arithmetic Materials:

Pen, Notebook, Scientific Calculator
Learning Targets:
At the end of the module, students will be able to: References:
1. Explain polynomial functions by providing examples. College Algebra by R. David Gustafson
2. Perform arithmetic operations involving polynomials. and James Stewart
Algebra and Trigonometry with
WileyPLUS Set by Cynthia Y. Young

CONNECT (5 mins)
A.1. Lesson Preview/Review
Welcome to Module #5! In our last module, we learned about exponents and radicals. Today, we will learn
about polynomials. Read the learning targets listed above so you have a good idea of what to expect from
today’s lesson.

To help you learn better, remember:

Let’s start learning!

Polynomials are mathematical expressions made of variables, coefficients, and operations like addition and
multiplication. They’re essential tools in algebra, helping us solve equations, model real - world situations
and analyze date.

Let us take a look at the polynomial function P(x) = 3x 2 − 5x + 2. In this polynomial, P(x), terms like 3x 2 ,
−5x, 2 come together, each representing a piece of the expression.

From solving equations to understanding patterns, polynomials are versatile and fundamental in mathematics
and beyond.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

COACH

B.1. Content Notes (50 mins)

In this lesson, we will be learning about “Polynomials and Polynomial Arithmetic”. To help us understand
what we read, we will use the comprehension strategy Summarizing and Generalization.

POLYNOMIALS AND POLYNOMIAL ARITHMETIC

POLYNOMIAL FUNCTIONS
Polynomial functions are mathematical expressions that combine numbers and variables using addition,
subtraction, multiplication and involution operations. Let us take a look at its formal definition.

Let n be a nonnegative integer, and let an , an−1 ,…, a2, a1 , a0 be real numbers with an ≠ 0. The function

p(x) = an x n + an−1 x n−1 + ⋯ + a2 x 2 + a1 x + a0

is called a polynomial function of x. The coefficient of the x term with the highest exponent is called the leading
coefficient, and the term with no x term is called the constant of the polynomial. Note that in this function, the
integers n − 1, n − 2,… must be nonnegative as well.

The degree of a polynomial is equal to the highest exponent of x in the function. Polynomials of particular
degrees have special names. The list is shown below.

Degree Special Name Example

0 Constant function f(x) = 5
1 Linear function f(x) = −10x + 13
2 Quadratic function f(x) = 6x 2 − 5x + 1
3 Cubic function f(x) = 8x 3 + 7x 2 − 2x − 11

The leading coefficients of the functions are 3, −10, 6 and 8, respectively. The constants of these functions
are 5, 13, 1 and − 11.

An expression with a single term is called a monomial (Example: f(x) = x 3 ) . An expression with two terms
is a binomial (Example: f(x) = x 2 − 5x) and an expression with three terms is a trinomial (Example:
f(x) = x 2 − 9x + 14).

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

EXAMPLE 1
For each of the following functions, determine if they are whether the function is a polynomial function. If it is
a polynomial function, state the degree of the polynomial. If it is not a polynomial function, justify the your
answer.
a. f(x) = 3 − 2x 7 b. g(x) = 3√x − 5 c. h(x) = 2x 4 + 5x 2 + 9x − 4 d. k(x) = −8

Solution:
a. Given: f(x) = 3 − 2x 7
f(x) is a polynomial since all exponents are nonnegative integers. The highest exponent for an x term is 7.
Thus, the degree of the polynomial is 7.

b. Given: g(x) = 3√x − 5

1
g(x) can be rewritten as g(x) = 3x 2 − 5. The exponent of x is not an integer. Thus, g(x) is not a polynomial

c. Given: h(x) = 2x 4 + 5x 2 + 9x − 4
h(x) since all exponents are nonnegative integers. The highest exponent for an x term is 4. Thus, the degree
of the polynomial is 4.

d. Given: k(x) = −8
Note that we can rewrite the given as k(x) = −8x 0 . Therefore, k(x) is a polynomial with a degree of 0.

ADDING AND SUBTRACTING POLYNOMIALS

To add or subtract polynomials, start by recognizing similar or like terms and combining them. Then,
express the outcome with decreasing exponents. Like terms are terms in algebraic expressions that have the
same variables raised to the same powers. For example, 5x 2 , −3x 2 and 11x 2 are like terms.

EXAMPLE 2
Given the following functions:
f(x) = 6x 5 − 10x 2 + x − 45 g(x) = 13x 2 − 9x + 4
h(x) = 5x 3 − 9x 2 + x − 3 k(x) = x 2 + x + 1

Perform the indicated operation for each of the following

1) f(x) + g(x) 2) k(x) − h(x) 3) f(x) + k(x) 4) g(x) − h(x)

Solution:
1) Given: f(x) + g(x)
f(x) + g(x) = [6x 5 − 10x 2 + x − 45] + [13x 2 − 9x + 4] = 6x 5 − 10x 2 + x − 45 + 13x 2 − 9x + 4

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

To organize the terms and simplify, we regroup them so that like terms are together and arranged with
decreasing exponents:

6x 5 − 10x 2 + x − 45 + 13x 2 − 9x + 4 = 6x 5 + (−10x 2 + 13x 2 ) + (x − 9x) + (−45 + 4)

Once we've grouped like terms together, we combine them:

6x 5 + (−10x 2 + 13x 2 ) + (x − 9x) + (−45 + 4) = 6x 5 + (3x 2 ) + (−8x) + (−41) = 6x 5 + 3x 2 − 8x − 41

Therefore, our answer is 𝟔𝐱 𝟓 + 𝟑𝐱 𝟐 − 𝟖𝐱 − 𝟒𝟏.

2) Given: k(x) − h(x)

k(x) − h(x) = [x 2 + x + 1] − [5x 3 − 9x 2 + x − 3] = x 2 + x + 1 − 5x 3 + 9x 2 − x + 3

To organize the terms and simplify, we regroup them so that like terms are together and arranged with
decreasing exponents:

x 2 + x + 1 − 5x 3 + 9x 2 − x + 3 = −5x 3 + (x 2 + 9x 2 ) + (x − x) + (1 + 3)

Once we've grouped like terms together, we combine them:

−5x 3 + (x 2 + 9x 2 ) + (x − x) + (1 + 3) = −5x 3 + (10x 2 ) + (0) + (4) = −5x 3 + 10x 2 + 4

Therefore, our answer is −𝟓𝐱 𝟑 + 𝟏𝟎𝐱 𝟐 + 𝟒.

3) Given: f(x) + k(x)

f(x) + k(x) = [6x 5 − 10x 2 + x − 45] + [x 2 + x + 1] = 6x 5 − 10x 2 + x − 45 + x 2 + x + 1

To organize the terms and simplify, we regroup them so that like terms are together and arranged with
decreasing exponents:

6x 5 − 10x 2 + x − 45 + x 2 + x + 1 = 6x 5 + (−10x 2 + x 2 ) + (x + x) + (−45 + 1)

Once we've grouped like terms together, we combine them:

6x 5 + (−10x 2 + x 2 ) + (x + x) + (−45 + 1) = 6x 5 + (−9x 2 ) + (2x) + (−44) = 6x 5 − 9x 2 + 2x − 44

Therefore, our answer is 𝟔𝐱 𝟓 − 𝟗𝐱 𝟐 + 𝟐𝐱 − 𝟒𝟒.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

4) Given: g(x) − h(x)

g(x) − h(x) = [13x 2 − 9x + 4] − [5x 3 − 9x 2 + x − 3] = 13x 2 − 9x + 4 − 5x 3 + 9x 2 − x + 3
To organize the terms and simplify, we regroup them so that like terms are together and arranged with
decreasing exponents:

13x 2 − 9x + 4 − 5x 3 + 9x 2 − x + 3 = −5x 3 + (13x 2 + 9x 2 ) + (−9x − x) + (4 + 3)

Once we've grouped like terms together, we combine them:

−5x 3 + (13x 2 + 9x 2 ) + (−9x − x) + (4 + 3) = −5x 3 + (22x 2 ) + (−10x) + (7) = −5x 3 + 22x 2 − 10x + 7

Therefore, our answer is −𝟓𝐱 𝟑 + 𝟐𝟐𝐱 𝟐 − 𝟏𝟎𝐱 + 𝟕.

MULTIPLYING POLYNOMIALS
Multiplying polynomials involves distributing each term in one polynomial across each term in the other
polynomial and then combining like terms. For example, if we let a, b, c and d be terms in a polynomial, then
(a + b) = (c + d) = ac + ad + bc + bd.
Basically it is just an expanded way of applying the distributive property of multiplication over addition. At the
same time, we will also be using the Product Property in Exponents to obtain the individual products.

EXAMPLE 3
Given the following functions:
f(x) = 4x 2 g(x) = x 2 − 6x + 2
h(x) = 3x + 5 k(x) = x − 10
Perform the indicated operation for each of the following
1) f(x) ∙ g(x) 2) k(x) ∙ h(x) 3) f(x) ∙ k(x) 4) g(x) ∙ h(x)

Solution:
1) Given: f(x) ∙ g(x)
f(x) ∙ g(x) = (4x 2 )(x 2 − 6x + 2)

Let's begin by distributing each term of the first polynomial to every term in the second polynomial.

(4x 2 )(x 2 − 6x + 2) = (4x 2 )(x 2 ) + (4x 2 )(−6x) + (4x 2 )(2)

Next, apply the Product Property in exponents to simplify each individual product. Then, combine like terms if
there are any.

(4x 2 )(x 2 ) + (4x 2 )(−6x) + (4x 2 )(2) = (4x 2+2 ) + (4)(−6)(x 2+1 ) + (4)(2)(x 2 ) = 4x 4 − 24x 3 + 8x 2
Therefore, our answer is 𝟒𝐱 𝟒 − 𝟐𝟒𝐱 𝟑 + 𝟖𝐱 𝟐.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

2) Given: k(x) ∙ h(x)

k(x) ∙ h(x) = (x − 10)(3x + 5)

Let's begin by distributing each term of the first polynomial to every term in the second polynomial.

(x − 10)(3x + 5) = (x)(3x) + (x)(5) + (−10)(3x) + (−10)(5)

Next, apply the Product Property in exponents to simplify each individual product. Then, combine like terms if
there are any.

(x)(3x) + (x)(5) + (−10)(3x) + (−10)(5) = (3)(x1+1 ) + (x)(5) + (−10)(3x) + (−10)(5)

= 3x 2 + 5x − 30x − 50 = 3x 2 − 25x − 50

Therefore, our answer is 𝟑𝐱 𝟐 − 𝟐𝟓𝐱 − 𝟓𝟎.

3) Given: f(x) ∙ k(x)

f(x) ∙ k(x) = (4x 2 )(x − 10)

Let's begin by distributing each term of the first polynomial to every term in the second polynomial.

(4x 2 )(x − 10) = (4x 2 )(x) + (4x 2 )(−10)

Next, apply the Product Property in exponents to simplify each individual product. Then, combine like terms if
there are any.

(4x 2 )(x) + (4x 2 )(−10) = (4)(x 2+1 ) + (4x 2 )(−10) = 4x 3 − 40x 2

Therefore, our answer is 𝟒𝐱 𝟑 − 𝟒𝟎𝐱 𝟐 .

4) Given: g(x) ∙ h(x)

g(x) ∙ h(x) = (x 2 − 6x + 2)(3x + 5)

Let's begin by distributing each term of the first polynomial to every term in the second polynomial.

(x 2 − 6x + 2)(3x + 5) = (x 2 )(3x) + (x 2 )(5) + (−6x)(3x) + (−6x)(5) + (2)(3x) + 2(5)

Next, apply the Product Property in exponents to simplify each individual product. Then, combine like terms if
there are any.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

(x 2 )(3x) + (x 2 )(5) + (−6x)(3x) + (−6x)(5) + (2)(3x) + 2(5)

= (3)(x 2+1 ) + (x 2 )(5) + (−6)(3)(x1+1 ) + (−6)(5)(x) + 2(3)(x) + 2(5)
= 3x 3 + 5x 2 − 18x 2 − 30x + 6x + 10 = 3x 3 − 13x 2 − 24x + 10

Therefore, our answer is 𝟑𝐱 𝟑 − 𝟏𝟑𝐱 𝟐 − 𝟐𝟒𝐱 + 𝟏𝟎.

DIVIDING POLYNOMIALS: SYNTHETIC DIVISION

When the divisor is a linear factor (either x − a or x + a), we have an efficient method for dividing
polynomials. This method, known as synthetic division. In order for us to learn how to perform synthetic
division, let us take a look at these examples.

EXAMPLE 4
Divide x 4 − x 3 − 2x + 2 by x + 1.

1. Write the division in synthetic form.

• List the coefficients of the dividend. −1 1 −1 0 −2 2
Remember to put 0 in place of missing terms.
• Then we will put a number to the left of the
coefficients. The number depends on the Note:
divisor. If x − a is the divisor, then a is the • We placed −1 on the left side because our
number. Likewise, if x + a is the divisor, then divisor is x + 1.
−a is the number. • We put a zero between −1 (the coefficient of
x 3 ) and −2 (the coefficient of x) because we
are “missing” the term with x 2 .

2. Bring down the first term (1) in the dividend.

−1 1 −1 0 −2 2

3. Multiply −1 (the left side number) by this leading

coefficient (the number we brought down), and place −1 1 −1 0 −2 2
the product up and to the right in the second column.
−1
(−1)(1) = −1 1

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

4. Add the values in the second column.

−1 1 −1 0 −2 2
(−1) + (−1) = −2
−1
1 −2

5. Repeat steps 3 and 4 until all columns are filled.

Multiply −1 (the left side number) by the answer we
obtained in the previous step, and place the product
up and to the right in the third column.
−1 1 −1 0 −2 2
(−1)(−2) = 2
−1 2
1 −2

Add the values in the third column.

−1 1 −1 0 −2 2
(0) + (2) = 2
−1 2
1 −2 2

Multiply −1 (the left side number) by the answer we

obtained in the previous step, and place the product
up and to the right in the fourth column.
−1 1 −1 0 −2 2
(−1)(2) = −2
−1 2 −2
1 −2 2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Add the values in the third column.

−1 1 −1 0 −2 2
(−2) + (−2) = −4
−1 2 −2
1 −2 2 −4

Multiply −1 (the left side number) by the answer we

obtained in the previous step, and place the product
up and to the right in the fifth column.
−1 1 −1 0 −2 2
(−1)(−4) = 4
−1 2 −2 4
1 −2 2 −4

Add the values in the fifth column.

−1 1 −1 0 −2 2
(2) + (4) = 6
−1 2 −2 4
1 −2 2 −4 6

6. Identify the quotient by assigning powers of x in

descending order, beginning with x n−1 . The last term The quotient coefficients are 1, −2,2, and −4. The
is the remainder. remainder is 6. Since the dividend starts with x 4 , the
quotient will start with x 3 . Therefore, the quotient is
x 3 − 2x 2 + 2x − 4. Our final answer is therefore:

𝟔
𝐱 𝟑 − 𝟐𝐱 𝟐 + 𝟐𝐱 − 𝟒 +
𝐱+𝟏

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

EXAMPLE 5
Divide 3x 5 − 2x 3 + x 2 − 7 by x + 2.

Solution:
For this problem, let us use synthetic division with the aid of the calculator.
1. Write the division in synthetic form.
• List the coefficients of the dividend. −2 3 0 −2 1 0 −7
Remember to put 0 in place of missing
terms. Note:
• Then we will put a number to the left of the • We placed −3 on the left side because our
coefficients. The number depends on the divisor is x + 2.
divisor. If x − a is the divisor, then a is the • We put zeros in place of the missing
number. Likewise, if x + a is the divisor, coefficients.
then −a is the number.
2. Bring down the first term (3) in the dividend.
−2 3 0 −2 1 0 −7

3. For the next steps, let us use our calculator.

On the calculator, press: z2O3=

−2 3 0 −2 1 0 −7

−6
3

Next, press: +0=

−2 3 0 −2 1 0 −7

−6
3 −6

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Next, press: Oz2=

−2 3 0 −2 1 0 −7

−6 12
3 −6

Next, press: +z2=

−2 3 0 −2 1 0 −7

−6 12
3 −6 10

Next, press: Oz2=

−2 3 0 −2 1 0 −7

−6 12 −20
3 −6 10

Next, press: +1=

−2 3 0 −2 1 0 −7

−6 12 −20
3 −6 10 −19

Next, press: Oz2=

−2 3 0 −2 1 0 −7

−6 12 −20 38
3 −6 10 −19

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Next, press: +0=

−2 3 0 −2 1 0 −7

−6 12 −20 38
3 −6 10 −19 38

Next, press: Oz2=

−2 3 0 −2 1 0 −7

−6 12 −20 38 −76
3 −6 10 −19 38

Next, press: +z7=

−2 3 0 −2 1 0 −7

−6 12 −20 38 −76
3 −6 10 −19 38 −83

4. Identify the quotient by assigning powers of x in The quotient coefficients are 3, −6,10, −19, and 38.
descending order, beginning with x n−1 . The last The remainder is −83. Since the dividend starts with
term is the remainder. x 5 , the quotient will start with x 4 . Therefore, the
quotient is 3x 4 − 6x 3 + 10x 2 − 19x + 38. Our final
answer is therefore:

𝟖𝟑
𝟑𝐱 𝟒 − 𝟔𝐱 𝟑 + 𝟏𝟎𝐱 𝟐 − 𝟏𝟗𝐱 + 𝟑𝟖 −
𝐱+𝟐

We are now done with our text. I hope that you are able to learn about polynomials and how to perform
arithmetic operations with them. Before reading the text, it was mentioned that we will be using the
comprehension strategy Summarizing and Generalization. I hope that as you read the text, you made a
summary of what you learned. Here is a sample of summary if the lesson. You may use this as a guide to
make your own summary in the future.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

POLYNOMIALS AND POLYNOMIAL ARITHMETIC

• Polynomial functions are mathematical expressions that combine numbers and variables using
addition, subtraction, multiplication and involution operations. They have the form
p(x) = an x n + an−1 x n−1 + ⋯ + a2 x 2 + a1 x + a0
where an , an−1 ,…, a2, a1 , a0 are real numbers and n, n − 1 … are nonnegative integers.
• The coefficient of x term with the highest exponent is called the leading term of the polynomial.
• The term with no x term is called the constant of the polynomial.
• An expression with a single term is called a monomial. An expression with two terms is called a
binomial. An expression with three terms is a trinomial.
• The degree of a polynomial is equal to the highest exponent of x in the function. A constant function
is a polynomial with degree 0. A linear function is a polynomial with degree 1. A quadratic function is a
polynomial with degree 2. A cubic function is a polynomial with degree 3.
• To add or subtract polynomials, start by recognizing similar or like terms and combining them. Then,
express the outcome with decreasing exponents. Like terms are terms in algebraic expressions that
have the same variables raised to the same powers.
• Multiplying polynomials involves distributing each term in one polynomial across each term in the other
polynomial and then combining like terms.
• One method of dividing polynomials is by synthetic division.

B.2. Skill Building Activity (20 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. Give a trinomial with a leading coefficient of 3 and a constant term of −5.

2. If X = 7w 2 + 4w − 6 and Y = w 2 − 11w + 13, find X + Y.
3. Subtract 3𝑥 2 + 7𝑥 − 4 from 8𝑥 2 − 6𝑥 + 2. What is the resulting polynomial?
4. Multiply the following: a) (−9n9 )(n3 ); b) (6k 4 )(−k 2 ); c) (4a2 )(6a2 + 9a + 3); d) (2y 3 + 5)(y 3 + 6y)
5. Divide the polynomial 4x 3 − 14x 2 − 7x − 4 by x − 4.
6. Divide the polynomial x 3 + 6x 2 − 5x by x − 2.

For supplementary materials (readings and videos) and practice problems, visit these websites.

https://www.khanacademy.org/math/algebra2/x2ec2f6f830c9fb89:poly-arithmetic

https://www.khanacademy.org/math/algebra2/x2ec2f6f830c9fb89:poly-div

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

CHECK

C.1. Check for Understanding (15 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. What is the degree of the polynomial: 4m2 − 3m6 + 5m4

2. Subtract −2x 2 + 4x − 1 from 6x 2 + 3x − 9
3. If T = −2a2 + a + 6 and T = −3a2 + 2a − 5, find N − T.
4. Multiply: a) (−t 7 )(−t 5 ); b) (5t 6 )(7t 3 ); c) (5y 3 )(3y 3 − 8y 2 + 2y); d) (b2 + 7b + 4)(b3 + b2 )
5. Divide the polynomial 2x 3 − 11x 2 + 25 by x − 5.
6. Divide the polynomial 2x 3 − 13x 2 + 9x − 16 by x − 6.

CONCLUDE (10 mins)

D.1. Summary / Frequently Asked Questions

How are polynomials used in real - world applications?
Polynomials are special math tools used in many important ways in the real world. Engineers use
polynomials to help design and build strong buildings and bridges. Businesses use them to figure out costs
and profits. In computer graphics, polynomials help create smooth lines and curves for animations and
video games. Scientists use polynomials to understand data from experiments and make predictions, while
doctors use them to create clear images from medical scans like MRIs. Polynomials also improve phone
and internet signals and help keep our online information safe. In short, polynomials help make many
things work better, from buildings to video games to medical images!

Are there any limitations to using synthetic division?

Yes, there are some limitations to using synthetic division. You can only use it when dividing by a simple
polynomial that looks like x − c, where c is a number. It doesn't work for more complicated divisors. Also,
it's easier to use when the numbers in the problem are simple and not too tricky, like fractions or really big
numbers.

Is there an easy way to find the remainder when dividing polynomials?

Yes, there's an easy way to find the remainder using the Remainder Theorem! The Remainder Theorem
says that if you divide a polynomial by x − c, you can find the remainder just by plugging c into the
polynomial. For example, if you have a polynomial P(x) and you want to divide it by x − 3, you just need to
calculate P(3). The result will be the remainder. This method is quick and doesn't require synthetic division.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

D.2. Thinking about Learning

Two things that you would like to learn more about:

1. ________________________________________________________________________________
2. ________________________________________________________________________________

One question you still have:

1. ________________________________________________________________________________

D.3. Answer Key (Answers to the tasks in the SAS so you can check your understanding)
(Answers will be given by your professors)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Polynomial Factorization Materials:

Pen, Notebook, Scientific Calculator
Learning Targets:
At the end of the module, students will be able to: References:
1. Recognize the different methods of factoring polynomials. College Algebra by R. David Gustafson
2. Rewrite polynomials using factoring. and James Stewart
Algebra and Trigonometry with
WileyPLUS Set by Cynthia Y. Young

CONNECT (5 mins)
A.1. Lesson Preview/Review
Welcome to Module #6! In our last module, we learned about polynomials and polynomial arithmetic. Today,
we will learn about how to factor polynomials. Read the learning targets listed above so you have a good idea
of what to expect from today’s lesson.

To help you learn better, remember:

Let’s start learning!

Now that we've learned about polynomials and how to add, subtract, multiply, and divide them, let's explore
factoring polynomials. Factoring is like breaking down a big number into smaller numbers that multiply
together. For polynomials, we split them into simpler pieces, making them easier to work with. It's a useful
skill for solving polynomial equations and understanding more complex math problems.

COACH

B.1. Content Notes (50 mins)

In this lesson, we will be learning about “Polynomial Factorization”. To help us understand what we read, we
will use the comprehension strategy Summarizing and Generalization.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

POLYNOMIAL FACTORIZATION

Factoring a polynomial means breaking it down into simpler polynomials, known as factors. These factors,
when multiplied together, result in the original polynomial. For instance, if we have polynomials, P(x), R(x) and
Q(x) such that
P(x) = Q(x) ∙ R(x),
then both Q(x) and R(x) are considered factors of P(x).
Prime polynomials are polynomials that cannot be divided into simpler polynomials that multiply together
to form the original one. The goal of factoring is to break down a polynomial into a product of prime factors.
When we achieve this, we say the polynomial is factored completely.

The simplest type of factoring of polynomials occurs when there is a factor common to every term of the
polynomial. This common factor is a monomial (polynomial with one term) that can be “factored out” by applying
the distributive property in reverse:
ab + ac = a(b + c)

This common factor is called the greatest common factor. A monomial ax k is called the greatest common
factor (GCF) of a polynomial in x with integer coefficients if both of the following are true:
• a is the greatest integer factor common to all of the polynomial coefficients.
• k is the smallest exponent on x found in all of the terms of the polynomial.

EXAMPLE 1
Determine the GCF of the following polynomials.
a) 7x + 21 b) 4x 3 + 2x + 6 c) −5x 4 + 25x 3 − 20x 2

Solution:
Let the ax k be the GCF of the polynomial.

a) Given: 7x + 21
• The coefficients are 7 and 21. Their greatest integer factor is 7. Thus, a = 7.
• There are 2 exponents for x: 1 (from 7x) and 0 (from 21). The lower one is 0. Thus, k = 0.
• Therefore, the GCF of the polynomial is ax k = 7x 0 = 𝟕.

b) Given: 4x 3 + 2x + 6
• The coefficients are 4, 2 and 6. Their greatest integer factor is 2. Thus, a = 2.
• There are 3 exponents for x: 3 (from 4x 3 ), 1 (from 2x) and 0 (from 6). The lowest is 0. Thus, k = 0.
• Therefore, the GCF of the polynomial is ax k = 2x 0 = 𝟐.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

c) Given: − 5x 4 + 25x 3 − 20x 2

• The coefficients are −5, 25, and −20. Their greatest integer factor is −5. Thus, a = −5. Take note
that if the leading coefficient is negative, then greatest integer factor must also be negative.
• There are 3 exponents for x: 4 (from −5x 4 ), 3 (from 25x 3 ) and 2 (from −20x 2 ). The lowest is 2. Thus,
k = 2.
• Therefore, the GCF of the polynomial is ax k = −𝟓𝐱 𝟐

Now that we've learned how to find the GCF of a polynomial, we are ready to start factoring polynomials.
Let's look at the following examples.

EXAMPLE 2: Factoring Polynomials by Extracting the Greatest Common Factor (GCF)

Factor the following polynomials:
a) 6x 5 − 18x 4 b) 6x 5 − 10x 4 − 8x 3 + 12x 2

Solution:
Note that for Step 2, we will apply the Product Property of Exponents.

a) Given: 6x 5 − 18x 4
1. Identify the greatest common factor. The greatest common factor is 6x 4 .
2. Write each term as a product with the GCF as a factor. 6x 5 − 18x 4 = 6x 4 (x) − 6x 4 (3)
3. Factor out the GCF = 𝟔𝐱 𝟒 (𝐱 − 𝟑)

b) Given: 6x 5 − 10x 4 − 8x 3 + 12x 2

1. Identify the greatest common factor. The greatest common factor is 2x 2 .
2. Write each term as a product with the GCF as a factor.
6x 5 − 10x 4 − 8x 3 + 12x 2 = 2x 2 (3x 3 ) − 2x 2 (5x 2 ) − 2x 2 (4x) + 2x 2 (6)
3. Factor out the GCF = 𝟔𝐱 𝟒 (𝟑𝐱 𝟑 − 𝟓𝐱 𝟐 − 𝟒𝐱 + 𝟔)

Factoring Formulas: Special Polynomial Forms

Sometimes, there might not be a common factor. When this occurs, we should check if the given polynomial
has a special form. The table below lists some special polynomials and how to factor them.

Difference of two squares a2 − b2 = (a + b)(a − b)

Perfect squares a2 + 2ab + b2 = (a + b)2
a2 − 2ab + b2 = (a − b)2
Sum of two cubes a3 + b3 = (a + b)(a2 − ab + b2 )
Difference of two cubes a3 − b3 = (a − b)(a2 + ab + b2 )

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

EXAMPLE 3: Factoring the Difference of Two Squares

Factor the following polynomials:
a) x 2 − 9 b) 4x 2 − 25 c) x 4 − 16

Solution:
a) Given: x 2 − 9
1. Rewrite as the difference of two squares. x 2 − 9 = x 2 − 32
2. Let a = x and b = 3 in a2 − b2 = (a + b)(a − b). = (𝐱 + 𝟑)(𝐱 − 𝟑)

b) Given: 4x 2 − 25
1. Rewrite as the difference of two squares. 4x 2 − 25 = (2x)2 − 52
2. Let a = 2x and b = 5 in a2 − b2 = (a + b)(a − b). = (𝟐𝐱 + 𝟓)(𝟐𝐱 − 𝟓)

c) Given: x 4 − 16
1. Rewrite as the difference of two squares. x 4 − 16 = (x 2 )2 − 42
2. Let a = x 2 and b = 4 in a2 − b2 = (a + b)(a − b). = (x 2 + 4)(x 2 − 4)
3. Since x 2 − 4 is also a difference of two squares, let
= (𝐱 𝟐 + 𝟒)(𝐱 + 𝟐)(𝐱 − 𝟐)
us apply steps 2 and 3 to factor it out.

A trinomial is a perfect square if it has the form a2 ± 2ab + b2 . Notice that:

• The first term and third term are perfect squares.
• The middle term is twice the product of the bases of these two perfect squares.
• The sign of the middle term determines the sign of the factored form:
a2 ± 2ab + b2 = (a ± b)2

Let us consider x 2 + 12x + 36. The square root of the first term is x, and the square root of the third term
is 6. Twice their product is 12x, which matches the middle term. Therefore, x 2 + 12x + 36 is a trinomial that
forms a perfect square.

Now, let us take a look at 4x 2 + 18x + 9. The square root of the first term is 2x, and the square root of the
third term is 3. Twice the product of 2x and 3 is 12x, which does not equal the middle term of the polynomial.
Thus, 4x 2 + 18x + 9 is not a perfect square trinomial.

EXAMPLE 4: Factoring Trinomials that are Perfect Squares

Factor the following polynomials:
a) x 2 + 6x + 9 b) x 2 − 10x + 25 c) 9x 2 − 12x + 4

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Solution:
a) Given: x 2 + 6x + 9
1. Rewrite the trinomial so that the first and third
terms are perfect squares. x 2 + 6x + 9 = x 2 + 6x + 32
2. Notice that if we let a = x and b = 3 in
a2 + 2ab + b2 = (a + b)2 , then the middle term x 2 + 6x + 9 = x 2 + 2(3x) + 32 = (𝐱 + 𝟑)𝟐
6x is 2ab.

b) Given: x 2 − 10x + 25
1. Rewrite the trinomial so that the first and third
terms are perfect squares. x 2 − 10x + 25 = x 2 − 10x + 52
2. Notice that if we let a = x and b = 5 in
a2 + 2ab + b2 = (a − b)2 , then the middle term x 2 − 10x + 25 = x 2 − 2(5x) + 52 = (𝐱 − 𝟓)𝟐
−10x is −2ab.

c) Given: 9x 2 − 12x + 4
1. Rewrite the trinomial so that the first and third
terms are perfect squares. 9x 2 − 12x + 4 = (3x)2 − 12x + 22
2. Notice that if we let a = x and b = 5 in
a2 + 2ab + b2 = (a − b)2 , then the middle term 9x 2 − 12x + 4 = (3x)2 − 2(3x)(2) + 22 = (𝟑𝐱 − 𝟐)𝟐
−10x is −2ab.

EXAMPLE 5: Factoring the Sum of Two Cubes

Factor x 3 + 27.

Solution:
Given: x3 + 27
1. Rewrite the given as the sum of two cubes. x 3 + 27 = x 3 + 33
2. Write the sum of two cubes formula. a3 + b3 = (a + b)(a2 − ab + b2 )
3. Let a = x and b = 3. x 3 + 27 = x 3 + 33 = (𝐱 + 𝟑)(𝐱 𝟐 − 𝟑𝐱 + 𝟗)

EXAMPLE 6: Factoring the Difference of Two Cubes

Factor x 3 − 125.

Solution:
Given: x3 − 125
1. Rewrite the given as the sum of two cubes. x 3 − 125 = x 3 − 53
2. Write the difference of two cubes formula. a3 − b3 = (a − b)(a2 + ab + b2 )

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

3. Let a = x and b = 5. x 3 − 125 = x 3 − 53 = (𝐱 − 𝟓)(𝐱 𝟐 + 𝟓𝐱 + 𝟐𝟓)

Factoring a Trinomial as a Product of Two Binomials

The first step in factoring is to look for a common factor. If there is no common factor, check if the polynomial
is one of the special forms. If the given is not a special form, then we will now use a general factoring method.

EXAMPLE 7: Factoring a Trinomial Whose Leading Term Coefficient is 1

Factor the following polynomials.
a) x 2 + 10x + 9 b) x 2 − 3x − 28

Solution:
a) Given: x 2 + 10x + 9

1. Rewrite the trinomial as a product of two

Binomials in general form. Since the constant x 2 + 10x + 9 = (x + ▢)(x + ▢)
term of the
2. Write all of the integers whose product is 9
(the constant term of the trinomial).

Integers whose product is 9 1,9 −1, −9 3,3 −3, −3

3. Determine the sum of the integers

Integers whose product is 9 𝟏, 𝟗 −1, −9 3,3 −3, −3

Sum 𝟏𝟎 −10 6 −6

4. Select 1,9 because the product is 9 (last term

of the trinomial) and the sum is 10 (middle term x 2 + 10x + 9 = (𝐱 + 𝟗)(𝐱 + 𝟏)
coefficient of the trinomial).

Check: (x + 9)(x + 1) = x 2 + 1x + 9x + 9 = x 2 + 10x + 9

b) Given: x2 − 3x − 28

1. Rewrite the trinomial as a product of two

x 2 − 3x − 28 = (x + ▢)(x + ▢)
Binomials in general form

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

2. Write all of the integers whose product is −28.

(the constant term of the trinomial).

Integers whose product is −28 1, −28 −1,28 2, −14 −2,14 4, −7 −47

3. Determine the sum of the integers

Integers whose product is −28 1, −28 −1,28 2, −14 −2,14 𝟒, −𝟕 −47

Sum −27 27 −12 12 −𝟑 3

4. Select 4, −7 because the product is

−28 (last term of the trinomial) and the sum is x 2 − 3x − 28 = (𝐱 + 𝟒)(𝐱 − 𝟕)
−3 (middle term coefficient of the trinomial).

Check: (x + 4)(x − 7) = x 2 − 7x + 4x − 28 = x 2 − 3x − 28

EXAMPLE 8: Factoring a Trinomial Whose Leading Term Coefficient is Not 1

Factor the following polynomials.
a) 5x 2 + 9x − 2 b) 15x 2 − x − 6

Solution:
Consider the factorization shown below:

ax 2 + bx + c = (fx + g)(hx + j)

To factor out a trinomial whose leading term coefficient is not 1, follow the following steps.
1. Find two first terms, (fx and hx), whose product is the first term of the trinomial (ax).
2. Find two last terms, (g and j), whose product is the last term of the trinomial (c).
3. Consider all possible combinations in Steps 1 and 2 until the sum of the outer product (fx ∙ j) and inner
product (g ∙ hx) is equal to the middle term of the trinomial, (bx).

a) Given: 5x 2 + 9x − 2

1. Start with the first term. Note that 5x ∙ x = 5x 2 .

(5x ± ▢)(x ± ▢)
Thus, the first two terms are 5x and x.
2. The product of the last terms should yield −2. −1,2 or 1, −2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

(5x − 1)(x + 2)
3. Consider all possible factors based on Steps (5x + 1)(x − 2)
1 and 2. (5x + 2)(x − 1)
(5x − 2)(x + 1)

Check: (5x − 1)(x + 2) = 5x 2 + 10x − 1x − 2 = 5x 2 + 9x − 2

b) Given: 15x 2 − x − 6

1. Start with the first term. Note that 15x ∙ x = 15x 2 .

Thus, the first two terms are 15x and x. Also
(15x ± ▢)(x ± ▢) or (5x ± ▢)(3x ± ▢)
3x ∙ 5x = 15x 2 . Therefore, the first two terms can
also be 3x and 5x.
2. The product of the last terms should yield −6. −1,6 or 1, −6 or 2, −3 or − 2,3

(5x − 1)(3x + 6) (15x − 1)(x + 6)

(5x + 6)(3x − 1) (15x + 6)(x − 1)
(5x + 1)(3x − 6) (15x + 1)(x − 6)
3. Consider all possible factors based on Steps 1 (5x − 6)(3x + 1) (15x − 6)(x + 1)
and 2. (5x + 2)(3x − 3) (15x + 2)(x − 3)
(5x − 3)(3x + 2) (15x − 3)(x + 2)
(5x − 2)(3x + 3) (15x − 2)(x + 3)
(5x + 3)(3x − 2) (15x + 3)(x − 2)

4. Since the other and inner products must sum to

15x 2 − x − 6 = (𝟓𝐱 + 𝟑)(𝟑𝐱 − 𝟐)
−x, the factored form must be:

Check: (5x + 3)(3x − 2) = 15x 2 − 10x + 9x − 6 = 15x 2 − x − 6

We are now done with our text. I hope that you are able to learn how to factor out polynomials. Before reading
the text, it was mentioned that we will be using the comprehension strategy Summarizing and Generalization.
I hope that as you read the text, you made a summary of what you learned. Here is a sample of summary if
the lesson. You may use this as a guide to make your own summary in the future.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

POLYNOMIAL FACTORIZATION

• Factoring a polynomial means breaking it down into simpler polynomials, known as factors.
• The simplest method of factoring is by using the GCF (greatest common factor) of the polynomial.
• There are special polynomial forms and each have factorization formulas.
Difference of two squares a2 − b2 = (a + b)(a − b)
Perfect squares a2 + 2ab + b2 = (a + b)2
a2 − 2ab + b2 = (a − b)2
Sum of two cubes a3 + b3 = (a + b)(a2 − ab + b2 )
Difference of two cubes a3 − b3 = (a − b)(a2 + ab + b2 )
• The general factorization technique is defined as: ax 2 + bx + c = (fx + g)(hx + j). The steps are as
follows:
1. Find two first terms, (fx and hx), whose product is the first term of the trinomial (ax).
2. Find two last terms, (g and j), whose product is the last term of the trinomial (c).
3. Consider all possible combinations in Steps 1 and 2 until the sum of the outer product (fx ∙ j) and
inner product (g ∙ hx) is equal to the middle term of the trinomial, (bx).

B.2. Skill Building Activity (20 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. What is the greatest common factor of 54z 3 , 18z and 36z 2 ?

2. Factor out completely the following polynomials
a) 49x 2 − 126x + 81 b) x 2 − 10𝑥 + 24 c) 3x 2 + 2x − 8

For supplementary materials (readings and videos) and practice problems, visit these websites.

https://www.khanacademy.org/math/algebra2/x2ec2f6f830c9fb89:poly-factor

CHECK

C.1. Check for Understanding (15 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. What is the greatest common factor of 8x 2 , 4x and 10x 4 .

2. Factor out completely the following polynomials
a) 25y 2 − 80𝑦 + 64 b) x 2 − 10x + 21 c) 5x 2 − 14x − 3

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

CONCLUDE (10 mins)

D.1. Summary / Frequently Asked Questions

How is polynomial factorization applied in the real world?
There are many application for factoring polynomials. For example, engineers may use these techniques
in signal processing or control theory. Scientists also might use them in modeling physical phenomena.

When can we say that a quadratic function cannot be factored?

A quadratic function is considered non - factorable over the integers when it does not have integer solutions
or factors. For a quadratic polynomial p(x) = ax 2 + bx + c, the polynomial p(x) is non - factorable if the
value of b2 − 4ac (known as the discriminant) is not a perfect square. For example, the quadratic polynomial
x 2 + 2x + 2 is non - factorable because b2 − 4ac = 22 − 4(1)(2) = −4, which is not a perfect square.

D.2. Thinking about Learning

Two things that you would like to learn more about:

1. ________________________________________________________________________________
2. ________________________________________________________________________________

One question you still have:

1. ________________________________________________________________________________

D.3. Answer Key (Answers to the tasks in the SAS so you can check your understanding)
(Answers will be given by your professors)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Roots of Polynomials Materials:

Pen, Notebook, Scientific Calculator
Learning Targets:
At the end of the module, students will be able to: References:
1. Recognize the different methods for solving for the roots of a College Algebra by R. David Gustafson
quadratic equation. and James Stewart
2. Solve for the roots of a quadratic equation by implementing Algebra and Trigonometry with
the factoring method, quadratic formula and calculator method. WileyPLUS Set by Cynthia Y. Young

CONNECT (5 mins)
A.1. Lesson Preview/Review
Welcome to Module #7! In our last module, we learned about polynomial, polynomial arithmetic and
polynomial factorization. Today, we will learn about roots of quadratic equations. Read the learning targets
listed above so you have a good idea of what to expect from today’s lesson.

To help you learn better, remember:

Let’s start learning!

In our previous lessons, we explored polynomials and how to work with them. Now, we’ll dive into an essential
concept: the roots of quadratic equations.

Understanding roots help us graph polynomial functions and solve real - world problems. In this module, we
will learn different methods to find these roots, such as factoring, using quadratic formula, and synthetic
division.

By mastering these techniques, you’ll gain valuable skills for analyzing and solving polynomial questions.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

COACH

B.1. Content Notes (50 mins)

In this lesson, we will be learning about “Roots of Polynomials”. To help us understand what we read, we
will use the comprehension strategy Summarizing and Generalization.

ROOTS OF POLYNOMIALS

A polynomial equation of degree n in one variable is of the form

Theorem 6.1: Fundamental Theorem of Algebra

If P(x) is a polynomial of degree n then P(x) will have exactly n roots or zeroes, some of which may repeat.

Theorem 6.1 simply says that the degree of the polynomial will be the number of its roots. For example, the
polynomial x 2 − 4x + 8 will have 2 roots while the polynomial x 5 − 8x 4 + 3x 3 + 2x − 9 will have 5 roots.

Theorem 6.2: The Factor Theorem

For the polynomial P(x).
a) If r is a root or zero of P(x) then x − r will be a factor of P(x).
b) If x − r is a factor of P(x) then r will be a root or zero of P(x).

Theorem 6.2 is a very helpful theorem that will help us find the roots of a polynomial once we obtained the
factors of the polynomial. Its application will be shown in the following example.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

FINDING ROOTS OF POLYNOMIALS BY FACTORING

This method is very useful in cases that a polynomial can be factored out into monomials or binomials. The
steps are the following:
1. Factor out the polynomial completely.
2. Equate each factor to zero and solve for the unknown variable (Applying Theorem 6.2.b).
3. The values of x obtained in step 2 are the roots of the polynomial.

EXAMPLE 1:
Obtain the roots of the following equations by factoring.
a) x 2 + x − 6 = 0 b) x 2 − 6x + 9 = 0 c) 2x 4 + 8x 3 − 42x 2 = 0 d) 5x 2 − 14x = 3

Solution:
a) Given: x 2 + x − 6 = 0
1. Factor out the polynomial completely. Let us use the general factoring method.
The leading term is 1 and the constant term is −6.
Thus:
x 2 + x − 6 = (x − 2)(x + 3)

2. Equate each factor to zero and solve From factor 1:

for the unknown variable. x−2 =0 (Add 2 to both sides)
x=2

From factor 2:
x+3 =0 (Subtract 3 from both sides)
x = −3

3. The values of x obtained in step 2 are From Step 2, the roots are
the roots of the polynomial. 𝐱 = 𝟐 and 𝐱 = −𝟑

Check:
To see if your answers are correct, plug each root into the polynomial. If you get zero, then your answer is
right.
At x = 2: x 2 + x − 6 = 22 + 2 − 6 = 4 + 2 − 6 = 0
At x = −3: x 2 + x − 6 = (−3)2 + (−3) − 6 = 9 − 3 − 6 = 0

Since the results are 0, our answers are correct.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

b) Given: x 2 − 6x + 9 = 0
1. Factor out the polynomial completely. The given polynomial is a perfect square trinomial.
The leading term is 1 and the constant term is −6.
Thus:
x 2 − 6x + 32 = x 2 − 2(x)(3) + 32 = (x − 3)2

2. Equate each factor to zero and solve According to Theorem 6.1, the given polynomial
for the unknown variable. should have 2 roots. Notice that
(x − 3)2 = (x − 3)(x − 3).
Therefore, we now have two factors, allowing us to
solve for our two roots. Since the two factors are the
same, we can just have 1 computation.

From factor 1 (the same as factor 2):

x−3 =0 (Add 3 to both sides)
x=3

3. The values of x obtained in step 2 are From Step 2, the roots are
the roots of the polynomial. 𝐱 = 𝟑 and 𝐱 = 𝟑
OR
𝐱 = 𝟑 (twice)

Since the result is 0, our answer is correct.

c) Given: 2x 4 + 8x 3 − 42x 2 = 0

1. Factor out the polynomial completely. Let us first obtain the GCF and factor it out from the
polynomial. From the given, the GCF is 2x 2 . Hence,
2x 4 + 8x 3 − 42x 2 = (2x 2 )(x 2 ) + (2x 2 )(4x) − (2x 2 )(21)
= 2x 2 (x 2 + 4x − 21)

Notice that we can still factor out x 2 + 4x − 21. Let us

use the general method of factoring.
The leading term is 1 and the constant term is −21.
Thus:
x 2 + 4x − 21 = (x − 3)(x + 7)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Therefore:
2x 4 + 8x 3 − 42x 2 = 2x 2 (x − 3)(x + 7)

2. Equate each factor to zero and solve According to Theorem 6.1, the given polynomial
for the unknown variable. should have 4 roots. Notice that
2x 2 (x − 3)(x + 7) = (2x)(x)(x − 3)(x + 7)
Therefore, we now have four factors, allowing us to
solve for our four roots.

From factor 1:
2x = 0 (Divide both sides by 2)
x=0

From factor 2:
x=0

From factor 3:
x−3 =0 (Add 3 to both sides)
x=3

From factor 4:
x+7 =0 (Subtract 7 from both sides)
x = −7

3. The values of x obtained in step 2 are From Step 2, the roots are
the roots of the polynomial. 𝐱 = 𝟎, 𝐱 = 𝟎, 𝐱 = 𝟑 and 𝐱 = −𝟕
OR
𝐱 = 𝟎 (twice), 𝐱 = 𝟑 and 𝐱 = −𝟕

Check:
To see if your answers are correct, plug each root into the polynomial. If you get zero, then your answer is
right. Since the roots are two equal numbers, let us just perform one computation.
At x = 0: 2x 4 + 8x 3 − 42x 2 = 2(0)4 + 8(0)3 − 42(0)2 = 0 + 0 + 0 = 0
At x = 3: 2x 4 + 8x 3 − 42x 2 = 2(3)4 + 8(3)3 − 42(3)2 = 162 + 216 − 378 = 0
At x = 3: 2x 4 + 8x 3 − 42x 2 = 2(−7)4 + 8(−7)3 − 42(−7)2 = 4802 − 2744 − 2058 = 0

Since the results are 0, our answers are correct.

d) Given: 5x 2 − 14x = 3
Before getting the roots, see to it that right side of the equation is 0. Hence, we will rewrite the given equation
into 5x 2 − 14x − 3 = 0.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

1. Factor out the polynomial completely. Let us use the general method of factoring.
The leading term is 5 and the constant term is −3.
Thus:
5x 2 − 14x − 3 = (5x + 1)(x − 3)

2. Equate each factor to zero and solve From factor 1:

for the unknown variable. 5x + 1 = 0 (Subtract 1 from both sides)
5x = −1 (Divide both sides by 5)
1
x=−
5

From factor 2:
x−3 (Add 3 to both sides)
x=3

3. The values of x obtained in step 2 are From Step 2, the roots are
the roots of the polynomial. 𝟏
𝐱 = − 𝐚𝐧𝐝 𝐱 = 𝟑
𝟓
Check:
To see if your answers are correct, plug each root into the polynomial. If you get zero, then your answer is
right. Since the roots are two equal numbers, let us just perform one computation.
1 2 1 1 14
At x = −1/5: 5x 2 − 14x − 3 = 5 (− ) − 14 (− ) − 3 = 5 ( ) + −3=0
5 5 25 5
At x = 3: 5x 2 − 14x − 3 = 5(3)2 − 14(3) − 3 = 45 − 42 − 3 = 0

Since the results are 0, our answers are correct.

The method we learned for finding roots by factoring is very helpful if we can completely factor the
polynomial. However, sometimes the polynomial cannot be factored, and the roots might be irrational numbers.
In such cases, we use a second method: the quadratic formula.

FINDING ROOTS OF POLYNOMIALS BY THE QUADRATIC FORMULA

This method is very useful when a polynomial cannot be completely factored, such as when the roots are
irrational, complex, or imaginary. The steps are as follows:
1. Rewrite the given polynomial in the form ax 2 + bx + c = 0 and identify a, b and c.
2. Use the quadratic formula:
−b ± √b 2 − 4ac
x=
2a
The symbol “±" means that we will be using the formula twice: once with addition and once with
subtraction.
3. The values we obtained in step 2 are the roots of the polynomial.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

EXAMPLE 2:
Obtain the roots of the following equations by using the quadratic formula.
a) x 2 + 3x − 4 = 0 b) 4x 2 + 12x + 9 = 0 c) 2x 2 − 4x − 4 = 0 d) x 2 + 2x = 7

a) Given: x 2 + 3x − 4 = 0
1. Rewrite the given polynomial in the form The given equation,
ax 2 + bx + c = 0 and identify a, b and c. x 2 + 3x − 4 = 0,
follows the form
ax 2 + bx + c = 0.
Thus, a = 1, b = 3, c = −4.

2. Use the quadratic formula. Solving for the first root:

−b + √b 2 − 4ac −3 + √32 − 4(1)(−4)
x1 = =
2a 2(1)
−b ± √b 2 − 4ac −3 + √9 + 16 −3 + √25 −3 + 5
x= = = = =1
2a 2 2 2

Solving for the second root:

−b − √b 2 − 4ac −3 − √32 − 4(1)(−4)
x2 = =
2a 2(1)
−3 − √9 + 16 −3 − √25 −3 − 5
= = = = −4
2 2 2

3. The values of x obtained in step 2 are From Step 2, the roots are
the roots of the polynomial. 𝐱 = 𝟏 and 𝐱 = −𝟒

b) Given: 4x 2 + 12x + 9 = 0
1. Rewrite the given polynomial in the form The given equation,
ax 2 + bx + c = 0 and identify a, b and c. 4x 2 + 12x + 9 = 0,
follows the form
ax 2 + bx + c = 0.
Thus, a = 4, b = 12, c = 9.

2. Use the quadratic formula. Solving for the first root:

−b + √b 2 − 4ac −12 + √122 − 4(4)(9)
x1 = =
2a 2(4)
−b ± √b 2 − 4ac −12 + √144 − 144 12 3
x= = =− =−
2a 8 8 2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Solving for the second root:

−b − √b 2 − 4ac −12 − √122 − 4(4)(9)
x2 = =
2a 2(4)
−12 − √144 − 144 −12 3
= = =−
8 8 2

3. The values of x obtained in step 2 are From Step 2, the roots are
the roots of the polynomial. 𝟑 𝟑
𝐱 = − 𝐚𝐧𝐝 𝐱 = −
𝟐 𝟐
OR
𝟑
𝐱 = − (𝐭𝐰𝐢𝐜𝐞)
𝟐

c) Given: 2x 2 − 4x − 4 = 0
1. Rewrite the given polynomial in the form The given equation,
ax 2 + bx + c = 0 and identify a, b and c. 2x 2 − 4x − 4 = 0
follows the form
ax 2 + bx + c = 0.
Thus, a = 2, b = −4, c = −4.

2. Use the quadratic formula. Solving for the first root:

−b + √b 2 − 4ac −(−4) + √(−4)2 − 4(2)(−4)
x1 = =
2a 2(2)
−b ± √b 2 − 4ac
x= 4 + √16 + 32 4 + √48 4 + √16(3)
2a = = =
4 4 4
4 + 4√3
= = 1 + √3
4

Solving for the second root:

−b − √b 2 − 4ac −(−4) − √(−4)2 − 4(2)(−4)
x2 = =
2a 2(2)
4 − √16 + 32 4 − √48 4 − √16(3)
= = =
4 4 4
4 − 4√3
= = 1 − √3
4

3. The values of x obtained in step 2 are From Step 2, the roots are
the roots of the polynomial. 𝐱 = 𝟏 + √𝟑 𝐚𝐧𝐝 𝐱 = 𝟏 − √𝟑

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

d) x 2 + 2x = 7
1. Rewrite the given polynomial in the form The given equation,
ax 2 + bx + c = 0 and identify a, b and c. x 2 + 2x = 7
does not follow the form
ax 2 + bx + c = 0.
Hence, let us first rewrite the given by transposing 7
to the left side of the equation. Thus, we have
x 2 + 2x − 7 = 0
Therefore, a = 1, b = 2, c = −7.

2. Use the quadratic formula. Solving for the first root:

−b + √b 2 − 4ac −(2) + √(2)2 − 4(1)(−7)
x1 = =
2a 2(1)
−b ± √b 2 − 4ac
x= −2 + √4 + 28 −2 + √32 −2 + √16(2)
2a = = =
2 2 2
−2 + 4√2
= = −1 + 2√2
2

Solving for the second root:

−b − √b 2 − 4ac −(2) − √(2)2 − 4(1)(−7)
x2 = =
2a 2(1)
−2 − √4 + 28 −2 − √32 −2 − √16(2)
= = =
2 2 2
−2 − 4√2
= = −1 − 2√2
2

3. The values of x obtained in step 2 are From Step 2, the roots are
the roots of the polynomial. 𝐱 = −𝟏 + 𝟐√𝟐 𝐚𝐧𝐝 𝐱 = −𝟏 − 𝟐√𝟐

As we can see, the quadratic formula is very helpful for finding roots because it eliminates the need to
memorize different factorization techniques and allows us to identify the roots of non-factorable polynomials,
such as those with irrational roots. However, this formula is only applicable to quadratic equations (second-
degree polynomials). Next, we will explore another method for solving polynomial roots, this time with the aid
of technology. Let’s now examine how to use a calculator to solve for the roots of polynomials.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

FINDING ROOTS OF POLYNOMIALS BY USING THE CALCULATOR

The solutions provided for the following problems can be implemented using the CASIO fx-570ES. They
can also be implemented using the CANON F-789SGA with a few additional button presses and slight
differences in screen layout. If you have a different calculator model and encounter difficulties following the
steps, seek assistance from your teacher.
In order to obtain the roots of an equation by using the calculator, we will use the EQN (Equation
Calculations) Mode function of the calculator.
To access the EQN Mode, we will press w

,
then choose 5.

If we are getting the roots of a quadratic equation, we will choose 3: aX2 + bX + c = 0 by pressing 3. If we
are getting the roots of a cubic equation, we will choose 4: aX3 + bX 2 + cX + d = 0 by pressing 4.
For CANON F-789SGA users, to access the Equation Mode, press w5, then press R and then
press 1 for quadratic equations, press 2 for cubic equations or press 3 for quartic (fourth degree)
equations.
To exit the EQN Mode, just press w1. Let us now solve the following problems using the calculator.

EXAMPLE 3:
Obtain the roots of the following equations by using the calculator.
a) v 2 + 8v = 9 b) w 2 + 9w = −16 c) 4z 2 − 20z + 25 = 0 d) y 3 − 2y 2 − y + 2 = 0
3
e) t − 7𝑡 + 6 = 0

a) Given: v 2 + 8v = 9
1. Rewrite the given polynomial in the form The given equation,
ax 2 + bx + c = 0 and identify a, b and c. v 2 + 8v = 9
does not follow the form
ax 2 + bx + c = 0.
Hence, let us first rewrite the given by transposing 9
to the left side of the equation. Thus, we have
v 2 + 8v − 9 = 0.
Therefore, a = 1, b = 8, and c = −9.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

2. Use the calculator to get the roots Since the given is a quadratic equation, press
w53.

Then, put in the values of a, b and c.

Input: 1=8=p9=

Then, press =to get the roots.

This will be one of the roots. To see the other root,

press R.

3. The values of x obtained in step 2 are From Step 2, the roots are
the roots of the polynomial. 𝐯 = 𝟏 𝐚𝐧𝐝 𝐯 = −𝟗

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

b) Given: w 2 + 9w = −16
1. Rewrite the given polynomial in the form The given equation,
ax 2 + bx + c = 0 and identify a, b and c. w 2 + 9w = −16
does not follow the form
ax 2 + bx + c = 0.
Hence, let us first rewrite the given by transposing
−16 to the left side of the equation. Thus, we have
w 2 + 9w + 16 = 0
Therefore, a = 1, b = 9, and c = 16.

2. Use the calculator to get the roots Since the given is a quadratic equation, press
w53.

Then, put in the values of a, b and c.

Input: 1=9=16=

Then, press =to get the roots.

This will be one of the roots. To see the other root,

press R.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

3. The values of x obtained in step 2 are From Step 2, the roots are
the roots of the polynomial. −𝟗 + √𝟏𝟕 −𝟗 − √𝟏𝟕
𝐰= 𝐚𝐧𝐝 𝐱 =
𝟐 𝟐

c) Given: 4z 2 − 20z + 25 = 0
1. Rewrite the given polynomial in the form The given equation,
ax 2 + bx + c = 0 and identify a, b and c. 4z 2 − 20z + 25 = 0
is of the form
ax 2 + bx + c = 0.
Therefore, a = 4, b = −20, and c = 25.

2. Use the calculator to get the roots Since the given is a quadratic equation, press
w53.

Then, put in the values of a, b and c.

Input: 4=z20=25

Then, press =to get the roots.

Since we are getting the roots of a quadratic

equation, we need to have two roots. However, if we
press R, unlike the previous two problems, the
value displayed by the calculator does not change. If

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

this happens, it means that the two roots are of equal

value. Thus, the second root is the same as the first
root.

3. The values of x obtained in step 2 are From Step 2, the roots are
the roots of the polynomial. 𝟓 𝟓
𝐳 = 𝐚𝐧𝐝 𝐳 =
𝟐 𝟐
OR
𝟓
𝐳 = (𝐭𝐰𝐢𝐜𝐞)
𝟐

d) Given: y 3 − 2y 2 − y + 2 = 0
1. Rewrite the given polynomial in the form The given equation,
ax 3 + bx 2 + cx + d = 0 and identify a, b, c and d. y 3 − 2y 2 − y + 2 = 0
is of the form
ax 3 + bx 2 + cx + d = 0 .
Therefore, a = 1, b = −2, c = −1 and d = 2.

2. Use the calculator to get the roots Since the given is a cubic equation, press
w54.

Then, put in the values of a, b and c.

Input: 1=z2=z1=2=

Then, press =to get the roots.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Since we are getting the roots of a cubic equation,

we need to have three roots. To see the second root
just press R.

Press R again to see the third root.

3. The values of x obtained in step 2 are From Step 2, the roots are
the roots of the polynomial. 𝐲 = −𝟏, 𝐲 = 𝟐 𝐚𝐧𝐝 𝐲 = 𝟏

e) Given: t 3 − 7𝑡 + 6 = 0
1. Rewrite the given polynomial in the form The given equation,
ax 3 + bx 2 + cx + d = 0 and identify a, b, c and d. t 3 − 7t + 6 = 0
is of the form
ax 3 + bx 2 + cx + d = 0 .
Therefore, a = 1, b = 0, c = −7 and d = 6. Note that
since the term with t 2 is missing, b = 0.

2. Use the calculator to get the roots Since the given is a cubic equation, press
w54.

Then, put in the values of a, b and c.

Input: 1=0=z7=6=

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Then, press =to get the roots.

Since we are getting the roots of a cubic equation,

we need to have three roots. To see the second root
just press R.

Press R again to see the third root.

3. The values of x obtained in step 2 are From Step 2, the roots are
the roots of the polynomial. 𝐭 = −𝟑, 𝐭 = 𝟐 𝐚𝐧𝐝 𝐭 = 𝟏

We are now done with our text. I hope that you are able to learn how to obtain the roots of polynomials. Before
reading the text, it was mentioned that we will be using the comprehension strategy Summarizing and
Generalization. I hope that as you read the text, you made a summary of what you learned. Here is a sample
of summary if the lesson. You may use this as a guide to make your own summary in the future.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

ROOTS OF POLYNOMIALS

• A polynomial equation of degree n in one variable is of the form

p(x) = an x n + an−1 x n−1 + ⋯ + a2 x 2 + a1 x + a0 = 0
where an , an−1 ,…, a2 , a1 , a0 are real numbers and n, n − 1 … are nonnegative integers. In this equation,
"an " is called the leading coefficient and "a0 " is the constant term of P(x). If n is 2, then the equation is
a quadratic equation. If n is 3, then equation is a cubic equation.
• The root or zero of a polynomial P(x) are the values x = r such that P(x) = 0. The process of finding
the roots of P(x) is just solving the equation P(x) = 0.
• The Fundamental Theorem of Algebra states that “If P(x) is a polynomial of degree n then P(x) will
have exactly n roots or zeroes, some of which may repeat.” This means that the degree of the
polynomial is the same as the number of its roots.
• The Factor Theorem states that “For the polynomial P(x), a) If r is a root or zero of P(x) then x − r will
be a factor of P(x); and b) If x − r is a factor of P(x) then r will be a root or zero of P(x).”
• We can obtain the roots of a polynomial by using a) factoring (applying the Factor Theorem), b) the
quadratic formula, or c) the calculator (using the EQN mode).
• The quadratic formula:
−b ± √b 2 − 4ac
x=
2a
• The factoring method is useful for polynomials that can be factored out completely into monomials or
binomials. However, it cannot be used for non-factorable polynomials (Example: if the roots are
irrational).
• The quadratic formula can get the roots of quadratic equations even if the roots are irrational, complex,
or imaginary numbers. However, the formula is just for second degree polynomial equations.
• The calculator can be used to get the roots of polynomial equations up to the 3rd degree (for some
even up to the 4th degree).

B.2. Skill Building Activity (20 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. A polynomial p has zeros when x = 0, x = −1/6 and x = −3. What could be the equation of p?
2. Find the zeros of the polynomial p(x) = 2x 3 + 3x 2 − 18x − 27.
3. Find the zeros of the polynomial f(x) = (x 2 − 9)(x 2 + x − 2).
4. Find the zeros of the polynomial g(x) = (x + 2)(2x 2 + 3x − 9).
5. Find the zeros of the polynomial f(z) = 3z(z − 2)(2z − 7).

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

For supplementary materials (readings and videos) and practice problems, visit these websites.

https://www.khanacademy.org/math/algebra2/x2ec2f6f830c9fb89:poly-graphs/x2ec2f6f830c9fb89:poly-
zeros/e/using-zeros-to-graph-polynomials

https://www.khanacademy.org/math/algebra2/x2ec2f6f830c9fb89:poly-graphs/x2ec2f6f830c9fb89:poly-
zeros/e/find-the-zeros-of-polynomials

CHECK

C.1. Check for Understanding (15 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. A polynomial p has zeros when 𝑥 = 5, 𝑥 = −1 and 𝑥 = −1/4. What could be the equation of p?
2. Find the roots of the polynomial (2x − 1)(x 3 + 2x 2 − 5x − 6).
3. Find the zeros of the polynomial 𝑓(𝑥) = 5𝑥 3 − 5𝑥 2 − 10𝑥.
4. Find the zeros of the polynomial 𝑔(𝑥) = 2𝑥 3 + 5𝑥 2 − 2𝑥 − 5.
5. Find the zeros of the polynomial 𝑞(𝑥) = (𝑥 2 − 1)(𝑥 2 − 5𝑥 + 6).

CONCLUDE (10 mins)

D.1. Summary / Frequently Asked Questions

What are some practical applications of polynomial roots in the real world?
Polynomial roots have numerous practical applications across different fields. In control systems
engineering, the roots of a system's characteristic polynomial are used to determine its stability. In physics,
polynomial roots can identify points where an object's velocity is zero, indicating changes in motion like
stops or reversals. In economics, these roots help pinpoint equilibrium points where supply meets demand
or where economic forces are balanced. In cryptography, the decryption process can involve finding the
roots of specific polynomials.

How can we determine the nature of a quadratic polynomial?

One way to determine the nature of a quadratic polynomial’s roots is through discriminant analysis. For
quadratic polynomials ax 2 + bx + c = 0, the discriminant d = b2 − 4ac reveals the nature of the roots. If d >
0, then the roots are two distinct real roots. If d = 0, then the roots are two repeated roots. If d < 0, then
the roots are complex numbers.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

D.2. Thinking about Learning

Two things that you would like to learn more about:

1. ________________________________________________________________________________
2. ________________________________________________________________________________

One question you still have:

1. ________________________________________________________________________________

D.3. Answer Key (Answers to the tasks in the SAS so you can check your understanding)
(Answers will be given by your professors)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Rational Expressions and Functions Materials:

Pen, Notebook, Scientific Calculator
Learning Targets:
By the end of the lesson, students will be able to: References:
1. Explain rational functions and expressions by providing College Algebra by R. David Gustafson
examples. and James Stewart
2. Solve problems involving the simplification, addition, Algebra and Trigonometry with
subtraction, multiplication and division of rational expressions. WileyPLUS Set by Cynthia Y. Young

CONNECT (5 mins)
A.1. Lesson Preview/Review
Welcome to Module #8! In our last module, we learned how to get the roots of polynomial functions. Today,
we will learn about roots of rational functions. Read the learning targets listed above so you have a good idea
of what to expect from today’s lesson.

To help you learn better, remember:

Let’s start learning!

Rational functions are mathematical expressions that involve the ratio of two polynomials. They play a crucial
role in algebra, helping us understand complex relationships and solve a variety of problems.

Let’s consider the rational function

3x 2 − 5x + 2
f(x) = .
x−1

In this function, the polynomial 3x 2 − 5x + 2 is divided by the polynomial x − 1, creating a ratio that defines
the rational function.

From simplifying expressions to solving equations, rational functions are powerful tools that extend our
understanding of algebra and its applications in the real world.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

COACH

B.1. Content Notes (50 mins)

In this lesson, we will be learning about “Rational Expressions and Functions”. To help us understand what
we read, we will use the comprehension strategy Summarizing and Generalization.

RATIONAL EXPRESSIONS AND FUNCTIONS

A rational expression is a fraction in which both the numerator and denominator are polynomials. It is
typically written as
P(x)
Q(x)
where P(x) and Q(x) are polynomial functions and Q(x) is a non - zero polynomial.
A rational function is a function that is defined by a rational expression.

Examples of rational functions:

2x + 3 y2 + y + 1
f(x) = 2 g(y) =
x −1 3y − 4

SIMPLIFYING RATIONAL EXPRESSIONS

Rational expressions are reduced to lowest terms, or simplified, if the numerator and denominator have
no common factors other than ±1. The steps in simplifying rational functions are as follows:
1. Factor the numerator and denominator completely.
2. Cancel (divide out) the common factors in the numerator and denominator.

EXAMPLE 1: Simplifying Rational Expressions

Reduce the following rational expressions to simplest form.
x2 − x − 2 x2 − x − 6 6x 2 − x − 1 x3 − x
a) b) 2 c) 2 d)
2x + 2 x +x−2 2x + 9x − 5 x−1

Solution:
x2 − x − 2
a)Given:
2x + 2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

1. Factor the numerator and denominator. x 2 − x − 2 (x − 2)(x + 1)

=
2x + 2 2(x + 1)

2. Cancel (divide out) the common factor. The common factor is x + 1. Thus
x 2 − x − 2 (x − 2)(x + 1)
=
2x + 2 2(x + 1)

3. The rational expression is now in its simplest x2 − x − 2 𝐱 − 𝟐

form =
2x + 2 𝟐

x2 − x − 6
b)Given:
x2 + x − 2

1. Factor the numerator and denominator. x 2 − x − 6 (x − 3)(x + 2)

=
x 2 + x − 2 (x − 1)(x + 2)

2. Cancel (divide out) the common factor. The common factor is x + 2. Thus
x 2 − x − 6 (x − 3)(x + 2)
=
x 2 + x − 2 (x − 1)(x + 2)

3. The rational expression is now in its simplest x2 − x − 6 𝐱 − 𝟑

form =
x2 + x − 2 𝐱 − 𝟏

6x 2 − x − 1
c)Given:
2x 2 + 9x − 5

1. Factor the numerator and denominator. 6x 2 − x − 1 (2x − 1)(3x + 1)

2 =
2x + 9x − 5 (2x − 1)(x + 5)

2. Cancel (divide out) the common factor. The common factor is 2x − 1. Thus
6x 2 − x − 1 (2x − 1)(3x + 1)
2 =
2x + 9x − 5 (2x − 1)(x + 5)

3. The rational expression is now in its simplest 6x 2 − x − 1 𝟑𝐱 + 𝟏

form 2 =
2x + 9x − 5 𝐱+𝟓

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

x3 − x
d)Given:
x−1

1. Factor the numerator and denominator. x 3 − x x(x 2 − 1) x(x + 1)(x − 1)

= =
x−1 x−1 x−1

2. Cancel (divide out) the common factor. The common factor is x − 1. Thus
x 3 − x x(x + 1)(x − 1)
=
x−1 x−1

3. The rational expression is now in its simplest x3 − x

form = 𝐱(𝐱 + 𝟏)
x−1

ADDING AND SUBTRACTING RATIONAL EXPRESSIONS

Adding and subtracting rational expressions is similar to the process of adding and subtracting rational
numbers. Let's examine the following examples to illustrate this.

EXAMPLE 2: Adding and Subtracting Rational Expressions with Equal Denominators

Perform the indicated operation and simplify.
x+7 3x + 1 6x + 7 2x + 9
a) 2 + 2
b) −
(x + 2) (x + 2) 2x − 1 2x − 1

Solution:
To add or subtract rational functions, let us follow the property
a(x) c(x) a(x) ± c(x)
± = , b ≠ 0.
b(x) b(x) b(x)
This means that we just copy the denominators and then add the numerators.

x+7 3x + 1
a) Given: 2 +
(x + 2) (x + 2)2
1. Write as a single expression. x+7 3x + 1 (x + 7) + (3x + 1)
2 + 2 =
(x + 2) (x + 2) (x + 2)2

2. Combine like terms in the numerator x+7 3x + 1 4x + 8

2 + 2 =
(x + 2) (x + 2) (x + 2)2

3. Factor out the common factor in the numerator. x+7 3x + 1 4(x + 2)

2 + 2 =
(x + 2) (x + 2) (x + 2)2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

4. Cancel (divide out) the common factor. x+7 3x + 1 𝟒

+ =
The common factor is x + 2. (x + 2) 2 (x + 2) 2 𝐱+𝟐

6x + 7 2x + 9
b) Given: −
2x − 1 2x − 1
1. Write as a single expression. 6x + 7 2x + 9 (6x + 7) − (2x + 9)
− =
2x − 1 2x − 1 2x − 1

2. Combine like terms in the numerator 6x + 7 2x + 9 4x − 2

+ =
2x − 1 2x − 1 2x − 1

3. Factor out the common factor in the numerator. 6x + 7 2x + 9 2(2x − 1)

+ =
2x − 1 2x − 1 2x − 1

4. Cancel (divide out) the common factor. 6x + 7 2x + 9

+ =𝟐
The common factor is 2x − 1. 2x − 1 2x − 1

EXAMPLE 3: Adding and Subtracting Rational Expressions with Unequal Denominators and No
Common Factors
Perform the indicated operation and simplify.
3−x x 1 2
a) + b) 2 −
2x + 1 x − 1 x x+1

Solution:
To add or subtract rational expressions with unequal denominators that do not share any common factors,
we use the property
a(x) c(x) a(x)d(x) ± b(x)c(x)
± = , b(x) and d(x) ≠ 0.
b(x) d(x) b(x)d(x)

3−x x
a) Given: +
2x + 1 x − 1
1. Apply the property 3−x x (3 − x)(x − 1) + (x)(2x + 1)
a(x) c(x) a(x)d(x) ± b(x)c(x) + =
2x + 1 x − 1 (2x + 1)(x − 1)
± =
b(x) d(x) b(x)d(x)

2. Eliminate parentheses in the numerator and then 3−x x 3x − 3 − x 2 + x + 2x 2 + x

combine the like terms in the numerator + =
2x + 1 x − 1 (2x + 1)(x − 1)
3−x x 𝐱 𝟐 + 𝟓𝐱 − 𝟑
+ =
2x + 1 x − 1 (𝟐𝐱 + 𝟏)(𝐱 − 𝟏)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

3. Check if the resulting rational expression can be Since the numerator is non-factorable, the answer
simplified. in step 3 is already in simplest form. Hence,
3−x x 𝐱 𝟐 + 𝟓𝐱 − 𝟑
+ =
2x + 1 x − 1 (𝟐𝐱 + 𝟏)(𝐱 − 𝟏)
1 2
b) Given: 2 −
x x+1
1. Apply the property 1 2 1(x + 1) − 2(x 2 )
a(x) c(x) a(x)d(x) ± b(x)c(x) − =
± = x2 x + 1 x 2 (x + 1)
b(x) d(x) b(x)d(x)
2. Eliminate parentheses in the numerator and then 1 2 x + 1 − 2x 2
combine the like terms in the numerator − =
x2 x + 1 x 2 (x + 1)

3. Check if the resulting rational expression can be 1 2 −(2x 2 − x − 1) −(2x + 1)(x − 1)

simplified. − = =
x2 x + 1 x 2 (x + 1) x 2 (x + 1)

The numerator and denominator has no common

factor. Thus, our answer in step 2 is already in its
simplest form. Hence,
1 2 −(𝟐𝐱 𝟐 − 𝐱 − 𝟏) −(𝟐𝐱 + 𝟏)(𝐱 − 𝟏)
− = =
x2 x + 1 𝐱 𝟐 (𝐱 + 𝟏) 𝐱 𝟐 (𝐱 + 𝟏)

Recall that when adding or subtracting fractions, we use the least common multiple, or least common
denominator (LCD). The LCD is the smallest number that all the denominators can divide into evenly. Rational
expressions follow this same procedure, but with an additional step: we must also consider the variables in the
denominators. Let's look at the following example to see how this works in practice.

Let us factor out the denominators.

4x → 4 ∙ x
1 2 x4 → 4 ∙ x ∙ x ∙ x ∙ x
+ 4
4x x
Thus, LCD = 4 ∙ x ∙ x ∙ x ∙ x = 4x 4 .

Let us factor out the denominators.

5x + 5 → 5 ∙ (x + 1)
8 x 2−x 2x + 1 → 2x + 1
− + (x + 1)2 → (x + 1) ∙ (x + 1)
5x + 5 2x + 1 (x + 1)2
Thus, LCD = 5(x + 1)(x + 1)(2x + 1)
= 5(x + 1)2 (2x + 1)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Let us now take a look at the steps on how to add and subtract rational expressions using the LCD
Method.
1. Factor each of the denominators completely.
2. Identify the LCD.
3. Write each rational expression using the LCD for each denominator.
4. Add or subtract the resulting numerators. Simplify the answer.

EXAMPLE 4: Adding and Subtracting Rational Expressions Using the LCD Method

Perform the indicated operation and simplify.

5x 7x − 2 3 4 y2 − y
a) − 2 b) − + 2
2x − 6 x − x − 6 5y + 6 y − 2 5y − 4y − 12

Solution:
5x 7x − 2
a)Given: − 2
2x − 6 x − x − 6

1. Factor the denominators. 5x 7x − 2 5x 7x − 2

− 2 = −
2x − 6 x − x − 6 2(x − 3) (x − 3)(x + 2)

2. Identify the LCD. 2x − 6 → 2 ∙ (x − 3)

x2 − x − 6 → (x − 3) ∙ (x + 2)

LCD = 2(x − 3)(x + 2)

3. Write each rational expression 5x 7x − 2 5x(x + 2) (7x − 2)(2)

using the LCD for each − = −
2(x − 3) (x − 3)(x + 2) 2(x − 3)(x + 2) 2(x − 3)(x + 2)
denominator.
4. Add or subtract the resulting 5x(x + 2) (7x − 2)(2) 5x 2 + 10x − 14x + 4
numerators. Simplify the answer. − =
2(x − 3)(x + 2) 2(x − 3)(x + 2) 2(x − 3)(x + 2)
5x(x + 2) (7x − 2)(2) 5x 2 − 4x + 4
− =
2(x − 3)(x + 2) 2(x − 3)(x + 2) 2(x − 3)(x + 2)

Since 5x 2 − 4x + 4 is non - factorable, the resulting rational

expression is now in simplest form. Thus,
5x 7x − 2 𝟓𝐱 𝟐 − 𝟒𝐱 + 𝟒
− 2 =
2x − 6 x − x − 6 𝟐(𝐱 − 𝟑)(𝐱 + 𝟐)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

3 4 y2 − y
b)Given: − + 2
5y + 6 y − 2 5y − 4y − 12

1. Factor the denominators. 3 4 y2 − y 3 4 y2 − y

− + 2 = − +
5y + 6 y − 2 5y − 4y − 12 5y + 6 y − 2 (5y + 6)(y − 2)

2. Identify the LCD. 5y + 6 → 5y + 6

y−2 → y−2
5y 2 − 4y − 12 → (5y + 6) ∙ (y − 2)

LCD = (5y + 6)(y − 2)

3. Write each rational expression 3 4 y2 − y

using the LCD for each − +
5y + 6 y − 2 (5y + 6)(y − 2)
denominator. 3(y − 2) 4(5y + 6) y2 − y
= − +
(5y + 6)(y − 2) (5y + 6)(y − 2) (5y + 6)(y − 2)
4. Add or subtract the resulting 3(y − 2) − 4(5y + 6) + y 2 − y
numerators. Simplify the answer. =
(5y + 6)(y − 2)
3y − 6 − 20y − 24 + y 2 − y
=
(5y + 6)(y − 2)
y 2 − 18y − 30
=
(5y + 6)(y − 2)

Since y 2 − 18y − 30 is non - factorable, the resulting rational

expression is now in simplest form. Thus,
3 4 y2 − y 𝐲 𝟐 − 𝟏𝟖𝐲 − 𝟑𝟎
− + 2 =
5y + 6 y − 2 5y − 4y − 12 (𝟓𝐲 + 𝟔)(𝐲 − 𝟐)

MULTIPLYING RATIONAL EXPRESSIONS

Multiplying rational expressions follow the same rules in multiplying rational numbers such that
a(x) c(x) a(x)c(x)
∙ = , b ≠ 0, d ≠ 0.
b(x) d(x) b(x)d(x)
Applying this property, here are the steps to follow when multiplying rational expressions:
1. Factor all numerators and denominators completely.
2. Divide the numerators and denominators by any common factors.
3. Multiply the remaining numerators and denominators, respectively.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

EXAMPLE 5: Multiplying Rational Expressions

Perform the indicated operation and simplify.

3x + 1 x 3 + 3x 2 + 2x y 2 − 4 3y 6x 2 − 11x − 35 4x 2 − 49
a) 2 ∙ b) ∙ c) ∙
4x + 4x 9x + 3 y−3 y+2 8x 2 − 22x − 21 9x 2 − 25

Solution:
3x + 1 x 3 + 3x 2 + 2x
a)Given: ∙
4x 2 + 4x 9x + 3

1. Factor all numerators and 3x + 1 x 3 + 3x 2 + 2x 3x + 1 x(x 2 + 3x + 2)

denominators completely. ∙ = ∙
4x 2 + 4x 9x + 3 4x(x + 1) 3(3x + 1)
3x + 1 x 3 + 3x 2 + 2x 3x + 1 x(x + 1)(x + 2)
∙ = ∙
4x 2 + 4x 9x + 3 4x(x + 1) 3(3x + 1)

2. Divide the numerators and 3x + 1 x 3 + 3x 2 + 2x 3x + 1 x(x + 1)(x + 2)

denominators by any common 2 ∙ = ∙
factors. 4x + 4x 9x + 3 4x(x + 1) 3(3x + 1)

3. Multiply the remaining numerators 3x + 1 x 3 + 3x 2 + 2x 1 (x + 2)

and denominators, respectively. ∙ = ∙
4x 2 + 4x 9x + 3 4 3
3x + 1 x 3 + 3x 2 + 2x x+2
∙ =
4x 2 + 4x 9x + 3 (4x)(3)
3x + 1 x 3 + 3x 2 + 2x 𝐱 + 𝟐
∙ =
4x 2 + 4x 9x + 3 𝟏𝟐

y 2 − 4 3y
b)Given: ∙
y−3 y+2

1. Factor all numerators and y 2 − 4 3y (y + 2)(y − 2) 3y

denominators completely. ∙ = ∙
y−3 y+2 y−3 y+2

2. Divide the numerators and

denominators by any common y 2 − 4 3y (y + 2)(y − 2) 3y
∙ = ∙
factors. y−3 y+2 y−3 y+2

3. Multiply the remaining numerators y 2 − 4 3y y−2 𝟑𝐲(𝐲 − 𝟐) 𝟑𝐲 𝟐 − 𝟔𝐲

and denominators, respectively. ∙ = ∙ 3y = =
y−3 y+2 y−3 𝐲−𝟑 𝐲−𝟑

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

6x 2 − 11x − 35 4x 2 − 49
c)Given: ∙
8x 2 − 22x − 21 9x 2 − 25

1. Factor all numerators and 6x 2 − 11x − 35 4x 2 − 49 (2x − 7)(3x + 5) (2x − 7)(2x + 7)

denominators completely. ∙ = ∙
8x 2 − 22x − 21 9x 2 − 25 (2x − 7)(4x + 3) (3x − 5)(3x + 5)

2. Divide the numerators and

denominators by any common 6x 2 − 11x − 35 4x 2 − 49 (2x − 7)(3x + 5) (2x − 7)(2x + 7)
∙ = ∙
factors. 8x 2 − 22x − 21 9x 2 − 25 (2x − 7)(4x + 3) (3x − 5)(3x + 5)

3. Multiply the remaining numerators 6x 2 − 11x − 35 4x 2 − 49 (2x − 7)(2x + 7)

and denominators, respectively. ∙ =
8x 2 − 22x − 21 9x 2 − 25 (4x + 3)(3x − 5)
6x 2 − 11x − 35 4x 2 − 49 4x 2 + 14x − 14x − 49
∙ =
8x 2 − 22x − 21 9x 2 − 25 12x 2 − 20x + 9x − 15
6x 2 − 11x − 35 4x 2 − 49 𝟒𝐱 𝟐 − 𝟒𝟗
∙ =
8x 2 − 22x − 21 9x 2 − 25 𝟏𝟐𝐱 𝟐 − 𝟏𝟏𝐱 − 𝟏𝟓

DIVIDING RATIONAL EXPRESSIONS

Dividing rational expressions follow the same rules in dividing rational numbers such that
a(x) c(x) a(x) d(x) a(x)d(x)
÷ = ∙ = , b ≠ 0, c ≠ 0, d ≠ 0.
b(x) d(x) b(x) c(x) b(x)c(x)
Applying this property, here are the steps to follow when dividing rational expressions:
1. Factor all numerators and denominators completely.
2. Rewrite division as multiplication by a reciprocal.
3. Divide the numerators and denominators by any common factors.
4. Multiply the remaining numerators and denominators, respectively.

EXAMPLE 6: Dividing Rational Expressions

Perform the indicated operation and simplify.

x 2 − 4 3x 3 − 12x x 2 − 6x − 27 2x 2 − 15x − 27 2y 2 − 5y − 3 3y − 9
a) ÷ b) ÷ c) ÷
x 5x 3 2x 2 + 13x − 7 2x 2 + 9x − 5 2y 2 − 9y − 5 y 2 − 5y

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Solution:
x 2 − 4 3x 3 − 12x
a) Given: ÷
x 5x 3

1. Factor all numerators and x 2 − 4 3x 3 − 12x (x − 2)(x + 2) 3x(x 2 − 4)

denominators completely. ÷ = ÷
x 5x 3 x 5x 3
x 2 − 4 3x 3 − 12x (x − 2)(x + 2) 3x(x − 2)(x + 2)
÷ = ÷
x 5x 3 x 5x 3

2. Rewrite division as multiplication by x 2 − 4 3x 3 − 12x (x − 2)(x + 2) 5x 3

a reciprocal ÷ = ∙
x 5x 3 x 3x(x − 2)(x + 2)
3. Divide the numerators and
denominators by any common x 2 − 4 3x 3 − 12x (x − 2)(x + 2) 5x 3
factors. ÷ = ∙
x 5x 3 x 3x(x − 2)(x + 2)

4. Multiply the remaining numerators x 2 − 4 3x 3 − 12x 5x 3 5x 3 𝟓𝐱

and denominators, respectively. ÷ = = =
x 5x 3 x(3x) 3x 2 𝟑

x 2 − 6x − 27 2x 2 − 15x − 27
b) Given: ÷
2x 2 + 13x − 7 2x 2 + 9x − 5

1. Factor all numerators and x 2 − 6x − 27 2x 2 − 15x − 27

denominators completely. ÷
2x 2 + 13x − 7 2x 2 + 9x − 5
x 2 − 4 3x 3 − 12x (x − 9)(x + 3) (x − 9)(2x + 3)
÷ 3 = ÷
x 5x (2x − 1)(x + 7) (2x − 1)(x + 5)

2. Rewrite division as multiplication by x 2 − 4 3x 3 − 12x (x − 9)(x + 3) (2x − 1)(x + 5)

a reciprocal ÷ 3 = ∙
x 5x (2x − 1)(x + 7) (x − 9)(2x + 3)
3. Divide the numerators and
denominators by any common x 2 − 4 3x 3 − 12x (x − 9)(x + 3) (2x − 1)(x + 5)
factors. ÷ 3 = ∙
x 5x (2x − 1)(x + 7) (x − 9)(2x + 3)

4. Multiply the remaining numerators x 2 − 4 3x 3 − 12x (x + 3)(x + 5) x 2 + 5x + 3x + 15

and denominators, respectively. ÷ = =
x 5x 3 (x + 7)(2x + 3) 2x 2 + 3x + 14x + 21
2 3
x − 4 3x − 12x 𝐱 𝟐 + 𝟖𝐱 + 𝟏𝟓
÷ =
x 5x 3 𝟐𝐱 𝟐 + 𝟏𝟕𝐱 + 𝟐𝟏

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

2y 2 − 5y − 3 3y − 9
c) Given: ÷
2y 2 − 9y − 5 y 2 − 5y

1. Factor all numerators and 2y 2 − 5y − 3 3y − 9 (y − 3)(2y + 1) 3(y − 3)

denominators completely. 2 ÷ 2 = ÷
2y − 9y − 5 y − 5y (y − 5)(2y + 1) y(y − 5)

2. Rewrite division as multiplication by 2y 2 − 5y − 3 3y − 9 (y − 3)(2y + 1) y(y − 5)

a reciprocal ÷ = ∙
2y 2 − 9y − 5 y 2 − 5y (y − 5)(2y + 1) 3(y − 3)
3. Divide the numerators and
denominators by any common 2y 2 − 5y − 3 3y − 9 (y − 3)(2y + 1) y(y − 5)
÷ 2 = ∙
factors. 2
2y − 9y − 5 y − 5y (y − 5)(2y + 1) 3(y − 3)

4. Multiply the remaining numerators 2y 2 − 5y − 3 3y − 9 𝐲

and denominators, respectively. ÷ =
2y 2 − 9y − 5 y 2 − 5y 𝟑

We are now done with our text. I hope that you are able to learn how to solve problems involving rational
functions. Before reading the text, it was mentioned that we will be using the comprehension strategy
Summarizing and Generalization. I hope that as you read the text, you made a summary of what you learned.
Here is a sample of summary if the lesson. You may use this as a guide to make your own summary in the
future.

RATIONAL EXPRESSIONS AND FUNCTIONS

P(x)
• A rational function R(x) is the function in the form R(x) = where P(x) and Q(x) are polynomial
Q(x)
functions and Q(x) is a non - zero polynomial. If Q(x) is a constant, then R(x) is a polynomial function.
• Rational expressions are reduced to lowest terms, or simplified, if the numerator and denominator have
no common factors other than ±1. The steps in simplifying rational functions are as follows:
• Factor the numerator and denominator completely.
• Cancel (divide out) the common factors in the numerator and denominator.
• To add or subtract rational functions with the same denominator, let us follow the property
a(x) c(x) a(x) ± c(x)
± = , b ≠ 0.
b(x) b(x) b(x)
• To add or subtract rational expressions with unequal denominators that do not share any common
factors, we use the property
a(x) c(x) a(x)d(x) ± b(x)c(x)
± = , b(x) and d(x) ≠ 0.
b(x) d(x) b(x)d(x)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

• To add or subtract rational expressions with unequal denominators that do not share any common
factors, we use these steps:
1. Factor each of the denominators completely.
2. Identify the LCD.
3. Write each rational expression using the LCD for each denominator.
4. Add or subtract the resulting numerators. Simplify the answer.
• Multiplying rational expressions follow the same rules in multiplying rational numbers:
a(x) c(x) a(x)c(x)
∙ = , b ≠ 0, d ≠ 0.
b(x) d(x) b(x)d(x)
• Dividing rational expressions follow the same rules in dividing rational numbers:
a(x) c(x) a(x) d(x) a(x)d(x)
÷ = ∙ = , b ≠ 0, c ≠ 0, d ≠ 0.
b(x) d(x) b(x) c(x) b(x)c(x)

B.2. Skill Building Activity (20 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. Simplify the rational expressions:

x 2 − 14x + 49 3x 2 − 18x
a. b.
6x 2 − 42x x 2 − 2x − 24

2. Perform the given operation:

4 9 6 1
a. − b. +
x−1 x−7 x−5 x−2
9 x 3 9
c. + 2 d. − 2
x2 − 12x + 36 x − 36 x2 − 49 x − 14x + 49

−4x − 32 x 2 − 9x + 18 x 2 + 10x + 25 x 2 − 25
e. ∙ f. ÷
x 2 − 12x + 36 3x + 24 x−5 5x + 10

x 2 + 5x + 4 x − 8 x 2 − 3x − 10 x + 2
g. ∙ h. ÷
x 2 − 13x + 40 x 2 − 1 x−3 3x − 9

For supplementary materials (readings and videos) and practice problems, visit these websites.

https://www.khanacademy.org/math/college-algebra/xa5dd2923c88e7aa8:rational-expressions-and-equations

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

CHECK

C.1. Check for Understanding (15 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. Simplify the rational expression

x 2 − 25 x 2 − 8x + 16
a. 2 b.
x + 9x + 20 3x − 12

2. Perform the given operation:

4 8 9 3
a. + b. −
x+7 x−1 x−3 x
1 6 7 5x
c. + d. − 2
7x 2 − 7x 7x 2 + 14x 2x 2 + 18x x + 17x + 72

x 2 + 8x + 15 x 2 + 2x + 1 x 2 − 8x + 16 −2x + 8
e. ∙ f. 2 ÷
−5x − 5 2x + 10 x + 4x − 21 x+7

5x − 10 4x + 24 −4x − 12 x 2 − 12x + 36
g. 2 ∙ 2 h. ÷
x − 36 x + 5x − 14 x−7 2x − 14

CONCLUDE (10 mins)

D.1. Summary / Frequently Asked Questions

Can you provide an example of a common error made when simplifying rational functions?
Here is a common mistake made with rational expressions.

INCORRECT CORRECT
ERROR COMMITTED COMMENT
SIMPLIFICATION SIMPLIFICATION

Factors can be divided out x + 10

(canceled). Terms or parts y + 10
Because 10 appears in
x + 10 x of terms cannot be divided
both the numerator and
= out. Remember to factor (no need to change
y + 10 y denominator, it is
the numerator and anything since the
canceled out.
denominator first, and then expression is already in
divide out common factors. simplest form)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

INCORRECT CORRECT
ERROR COMMITTED COMMENT
SIMPLIFICATION SIMPLIFICATION
Terms or parts of terms x 2 − 4 (x − 2)(x + 2)
Because x appears in cannot be divided out. =
x2−4 x−4 x+2 x+2
= both the numerator and Remember to factor the
x+2 2 denominator, it is numerator and
=x−2
canceled out. denominator first, and then
divide out common factors.

D.2. Thinking about Learning

Two things that you would like to learn more about:

1. ________________________________________________________________________________
2. ________________________________________________________________________________

One question you still have:

1. ________________________________________________________________________________

D.3. Answer Key (Answers to the tasks in the SAS so you can check your understanding)
(Answers will be given by your professors)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Rational Equations Materials:

Pen, Notebook, Scientific Calculator
Learning Targets:
By the end of the lesson, students will be able to: References:
1. Simplify complex rational expressions. College Algebra by R. David Gustafson
2. Solve for the solutions of rational equations. and James Stewart
Algebra and Trigonometry with
WileyPLUS Set by Cynthia Y. Young

CONNECT (5 mins)
A.1. Lesson Preview/Review
Welcome to Module #9! In our last module, we learned about rational expressions and how to add, subtract,
multiply and divide them. Today, we will learn how to solve for the solutions of rational equations. Read the
learning targets listed above so you have a good idea of what to expect from today’s lesson.

To help you learn better, remember:

Let’s start learning!

Now that we've explored arithmetic operations with radical expressions, let's move on to solving rational
equations. Rational equations involve fractions with variables in the numerator and/or denominator. We'll
learn how to solve these equations step by step, just like we've been solving other types of equations.
Understanding rational equations will help us solve real-world problems and tackle more complex math
challenges.

COACH

B.1. Content Notes (50 mins)

Directions: Read the following text. Make sure that your pen and paper are beside you so you can readily
take down the key points and concepts presented. After reading the text, answer the questions on the Skill
Building Activity to reinforce what you have just learned. Remember that understanding the fundamentals is
key to mastering Mathematics.
In this lesson, we will be learning about “Rational Equations”. To help us understand what we read, we will
use the comprehension strategy Summarizing and Generalization.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

RATIONAL EQUATIONS

Rational equations are equations that involve fractions with variables in the numerator, denominator, or
both. They typically have the form
P(x)
= R(x),
Q(x)
where P(x), Q(x) and R(x) are polynomial expressions and Q(x) is not equal to zero.
These equations can be solved by finding values of x that make the equation true, just like solving any
other algebraic equation. Rational equations often arise in real-world applications such as rates, proportions,
and finance problems.

Examples of rational equations:

4x + 3 y2 + y + 1
= 2x − 3 9y 2 − 14 =
6x 3 − 1 3y − 4

Before we solve for the solution of rational equations, let us first take a look on how to simplify complex
rational functions.

SIMPLIFYING COMPLEX RATIONAL FUNCTIONS

A complex rational is a rational expression that contains another rational expression in either its
numerator or denominator.
Examples:
3 9−y 4
−4 −2
x2 2 x
8 + x3 7 + 7
y+8 +1
3x − 4

To simplify complex rational functions, follow these steps:

1. Add or subtract the expressions in both the numerator and denominator. Simplify the answer.
2. Express the quotient as a product.
3. Divide out the common factors.
4. Simplify the answer in Step 3.

EXAMPLE 1:
Write the following rational expressions in simplified form.

2 1 1 2
+1 2−9+3 +
a) x x x x2
1 b) x c)
1+ 1− 9 5
x+1 2x + 6 −
x x2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Solution:
2
+1
a) Given: x
1
1+
x+1

1. Add or subtract the expressions in 2 2 1x 2+x 2+x

+1 +
both the numerator and denominator. x = x x = x = x
Simplify the answer. 1 x+1 1 x+1+1 x+2
1+ +
x+1 x+1 x+1 x+1 x+1

2. Express the quotient as a product. 2

+1 2+x x+1 x+2 x+1
x = ∙ = ∙
1 x x+2 x x+2
1+
x+1
3. Divide out the common factors. 2
+1 x+2 x+1
x = ∙
1 x x+2
1+
x+1

4. Simplify the answer in Step 3. 2

+1 x+1
x =
1 x
1+
x+1
The resulting rational expression is already in simplest form.
Thus,

2
+1 𝐱+𝟏
x =
1 𝐱
1+
x+1

1
x 2−9+3
b) Given: x
1−
2x + 6

1. Add or subtract the expressions in 1 1 3(x 2 − 9) 1 + 3x 2 − 27

+3 + 2
both the numerator and denominator. x2 −9 2
x −9 x −9 = x2 − 9
Simplify the answer. x = 2x + 6 x 2x + 6 − x
1− −
2x + 6 2x + 6 2x + 6 2x + 6
1 3x 2 − 26 3x 2 − 26
+3 (x + 3)(x − 3)
x2 − 9 x2 − 9
x = x+6 = x+6
1−
2x + 6 2x + 6 2(x + 3)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

2. Express the quotient as a product. 1

+3 3x 2 − 26 2(x + 3)
x2 − 9
x = (x + 3)(x − 3) ∙ x + 6
1−
2x + 6
3. Divide out the common factors. 1
+3 3x 2 − 26 2(x + 3)
x2 − 9 = ∙
x (x + 3)(x − 3) x + 6
1−
2x + 6

4. Simplify the answer in Step 3. 2

+1 2(3x 2 − 26)
x =
1 (x − 3)(x + 6)
1+
x+1
The resulting rational expression is already in simplest form.
Thus,

1
+3 𝟐(𝟑𝐱 𝟐 − 𝟐𝟔) 𝟔𝐱 𝟐 − 𝟓𝟐
x2 − 9
x = (𝐱 − 𝟑)(𝐱 + 𝟔) = 𝐱 𝟐 + 𝟑𝐱 − 𝟏𝟖
1−
2x + 6
1 2
+
x x2
c) Given:
9 5
−
x x2

1. Add or subtract the expressions in 1 2 1(x) 2 x+2

+ 2 + x2
x x2 x 2
both the numerator and denominator. = = x
Simplify the answer. 9 5 9(x) 5 9x − 5
− − 2
x x2 x2 x x2

2. Express the quotient as a product. 1

+3 x+2 x2
x2 −9 = ∙
x x 2 9x − 5
1−
2x + 6
3. Divide out the common factors. 1
+3 x+2 x2
x2 − 9
x = x 2 ∙ 9x − 5
1−
2x + 6

4. Simplify the answer in Step 3. 2

+1 x+2
x =
1 9x − 5
1+
x+1

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

The resulting rational expression is already in simplest form.

Thus,

1 2
+ 𝐱+𝟐
x x2
=
9 5 𝟗𝐱 − 𝟓
−
x x2

SOLVING THE SOLUTION OF RATIONAL EQUATIONS

A rational equation is an equation that contains one or more rational expressions. Some rational equations
can be transformed into a linear equation that we can solve. However, we must make sure that the solution to
the linear equation also satisfies the original rational equation.
Before we solve problems let us recall two important concepts to make computations shorter.
1) Transposition
In the rational equations, transposition refers to the process of moving terms from one side of the
equation to the other in order to isolate the variable you are solving for. This involves changing the sign
of the term being moved.

Example:
In the rational equation
5 9 2x − 8
− 3= 2 ,
x x x − 3x + 4

if we transpose the term 5/x to the right side of the equation, then our rational equation will become
9 2x − 8 5
− 3= 2 − .
x x − 3x + 4 x
As we can see, when we transposed 5/x to the other side of the equation, we changed its sign from
positive to negative.

2) Cross Multiplication
Cross multiplication is a technique used to solve equations that involve two fraction set equal to each
other. The method involves multiplying the numerator of each fraction by the denominator of the other
fraction, effectively eliminating the fractions.

Example:
The rational equation
3x − x 2 x 3 − 9x + 3
=
5x + 2 6x
after cross multiplication becomes
(3x − x 2 )(6x) = (x 3 − 9x + 3)(5x + 2).

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

as we can see, the numerator of the expression in the left side of the equation is multiplied by the
denominator of the expression in the right side of the equation. At the same time, the numerator of the
expression in the right side of the equation is multiplied by the denominator of the expression in the left
side of the equation.

EXAMPLE 2
Solve the following rational equations
2 1 4 4 3(x + 2) x + 4 x − 2 2x 1 4(x − 1)
a) + = + b) − = c) = − 2
3x 2 x 3 x−4 x−2 x−4 3x + 1 x − 5 3x − 14x − 5

Solution:
2 1 4 4
a)Given: + = +
3x 2 x 3

1. Simplify both sides of the equation 2 1 4 4

+ = +
3x 2 x 3
2(2) 1(3x) 4(3) 4(x)
+ = +
6x 6x 3x 3x
4 3x 12 4x
+ = +
6x 6x 3x 3x
4 + 3x 12 + 4x
=
6x 3x

2. Cross multiply and simplify. (4 + 3x)(3x) = (12 + 4x)(6x)

12x + 9x 2 = 72x + 24x 2

3. Transpose all terms in the right side of the 12x + 9x 2 − 72x − 24x 2 = 0
equation to the left side of the equation (or vice −15x 2 − 60x = 0
versa). Simplify the result. The result should be a −15x(x + 4) = 0
linear equation.
4. Get the roots of the linear equation. First root:
−15x = 0
−15x 0
=
−15 −15
x=0

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Second Root:
x+4 =0
x = −4

5. Check if the answer(s) at Step 4 satisfies the We have two possible answers: x = 0 and x = −4.
original equation.
At x = 0:
2 1 4 4
+ ≟ +
3x 2 x 3
2 1 4 4
+ ≟ +
3(0) 2 (0) 3
2 1 4 4
+ ≟ +
0 2 0 3

Notice that there are terms that are divided by 0. If

this happens, we will disregard the root as a possible
answer. Therefore, we will disregard x = 0 as a
possible answer.

At x = −4:
2 1 4 4
+ ≟ +
3x 2 x 3
2 1 4 4
+ ≟ +
3(−4) 2 (−4) 3
1 1
≟
3 3
Since the equation is satisfied, x = −4 is an answer.

Therefore, the solution to the given rational

equation is 𝐱 = −𝟒.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

3(x + 2) x + 4 x − 2
b)Given: − =
x−4 x−2 x−4

1. Simplify both sides of the equation. To make 3(x + 2) x + 4 x − 2

things easier, let us transpose − =
x−4 x−2 x−4
3(x + 2) x + 4 x − 2 3(x + 2)
− = −
x−4 x−2 x−4 x−4
to the right side of the equation. x + 4 x − 2 − 3(x + 2)
− =
x−2 x−4
x + 4 x − 2 − 3x − 6
− =
x−2 x−4
x + 4 −2x − 8
− =
x−2 x−4
x+4 2(x + 4)
− =−
x−2 x−4
x + 4 2(x + 4)
=
x−2 x−4

2. Cross multiply and simplify. (x + 4)(x − 4) = 2(x + 4)(x − 2)

x 2 − 4x + 4x − 16 = 2(x 2 − 2x + 4x − 8)
x 2 − 16 = 2(x 2 + 2x − 8)
x 2 − 16 = 2x 2 + 4x − 16

3. Transpose all terms in the right side of the x 2 − 16 − 2x 2 − 4x + 16 = 0

equation to the left side of the equation (or vice x 2 − 2x 2 − 4x − 16 + 16 = 0
versa). Simplify the result. The result should be a −x 2 − 4x = 0
linear equation. −x(x + 4) = 0
x(x + 4) = 0

4. Get the roots of the linear equation. First root:

x=0

Second Root:
x+4 =0
x = −4

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

5. Check if the answer(s) at Step 4 satisfies the We have two possible answers: x = 0 and x = −4.
original equation.
At x = 0:
3(x + 2) x + 4 x − 2
− ≟
x−4 x−2 x−4
3(0 + 2) 0 + 4 0 − 2
− ≟
0−4 0−2 0−4
6 4 −2
− − (− ) ≟
4 2 −4
3 4 1
− + ≟
2 2 2
1 1
≟
2 2

Since the equation is satisfied, x = 0 is an answer.

At x = −4:
3(x + 2) x + 4 x − 2
− ≟
x−4 x−2 x−4
3(−4 + 2) −4 + 4 −4 − 2
− ≟
−4 − 4 −4 − 2 −4 − 4
−6 −6
−0 ≟
−8 −8
3 3
≟
4 4
Since the equation is satisfied, x = −4 is an answer.

Therefore, the solutions to the given rational

equation are 𝐱 = 𝟎 and 𝐱 = −𝟒.

2x 1 4(x − 1)
c)Given: = − 2
3x + 1 x − 5 3x − 14x − 5

Another method for solving linear equations, instead of performing cross multiplication, involves finding the
least common denominator (LCD) and multiplying the entire equation by it. Let's use this method to solve the
problem.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

1. Obtain the LCD of the rational expressions on 2x 1 4(x − 1)

both sides of the equation. = − 2
3x + 1 x − 5 3x − 14x − 5
2x 1 4(x − 1)
= −
3x + 1 x − 5 (3x + 1)(x − 5)

Based on this, we can see that

LCD = (3x + 1)(x − 5).

2. Multiply the LCD to both sides of the 2x 1 4(x − 1)

equation. Simplify the resulting equation. [ = − ] [(3x + 1)(x − 5)]
3x + 1 x − 5 (3x + 1)(x − 5)
2x(x − 5) = 3x + 1 − 4(x − 1)
2x 2 − 10x = 3x + 1 − 4x + 4
2x 2 − 10x = −x + 5

3. Transpose all terms in the right side of the 2x 2 − 10x + x − 5 = 0

equation to the left side of the equation (or vice 2x 2 − 9x − 5 = 0
versa). Simplify the result. The result should be a
linear equation.

4. Get the roots of the linear equation. We can use our calculators for this.
Input (Casio 991ES):
w532=z9=z5==
We should get the following results:

5. Check if the answer(s) at Step 4 satisfies the 1

We have two possible answers: x = 5 and x = − .
2
original equation.
At x = 5:
2(5) 1 4(5 − 1)
≟ − 2
3(5) + 1 5 − 5 3(5) − 14(5) − 5
10 1 16
≟ −
16 0 75 − 70 − 5

Notice that we have a term that is divided by 0.

Hence, we will disregard x = 5 as a possible
answer.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

At x = −1/2:
1 1
2 (− ) 1 4(− − 1)
2 ≟ − 2
1 1 2
3 (− ) + 1 − − 5 3 (− 1) − 14 (− 1) − 5
2 2 2 2
−1 2 24
≟− − (− )
1 11 11
−
2
2≟2
Since the equation is satisfied, x = −1/2 is an
answer.

Therefore, the solution to the given rational

equation is 𝐱 = −𝟏/𝟐.

RATIONAL EQUATIONS

• Rational equations are equations that involve fractions with variables in the numerator, denominator,
P(x)
or both. They typically have the form = R(x), where P(x), Q(x) and R(x) are polynomial expressions
Q(x)
and Q(x) is not equal to zero. These equations can be solved by finding values of x that make the
equation true.
• A complex rational expression is a rational expression that contains another rational expression in
either its numerator or denominator.
• A rational equation is an equation that contains one or more rational expressions. Some rational
equations can be transformed into a linear equation that we can solve. However, we must make sure
that the solution to the linear equation also satisfies the original rational equation.
• In the rational equations, transposition refers to the process of moving terms from one side of the
equation to the other in order to isolate the variable you are solving for. This involves changing the sign
of the term being moved.
• Cross multiplication is a technique used to solve equations that involve two fraction set equal to each
other. The method involves multiplying the numerator of each fraction by the denominator of the other
fraction, effectively eliminating the fractions.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

B.2. Skill Building Activity (20 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. Find all solution to the following equations.

x 2 x+1 x 2 − 6x + 1
a. =− b. =−
x−1 x−3 x−3 (x − 3)(x − 1)

For supplementary materials (readings and videos) and practice problems, visit these websites.

https://www.khanacademy.org/math/college-algebra/xa5dd2923c88e7aa8:rational-expressions-and-equations

CHECK

C.1. Check for Understanding (15 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. Find all solution to the following equations.

15 x+2 x 3
a. = b. =
x(x + 4) x + 4 x + 3 (x + 2)(x + 3)

CONCLUDE (10 mins)

D.1. Summary / Frequently Asked Questions

What is an extraneous solution?
An extraneous solution is a solution to an equation that is obtained during the process of solving the
equation but does not satisfy the original problem. In other words, it is a solution that, when substituted
back into the original equation, does not make the equation true or is not defined in the context of the
problem.

D.2. Thinking about Learning

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Two things that you would like to learn more about:

1. ________________________________________________________________________________
2. ________________________________________________________________________________

One question you still have:

1. ________________________________________________________________________________

D.3. Answer Key (Answers to the tasks in the SAS so you can check your understanding)
(Answers will be given by your professors)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: GRAPHING OF LINEAR EQUATIONS Materials:

Pen, paper, notebook, ruler, graphing
Learning Targets: paper
By the end of the lesson, students will be able to:
1. Define what the Cartesian Plane is. References:
2. Interpret the meaning of slope and y-intercept. Algebra and Trigonometry w/ WileyPLUS
3. Graph linear equations on the cartesian plane. Set by Young
1. Analytic Geometry by P.S. Dela Cruz et.al

A. CONNECT- 5mins
I. Lesson Preview/Review

The Cartesian Plane: The Cartesian Plane named after Rene Descartes, also known as the coordinate
plane, is a two-dimensional plane formed by the intersection of a vertical line (y-axis) and a horizontal line
(x-axis). These axes intersect at a point called the origin, where the coordinates are (0,0). Any point in this
plane can be represented by an ordered pair of numbers (x, y), where ‘x’ is the distance from the origin along
the x-axis, and ‘y’ is the distance along the y-axis.

Slope and Y-intercept: In the equation of a straight line (when the equation is written as “y = mx + b” , what
we call the slope-intercept form), the slope is the coefficient ‘m’ that represents the rate of change of y as
x changes. The y-intercept is the constant ‘b’, and it indicates the point where the line crosses the y-axis. In
other words, ‘b’ is the value of ‘y’ when ‘x’ is 0.

By the end of the lesson, students should be able to understand these concepts and apply them to graph
linear equations on the Cartesian Plane. They should also be able to interpret the meaning of the slope and
y-intercept in the context of the problems they are solving. This will be a crucial skill in their study of algebra
and other advanced mathematical concepts.

B. COACH

I. Content Notes- 50 mins

Welcome, young engineers of the modern world! Today, we’re going to embark on an exciting journey through
the world of algebra and geometry. Imagine you’re a treasure hunter, and your map is the Cartesian Plane.
This isn’t just any map; it’s a special grid that mathematicians like you and me use to find the location of points,
or our ‘treasure,’ using a pair of numbers called coordinates.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

What’s the Cartesian Plane? Think of it as a big sea with two crossing paths: one that goes left and right (we
call this the x-axis or the abscissa), and another that goes up and down (yep, that’s the y-axis or the
ordinate). Where they meet, that’s the starting point of our treasure hunt, known as the origin (0,0).

Figure 1.1 (Wikimedia.org)

It is extremely important to develop the habit of always labelling the coordinate axes, which is divided the xy-
plane into four quadrants, as marked in Figure 1.2. The quadrants are denoted by QI, QII, QIII, and QIV.

Figure 1.2 (cuemath.com)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Now, every treasure map has a clues, right? In our case, these clues are the slope and y-intercept. These are
like secret keys that unlock the mysteries of straight lines on our map. The slope tells us how steep the path
to our treasure is, while the y-intercept is where our line crosses the y-axis, giving us a starting point for our
line.

Figure 1.3 (expii.com)

By the end of our lesson, you’ll not only be able to read this map like a pro, but you’ll also learn how to draw
your own paths using linear equations. So, grab your pencils, and let’s plot our course to uncover the treasures
of the Cartesian Plane together!

Example #1: So now, let’s start graphing our line. It looks something like this

𝒚 = 𝒎𝒙 + 𝒃 .

1. Find the Y-Intercept (b): First things first, let’s find out where our line is going to start. The y-intercept
(b) is like the home base on our graph. It’s the point where our line crosses the y-axis. So if our equation
says

𝑦 = 2𝑥 + 3

, then our line starts at point (0,3).

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

2. Figure Out the Slope (m): Next up, the slope (m). This tells us how our line tilts. If the slope is positive,
our line goes up like a hill. If it’s negative, it goes down like a slide. And if it’s zero, our line is flat like a
pancake! The slope is just how much y changes when x changes by one. So, in our equation, the slope is 2,
which means for every step right, we go up two steps.
3. Plot More Points: Now that we have our starting point and know which way to go, let’s plot some more
points. Move right by 1, and then follow the slope. If our slope is 2, we go up 2. Do this a couple of times,
and you’ll have enough points to draw a line.

𝑦 = 2𝑥 + 3
@ x=1
𝑦 = 2(1) + 3
𝑦=5
@ x=0
𝑦 = 2(0) + 3
𝑦=3
@ x=-1
𝑦 = 2(−1) + 3
𝑦=1
@ x=1
𝑦 = 2(−2) + 3
𝑦 = −1
So we have:

x y

1 5

0 3

-1 1

-2 1

4. Draw the Line: Connect the dots you’ve plotted with a ruler, and voilà, you’ve got a line! This line
represents all the possible solutions to our equation, and it’ll go on forever in both directions, just like the
number line.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Example #2: Let’s have another example. Consider the equation 𝑦 = −2𝑥 + 4. Considering the given
equation, we can see that it is in the form 𝑦 = m𝑥 + b and we can say that the slope(m) is -2 and the y-
intercept is 4. Negative slope indicates it is up to the left. Let’s try to plot this graph.

@ x=1
𝑦 = −2(1) + 4
𝑦=2
@ x=0
𝑦 = −2(0) + 4
𝑦=4
@ x=-1
𝑦 = −2(−1) + 4
𝑦=6
@ x=-2
𝑦 = −2(−2) + 4
𝑦=8

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

So we have:

x y

1 2

0 4
-1 6

-2 8
And now, let’s plot the points

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Example #3: From the equation 2x+4y=10:

1. Determine the slope of the equation.

2. Graph the given equation.

Solution:

1. Slope of the equation.

Note: As we have noticed, the equation is not in the form of y=mx+b. To determine the slope of the equation,
there are many ways to determine the slope. One of which is by transforming the given equation of the line
into the form of y=mx+b.

2𝑥 + 4𝑦 = 10

4𝑦 = −2𝑥 + 10

4𝑦 2𝑥 10
=− +
4 4 4
𝑥 5
𝑦=− +
2 2

As we have noticed it is now in the form of y=mx+b. And we can conclude that the slope (m) of the equation
is -1/2.

2. Graph of the given equation.

Note: the given equation is not in the form of y=mx+b. However, we can still plot or graph the equation
without transforming it. Let’s see:

2𝑥 + 4𝑦 = 10
@ x=1
2(1) + 4𝑦 = 10
𝑦=2
@ x=0
2(0) + 4𝑦 = 10
𝑦 = 2.5

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

@ x=-1
2(−1) + 4𝑦 = 10
𝑦=3
@ x=-2
2(−2) + 4𝑦 = 10
𝑦 = 3.5

x y

1 2

0 2.5

-1 3

-2 3.5

Plot the points

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

II. Skill Building Activity – 20 mins

We’re done with talking about slope and intercept and how to graph an equation. And now, let’s see what you
have learned.

Identify the slope and the y-intercept of the given equation and graph the corresponding line. For the
graph, you may use the graphing paper at end of the module for reproduction.
1. 2x − 5y = 10
2. 4𝑥 − 𝑦 = 3
3. 0.2𝑥 − 0.3𝑦 = 0.6
4. 𝑥 + 3𝑦 = 6
5. 12 = 6𝑥 + 3𝑦

C. CHECK

I. Check for Understanding- 15 mins

Identify the slope and the y-intercept of the given equation and graph the corresponding line. For the
graph, you may use the graphing paper at end of the module for reproduction.
1. y = 2x − 3
2. 2𝑥 − 3𝑦 = 4
1
3. 𝑦 = − 𝑥 + 2
2
1 1
4. 𝑥 + 𝑦 = −1
2 2
1
5. 𝑦 = 𝑥 −1
3

D. LESSON WRAP UP

I. Summary / Frequently Asked Questions– 10 mins

What are horizontal and vertical lines?

Horizontal lines are lines that have a slope of 0, meaning they don't go up or down, while vertical lines have
an undefined slope, meaning they don't go left or right.

Why do we need to learn about linear equations and graphs?

Linear equations and graphs come up all the time in mathematics, science, engineering, and business.
They're one of the foundational skills for understanding algebra and more advanced math courses. Plus,
they can be really useful for modeling real-world situations and solving problems.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

II. Thinking about Learning

Three Takeaways: Describe three key points or things you learned.
1.
2.
3.
Two Questions: Share two questions that arose during your exploration.
1.
2.
One Thing You Enjoyed: Highlight one aspect you found interesting or enjoyable.
1.

III. Glossary of terms

1. Cartesian Plane: A two-dimensional plane defined by a horizontal line (x-axis) and a vertical line (y-
axis) intersecting at a point called the origin (0,0). Points in this plane are represented by ordered pairs
(x, y), indicating their position relative to the axes.
2. Slope: In the equation of a straight line (y = mx + b), the slope is the coefficient 'm' that represents the
rate of change of y with respect to x. It indicates how steep the line is.
3. Y-intercept: In the equation of a straight line (y = mx + b), the y-intercept is the constant 'b'. It is the
point where the line crosses the y-axis, representing the value of y when x is 0.
4. Origin: The point (0,0) where the x-axis and y-axis intersect on the Cartesian Plane. It serves as the
reference point for all other points on the plane.
5. X-axis (Abscissa): The horizontal axis on the Cartesian Plane. It is used to determine the horizontal
position of a point.
6. Y-axis (Ordinate): The vertical axis on the Cartesian Plane. It is used to determine the vertical position
of a point.
7. Quadrants: The four sections of the Cartesian Plane divided by the x-axis and y-axis. They are labeled
as Quadrant I (QI), Quadrant II (QII), Quadrant III (QIII), and Quadrant IV (QIV), starting from the upper
right and moving counterclockwise.
8. Coordinate Axes: The two perpendicular lines (x-axis and y-axis) that divide the Cartesian Plane into
four quadrants. Each point on the plane is located relative to these axes.
9. Linear Equation: An equation that forms a straight line when graphed on the Cartesian Plane. It is
often written in the form y = mx + b, where m is the slope and b is the y-intercept.
10. Graphing: The process of plotting points on the Cartesian Plane to represent equations or data sets.
For linear equations, this involves finding the y-intercept and using the slope to determine additional
points.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Equation of a Line Materials:

Pen, paper, notebook, ruler, graphing
Learning Targets: paper
1. By the end of the lesson, students will be able to:
2. 1. Identify the different equations of a line. References:
3. 2. Solve for the equation of a line given its slope, intercepts or Algebra and Trigonometry w/ WileyPLUS
graph. Set by Young
4. 3. Sketch the line based on its given equation. Analytic Geometry by P.S. Dela Cruz et.al

A. CONNECT- 5 mins
I. Lesson Preview/Review

In this lesson, we will delve into the fascinating world of linear equations. We will explore the concept of a
line in a two-dimensional space and understand how it can be represented mathematically.

1. Identifying Different Equations of a Line: We will start by introducing the different forms of the
equation of a line, including the slope-intercept form
𝑦 = 𝑚𝑥 + 𝑏

, the point-slope form

𝑦 − 𝑦1 = 𝑚(𝑥2 − 𝑥1 )

, and the standard form

𝐴𝑥 + 𝐵𝑦 = 𝐶

. We will discuss the significance of each form and how they can be used in different scenarios.

2. Solving for the Equation of a Line: Building on this foundation, we will learn how to derive the
equation of a line given certain parameters. Whether you have the slope and y-intercept, the
coordinates of two points on the line, or even a graph, we will equip you with the skills to find the
equation that represents the line.
3. Sketching a Line from its Equation: Finally, we will turn the tables and use the equation of a line to
create a visual representation. We will learn how to plot a line on a graph using its equation, enhancing
our understanding of the relationship between the algebraic and geometric representations of a line.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

By the end of this lesson, you will have a solid understanding of the equation of a line and its applications.
You will be able to identify, solve, and sketch lines, equipping you with essential skills for your
mathematical journey. Let’s get ready to explore the straight path of lines!

B. COACH

I. Content Notes- 50 mins

There are a few different forms of linear equations that you'll come across, and knowing how to recognize
them is key. Here are the main ones:

Slope-intercept Form: 𝒚 = 𝒎𝒙 + 𝒃

m represents the slope, and b is the y-intercept. This is one of the most common and straightforward forms
because it directly gives you the slope and where the line crosses the y-axis.

Point-Slope Form: 𝒚 − 𝒚𝟏 = 𝒎(𝒙𝟐 − 𝒙𝟏 )

Here, (𝑥1 , 𝑥2 ) is a point on the line , and m is the slope. This form is useful when you know point on the line
and its slope.

Standard Form: 𝑨𝒙 + 𝑩𝒚 = 𝑪

In this form, A, B, and C are integers, an it’s handy for certain algebraic manipulations and when dealing with
perpendicular and parallel line.

And now, let's learn how to solve for the equation of a line when we have different pieces of information. We'll
cover how to do it when given the slope and intercept, intercepts, or a graph. Let's break it down!

A. Solving with the Slope and Y-Intercept

Step 1: Understand the Slope-Intercept Form

The slope-intercept form is: 𝒚 = 𝒎𝒙 + 𝒃, where:

• m is the slope.
• b is the y-intercept.

Step 2: Plug in the Values

If you know the slope ( m ) and the y-intercept ( b ), just substitute them into the equation.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Example:
m=3
b=-2

The equation is:

𝑦 = 3𝑥 − 2 (𝑠𝑙𝑜𝑝𝑒 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 𝑓𝑜𝑟𝑚)

Answer above is in slope-intercept form. If you want to change it into point-slope form, we will just rearrange
the numbers by transposing “-2” to the other side of the equation. We will have;

𝑦 + 2 = 3𝑥(𝑝𝑜𝑖𝑛𝑡 − 𝑠𝑙𝑜𝑝𝑒 𝑓𝑜𝑟𝑚)

Rearranging this again by transposing “y” to the side of the equation where “x” is present and by leaving the
constant to the other side of the equation, we will have;

3𝑥 − 𝑦 = 2 (𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑓𝑜𝑟𝑚)

B. Solving with X-Intercept and Y-Intercept

Step 1: Understand the Intercepts

- The x-intercept is where the line crosses the x-axis (x, 0).
- The y-intercept is where the line crosses the y-axis (0, y).

Step 2: Write the Equation Using Intercepts**

To find the slope ( m ) using intercepts (𝑥1 , 0)and (0, 𝑦1 )):

𝑦1 − 0 𝑦1
𝑚= =−
0 − 𝑥1 𝑥1
Then use the slope and the y-intercept in the slope-intercept form.
Example
• a (X-intercept) = 4 (point (4, 0))
• b (Y-intercept) = 2 (point (0, 2))

1. Find the slope:

2 1
𝑚=− =−
4 2
2. Write the equation using the slope intercept form:
1
𝑦 = − 𝑥 + 2 (𝑠𝑙𝑜𝑝𝑒 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 𝑓𝑜𝑟𝑚)
2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Our answer above can be simplified without having a fractional coefficient. To simplify this further, we must
remove the fractional coefficient of x by multiplying both sides of the equation by 2 since the denominator is 2.
So we have;

1
[𝑦 = − 𝑥 + 2] (2)
2

We will arrive to,

2𝑦 = −𝑥 + 4
Some mathematicians prefer equations without fractional coefficients in order to solve problem easily. We can
also transform this into point-slope form and standard form.

2𝑦 − 4 = −𝑥 (𝑝𝑜𝑖𝑛𝑡 − 𝑠𝑙𝑜𝑝𝑒 𝑓𝑜𝑟𝑚)

𝑥 + 2𝑦 = 4 (𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑓𝑜𝑟𝑚)

C. Solving from a Graph

Step 1: Identify Two Points

Find two points on the line from the graph. Let's call them (𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 )

Step 2: Calculate the Slope (m)

Use the slope formula:

𝑦2 − 𝑦1
𝑚=
𝑥2 − 𝑥1
Step 3: Find the Y-Intercept (b)

Use one of the points and the slope in the slope-intercept form 𝒚 = 𝒎𝒙 + 𝒃 to solve for (b).

Step 4: Write the Equation

Now that you have m and b write the equation in slope-intercept form.

Example:
Points from the graph: (1, 3) and (3, 7)

1. Find the slope m:

2. Use the point (1, 3) to find ( b ):

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

3=2(1)+b
3=2+b
b=3-2
b=1

3. Write the equation:

𝒚 = 𝟐𝒙 + 𝟏 (𝒔𝒍𝒐𝒑𝒆 − 𝒊𝒏𝒕𝒆𝒓𝒄𝒆𝒑𝒕 𝒇𝒐𝒓𝒎)

We can also transform this into point-slope form and standard form.

𝑦 − 1 = 2 𝑥 (𝑝𝑜𝑖𝑛𝑡 − 𝑠𝑙𝑜𝑝𝑒 𝑓𝑜𝑟𝑚)

2𝑥 − 𝑦 = −1 (𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑓𝑜𝑟𝑚)

That's it! Now you know how to solve for the equation of a line using different pieces of information. For
sketching the graph of these lines, we may refer to our Module #7. The process will be the same. Keep
practicing, and soon you'll be solving these equations with ease!

II. Skill Building Activity- 20 mins

1. Write the equation of each line given the y-intercept and the slope. Write in slope-intercept form and
standard from.
a. The slope is -3 and the y-intercept is 3.
b. The slope is 2/5 and the y-intercept is -2.

2. Determine the equation of line with the given properties. Then sketch the line. The line is passing through
point (4,5) and having a slope of 4. Write in point-slope form and standard form.

C. CHECK

I. Check for Understanding - 15 mins

Find the equation of the line with the given properties:

1. m=1 and b=-7

2. m=4 and b=8
3. a=7 and b=4
4. Passing through (11,0) and m=2
5. Passing through (-7,2) and (3,6)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

D. LESSON WRAP UP

I. Summary / Frequently Asked Questions- 10 mins

Why is it useful to know different forms of the equation of a line?

Different forms can be useful in different situations. Slope-intercept form is great for quickly graphing a line,
point-slope form is handy when you know a point and the slope, and the standard form is useful for certain
algebraic operations.

Can a line have more than one equation?

Yes, a line can be represented in different forms as we have discussed. These are just different ways of
expressing the same line.

Why is the slope very important?

The slope (m) represents how steep the line is. It’s calculated as the change in y over the change in x (rise
or run). A positive slope means the line goes up as you move to the right, while the negative slope means it
goes down.

II. Thinking about Learning

III. Glossary of Terms

1. Linear Equation: An equation that represents a straight line in a two-dimensional space. Common
forms include slope-intercept, point-slope, and standard form.
2. Slope-Intercept Form: The equation of a line in the form 𝑦 = 𝑚𝑥 + 𝑏 where m is the slope and b is the
y-intercept. It is straightforward as it directly provides the slope and the y-intercept.
3. Point-Slope Form: The equation of a line in the form 𝑦: 𝑦 − 𝑦1 = 𝑚(𝑥2 − 𝑥1 ) where m is the slope and
(𝑥, 𝑦) is a point on the line. This form is useful when a point on the line and the slope are known.
4. Standard Form: The equation of a line in the form 𝐴𝑥 + 𝐵𝑦 = 𝐶, where A, B, and C are integers. This
form is useful for algebraic manipulations and when dealing with perpendicular and parallel lines.
5. Slope (m): The rate at which 𝑦y changes with respect to 𝑥x. It indicates the steepness of the line and

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________
𝑦2 −𝑦1
can be calculated using the formula 𝑚 = .
𝑥2 −𝑥1
6. Y-Intercept (b): The point where the line crosses the y-axis, represented by the coordinate (0,𝑏)(0,b). It
is the value of y when x is 0.
7. X-Intercept: The point where the line crosses the x-axis, represented by the coordinate (𝑥,0)(x,0). It is
the value of x when y is 0.
8. Graphing a Line: The process of plotting points that satisfy the linear equation and connecting them to
form a straight line. It involves using the slope and intercepts to determine key points on the graph.
9. Deriving the Equation of a Line: The process of finding the equation that represents a line given
specific parameters, such as two points on the line, the slope and a point, or a graph of the line.
10. Intercepts: The points where the line crosses the axes. The y-intercept is where the line crosses the y-
axis, and the x-intercept is where the line crosses the x-axis.
11. Transforming Equations: The process of converting the equation of a line from one form to another,
such as from slope-intercept form to standard form or point-slope form.
12. Visual Representation: Using a graph to illustrate the relationship described by a linear equation. This
helps in understanding the geometric interpretation of the equation.
13. Perpendicular Lines: Lines that intersect at a right angle. The slopes of two perpendicular lines are
negative reciprocals of each other.
14. Parallel Lines: Lines that never intersect. They have the same slope but different y-intercepts.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Logarithms, Logarithmic Functions and Materials:

Exponential Functions Pen, Notebook, Scientific Calculator

Learning Targets: References:

By the end of the lesson, students will be able to: College Algebra by R. David Gustafson
1. Explain logarithms, the types of logarithms and logarithmic and James Stewart
functions by providing examples. Algebra and Trigonometry with
2. Rewrite logarithmic functions and solve logarithmic WileyPLUS Set by Cynthia Y. Young
equations and exponential equations by applying the various
laws on logarithm.

CONNECT (5 mins)
A.1. Lesson Preview/Review
Welcome to Module #12! Today, we will learn about logarithms. Read the learning targets listed above so you
have a good idea of what to expect from today’s lesson.

To help you learn better, remember:

Let’s start learning!

Logarithms are an essential concept in mathematics, particularly useful for solving equations involving
exponents and understanding the behavior of exponential growth and decay. A logarithm answers the
question: "To what exponent must a specific base be raised to produce a given number?"

Understanding logarithms gives us powerful tools for dealing with exponential relationships and prepares
them for more advanced topics in mathematics and science.

COACH

B.1. Content Notes (50 mins)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

In this lesson, we will be learning about “Logarithms, Logarithmic Functions and Exponential Functions”. To
help us understand what we read, we will use the comprehension strategy Summarizing and
Generalization.

LOGARITHMS, LOGARITHMIC FUNCTIONS AND EXPONENTIAL FUNCTIONS

Logarithms are an essential concept in mathematics, particularly useful for solving equations involving
exponents. Functions that contain logarithms are known as logarithmic functions and equations involving
logarithms of variables or expressions are known as logarithmic equations. Let us define formally what
logarithm is.

For x > 0, b > 0 and b ≠ 1, the logarithmic function of the argument x with base b is denoted by
f(x) = log b x, where
y = log b x if and only if x = b y .
We read log b x as “log base b of x.”

This definition says that x = b y (exponential form) and 𝑦 = log b x (logarithmic form) are equivalent.
Hence, we can say that
log b x = y ⇔ b y = x.

We can observe that the logarithm of any number x to a given base b is the exponent to which the base must
be raised to equal the given number. This transformation is particularly crucial in situations where the
unknown is in the exponent. Before we continue, let us practice rewriting an equation in logarithmic form to
exponential form and vice versa.

EXAMPLE 1
Write each logarithmic equation in its equivalent exponential form.
a) log 2 (x) = 3 b) log 5 (m) = 2 c) log 3 (p) = 4 d) log v (7) = k e) log g (13) = h

SOLUTION:
For every given logarithmic equation, we will use the conversion log b x = y ⇔ b y = x.
a) Given: log 2 (x) = 3; Exponential form: 𝟐𝟑 = 𝐱
b) Given: log 5 (m) = 2; Exponential form: 𝟓𝟐 = 𝐦
c) Given: log 3 (p) = 4; Exponential form: 𝟑𝟒 = 𝐩
d) Given: log v (7) = k; Exponential form: 𝐯 𝐤 = 𝟕
e) Given: log g (13) = h; Exponential form: 𝐠 𝐡 = 𝟏𝟑

EXAMPLE 2
Write each exponential equation in its equivalent logarithmic form.
a) 23 = x b) 52 = m c) p4 = 3 d) 7k = v e) z h = g

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

SOLUTION:
For every given exponential equation, we will use the conversion b y = x ⇔ log b x = y.
a) Given: 23 = x; Logarithmic form: 𝐥𝐨𝐠 𝟐 𝐱 = 𝟑
b) Given: 52 = m; Logarithmic form: 𝐥𝐨𝐠 𝟓 𝐦 = 𝟐
c) Given: p4 = 3; Logarithmic form: 𝐥𝐨𝐠 𝐩 𝟑 = 𝟒
k
d) Given: 7 = v; Logarithmic form: 𝐥𝐨𝐠 𝟕 𝐯 = 𝐤
h
e) Given: z = g; Logarithmic form: 𝐥𝐨𝐠 𝒛 𝐠 = 𝐡

TYPES OF LOGARITHM
I. COMMON LOGARITHM
The common logarithm is the logarithm with base 10. Because it is widely used, f(x) = log10 (x) is often
simplified to f(x) = log(𝑥). Thus, if the base is not explicitly stated, base 10 is implied. For example, if you see
log(3), it is understood to mean f(x) = log10 (3).

II. NATURAL LOGARITHM

The natural logarithm is the logarithm with base e. The natural logarithm f(x) = log e (x) is often expressed
as f(x) = ln(x). For example, log e (5x) is simply rewritten as ln(5x). The number e is an irrational number with
a value of approximately 2.71828.

PROPERTIES OF LOGARITHM
Understanding the properties of logarithms is essential for simplifying expressions and solving equations
involving logarithms. These properties transform multiplicative relationships into additive ones, making
calculations more manageable. In the following discussion, we will explore the key properties of logarithms
and their practical applications.

If b, M and N are positive real numbers, where b ≠ 1 and p and x are real numbers, then the following are true:
PROPERTY EXAMPLE
1. log b 1 = 0 log 1 = 0
“The logarithm of 1 to base b is 0.” ln 1 = 0
log 5 1 = 0

2. log b b = 1 log(10) = log10 (10) = 1

“The logarithm of b to the base b is 1.” ln(e) = log e (e) = 1
log 8y (8y) = 1

3 3
3. b logb x = x, provided x > 0 10log(x ) = 10log10(x ) = x 3
“b raised to the logarithm of x to the base b is equal eln(x+5) = eloge(x+5) = x + 5
to x, provided x > 0.” 7log7(9y−1) = 9y − 1

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

PROPERTY EXAMPLE
4. log b(bx )
=x log 109x = 9x
“The logarithm of bx to the base b is x.” ln e5y = 5y
log13 13q = q

5. log b (x n ) = nlog b (x) log(24 ) = 4 log(2)

Power Rule: “The logarithm of a number raised to an ln(52x ) = 2x ln(5)
exponent is the exponent times the logarithm of the log 6 (v z ) = vlog 6 (v)
number.”

6. log b MN = log b M + log b N log(5xy) = log(5) + log(x) + log(y)

Product Rule: “The logarithm of a product is the ln(xy) = ln(x) + ln(y)
sum of the logarithms.” log 7 (2vw) = log 7 (2) + log 7 (v) + log 7 (w)

M 2
7. log b ( ) = log b M − log b N log ( ) = log(2) − log(x)
N x
Quotient Rule: “The logarithm of a quotient is the w
ln ( ) = ln(w) − ln(2z)
difference of the logarithms.” 2z
9w
log 4 ( ) = log 4 (9w) − log 4 (5y)
5y

log a M log y ln y log 5 y

8. log b M = log 8 y = = =
log a b log 8 ln 8 log 5 y
Change - of - base formula. It does not matter what log x ln x log11 x
base we select for a. The ratio will be the same. log w x = = =
log w ln w log11 w

EXAMPLE 3
Write the following expressions in terms of sum or difference of simpler logarithms.
Sample: log(x 2 y 5 ) = 2 log(x) + 5 log(y)
r4 x2 − x − 2
a) log(3x 4 y −7 ) b) ln(x√y 2 + z 2 ) c) log b ( 2 ) d) ln [ 2 ]
s x + 3x − 4

SOLUTION:
a) Given: log(3x 4 y −7 )
1. Use the Product Rule log(3x 4 y −7 ) = log(3) + log(x 4 ) + log(y −7 )
(Property 6)

2. Use the Power Rule log(3x 4 y −7 ) = log(3) + 4 log(x) + (−7) log(y)

(Property 5) log(3x 4 y −7 ) = 𝐥𝐨𝐠(𝟑) + 𝟒 𝐥𝐨𝐠(𝐱) − 𝟕 𝐥𝐨𝐠(𝐲)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

b) Given: ln(x√y 2 + z 2 )
1. Convert the radical 1
ln (x√y 2 + z 2 ) = ln (x(y 2 + z 2 )2 )
expression to exponential form.

2. Use the Product Rule 1

ln (x√y 2 + z 2 ) = ln(x) + ln ((y 2 + z 2 )2 )
(Property 6)

3. Use the Power Rule 𝟏

ln (x√y 2 + z 2 ) = 𝐥𝐧(𝐱) + 𝐥𝐧(𝐲 𝟐 + 𝐳 𝟐 )
(Property 5) 𝟐

Note that y 2 + z 2 is non-

factorable. Thus, we cannot
simplify it any further.

r4
c) Given: log b ( 2 )
s
1. Use the Quotient Rule r4
(Property 7) log b ( 2 ) = log b (r 4 ) − log b (s 2 )
s

2. Use the Power Rule r4

(Property 5) log b ( 2 ) = 𝟒𝐥𝐨𝐠 𝐛 (𝐫) − 𝟐 𝐥𝐨𝐠 𝐛 (𝐬)
s

x2 − x − 2
d) Given: ln [ 2 ]
x + 3x − 4
1. Use the Quotient Rule x2 − x − 2
(Property 7) ln [ 2 ] = ln[x 2 − x − 2] − ln[x 2 + 3x − 4]
x + 3x − 4

2. Factor out the polynomials. x2 − x − 2

ln [ 2 ] = ln[(x − 2)(x + 1)] − ln[(x − 1)(x + 4)]
x + 3x − 4

3. Use the Product Rule x2 − x − 2

(Property 6) ln [ 2 ] = 𝐥𝐧(𝐱 − 𝟐) + 𝐥𝐧(𝐱 + 𝟏) − 𝐥𝐧(𝐱 − 𝟏) − 𝐥𝐧(𝐱 + 𝟒)
x + 3x − 4

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

EXAMPLE 4
Write each expression as a single logarithm.
Sample: 3 log a + 4 log b = log(a3 b4 )
1 2
a) 3 log b x + 5 log b y b) log b x − log b y
2 3
c) ln(x + 1) + ln(x − 1) − 2 ln(x 2 + 3) d) ln √x − 2 + ln √x + 2 − 2 ln(x 2 − 4)

SOLUTION:
a) Given: 3 log b x + 5 log b y

1. Use the Power Rule 3 log b x + 5 log b y = log b (x 3 ) + log b (y 5 )

(Property 5)
2. Use the Product Rule 3 log b x + 5 log b y = 𝐥𝐨𝐠 𝐛 (𝐱 𝟑 𝐲 𝟓 )
(Property 6)

1 2
b) Given: log b x − log b y
2 3

1. Use the Power Rule 1 2 1 2

log b x − log b y = log b (x 2 ) − log b (y 3 )
(Property 5) 2 3

2. Use the Quotient Rule 1

1 2 x2
(Property 7) log b x − log b y = log b [ 2 ]
2 3
y3

3. Convert the exponential 1 2 √𝐱

expressions to radical form. log b x − log b y = 𝐥𝐨𝐠 𝐛 [ 𝟑 ]
2 3 √𝐲 𝟐

c) Given: ln(x + 1) + ln(x − 1) − 2 ln(x 2 + 3)

1. Use the Power Rule ln(x + 1) + ln(x − 1) − 2 ln(x 2 + 3) = ln(x + 1) + ln(x − 1) − ln[(x2 + 3)2 ]
(Property 5)

2. Use the Product Rule (x + 1)(x − 1)

(Property 6) and Quotient Rule ln(x + 1) + ln(x − 1) − 2 ln(x 2 + 3) = ln [ ]
(x 2 + 3)2
(Property 7)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

3. Multiply the polynomials in 𝐱𝟐 − 𝟏

the numerator ln(x + 1) + ln(x − 1) − 2 ln(x 2 + 3) = 𝐥𝐧 [ 𝟐 ]
(𝐱 + 𝟑)𝟐

d) Given: ln √x − 2 + ln √x + 2 − 2 ln(x 2 − 4)

1. Use the Power Rule ln √x − 2 + ln √x + 2 − 2 ln(x 2 − 4) = ln √x − 2 + ln √x + 2 − ln[(x 2 − 4)2 ]

(Property 5)

2. Use the Product Rule (√x − 2)(√x + 2)

(Property 6) and Quotient Rule ln √x − 2 + ln √x + 2 − 2 ln(x 2 − 4) = ln [ ]
(x 2 − 4)2
(Property 7)

3. Multiply the radical √(x − 2)(x + 2) √x 2 − 4

expressions in the numerator ln √x − 2 + ln √x + 2 − 2 ln(x 2 − 4) = ln [ ] = ln [ ]
(x 2 − 4)2 (x 2 − 4)2

1
4. Convert radical expression (x 2 − 4)2 1
2
into exponential form. Use ln √x − 2 + ln √x + 2 − 2 ln(x − 4) = ln [ 2 2
] = ln [(x 2 − 4)2−2]
properties of exponents to (x − 4)
simplify 3 1
ln √x − 2 + ln √x + 2 − 2 ln(x 2 − 4) = ln [(x 2 − 4)−2 ] = ln [ 3]
(x 2 − 4)2
𝟏 𝟏
ln √x − 2 + ln √x + 2 − 2 ln(x 2 − 4) = 𝐥𝐧 [ 𝟑] = 𝐥𝐧 [ ]
(𝐱 𝟐 − 𝟒)𝟐 √(𝐱 𝟐 − 𝟒)𝟑

SOLVING EXPONENTIAL EQUATIONS

Before continuing to the next part of the lesson, let us first take a look at two essential properties that can
be applied to both exponential and logarithmic equations.
PROPERTY EXAMPLE
One - To - One Property
bx = b y if and only if x=y 2
If 59x = 54−x , then 9x = 4 − x 2 .
log b x = log b y if and only if x=y If ln(4x 3 ) = ln(1 − 7x), then 4x 3 = 1 − 7x.

Inverse Property
3
b logb x = x where x > 0 10log z = z 3
eln(5x−7) = 5x − 7

log b bx = x log 3 39y = 9y

2
ln e2x +5 = 2x 2 + 5

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Having studied the properties of exponents and logarithms, let's now explore two strategies for solving
exponential equations.

Type of Equation Strategy Example

Simple 1. Rewrite both sides of the equation in terms of 2x−3 = 32
the same base. 2x−3 = 25
2. Use the one - to - one property to equate the x−3=5
exponents.
3. Solve for the variable. 𝐱=𝟖

Complicated 1. Isolate the exponential expression. 3e2x − 2 = 7

3e2x = 7 + 2
3e2x = 9
3e2x 9
=
3 3
e2x = 3

2. Take the same logarithm of both sides.

(Take the logarithm with base that is equal to
the base of the exponent and use the property ln(e2x ) = ln(3)
log b bx or take the natural logarithm and use
the property ln M p = p ln M).

3. Use the property log b bx = x or ln ex = x 2x = ln(3)

𝟏
4. Solve for the variable. 𝐱 = 𝐥𝐧(𝟑)
𝟐

EXAMPLE 5: SOLVING SIMPLE EXPONENIAL EQUATIONS

Solve the following problems.
1 4y
a) 3x = 81 b) 57−x = 125 c) ( ) = 16
2

a) Given: 3x = 81
1. Rewrite both sides of the equation in terms of the 3x = 81
same base. 3x = 92
Since the left side is in terms of base 3, let us 3x = (32 )2
rewrite the right side in terms of base 3. 3x = 34

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

2. Use the one - to - one property to equate the

exponents.
Since both sides are now in terms of base 3, let us x=4
just equate the left side exponent and right side
exponent.

3. Solve for the variable. From step 2, we now have our answer. Thus,
𝐱=𝟒

b) Given: 57−x = 125

1. Rewrite both sides of the equation in terms of the 57−x = 125
same base. 57−x = 53
Since the left side is in terms of base 5, let us
rewrite the right side in terms of base 5.

2. Use the one - to - one property to equate the

exponents.
Since both sides are now in terms of base 5, let us 7−x =3
just equate the left side exponent and right side
exponent.

3. Solve for the variable. −x = 3 − 7

−x = −4
−x −4
=
−1 −1
𝐱=𝟒

1 4y
c. Given: ( ) = 16
2
1. Rewrite both sides of the equation in terms of the 14y
same base. = 24
24y
Notice that 16 can be rewritten in terms of base of 1
base 2. Thus, let us rewrite both sides of the = 24
24y
equation in terms of base 2. 2−4y = 24
2. Use the one - to - one property to equate the
exponents.
Since both sides are now in terms of base 2, let us −4y = 4
just equate the left side exponent and right side
exponent.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

3. Solve for the variable. −4y 4

=
−4 −4
𝐲 = −𝟏

EXAMPLE 6: SOLVING MORE COMPLICATED EXPONENTIAL EQUATIONS

Solve the following problems.
2
a) 53x = 16 b) 43x+2 = 71 c) 4ex = 64 d) e2x − 4ex + 3 = 0

SOLUTION:
When the left side and right side of the equation can’t be rewritten in terms of a common base, let use the
strategy for complicated exponential equations.

a) Given: 53x = 16

1. Take the natural logarithm of both sides of the 53x = 16

equation. ln(53x ) = ln(16)
Note that you can use any logarithm. However, using
natural logarithm will be easier.

2. Use the Power Rule (Property 5) on the left side of 3x ln(5) = ln(16)
the equation.

3. Get rid of the logarithm term on the left side of the 3x ln(5) ln(16)
equation. =
3 ln(5) 3ln(5)
Let us divide both sides by 3 ln(5) so that only the ln(16)
variable x will be left on the left side of the equation. x=
3ln(5)
Then, use the calculator to solve for the value of x.

4. Solve the variable. 𝐱 ≈ 𝟎. 𝟓𝟕𝟒𝟐𝟒

Use the calculator to solve for the value of x.

b) Given: 43x+2 = 71

1. Take the natural logarithm of both sides of the 43x+2 = 71

equation. ln(43x+2 ) = ln(71)
Note that you can use any logarithm. However, using
natural logarithm will be easier.

2. Use the Power Rule (Property 5) on the left side of (3x + 2) ln(4) = ln(71)
the equation.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

3. Solve for the variable. (3x + 2) ln(4) ln(71)

Let us divide both sides by ln(4) so that only 3x + 2 =
ln(4) ln(4)
will be left on the left side of the equation. ln(71)
3x + 2 =
ln(4)

4. Solve for the variable x. Then, use the calculator ln(71)

to solve for the value of x. 3x = −2
ln(4)
ln(71)
( − 2)
ln(4)
x=
3
𝐱 ≈ 𝟎. 𝟑𝟓𝟖𝟐𝟗
2
c) Given: 4ex = 64
2
1. Rewrite both sides of the equation in terms of the 4ex = 64
same base. 2
4ex = 43
Since the right side of the equation can be expressed
in terms of base 4, let us rewrite both sides of the
equation in terms of base 4.
2
2. Divide both sides by 4 so that only the term with 4ex 43
the variable will be left on the left side of the equation. =
4 4
2
ex = 42
2
ex = 16
2
3. Take the natural logarithm of both sides of the ln(ex ) = ln(16)
equation.
Since the left side of the equation is in terms of base
e, using the natural logarithm is the best option.

4. Use Property 4 on Logarithms (log b (bx ) = x) on x 2 = ln(16)

the left side of the equation.

5. Solve for the variable. x = √ln(16)

Take the square root of both sides of the equation to 𝐱 = ±𝟏. 𝟔𝟔𝟓𝟏𝟏
get the value of x. Use the calculator to get the value
of the variable.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

d) Given: e2x − 4ex + 3 = 0

We will now introduce a new method for solving exponential equations by transforming the given exponential
equation into a polynomial equation. Notice that e2x = (ex )2 . Therefore, we can let ex = u, which means
e2x = u2 .

1. Rewrite the given exponential equation into a

polynomial equation. e2x − 4ex + 3 = 0
u2 − 4u + 3 = 0
Let ex = u and e2x = u2 .

2. Get the roots of the polynomial. Calculator Input: w531=p4=3==

To make things easier, let us use our calculator to We should get:

solve for the roots.

Thus, u = 3 and u = 1

4. Using the first root, convert u back in terms of x.

Recall that we let ex = u.

a. Use the substitution u = ex . u=3

ex = 3

b. Using properties of logarithms, solve for x. ln(ex ) = ln(3)

x = ln(3)
x ≈ 1.09861

5. Repeat step 4 for the second root. u=1

ex = 1

ln(ex ) = ln(1)
x=0

6. State the answer. From our solution, the values for x are
𝐱 ≈ 𝟏. 𝟎𝟗𝟖𝟔𝟏 and 𝐱 = 𝟎

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

SOLVING LOGARITHMIC EQUATIONS

Now, let us explore two strategies for solving logarithmic equations.
Type of Equation Strategy Example
Simple 1. Combine logarithms on each side of the log(x − 3) + log(𝑥) = log(4)
equation using properties. log x(x − 3) = log(4)
2. Use the one - to - one property to equate the x(x − 3) = 4
arguments.
3. Solve for the variable. x 2 − 3𝑥 − 4 = 0
(x − 4)(x + 1) = 0
x = −1,4

4. Check the results and eliminate any Eliminate x = −1 because log(−1)

extraneous solutions. Note that the logarithm is undefined.
of a negative number is undefined. Hence, the solution is 𝐱 = 𝟒.

Complicated 1. Combine and isolate the logarithmic log 5 (x + 2) − log 5 (x) = 2

expressions. x+2
log 5 ( )=2
x
x+2
= 52
2. Rewrite the equation in exponential form. x

3. Solve for the variable. x + 2 = 25x

24x = 2
1
x=
12
1 1
4. Check the results and eliminate any log 5 ( + 2) − log 5 ( )
extraneous solutions. 12 12
25 1
= log 5 ( ) − log 5 ( )
12 12
25/12
= log 5 ( )
1/12
= log 5 (25) = 2 ✓

Thus, the solution is 𝐱 = 𝟏/𝟏𝟐.

EXAMPLE 7: SOLVING SIMPLE LOGARIHMIC EQUATION

Solve the following problems.
a) log 4 (2x − 3) = log 4 (x) + log 4 (x − 2) b) ln(x + 8) = ln(x) + ln(x + 3)
2
c) ln(3 − x ) = 7

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

SOLUTION:
a) Given: log 4 (2x − 3) = log 4 (x) + log 4 (x − 2)

1. Apply the Product Rule (Property 6) on the right log 4 (2x − 3) = log 4 (x) + log 4 (x − 2)
side. log 4 (2x − 3) = log 4 [x(x − 2)]

2. Apply the One - to - One Property. 2x − 3 = x(x − 2)

3. Distribute and Simplify. 2x − 3 = x 2 − 2𝑥

x 2 − 2x − 2x + 3 = 0
x 2 − 4x + 3 = 0
4. Factor. (x − 3)(x − 1) = 0

5. Solve for x. 𝑥−3 = 0

𝑥=3

𝑥−1 = 0
𝑥=1

Thus, 𝑥 = 3 or 𝑥 = 1

6. Check for extraneous solutions. If x = 1, we can see that

log 4 (2x − 3) = log 4 [2(1) − 3] = log 4 (−1)
Since we have a negative argument, we will
disregard x = 1.

Hence, the final answer is 𝐱 = 𝟑.

b) Given: ln(x + 8) = ln(x) + ln(x + 3)

1. Apply the Product Rule (Property 6) on the right ln(x + 8) = ln(x) + ln(x + 3)
side. ln(x + 8) = ln[x(x + 3)]

2. Apply the One - to - One Property. x + 8 = x(x + 3)

3. Distribute and Simplify. x + 8 = x 2 + 3x

x 2 + 3x − x − 8 = 0
x 2 + 2x − 8 = 0
4. Factor. (x − 2)(x + 4) = 0

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

5. Solve for x. x−2 =0

x=2

x+4 =0
x = −4

Thus, x = 2 or x = −4.

6. Check for extraneous solutions. If x = −4, we can see that

ln(x + 8) = ln(−4 + 8) = ln(−4).
Since we have a negative argument, we will
disregard x = −4.

Hence, the final answer is 𝐱 = 𝟐.

EXAMPLE 8: SOLVING a More Complicated Logarithmic Equation

Solve the following problems.
a) log 3 (9x) − log 3 (x − 8) = 4 b) log 2 (4x) − log 2 (2) = 2

SOLUTION:

a) Given: log 3 (9x) − log 3 (x − 8) = 4

1. Apply the Quotient Rule (Property 7) on the left log 3 (9x) − log 3 (x − 8) = 4
side. 9x
log 3 ( )=4
x−8

2. Write in exponential form 9x

= 34
log b x = y ⇔ b y = x x−8

3. Simplify the right side. 9x

= 81
x−8

4. Multiply the equation by the LCD (in this case, 9x = 81(x − 8)

the LCD is x − 8).
5. Eliminate parentheses. 9x = 81x − 648

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

6. Solve for x. 9x − 81x = −648

−72x = −648
−72x −648
=
−72 −72
x=9

7. Check for extraneous solution. Substitute x = 9 to the given equation.

log 3 (9x) − log 3 (x − 8) ≟ 4
log 3 [9(9)] − log 3 [9 − 8] ≟ 4
log 3 [81] − log 3 [1] ≟ 4
log 3 [34 ] − log 3 [1] ≟ 4
4 log 3 [3] − log 3 [1] ≟ 4
4[1] − 0 ≟ 4
4=4✓

Since the equation is satisfied, we can now say that

the solution is
𝐱=𝟗

b) Given: log 2 (4x) − log 2 (2) = 2

1. Apply the Quotient Rule (Property 7) on the left log 2 (4x) − log 2 (2) = 2
side. 4x
log 2 ( ) = 2
2
log 2 (2x) = 2

2. Write in exponential form 22 = 2x

log b x = y ⇔ b y = x

3. Simplify the left side. 4 = 2x

4. Solve for x. 4 2x
=
2 2
2=x
x=2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

5. Check for extraneous solution. Substitute x = 2 to the given equation.

log 2 (4x) − log 2 (2) ≟ 2
log 2 [4(2)] − log 2 (2) ≟ 2
log 2 (4) + log 2 (2) − log 2 (2) ≟ 2
log 2 (22 ) + 0 ≟ 2
2 log 2 (2) + 0 ≟ 2
2(1) + 0 ≟ 2
2=2✓

Since the equation is satisfied, we can now say that

the solution is
𝐱=𝟐

c) Given: ln(3 − 𝑥 2 ) = 7.

1. Write in exponential form. ln(3 − x 2 ) = 7

log e (3 − x 2 ) = 7
e7 = 3 − x 2

2. Rewrite the equation so that the x term is on the x 2 = 3 − e7

left side.

3. Solve for x. Take the square root of both sides. x = √3 − e 7

x ≈ √−1093.63316

Note that that square root of a negative number will

NOT yield a real number.

Therefore, this problem has NO REAL SOLUTION.

We are now done with our text. I hope that you are able to learn how to solve problems involving logarithm
functions. Before reading the text, it was mentioned that we will be using the comprehension strategy
Summarizing and Generalization. I hope that as you read the text, you made a summary of what you learned.
Here is a sample of summary if the lesson. You may use this as a guide to make your own summary in the
future.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

LOGARITHMS, LOGARITHMIC FUNCTIONS AND EXPONENTIAL FUNCTIONS

• For x > 0, b > 0 and b ≠ 1, the logarithmic function of the argument x with base b is denoted by
f(x) = log b x, where y = log b x if and only if x = b y . We read log b x as “log base b of x.”
• Logarithmic functions are functions that contain logarithms.
• Logarithmic equations are equations involving logarithms of variables or expressions.
• Logarithmic equations and exponential equations can be transformed from one form to the other using
the relationship 𝐥𝐨𝐠 𝐛 𝐱 = 𝐲 ⇔ 𝐛 𝐲 = 𝐱.
• The common logarithm is the logarithm with base 10. Because it is widely used, f(x) = log10 (x) is
often simplified to f(x) = log(𝑥).
• The natural logarithm is the logarithm with base e. The natural logarithm f(x) = log e (x) is often
expressed as f(x) = ln(x).
• PROPERTIES OF LOGARITHMS:
If b, M and N are positive real numbers, where b ≠ 1 and p and x are real numbers, then the following
are true:
a. log b 1 = 0
b. log b b = 1
c. b logb x = x, provided x > 0
d. log b (bx ) = x
e. Power Rule: log b (x n ) = nlog b (x)
f. Product Rule: log b MN = log b M + log b N
M
g. Quotient Rule: log b ( ) = log b M − log b N
N
loga M
h. Change of base formula: log b M =
loga b
i. One - To - One Property:
bx = b y if and only if x = y
log b x = log b y if and only if x = y
j. Inverse Property:
b logb x = x where x > 0

B.2. Skill Building Activity (20 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. Write the following expressions in terms of sum or difference of simpler logarithms.

Sample: log(x 2 y 5 ) = 2 log(x) + 5 log(y)
x9y5 (x + y)2
a) log 4 (x 3 y 5 ) b) log ( 3 ) c) ln √xy d) log 3 [ 2 ]
z x + y2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

2. Write each expression as a single logarithm.

Sample: 3 log a + 4 log b = log(a3 b4 )
a)7 log12 x + 2 log12 y b)3 log x − 6 log y c)5 ln(x + y) − 2 ln y − 8 ln x

3. Solve each of the following exponential equations. Express irrational answers in 5 decimal places.
a) 53x = 57x−2 2
b) 4t = 46−t c) 7x = 9 d) 24y+1 − 3y = 0

4. Solve each of the following logarithmic equations. Express irrational answers in 5 decimal places.
a) log x + log(x − 1) b) ln 10 − ln(7 − x) = ln x
c) log 5 (2x + 4) = 2 d) log x = 1 − log(x − 3)

For supplementary materials (readings and videos) and practice problems, visit these websites.

https://www.khanacademy.org/math/math3/x5549cc1686316ba5:logs

CHECK

C.1. Check for Understanding (15 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. Write the following expressions in terms of sum or difference of simpler logarithms.

Sample: log(x 2 y 5 ) = 2 log(x) + 5 log(y)
a) log(3x 4 y −7 ) b) ln (x√y 2 + z 2 )

2. Write each expression as a single logarithm.

Sample: 3 log a + 4 log b = log(a3 b4 )
1
a)2 log 4 x + 5 log 4 y − log 4 z b)3 ln(t + 5) − 4 ln(t) − 2 ln(s − 1)
2

3. Solve each of the following exponential equations. Express irrational answers in 5 decimal places.
a)3z = 9𝑧+5 b)5e2𝑧+4 − 8 = 0

4. Solve each of the following logarithmic equations. Express irrational answers in 5 decimal places.
a) ln 10 − ln(7 − x) = ln x b) log 2 (x 2 − 6x) = 3 + log 2 (1 − x)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

CONCLUDE (10 mins)

D.1. Summary / Frequently Asked Questions

How are logarithms applied in real - world situations?
Logarithms have numerous practical applications, such as measuring earthquake intensity (Richter scale),
solution acidity (pH scale), sound intensity (decibels), determining drug decay rates in the body, and
modeling exponential growth and compound interest in finance.

Can you provide an example of a common error made when working with logarithms?
Here are some errors that we can commit when rewriting logarithmic expressions.

INCORRECT
CORRECT APPLICATION
APPLICATION OF ERROR COMMITTED CORRECTION
OF PROPERTY
PROPERTY
By the Product Rule for
The sum of the logarithms, the sum of
logarithms of two the logarithm of two
log 9 + log x 3 = log(9 + x 3 ) expressions is equal to expressions is equal to log 9 + log x 3 = log(9x 3 )
the logarithm of the sum the logarithm of the
of the expressions. product of the
expressions.
By the Quotient Rule for
The difference of the logarithms, the
logarithms of two difference of the 5
ln 5 − log v 2 = ln(5 − 𝑣 2 ) expressions is equal to logarithms of two ln 5 − log v 2 = ln ( 2 )
the logarithm of the expressions is equal to v
difference of the the logarithm of the
expressions. quotient of the
expressions.
Note that
The square of the
[ln(10x)]2 ≠ ln[(10x)2 ].
logarithmic expression
Thus, instead of using
is equal to 2 times the [ln(10x)]2 = ln(10x) ∙ ln(10x)
the Power Rule for
[ln(10x)]2 = 2 ln(10x) logarithmic expression
logarithms, let us use
(The Power Rule for ln[(10x)2 ] = 2 ln(10x)
properties of exponents
logarithms was
instead.
applied).

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

D.2. Thinking about Learning

Two things that you would like to learn more about:

1. ________________________________________________________________________________
2. ________________________________________________________________________________

One question you still have:

1. ________________________________________________________________________________

D.3. Answer Key (Answers to the tasks in the SAS so you can check your understanding)
(Answers will be given by your professors)

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
MAT 171: Calculus 1 for Engineers
Student Activity Sheet #1

Name: ___________________________________________ Class number:

Section: ____________ Schedule: __________________________ Date: _____________

Lesson title: INTRODUCTION TO DIFFERENTIAL Materials: Ballpoint, Notebook, Calculator

CALCULUS Text book: Calculus by Ron Larson,11th Ed
Lesson Objectives: References:
At the end of the lesson, you should be able to: 1..The Calculus 7, by Louis Leithold
1. Define Differential Calculus and related terms 2. Calculus 7th Ed. By James Stewart
2. Classify Functions and their Graphs 3. Differential and Integral Calculus
3. Evaluate Functions by Clyde E. Love and Earl Rainville

Productivity Tip: Most things in life don’t come easy. You

have to make some tough decisions. Make some smart
choices. Being prepared is the only way to know that you
are going to win.

A. LESSON PREVIEW/REVIEW

Introduction
In order to pass the course, you shall be oriented on the following:

1. Course Outline
Differential Calculus is an introductory course covering the core concepts of limits, continuity and
differential of functions involving one or more variables. This also includes: the application of
differential calculations in solving problems on optimization, rates of change, related rates,
tangent and normal lines, partial differentiation and transcendental curve tracing

2. Grading System
The Final Grade is computed as follows:
Final Grade = 0.33(1st Periodical Grade) + 0.33(2nd Periodical Grade) + 0.34(3rd Periodical Grade)

1st Periodical Grade = 60% (Class Standing) + 40% (1st Periodic Exam)
Class Standing = 60%(Quiz) + 40%(Class Participation)
Class Participation = Seatwork, Problem Set, Students’ Activity Sheets
2nd Periodical Grade = 60% (Class Standing) + 40% (2nd Periodic Exam)
Class Standing = 60% Quiz + 40% Class Participation
Class Participation = Seatwork, Problem Set, Students’ Activity Sheets
3rd Periodical Grade = 60% (Class Standing) + 40% (3rd Periodic Exam)
Class Standing = 60% Quiz + 40% Class Participation
Class Participation = Seatwork, Problem Set, Students’ Activity Sheets

Final Exam covers all topics. Passing score is 50.

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Activity 1: What I Know Chart, part 1

What I Know Questions: What I Learned (Activity 4)

1 Do you have any knowledge of

differential calculus?

2 How about functions and their

graphs?

3 Can you evaluate a function?

B. MAIN LESSON

Activity 2: Content Notes

DEFINITIONS

Differential Calculus is the mathematics of the variation of a function with respect to changes in
independent variables; the study of slopes of curves, accelerations, maxima and minima, by
means of derivatives and differentials.

A function is a set of ordered pairs of numbers (𝑥, 𝑦) in which no two distinct ordered pairs have
the same first number. The set of all admissible values of 𝑥 is called the domain of the function,
and the set of all resulting values of 𝑦 is called the range of the function.

The symbols 𝑥 and 𝑦 denote variables. Because the value of 𝑦 is dependent on the choice of
x, 𝑥 denotes the independent variable and 𝑦 denotes the dependent variable.

A function may be denoted as 𝑦 = 𝑓(𝑥) which is read “y equals the function of x” or briefly as “y
equals f of x.” The other symbols used frequently are: 𝑦 = ℎ(𝑥), 𝑦 = 𝑔(𝑥), 𝑦 = 𝜃(𝑥). If we are
given a function 𝑓(𝑥), the value of the function when 𝑥 = 𝑎 is denoted by 𝑓(𝑎).

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GRAPHS OF SIX (6) BASIC FUNCTIONS

𝒇(𝒙) = 𝒙 𝒇(𝒙) = 𝒙𝟐

(1) Identity or Linear Function (2) Quadratic Function

𝒇(𝒙) = 𝒙𝟑 𝒇(𝒙) = +√𝒙

(3) Cubic Function (4) Radical or Square Root Function

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𝟏
𝒇(𝒙) = |𝒙| 𝒇(𝒙) = 𝒙

(5) Absolute Value Function (6) Rational Function

CLASSIFICATION OF FUNCTIONS

All functions are classified as either algebraic or transcendental. A function is algebraic if the operations
involved in the function are combinations of the six fundamental algebraic operations, namely, addition,
subtraction, multiplication, division, evolution (process of taking the nth roots of a number), and involution
(the operation of raising a number to a power).

The elementary transcendental functions are trigonometric functions (sine, cosine, tangent, cosecant,
secant, cotangent) and inverse trigonometric functions (arcsine, arccosine, arctangent, arc cotangent,
arc secant, arc cosecant) and the exponential and logarithmic functions.

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EVALUATION OF A FUNCTION

In evaluating a function, we will input or substitute a value of the independent variable to find the
value of the function. Examples are given for easy comprehension.

Example 1. If 𝑓(𝑥) = 3𝑥 2 − 5,
find: a) 𝑓(1)
b) 𝑓(−3)
c) 𝑓(𝑎)
d) 𝑓(4ℎ − 1)

Solution: Given, 𝑓(𝑥) = 3𝑥 2 − 5 Write the given function

a) 𝑓(1) = 3(1)2 − 5 Substitute 1 for x

=3−5 Simplify
= −2

b) 𝑓(−3) = 3(−3)2 − 5 Substitute (-3) for x

= 3(9) − 5 Simplify
= 27 − 5
= 22

c) 𝑓(𝑎) = 3(𝑎)2 − 5 Substitute a for x

= 3𝑎2 − 5 Simplify

d) 𝑓(4ℎ + 1) = 3(4ℎ + 1)2 − 5 Substitute (4h+1) for x

= 3(16ℎ2 + 8ℎ + 1) − 5 Expand the binomial
= 48ℎ2 + 24ℎ + 3 − 5 Simplify
= 48ℎ2 + 24ℎ − 2

Take note that different values of the

function will be obtained for different
input in the independent variable.

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3𝑥+2
Example 2. If 𝑓(𝑥) =
𝑥−1
𝑥+2
and 𝑔(𝑥) =
𝑥−3

Find 𝑓[𝑔(𝑥)]

Solution:

Write
3𝑥 + 2
𝑓(𝑥) =
𝑥−1
𝑥+2
Substitute 𝑔(𝑥) = 𝑥−3 to x of 𝑓(𝑥)

𝑥+2
3 [ 𝑥 − 3] + 2
𝑓[𝑔(𝑥)] =
𝑥+2
[𝑥 − 3 ] − 1

Simplify

3(𝑥 + 2) + 2(𝑥 − 3)
𝑓[𝑔(𝑥)] = 𝑥−3
(𝑥 + 2) − 1(𝑥 − 3)
𝑥−3

3(𝑥 + 2) + 2(𝑥 − 3) 𝑥−3

𝑓[𝑔(𝑥)] = [ ][ ]
𝑥−3 (𝑥 + 2) − (𝑥 − 3)

3(𝑥 + 2) + 2(𝑥 − 3)
𝑓[𝑔(𝑥)] =
(𝑥 + 2) − (𝑥 − 3)

3𝑥 + 6 + 2𝑥 − 6
𝑓[𝑔(𝑥)] =
𝑥+2−𝑥+3
5𝑥
𝑓[𝑔(𝑥)] =
5

𝑓[𝑔(𝑥)] = 𝑥

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Example 3. If 𝑔(𝑦) = 𝑐𝑜𝑠 2𝑦 − 2𝑠𝑖𝑛 𝑦

find: a) 𝑔(𝜋),
𝜋
b) 𝑔( ),
2
c) 𝑔(0),
d) [𝑔(𝑥) + 𝑔(−𝑥)]

Solution: From the definition of 𝑔(𝑦), it follows that,

a) 𝑔(𝜋) = 𝑐𝑜𝑠 2(𝜋) − 2𝑠𝑖𝑛(𝜋) Substitute 𝜋 for y

=1−0 Simplify
=1

𝜋 𝜋 𝜋 𝜋
b) 𝑔 ( 2 ) = 𝑐𝑜𝑠 2 ( 2 ) − 2𝑠𝑖𝑛 ( 2 ) Substitute 2
for y
= −1 − 2 Simplify
= −3

c) 𝑔(0) = 𝑐𝑜𝑠 2(0) − 2𝑠𝑖𝑛 (0) Substitute 0 for y

=1−0 Simplify
=1

d) [𝑔(𝑥) + 𝑔(−𝑥)]

since: 𝑔(𝑥) = 𝑐𝑜𝑠 2(𝑥) − 2𝑠𝑖𝑛( 𝑥) ,

and 𝑔(−𝑥) = 𝑐𝑜𝑠 2(−𝑥) − 2sin(−𝑥) Note: s𝑖𝑛 (−𝑥) = −𝑠𝑖𝑛 𝑥

= 𝑐𝑜𝑠 (−2𝑥) − 2sin(−𝑥) 𝑐𝑜𝑠 (−𝑥) = 𝑐𝑜𝑠𝑥
= 𝑐𝑜𝑠 2𝑥 + 2𝑠𝑖𝑛 𝑥

Therefore:
[𝑔(𝑥) + 𝑔(−𝑥)] = [𝑐𝑜𝑠 2𝑥 − 2𝑠𝑖𝑛𝑥] + [𝑐𝑜𝑠 2𝑥 + 2𝑠𝑖𝑛𝑥] Substitution
= 2 𝑐𝑜𝑠2𝑥 Simplify

Take note: When dealing with trigonometric functions

with pi (𝜋);

Change the mode of your calculators into “radians

mode”
180
Or convert radians in degrees by multiplying it by, 𝜋

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𝑏−𝑏 2
Example 4. If ℎ(𝑏) = , find: a) ℎ(0)
1+𝑏 2
1
b) ℎ(2)
c) ℎ(𝑡𝑎𝑛 𝑥)

0−0
Solution: a) ℎ(0) = Substitute 0 for b
1+0
0
= Simplify
1
=0

1 1 2
1 −( )
2 2 1
b) ℎ( ) = 1 Substitute 2 for b
2 1+( )2
2
1 1
−
2 4
= 1 Simplify
1+4
1
4
= 5
4
1
=
5

t𝑎𝑛 𝑥− 𝑡𝑎𝑛2 𝑥
𝑐) ℎ(t𝑎𝑛 𝑥) = 1+ 𝑡𝑎𝑛2 𝑥

𝑠𝑖𝑛 𝑥 𝑠𝑖𝑛 𝑥 2
−( )
𝑐𝑜𝑠 𝑥 𝑐𝑜𝑠 𝑥
= 𝑠𝑖𝑛 𝑥 2
1+ ( )
𝑐𝑜𝑠 𝑥

𝑠𝑖𝑛 𝑥 𝑠𝑖𝑛2 𝑥
−
𝑐𝑜𝑠 𝑥 𝑐𝑜𝑠2 𝑥
= 𝑠𝑖𝑛2 𝑥
1+
𝑐𝑜𝑠2 𝑥

𝑐𝑜𝑠 𝑥 𝑠𝑖𝑛 𝑥 − 𝑠𝑖𝑛2 𝑥

= 𝑐𝑜𝑠 2 𝑥
𝑐𝑜𝑠 𝑥 + 𝑠𝑖𝑛2 𝑥
2

𝑐𝑜𝑠 2 𝑥
𝑐𝑜𝑠 𝑥 𝑠𝑖𝑛 𝑥− 𝑠𝑖𝑛2 𝑥
= but: 𝑐𝑜𝑠 2 𝑥 + 𝑠𝑖𝑛2 𝑥 = 1
𝑐𝑜𝑠2 𝑥+ 𝑠𝑖𝑛2 𝑥

𝑐𝑜𝑠 𝑥 𝑠𝑖𝑛 𝑥− 𝑠𝑖𝑛2 𝑥

=
1

h(tan x) = 𝑠𝑖𝑛 𝑥(𝑐𝑜𝑠 𝑥 − 𝑠𝑖𝑛 𝑥) factor out sin x

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Example 5. If 𝑓(𝑣) = 𝑣 3 ,
𝑓(𝑥+∆𝑥) − 𝑓(𝑥)
𝑓𝑖𝑛𝑑: , ∆𝑥 ≠ 0
∆𝑥
𝑓(𝑥 + ∆𝑥) − 𝑓(𝑥)
∆𝑥

Separate evaluation for 𝑓(𝑥 + ∆𝑥) and 𝑓(𝑥)

Considering 𝑓(𝑥 + ∆𝑥)

Substitute: 𝑥 + ∆𝑥 for v
Write: 𝑓(𝑥 + ∆𝑥) = (𝑥 + ∆𝑥)3
Expand 𝑓(𝑥 + ∆𝑥) = (𝑥)3 + 3 (𝑥)2 (∆𝑥) + 3(𝑥) (∆𝑥)2 + (∆𝑥)3
Simplify 𝑓(𝑥 + ∆𝑥) = 𝑥 3 + 3𝑥 2 ∆𝑥 + 3𝑥∆𝑥 2 + ∆𝑥 3

Then, considering: 𝑓(𝑥)

Substitute: 𝑥 for v
Write 𝑓(𝑥) = (𝑥)3
Simplify 𝑓(𝑥) = 𝑥 3

Substitute 𝑓(𝑥 + ∆𝑥) = 𝑥 3 + 3𝑥 2 ∆𝑥 + 3𝑥∆𝑥 2 + ∆𝑥 3 and 𝑓(𝑥) = (𝑥)3

𝑓(𝑥+∆𝑥) − 𝑓(𝑥)
To
∆𝑥

𝑓(𝑥+∆𝑥)−𝑓(𝑥) [𝑥 3 +3𝑥 2 ∆𝑥+3𝑥∆𝑥 2 +∆𝑥 3 ]−[𝑥 3 ]

=
∆𝑥 ∆𝑥

Since we have +x3 and -x3, therefore omit x3

𝑓(𝑥+∆𝑥)−𝑓(𝑥) 3𝑥 2 ∆𝑥+3𝑥∆𝑥 2 +∆𝑥 3

=
∆𝑥 ∆𝑥

Factor ∆x in the numerator

𝑓(𝑥+∆𝑥)−𝑓(𝑥) ∆𝑥(3𝑥 2 +3𝑥∆𝑥 +∆𝑥 2 )

=
∆𝑥 ∆𝑥
Cancel ∆x in the numerator and denominator

𝑓(𝑥+∆𝑥)−𝑓(𝑥)
= 3𝑥 2 + 3𝑥∆𝑥 + ∆𝑥 2
∆𝑥

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Activity 3: Skill-building Activities

Directions: Perform the indicated operations in each exercise. Simplify the results.

1. 𝐼𝑓 𝑓(𝑥) = 𝑥 2 − 4𝑥, 𝑓𝑖𝑛𝑑: 𝑎) 𝑓(−5)

𝑏) 𝑓(𝑦 2 + 1)
𝑐) 𝑓(𝑥 + ∆𝑥)
𝑑) 𝑓(𝑥 + 1) − 𝑓(𝑥 − 1)

𝜋
2. 𝐼𝑓 ℎ(𝑦) = 𝑐𝑜𝑠 𝑦 − 𝑠𝑖𝑛 𝑦, 𝑠ℎ𝑜𝑤 𝑡ℎ𝑎𝑡 ℎ ( 2 + 𝑥) = ℎ(𝜋 − 𝑥) = −ℎ(−𝑥)

Activity 4: What I Know Chart, part 2

What I Learned

1. ______________________________________________________________________________
______________________________________________________________________________
2. ______________________________________________________________________________
______________________________________________________________________________
3. ______________________________________________________________________________
______________________________________________________________________________

Activity 5: Check for Understanding

Directions: Perform the indicated operations in each exercise. Simplify the results.

1. 𝐼𝑓 𝑓(𝑥) = √𝑥 2 + 4, 𝑓𝑖𝑛𝑑: 𝑎) 𝑓(−2) DO YOUR

𝑏) 𝑓(2) BEST
𝑐) 𝑓(𝑥 + 𝑏𝑥)

2. 𝐼𝑓 𝑓(𝑥) = 𝑐𝑜𝑠 𝑥 𝑓𝑖𝑛𝑑: 𝑎) 𝑓(0)

𝑏) 𝑓(𝜋)
𝑐) 𝑓(𝜋 − 𝑦)

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #1

Name: ___________________________________________ Class number:

Section: ____________ Schedule: __________________________ Date: _____________

B. LESSON WRAP-UP

Activity 6: Thinking about Learning

A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think about your Learning

1. What motivated you to finish the lesson today?

_____________________________________________________________________________
_____________________________________________________________________________
2. What could you have done better to improve your learning today?
_____________________________________________________________________________
_____________________________________________________________________________

FAQs

1. What are the applications of differential calculus?

The applications of differential calculus are : (1)Calculation of profit and loss with respect to
business using graphs (2) calculation of the rate of change of temperature, (3) calculation of
speed or distance (4) to derive many Physics equations.

In Electrical Engineering, it used to determine the length of cable from one station to another.

2. What are the pre-requisites of calculus?

You must have prior knowledge in Algebra, Geometry and Trigonometry.

KEY TO CORRECTIONS Activity 5.

Activity 3: 1.a) 45 1. a) 2√2

b) 𝑦 4 − 2𝑦 2 − 3 b) 2√2
c) (𝑥 + ∆𝑥)[𝑥 + ∆𝑥 − 4] c) √𝑥 2 + 2𝑏𝑥 + 𝑏 2 𝑥 2 + 4
d) 4𝑥 − 8
2. a) 1
2. −[𝑐𝑜𝑠 𝑥 + 𝑠𝑖𝑛 𝑥 ] b) −1
c) −c𝑜𝑠 𝑦

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #2

Name:____________________________________________________ Class number: _

Section: ____________ Schedule:___________________________________ Date: ______________

Lesson Title: LIMITS OF FUNCTIONS Materials: Ballpoint, Notebook, Calculator

Lesson Objectives: Textbook: Calculus by Ron Larson, 11th Ed.

At the end of the lesson, you should be able to: References:
1. Define Limits of Functions and Familiarize the 1. The Calculus 7 by Louis Leithold
Theorems 2. Differential and Integral Calculus
1. 2. Evaluate the Limit of Functions by Clyde E. Love and Earl Rainville
2.

Productivity Tip:
Successful people are not gifted. They just work hard,
then succeed on purpose. If you can’t figure out your
purpose, figure out your passion. For your passion will
lead you right into your purpose. Allow your passion to
become your purpose, and it will one day become your
profession.

A. LESSON PREVIEW/REVIEW

Introduction
GOOD DAY! The lesson is your springboard to calculus.
The following topics shall be accomplished in this module:
1. Define limits of functions and familiarize the theorems
2. Evaluate the limit of functions

1) Activity 1: What I Know Chart, part 1

What I Know Questions: What I Learned (Activity 4)

1 Any idea about limits of

functions?

2 How about the theorems on

limits?

3 Do you know how to evaluate

the limits of functions?

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #2

Name:____________________________________________________ Class number: _

Section: ____________ Schedule:___________________________________ Date: ______________

B. MAIN LESSON

DEFINITION OF A LIMIT

 Let 𝑓(𝑥) be a function of 𝑥 and let 𝑎 be constant. If there is a number 𝐿 such that, in order to
make the value of 𝑓(𝑥) as close to 𝐿 as may be desired. It is sufficient to choose 𝑥 close enough
to 𝑎, but different from 𝑎. Then we say that the limit of 𝑓(𝑥) as 𝑥 approaches 𝑎, is 𝐿.

 We write, lim 𝑓(𝑥) = 𝐿 , which is read . . . “the limit of 𝑓(𝑥) as 𝑥 approaches 𝑎, is 𝐿.”
𝑥→𝑎

 In finding the limit of a given expression, the first step is to substitute the value of 𝑎.
If the computed value is defined, then that is the limit;
If not, then other property may be tried.

 Let us consider lim (3𝑥 + 1) .

𝑥→2
Here, 𝑓(𝑥) = 3𝑥 + 1 and the constant 𝑎, which 𝑥 will approach, is 2.

 To determine the limit of 𝑓(𝑥) as 𝑥 approaches 2. We will find the value of 𝑓(𝑥) . . .
as 𝑥 approaches 2 from the left, and,
as 𝑥 approaches 2 from the right.

 To do this, let us evaluate 𝑓(𝑥) for several values of 𝑥, near but not equal to 2.
To approach 2 from the left, we use values less than 2,
such as 𝑥 = 1.600, 1.700, 1.950, 1.999….
Whereas to approach 2 from the right, we use values greater than 2,
such as, 𝑥 = 2.400, 2.300, 2.100, 2.009….

The following table gives the values of 𝑓(𝑥) that corresponds to different values of 𝑥.
𝑥 1.600 1.700 1.950 1.999 2 2.009 2.100 2.300 2.400
𝑓(𝑥) 5.800 6.100 6.850 6.997 7.027 7.300 7.900 8.200

 The table shows that when 𝑥 is near 2, whether a little less or a little greater than 2,
𝑓(𝑥) = 3𝑥 + 1 is nearer 7.

 In other words, “3𝑥 + 1 approaches the number 7 as a limit when 𝑥 approaches 2.”
The abbreviated symbolic form for this statement is,
3𝑥 + 1 → 7 𝑎𝑠 𝑥 → 2.

 We may also say that “the limit of 3𝑥 + 1 as 𝑥 approaches 2 is 7.”

In symbols, we write this as,

lim (3𝑥 + 1) = 7
𝑥→2

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #2

Name:____________________________________________________ Class number: _

Section: ____________ Schedule:___________________________________ Date: ______________

THEOREMS ON LIMITS

We shall need theorems to evaluate the limits of functions. Examples are given for understanding.

Theorem 1: “The limit of a constant is equal to the constant itself”

𝐥𝐢𝐦 𝑪 = 𝑪
𝒙→𝒂

Example: 1.1. 𝐥𝐢𝐦 𝟐 = 2

𝒙→𝟏

𝟏. 𝟐. 𝐥𝐢𝐦 𝟓 = 5
𝒙→𝟎

Theorem 2: “The limit of the variable x, as x approaches a constant a, is equal to a”

𝐥𝐢𝐦 𝒙 = 𝒂
𝒙→𝒂

Example: 2.1. 𝐥𝐢𝐦 𝒙 = 1 Substitute 1 in x

𝒙→𝟏

2.2 𝐥𝐢𝐦 𝑥 2 = (2)2 =4 Substitute 2 in x

𝒙→𝟏

Theorem 3: “The limit of the sum (algebraic sum) of two or more functions is equal to the
sum of their limits”
𝐥𝐢𝐦 [𝒇(𝒙) + 𝒈(𝒙)] = 𝒇(𝒙) + 𝒈(𝒙)
𝒙→𝒂

Example: 3.1 𝐥𝐢𝐦 (𝒙𝟐 + 𝟓) = 𝐥𝐢𝐦 𝒙𝟐 + 𝐥𝐢𝐦 𝟓 Apply theorems 1, 2, 3

𝒙→𝟐 𝒙→𝟐 𝒙→𝟐
2
= 2 +5
= 9

3.2 𝐥𝐢𝐦 (3𝑥 2 + 4𝑥) = 𝐥𝐢𝐦 3𝑥 2 + 𝐥𝐢𝐦 4𝑥 Apply theorems 1, 2, 3

𝒙→𝟏 𝒙→𝟏 𝒙→𝟏
2
= 3(1) + 4(1)
= 3+4
= 7

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Name:____________________________________________________ Class number: _

Section: ____________ Schedule:___________________________________ Date: ______________

Theorem 4: The limit of the product of two or more functions is equal to the product of their
limits”
𝐥𝐢𝐦 [𝒇(𝒙) ∙ 𝒈(𝒙)] = [ 𝐥𝐢𝐦 𝒇(𝒙) ] [ 𝐥𝐢𝐦 𝒈(𝒙) ]
𝒙→𝒂 𝒙→𝒂 𝒙→𝒂

Example: 4.1 Evaluate: 𝐥𝐢𝐦 (3𝑥 2 )(2𝑥 − 7)

𝒙→𝟒
Solution: 𝐥𝐢𝐦 (3𝑥 2 )(2𝑥 − 7) = [𝐥𝐢𝐦 3𝑥 2 ] [𝐥𝐢𝐦 (2𝑥 − 7) ]
𝒙→𝟒 𝒙→𝟒 𝒙→𝟒
= [3(4)2 ] [2(4) − 7] Substitute 4 in x
= (48)(1) Simplify
= 48

Theorem 5: “The limit of the quotient of two fractions is equal to their limits, provided
that the limit of the denominator is not zero”
𝒇(𝒙) 𝐥𝐢𝐦 𝒇(𝒙)
𝒙→𝒂
𝐥𝐢𝐦 = where: lim g(x)≠ 𝟎
𝒙→𝒂 𝒈(𝒙) 𝐥𝐢𝐦 𝒈(𝒙)
𝒙→𝒂

𝑥 3 −4
Example: 5.1 Evaluate 𝐥𝐢𝐦 (2𝑥−1 )
𝒙→𝟑
𝑥 3 −4 𝐥𝐢𝐦 (𝑥 3 −4)
𝒙→𝟑
Solution: 𝐥𝐢𝐦 ( ) =
𝒙→𝟑 2𝑥−1 𝐥𝐢𝐦 (2𝑥−1)
𝒙→𝟑
(3)3 −4
= Substitute 3 in x
2(3)−1
27−4
= 6−1
Simplify
23
= 5

𝑥 3 −𝑥 2 +𝑥−6
Example: 5.2 Evaluate 𝐥𝐢𝐦 𝑥−2
𝒙→𝟏
𝑥 3 −𝑥 2 +𝑥−6 𝑥 3 −𝑥 2 +𝑥−6
Solution: 𝐥𝐢𝐦
𝑥−2
= 𝑥−2
𝒙→𝟏
13 −12 +1−6
= 1−2
Substitute 1 in x
−5
= −1
Simplify
=5

Note that the limits of functions in the

above examples can be obtained by
straight substitution.

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Student Activity Sheets #2

Name:____________________________________________________ Class number: _

Section: ____________ Schedule:___________________________________ Date: ______________

𝒙𝟑 −𝒙𝟐 +𝒙−𝟔
Example: 5.3 Evaluate 𝐥𝐢𝐦
𝒙→𝟐 𝒙−𝟐

Solution: Repeat the application of Theorems 1, 2, and 3,

𝑥 3 −𝑥 2 +𝑥−6 8−4+2−6
lim
𝑥−2
= 2−2
𝑥→2
0
= 0
,

The result is in the indeterminate form.

Hence, Theorem 5 cannot be applied at this stage.

In synthetic division of polynomials,

𝑥 = 2 is a zero of the function 𝑥 3 − 𝑥 2 + 𝑥 − 6
yields 𝑥 3 − 𝑥 2 + 𝑥 − 6 = (𝑥 − 2)(𝑥 2 + 𝑥 + 3).

By synthetic division:

1 −1 1 −6 Լ2
2 2 6
____________________
1 1 3 0

Recall that in the definition of a limit 𝑥 → 𝑎,

𝑥 is barred from taking on the value of 𝑎, that is 𝑥 ≠ 𝑎. For 𝑥 ≠ 2, then:

𝑥 3 −𝑥 2 +𝑥−6 (𝑥−2)(𝑥 2 +𝑥+3).

lim
𝑥−2
= (𝑥−2)
𝑥→2
2
= 𝑥 +𝑥+3

Therefore, to evaluate the limit of the given function of this case, we proceed as follows:

𝑥 3 −𝑥 2 +𝑥−6 (𝑥−2)(𝑥 2 +𝑥+3)

lim
𝑥−2
= lim (𝑥−2)
𝑥→2 𝑥→2

= lim ( 𝑥 2 + 𝑥 + 3 )
𝑥→2

= 22 + 2 + 3 Substitute 2 in x
= 9 Simplify

𝟎
Note: The indeterminate form 𝟎 can be solved by L’Hopital’s Rule

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #2

Name:____________________________________________________ Class number: _

Section: ____________ Schedule:___________________________________ Date: ______________

𝑥 2 +4𝑥−21
Example: 5.4 Evaluate lim
𝑥→3 𝑥 2 −4𝑥+3

Solution: Repeat application of theorems 1, 2, and 3,

𝑥 2 +4𝑥−21 (3)2 +4(3)−21

Lim =
𝑥→3 𝑥 2 −4𝑥+3 (3)2 −4(3)+3

9+12−21 0
= = indeterminate form.
9−12+3 0

Since, 𝑥 2 − 4𝑥 + 3 = 0 Theorem 5 cannot be applied.

The limit may be expressed as,
𝑥 2 +4𝑥−21 (𝑥−3)(𝑥+7)
lim = lim (𝑥−3)(𝑥−1) by factoring
𝑥→3 𝑥 2 −4𝑥+3 𝑥→3
(𝑥+7)
= lim (𝑥−1)
𝑥→3
3+7
=
3−1
10
= 2
=5
𝑥 2 +4𝑥−21
Thus, lim 2 =5
𝑥→3 𝑥 −4𝑥+3

√𝑥−2
Example: 5.5. Evaluate lim
𝑥→4 𝑥−4

√𝑥−2 √4−2
Solution: lim = .
𝑥→4 𝑥−4 4−4

0
= 0
indeterminate form

We rationalize the numerator by multiplying both the

numerator and the denominator by (√𝑥 + 2).

√𝑥−2 √𝑥−2 √𝑥+2

lim = lim ( )
𝑥→4 𝑥−4 𝑥→4 𝑥−4 √𝑥+2
(𝑥−4)
= lim (𝑥−4)(
𝑥→4 √𝑥+2)
1
=
√2+2
1
=
2+2
√𝑥−2 1
Thus, lim =
𝑥→4 𝑥−4 4

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #2

Name:____________________________________________________ Class number: _

Section: ____________ Schedule:___________________________________ Date: ______________

Two special trigonometric limits (Calculus by Larson, p. 86)

𝑠𝑖𝑛 𝛼
Theorem 6: “ If α is measured in radians, lim 𝛼
=1
𝑎→0

1−𝑐𝑜𝑠 𝑥
Theorem 7: lim
𝑥
= 0
𝑥→0

𝑠𝑖𝑛 3𝜃
Example: 6.1. Evaluate lim
𝜃→0 𝜃

𝑠𝑖𝑛 3𝜃 (3)(𝑠𝑖𝑛 3𝜃)

lim
𝜃
= lim (3)𝜃
𝜃→0 𝜃→0
𝑠𝑖𝑛 3𝜃 s𝑖𝑛 3𝜃
Lim
𝜃
= ( lim 3) ( lim 3𝜃
) We take α = 3𝜃 in theorem 6,
𝜃→0 𝜃→0 𝜃→0
= 3(1)
= 3
Activity 3: Skill Building Activities

Evaluate the following:

2𝑥 2 −𝑥−3
1. lim (𝑥 2 + 2𝑥 − 7) 5. lim 3𝑥2 +5𝑥+2
𝑥→2 𝑥→1
𝑦 3 −13𝑦+12
2. lim (𝑥 2 + 5𝑥 − 3) 6. lim 𝑦3 −14𝑦+15
𝑥→3 𝑦→2
𝑠𝑖𝑛 𝑎 2
3. lim (2𝑥 − 1)(𝑥 2 + 5𝑥 − 3) 7. lim
𝑥→3 𝑎→0 𝑎 2
2𝑡 2 +1 𝑠𝑖𝑛 𝑘𝑥
4. lim 𝑡 2 +3𝑡−5 8. lim
𝑡→0 𝑥→0 𝑥

Activity 4: What I Know Chart, part 2

Activity 5: Check for Understanding

Evaluate the limits:
𝑥 2 −1 𝑦 3 −𝑦 2 −𝑦−2
1. lim 𝑥 2 +3𝑥−4 2. lim 2𝑦3 −5𝑦2 +5𝑦−6
𝑥→1 𝑦→2

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #2

Name:____________________________________________________ Class number: _

Section: ____________ Schedule:___________________________________ Date: ______________

B. LESSON WRAP-UP

Activity 6: Thinking about Learning

A. Work Tracker

B. Think about your Learning

1. What motivated you to finish the lesson today?

________________________________________________________________________
________________________________________________________________________
2. What could you have done better to improve your learning today?
_________________________________________________________________________
_________________________________________________________________________

FAQs

1. Do all functions have limits?

Some functions do not have any kind of limit as x approaches to infinity. For example, consider
the function f(x) = x sin x. This function does not get close to any particular real number as x
gets large, because we can always use a value of x to make f(x) larger than any number we
choose.

2. What is the importance of limits?

Limits allow us to study a number from afar. That is, we can study the points around it so we can
better understand the given value we want to know. Especially in derivatives, where change in
position is purely relative, the points around a given value are critically important.

KEY TO CORRECTIONS
Activity 3: Activity 5:
14 2
1. 1 6. 13
1. 5
7
2. 21 7. 1 2. 9

3. 105 8. 𝑘
1
4. − 5

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #3

Name: __________________________________________________ Class number:

Section: ____________ Schedule:___________________________________ Date: _______________

Lesson Title: CONTINUITY Materials: Ballpoint, Notebook, Calculator

Lesson Objectives: Textbook: Calculus by Ron Larson, 11th Ed.

At the end of the lesson, you should be able to: References:
1. Enumerate and Illustrate Continuous and 1. The Calculus 7 by Louis Leithold
Discontinuous Function at a Point 2. Differential and Integral Calculus
1. 2. Interpret Graphically the Infinite Limits and by Clyde E. Love and Earl Rainville
2. Points of Discontinuity

Productivity Tip

People aren’t always going to be there for you, that’s

why you need to learn to handle things on your own.
If you want to be strong, learn how to fight alone.
If you want success, then don’t rely on other people to
do, what you can do!

A. LESSON PREVIEW/REVIEW

1) Introduction
GOOD DAY! The following topics shall be accomplished in this lesson:
1. Enumerate continuous and discontinuous functions
2. Illustrate continuity and discontinuity at a point
3. Graph the infinite limits
4. Interpret the points of discontinuity

2) Activity 1: What I Know Chart, part 1

What I Know Questions: What I Learned (Activity 4)

1 Are you familiar with continuous
and discontinuous functions?

2 Do you know how to graph

them?

3 Can you interpret their graphs?

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #3

Name: __________________________________________________ Class number:

Section: ____________ Schedule:___________________________________ Date: _______________

B.MAIN LESSON

CONTINUITY

 A function f(x) is said to be continuous at 𝒙 = 𝒂 if the following conditions are all satisfied:

1. f(a) exists
2. lim 𝑓(𝑥) exists
𝑥→𝑎

3. lim 𝑓(𝑥) = 𝑓(𝑎)

𝑥→𝑎

 If any of the conditions 1, 2, 3 is not satisfied, then, the function is said to be discontinuous at
𝒙 = 𝒂.

 When f(a) exists and lim 𝑓(𝑥) = 𝑓(𝑎), the function f(x) is said to have a right-hand
𝑥→𝑎 +
continuity at 𝒙 = 𝒂.

 On the other hand, if f(a) exist and lim− 𝑓(𝑥) = 𝑓(𝑎), then f(x) is said to have a left-hand
𝑥→𝑎
continuity at 𝒙 = 𝒂.

Continuity, like limit of a function implies both right-hand and left-hand continuity.

 A function f(x) is said to be continuous in an interval if it is continuous for every value of x in

the interval. The graph of the function is “unbroken” over the interval. That is, the graph of f(x)
can be drawn without lifting the pencil from the paper. To illustrate:

Example 1. 𝒇(𝒙) = 𝒙𝟐 is continuous at x=2 because

in applying the definition of a continuous function on
𝑓(𝑥) = 𝑥 2 with x=2, we have,

1) 𝑓(2) = 22 = 4
2) lim 𝑓(𝑥) = lim 𝑥 2 = 4
𝑥→2 𝑥→2

3) lim 𝑓(𝑥) = 𝑓(2)

𝑥→2

𝒇(𝒙) = 𝒙𝟐
Thus, the function is continuous at x=2. In fact, it is
Continuous for all finite values of x. Refer to the graph
of the function.

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MAT 171: Calculus 1 for Engineers
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Name: __________________________________________________ Class number:

Section: ____________ Schedule:___________________________________ Date: _______________
𝟏
Example 2. The function 𝒇(𝒙) = is continuous at x=3.
𝒙
Using the definition of a continuous function, we have,
1
1) 𝑓(𝑥) = 3
1 1 𝟏
2) lim 𝑓(3) = 3
𝒇(𝒙) = 𝒙
𝑥→3
1
3) lim 𝑓(3) = 𝑓(3)
𝑥→3

It is however discontinuous at x=0 since

1) f(0) is not defined (has zero denominator)
2) lim 𝑓(𝑥) does not exist (equals ∞)
𝑥→0

The graph of this function, shown in the figure contains a “break” at x=0. The function is continuous
everywhere except at x=0 where it is said to have an infinite discontinuity.

With regards to rational algebraic functions, the question of continuity is completely covered by the
following theorems:

Theorem 1. A polynomial is continuous for all values of x

Example 3. The graph of the polynomial function, 𝒇(𝒙) = 𝒙𝟑 − 𝟔𝒙𝟐 + 𝟗𝒙 + 𝟏 is shown below. The
function is continuous for all values of x.

𝒇(𝒙) = 𝒙𝟑 − 𝟔𝒙𝟐 + 𝟗𝒙 + 𝟏

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Theorem 2. A rational algebraic function is continuous except for

those values of x for which the denominator becomes zero
𝟏
Example. The rational function 𝒇(𝒙) = 𝒙−𝟐
is discontinuous at x=2.

𝟏
𝒇(𝒙) = 𝒙−𝟐

Activity 3: Skill-building Activities (with answer key)

Find the point of discontinuity of the following functions:
3𝑥 6𝑥
1. 𝑓(𝑥) = 3. 𝑓(𝑥) = 𝑥 2 −9
𝑥−5

𝑥 2 +3 3𝑥+2
2. 𝑓(𝑥) = 4. 𝑓(𝑥) = 𝑥 2 −6𝑥+9
𝑥 2 −16

Activity 4: What I Know Chart, part 2

Activity 5: Check for Understanding

Find the point of discontinuity of the function:

3𝑥+2
1. 𝑓(𝑥) =
𝑥 2 −8𝑥+15

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C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning

A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

A. Think about your Learning

1. What motivated you to finish the lesson today?

________________________________________________________________________
________________________________________________________________________

2. What could you have done better to improve your learning today?
_________________________________________________________________________
_________________________________________________________________________

FAQs
1. How do you know when a function is continuous?
A function is continuous at x=a if and only if it meets three conditions:
1) The function is defined at x=a.
2) The limit of the function as x approaches a exists.
3) The limit of the function as x approaches a is equal to the function value of f(a).

2. What is the concept of continuity?

Continuity of a function is sometimes expressed by saying that if the x-values are close
together, then the y-values of the function will also be close. A function varies with no abrupt
breaks or jumps.

KEY TO CORRECTIONS

Activity 3: 1. 𝒙 = 𝟓
2. 𝒙 = 𝟒, 𝒙 = −𝟒
3. 𝒙 = 𝟑, 𝒙 = −𝟑
4. 𝒙 = −𝟑
Activity 5: 1. 𝒙 = 𝟓, 𝒙 = 𝟑

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Lesson Title: DERIVATIVE OF ALGEBRAIC Materials: Ballpoint, Notebook,

FUNCTIONS using “Three-Step Rule” Calculator

Lesson Objectives: Textbook: Calculus by Ron Larson

At the end of the lesson, you should be able to: 11th Ed.
1. Define and illustrate increment of variable References:
1. 2. Find the derivative of a function using the 1. The Calculus 7 by Louis Leithold
2. “3-step rule” 2. Differential and Integral Calculus
3. 3. Relate the concept of slope and rate of change to by Clyde E. Love and Earl Rainville
4. the derivative using the “3-step rule”

Productivity Tip:
It’s a slow progress, but quitting won’t make it any faster. A
little progress each day adds up to big results. No matter
how many mistakes you make or how slow your progress is,
you are still ahead of everyone who isn’t trying.

A. LESSON PREVIEW/REVIEW

1) Introduction
Welcome! The following topics skills should be accomplished
in this lesson:
1. Defining and illustrating the increment of variable
2. Finding the derivative of a function using the “3-step rule”
3. Relating the slope and rate of change to the derivative using
the “3-step rule”

2) Activity 1: What I Know Chart, part 1

What I Know Questions: What I Learned (Activity 4)

1. Will you define and illustrate
the increment of a variable?

2. Do you know the “3-step

rule”? can you use this rule in
finding the derivative of a
function?

3 How about relating the slope

and rate of change to the
derivative?

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B.MAIN LESSON

The process of finding the derivative of a function (algebraic, trigonometric, exponential or

logarithmic) is called differentiation and the branch of calculus dealing with this process is
Differential Calculus.

INCREMENTS

An increment of x, denoted by the symbol ∆𝑥, read as “delta x”, is the change in x as it
increases or decreases from one value x=x0 to another value x=x1, that is ∆𝑥 = 𝑥1 − 𝑥0 .
Similarly, ∆𝑦 denotes an increment of y.

Suppose 𝑦 = 𝑓(𝑥). A change ∆𝑥 in x produces a corresponding ∆𝑦 in y. That is,

𝑦 + ∆𝑦 = 𝑓(𝑥 + ∆𝑥)
∆𝑦 = 𝑓(𝑥 + ∆𝑥) − 𝑦f\

But since 𝑦 = 𝑓(𝑥), then we have the relation

∆𝑦 = 𝑓(𝑥 + ∆𝑥) − 𝑓(𝑥)

This notation is graphically illustrated in the figure below.

Example 1. If 𝑦 = 𝑥 2, then 𝑦 + ∆𝑦 = (𝑥 + ∆𝑥)2

and ∆𝑦 = (𝑥 + ∆𝑥)2 − 𝑥 2 .

Example 2. If 𝐴 = 𝜋𝑟 2 , then 𝐴 + ∆𝐴 = 𝜋(𝑟 + 𝜋𝑟)2

and ∆𝐴 = 𝜋(𝑟 + 𝜋𝑟)2 − 𝜋𝑟 2 .

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THE DERIVATIVE OF FUNCTION

 Let the function f given by 𝑦 = 𝑓(𝑥) be a continuous function of x in some interval containing x.
Recall that in the preceding section, we said that a change ∆𝑥 in the independent variable x
produces a corresponding change ∆𝑦 in the independent variable y; thus,
𝑦 + ∆𝑦 = 𝑓(𝑥 + ∆𝑥)
or ∆𝑦 = 𝑓(𝑥 + ∆𝑥) − 𝑓(𝑥)

if we divide both members by ∆𝑥, we have,

∆𝒚 𝒇(𝒙 + ∆𝒙) − 𝒇(𝒙)
=
∆𝒙 ∆𝒙

 Note that this ratio is the difference of the function values divide by the difference of the x-
values. For this reason, it is often referred to as the difference quotient. It also denotes the
∆𝑦
average rate of change of 𝑓(𝑥) between x and (x +∆𝑥). That is, ∆𝑥
is a measure of the rate at

which y is the change with respect to x for the interval ∆𝑥.

 Suppose we regard x as fixed and then let ∆𝑥 vary and approach zero. Then we define the
∆𝒚 𝒇(𝒙+∆𝒙)−𝒇(𝒙)
expression, 𝐥𝐢𝐦 𝑜𝑟, 𝐥𝐢𝐦 as the instantaneous rate of change of 𝑓(𝑥) at x or
∆𝒙→𝟎 ∆𝒙 ∆𝒙→𝟎 ∆𝒙

simply the rate of change of 𝑓(𝑥) at x.

FUNDAMENTAL DEFINITION
The derivative of y with respect to x is the limit of
∆𝒚
the ratio ∆𝒙 when ∆𝒙 approaches zero.

𝑑𝑦
The derivative is designated by the symbol 𝑑𝑥
.

𝒅𝒚 ∆𝒚 𝒇(𝒙+∆𝒙)−𝒇(𝒙)
= 𝐥𝐢𝐦 = 𝐥𝐢𝐦
𝒅𝒙 ∆𝒙→𝟎 ∆𝒙 ∆𝒙→𝟎 ∆𝒙

𝑑𝑦 𝑑(𝑦) 𝑑
Other symbols for derivative for 𝑑𝑥 are 𝑦 ′ , 𝑓 ′ (𝑥), 𝑑𝑥
, 𝑑𝑥
[𝑓(𝑥)].

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“THE “ 3-STEP RULE”

In finding the derivative of a function 𝑦 = 𝑓(𝑥). Based on the definition of the derivative,
𝒅𝒚 ∆𝒚 𝒇(𝒙+∆𝒙)−𝒇(𝒙)
𝒅𝒙
= 𝐥𝐢𝐦 = 𝐥𝐢𝐦 we can write the steps in solving the derivative.
∆𝒙→𝟎 ∆𝒙 ∆𝒙→𝟎 ∆𝒙

These are as follows:

Step 1. Write down the expression for 𝑓(𝑥 + ∆𝑥) − 𝑓(𝑥) ,

and simplify.
𝑓(𝑥+∆𝑥)−𝑓(𝑥)
Step 2. Divide the result in Step 1 by ∆𝑥, that is, ∆𝑥
,

again simplify.
Step 3. Find the limit of the result in Step 2 as ∆𝑥 approaches zero.
The obtained limit is the derivative.
𝑑𝑦 ∆𝑦 𝑓(𝑥+∆𝑥)−𝑓(𝑥)
𝑑𝑥
= lim = lim
∆𝑥→0 ∆𝑥 ∆𝑥→0 ∆𝑥

Example 1. Find the derivative of 𝑓(𝑥) = 𝑥 2 − 5𝑥 using the “three-step rule”.

Solution:
Step 1. Write down 𝑓(𝑥 + ∆𝑥) − 𝑓(𝑥)

Note, 𝑓(𝑥 + ∆𝑥) = (𝑥 + ∆𝑥)2 − 5(𝑥 + ∆𝑥 ) is obtained by

Replacing each x in the original equation by (𝑥 + ∆𝑥).

Therefore,
𝒇(𝒙 + ∆𝒙) − 𝒇(𝒙) = [(𝒙 + ∆𝒙)𝟐 − 𝟓(𝒙 + ∆𝒙)] − (𝒙𝟐 − 𝟓𝒙)
= 𝒙𝟐 + 𝟐𝒙∆𝒙 + (∆𝒙)𝟐 − 𝟓𝒙 − 𝟓∆𝒙 − 𝒙𝟐 + 𝟓𝒙 Simplify
= 𝟐𝒙∆𝒙 + (∆𝒙)𝟐 − 𝟓∆𝒙
= ∆𝒙(𝟐𝒙 + ∆𝒙 − 𝟓) factor out by ∆𝑥

Step 2. Divide the last equation by ∆𝑥 and simplify

𝒇(𝒙 + ∆𝒙) − 𝒇(𝒙) ∆𝒙(𝟐𝒙 + ∆𝐱 − 𝟓)

=
∆𝒙 ∆𝒙
𝒇(𝒙 + ∆𝒙) − 𝒇(𝒙)
= 𝟐𝒙 + ∆𝐱 − 𝟓
∆𝒙

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Step 3. Evaluate the limit as ∆𝑥 → 0

𝒇(𝒙 + ∆𝒙) − 𝒇(𝒙)
𝐥𝐢𝐦 = 𝐥𝐢𝐦 (𝟐𝒙 + ∆𝒙 − 𝟓)
∆𝒙→𝟎 ∆𝒙 ∆𝒙→𝟎

= 𝟐𝒙 + 𝟎 − 𝟓
= 𝟐𝒙 − 𝟓

𝑑𝑦 ∆𝑦 𝑓(𝑥+∆𝑥)−𝑓(𝑥)
By definition: 𝑑𝑥
= lim = lim . Therefore:
∆𝑥→0 ∆𝑥 ∆𝑥→0 ∆𝑥

𝒅𝒚
= 𝟐𝒙 − 𝟓
𝒅𝒙
𝟏
Example 2. Differentiate the function 𝒚 = 𝒙−𝟑 using the “three-step rule”.

1
Solution: Given: 𝑦 = 𝑥−3

1 1
Step 1. 𝑓(𝑥 + ∆𝑥) − 𝑓(𝑥) = (𝑥+∆𝑥)−3
− 𝑥−3

(𝑥−3)−[(𝑥+∆𝑥)−3]
= (𝑥+∆𝑥−3)(𝑥−3)

𝑥−3−𝑥−∆𝑥+3
= (𝑥+∆𝑥−3)(𝑥−3)

−∆𝒙
= (𝒙+∆𝒙−𝟑)(𝒙−𝟑)

𝑓(𝑥+∆𝑥)−𝑓(𝑥) −∆𝑥
Step 2. ∆𝑥
= ∆𝑥(𝑥+∆𝑥−3)(𝑥−3)

−𝟏
= (𝒙+∆𝒙−𝟑)(𝒙−𝟑)

𝑓(𝑥+∆𝑥)−𝑓(𝑥) −1
Step 3. lim ∆𝑥
= lim (𝑥+∆𝑥−3)(𝑥−3)
∆𝑥→0 𝑥→0

−1
=
(𝑥+0−3)(𝑥−3)

−1
= (𝑥−3)(𝑥−3)

−𝟏
= (𝒙−𝟑)𝟐

𝒅𝒚 −𝟏
Therefore, 𝒅𝒙
= (𝒙−𝟑)𝟐

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𝑑𝑦
Example 3. If 𝑦 = √𝑥, find 𝑑𝑥
using the “three-step rule”.

Solution: Given: 𝑦 = √𝑥
Step 1: 𝑓(𝑥 + ∆𝑥) − 𝑓(𝑥) = √𝑥 + ∆𝑥 − √𝑥

√𝑥+∆𝑥+√𝑥
= [√𝑥 + ∆𝑥 − √𝑥] [ ] rationalize the numerator
√𝑥+∆𝑥+√𝑥

𝑥+∆𝑥−𝑥
= simplify
√𝑥+∆𝑥+√𝑥

∆𝒙
=
√𝒙+∆𝒙+√𝒙

𝑓(𝑥+∆𝑥)−𝑓(𝑥) ∆𝑥
Step 2. = divide by ∆𝑥
∆𝑥 ∆𝑥(√𝑥+∆𝑥+√𝑥)
𝟏
=
√𝒙+∆𝒙+√𝒙

𝑓(𝑥+∆𝑥)−𝑓(𝑥) 1
Step 3. lim ∆𝑥
= lim
∆𝑥→0 ∆𝑥→0 √𝑥+∆𝑥+√𝑥
1
=
√𝑥+√𝑥
𝟏
=𝟐
√𝒙
𝒅𝒚 𝟏
Therefore: 𝒅𝒙
= 𝟐√𝒙

Example 4. Differentiate the function 𝑦 = sin 𝑥

Solution: Given: 𝑦 = sin 𝑥

Step 1: 𝑓(𝑥 + ∆𝑥) − 𝑓(𝑥) = sin(𝑥 + ∆𝑥) − sin 𝑥
From the sum of two angles, = sin 𝑥 cos ∆𝑥 + cos 𝑥 sin ∆𝑥 − sin 𝑥
sin(𝐴 + 𝐵) = 𝑆𝑖𝑛 𝐴 cos 𝐵 + cos 𝐴 sin 𝐵
= cos 𝑥 sin ∆𝑥 − sin 𝑥 + sin 𝑥 cos ∆𝑥
= cos 𝑥 sin ∆𝑥 − sin 𝑥(1 − cos ∆𝑥)
1
From trigonometry: 𝑠𝑖𝑛2 𝐴 = 2 (1 − cos 2𝐴),
∆𝑥 1 ∆𝑥
hence, 𝑠𝑖𝑛2 2
= 2 (1 − cos 2 2 )
∆𝑥 1
𝑠𝑖𝑛2 2 = 2 (1 − cos ∆𝑥)
∆𝑥
2 𝑠𝑖𝑛2 2 = (1 − cos ∆𝑥)
∆𝑥
(1 − cos ∆𝑥) = 2 𝑠𝑖𝑛2 2

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∆𝑥
= cos 𝑥 sin ∆𝑥 − sin 𝑥 (2 𝑠𝑖𝑛2 2
)
∆𝑥
= cos 𝑥 sin ∆𝑥 − 2 sin 𝑥 ( 𝑠𝑖𝑛2 2 )

∆𝑥
𝑓(𝑥+∆𝑥)−𝑓(𝑥) cos 𝑥 sin ∆𝑥−2 sin 𝑥 ( 𝑠𝑖𝑛2 )
2
Step 2: =
∆𝑥 ∆𝑥

∆𝑥 ∆𝑥
𝑓(𝑥+∆𝑥)−𝑓(𝑥) cos 𝑥 sin ∆𝑥−2 sin 𝑥 [(𝑠𝑖𝑛 )(𝑠𝑖𝑛 )]
2 2
=
∆𝑥 ∆𝑥

∆𝑥 ∆𝑥
𝑓(𝑥+∆𝑥)−𝑓(𝑥) cos 𝑥 sin ∆𝑥 2 sin 𝑥(sin )(sin )
2 2
∆𝑥
= ∆𝑥
− ∆𝑥

∆𝑥 ∆𝑥
𝑓(𝑥+∆𝑥)−𝑓(𝑥) cos 𝑥 sin ∆𝑥 sin 𝑥(sin )(sin )
2 2
∆𝑥
= ∆𝑥
− ∆𝑥
2

∆𝑥
𝑓(𝑥+∆𝑥)−𝑓(𝑥) sin ∆𝑥 ∆𝑥 sin 2
= cos 𝑥 − sin 𝑥(sin ) ∆𝑥
∆𝑥 ∆𝑥 2
2

sin 𝛼
From Theorem: lim =1
𝛼→0 𝛼

sin ∆𝑥
Now lim =1
∆𝑥→0 ∆𝑥

1
𝑠𝑖𝑛 ∆𝑥
2
lim ∆𝑥 =1
∆𝑥→0
2

𝑓(𝑥+∆𝑥)−𝑓(𝑥) ∆𝑥
∆𝑥
= (cos 𝑥)(1) − sin 𝑥(sin 2
) (1)

𝑓(𝑥+∆𝑥)−𝑓(𝑥) 𝑑𝑦 0
Step 3: lim ∆𝑥
= 𝑑𝑥
= cos x −(sin 𝑥)(sin 2)
∆𝑥→0

𝑑𝑦
𝑑𝑥
= cos x −(sin 𝑥)(0)

𝒅𝒚
Therefore: 𝒅𝒙
= 𝐜𝐨𝐬 𝒙

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𝒅𝒚
GEOMETRIC SIGNIFICANCE OF 𝒅𝒙
.

 Consider the graph of 𝑦 = 𝑓(𝑥) shown in the figure. Let P (x, y) and Q (𝑥 + ∆𝑥, 𝑦 + ∆𝑦) be
any two points on this curve.

 Line S which intersects the curve of P and Q and having inclination 𝛼 is called the secant
line of the curve. Note that the slope S is,

∆𝒚 𝒇(𝒙+∆𝒙)−𝒇(𝒙)
𝒎 = 𝐭𝐚𝐧 𝜶 = ∆𝒙
= ∆𝒙

 The line T passing through point P and having inclination 𝜃 is the tangent line to the curve
at P. Let ∆𝑥 → 0, then 𝛼 → 𝜃 or 𝑄 → 𝑃 (P remains fixed) along the curve 𝑦 = 𝑓(𝑥).

 We note that the secant line S approaches the tangent line T as its limiting position. That is,
the slope of S approaches the slope of T or symbolically, tan 𝛼 → tan 𝜃. Hence,

∆𝒚 𝒇(𝒙+∆𝒙)−𝒇(𝒙)
𝐥𝐢𝐦 = 𝐥𝐢𝐦 = slope of T at P.
∆𝒙→𝟎 ∆𝒙 ∆𝒙→𝟎 ∆𝒙

 Thus we see that the derivative of 𝑦 = 𝑓(𝑥) at a point P on the curve is equal to the slope of
𝒅𝒚
the tangent line at P. This is the geometric significance of the derivative .
𝒅𝒙

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DERIVATIVE INTERPRETED AS SLOPE

“The derivative of a function is identical

with the slope of the graph of the function”.

Example: Find the slope of the curve 𝑦 = 𝑥 2 at the point (−1, 1)

Solution: Given: 𝑦 = 𝑥 2

𝑓(𝑥 + ∆𝑥) − 𝑓(𝑥) = (𝑥 + ∆𝑥)2 − 𝑥 2

= 𝑥 2 + 2𝑥∆𝑥 + (∆𝑥)2 − 𝑥 2
= 2𝑥∆𝑥 + (∆𝑥)2
= ∆𝒙(𝟐𝒙 + ∆𝒙)

𝑓(𝑥+∆𝑥)−𝑓(𝑥) ∆𝑥(2𝑥+∆𝑥)
=
∆𝑥 ∆𝑥
𝑓(𝑥+∆𝑥)−𝑓(𝑥)
∆𝑥
= 𝟐𝒙 + ∆𝒙

𝑓(𝑥+∆𝑥)−𝑓(𝑥)
lim ∆𝑥
= lim 2𝑥 + ∆𝑥
∆𝑥→0 ∆𝑥→0

= 𝟐𝒙
𝑑𝑦 ∆𝑦
= lim = 𝟐𝒙
𝑑𝑥 ∆𝑥→0 ∆𝑥
𝑑𝑦
𝑑𝑥
= 𝟐𝒙

hence, the slope of the tangent to the curve at (−1, 1) is,

𝒅𝒚
𝒅𝒙
= 2(−1) = −𝟐 as indicated in the graph.

Note that the slope of each tangent line is,

i) inclined upward to the left is always negative (−)
ii) inclines upward to the right is always positive ( + )

The two sets of lines are divided at the vertex, because the slope of the horizontal line at this
point is zero (0).

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Mat 171: Calculus 1 for Engineers
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RATE OF CHANGE

∆𝑦
 The ratio is called the average rate of change over the interval ∆𝒙.
∆𝑥

 This ratio approach a limiting value as ∆𝑥 approaches zero, called the rate of change in y
corresponding to the given value of x, that is,

𝑑𝑦 ∆𝑦
= lim = 𝑡ℎ𝑒 𝑟𝑎𝑡𝑒 𝑜𝑓 𝑐ℎ𝑎𝑛𝑔𝑒 𝑜𝑓 𝑦 𝑤𝑖𝑡ℎ 𝑟𝑒𝑠𝑝𝑒𝑐𝑡 𝑡𝑜 𝑥
𝑑𝑥 ∆𝑥→0 ∆𝑥

 Thus, the term derivative, rate of change and slope of the graph, may be used interchangeably.
Note that the slope of a curve is,
i) positive (𝑦 ′ > 0), the curve is increasing, or f(x) increases as x increases,
as in AB;
ii) negative (𝑦 < 0), the curve is decreasing, or f(x) decreases as x increases,
as in BC.
Also, the function f(x)
i) increases, when the rate of change is positive;
ii) decreases, when the rate of change is negative.

Example 1: Find the rate of change of the volume V with respect to the radius r of the base of a
right circular cylinder of height 10 cm.

The formula for the volume of a right circular cylinder is

𝑉 = 𝜋𝑟 2 ℎ.
Then with ℎ = 10, we have,
𝑉 = 10𝜋𝑟 2
Applying differentiation,
𝑉 = 𝑓(𝑟)
𝑓(𝑟 + ∆𝑟) − 𝑓(𝑟) = 10𝜋[𝑟 + ∆𝑟]2 − 10𝜋𝑟 2
= 10𝜋 (𝑟 2 + 2𝑟∆𝑟 + (∆𝑟)2 − 10𝜋𝑟 2
= 10𝜋𝑟 2 + 20 𝜋𝑟∆𝑟 + 10𝜋(∆𝑟)2 − 10𝜋𝑟 2
= ∆𝑟[20 𝜋𝑟 + 10𝜋(∆𝑟)]
𝑓(𝑟+∆𝑟)−𝑓(𝑟) ∆𝑟[20𝜋𝑟+10𝜋(∆𝑟)]
=
∆𝑟 ∆𝑟

lim 𝑓(𝑟+∆𝑟∆𝑟)−𝑓(𝑟) = lim [20 𝜋𝑟 + 10𝜋(∆𝑟)]

∆𝑟→0 ∆𝑟→0
𝒅𝑽
𝒅𝒓
= 𝟐𝟎 𝝅𝒓

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Mat 171: Calculus 1 for Engineers
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Name: _______________________________________________ Class number:

Section: ____________ Schedule: _________________________________ Date: _______________

Activity 3: Skill-building Activities (with answer key)

A. Find the derivative in each using the “three-step rule”.

1. 𝑦 = 𝑥 2 − 4𝑥 + 5

2. 𝑦 = 𝑥 3 + 2𝑥

3. Differentiate the function 𝑦 = cos 𝑥

B. Find the slope of the curve at the given point.

1. 𝑦 = 3 + 2𝑥 − 𝑥 2 , 𝑎𝑡 (1, 4)

2. Find how fast is the area of the circle increases when the radius increases.

Activity 4: What I Know Chart, part 2

Activity 5: Check for Understanding

A. Find the derivative in each using the “three-step rule”.

5
1. 𝑦=
2𝑥+3

2. 𝑦 = √𝑥 + 5

B. Find the slope of the curve at the given point.

1. 𝑦 = 𝑥3, 𝑎𝑡 (2, 8)

2. Find how fast is the circumference of the circle

increases when the radius increases.

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C. LESSON WRAP-UP

1) Activity 6: Thinking about Learning

Think about your Learning

1. What motivated you to finish the lesson today?

________________________________________________________________________
________________________________________________________________________

FAQs

1. How do you interpret the slope as a rate of change?

A linear function is increasing if the slope is positive and decreasing if the slope is negative; so,
the slope is interpreted as a rate of change.

2. Why is slope important in real life?

Slope is a measure of steepness. Some examples include: When constructing wheelchair
ramps, slope is a major consideration. When designing the stairs, consider its steepness.

KEY TO CORRECTIONS
ACTIVITY 3:
A. 1. 2𝑥 − 4
2. 3𝑥 2 + 2
3. −sin 𝑥
B. 1. 0
2. 2𝜋𝑟

ACTIVITY 5.
−10
A. 1. (2𝑥+3)2
1
2. 2√𝑥+5

B. 1. 12
2. 2𝜋

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MAT 171: Calculus 1 for Engineers
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Name: ____________________________________________________ Class number:

Section: ____________ Schedule:___________________________________ Date: ______________

Lesson Title: STANDARD DIFFERENTIATION Materials: Ballpoint, Notebook, Calculator

FORMULAS & THE CHAIN RULE OF
DIFFERENTIATION Textbook: Calculus by Ron Larson 11th Ed
Lesson Objectives: References:
At the end of the lesson, you should be able to: 1. The Calculus 7 by Louis Leithold
1. State and Illustrate the Standard Differentiation 2. Differential and Integral Calculus
Formulas by Clyde E. Love and Earl Rainville
1. 2. State the Chain Rule and related formulas
2. 3. Differentiate Algebraic Functions
3. 4. Find the derivative of functions using the
4. chain rule.

Productivity Tip
Obstacles are put in your way to help you determine if what you
want is really worth fighting for! If you really want to do something,
you’ll find a way. If you don’t, you’ll find an excuse.

A. LESSON PREVIEW/REVIEW

1) Introduction
he following topics shall be accomplished in this lesson:
1. State and Illustrate the Standard Differentiation Formulas; and
2. State the Chain Rule and related formulas
3. Differentiate Algebraic Functions
4. Find the derivative of functions using the chain rule

Activity 1: What I Know Chart, part 1

What I Know Questions: What I Learned (Activity 4)

1. Will you state the Standard
Differentiation Formulas? Can you
Illustrate them?
2. Do you know how to
differentiate algebraic functions?

3. Can you state the chain rule

and related formulas?

4. How do you find the derivative

of functions using the chain rule?

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B.MAIN LESSON

THE DIFFERENTIATION FORMULAS OF ALGEBRAIC FUNCTIONS

1. CONSTANT RULE:

“The Derivative of a Constant is zero”

𝒅𝑪
=𝟎
𝒅𝒙

𝑑
Example 1.1 (2) =𝟎
𝑑𝑥

𝑑 1
1.2 ( ) =𝟎
𝑑𝑥 5

𝑑
1.4 (𝜋) =𝟎
𝑑𝑥

2. POWER RULE:

“ The Derivative of the Power of a Function is equal to

the power multiplied by the function raised to the power minus one”

𝒅 𝒏
𝒙 = 𝒏𝒙𝒏−𝟏
𝒅𝒙
𝒅
(𝒙) = 𝟏
𝒅𝒙

𝑑 5
Example 2.1 𝑑𝑥
𝑥 = 5𝑥 5−1
= 𝟓𝒙𝟒
𝑑 −4
2.3 𝑑𝑥
𝑥 = −4𝑥 −4−1
= −𝟒𝒙−𝟓

𝑑 3 3 3
2.4 𝑑𝑥
𝑥2 = 2 𝑥 2−1
𝟏
𝟑
= 𝟐 𝒙𝟐

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3. CONSTANT MULTIPLE RULE

“The derivative of C multiplied by a power of x is equal to

C multiplied by the derivative of the power x”

𝒅 𝒅
(𝑪𝒙𝒏 ) = 𝑪 (𝒙𝒏 ) = 𝑪 (𝒏𝒙𝒏−𝟏 )
𝒅𝒙 𝒅𝒙

𝑑 𝑑
Example: 3.1 𝑑𝑥
5𝑥 2 =5 𝑑𝑥
𝑥2

= 5[2𝑥 2−1 ]
= 𝟏𝟎𝒙

𝑑 𝑑 −3
3.2 5𝑥 −3 =5 𝑥
𝑑𝑥 𝑑𝑥

= 5[−3𝑥 −3−1 ]
= −𝟏𝟓𝒙−𝟒

4. SUM OR DIFFERENCE RULE: “The Derivative of the Sum or Difference of

Two Functions is equal to the sum or difference of their derivatives”

If u and v are the functions x, the following formulas are true by the definition of
the derivative.
𝒅 𝒅𝒖 𝒅𝒗
(𝒖 ± 𝒗) = ±
𝒅𝒙 𝒅𝒙 𝒅𝒙

𝑑 𝑑 𝑑
Example: 4.1 (4𝑥 + 5) = 𝑑𝑥 (4𝑥) + 𝑑𝑥 (5)
𝑑𝑥
=4+0
=4

𝑑 𝑑 𝑑
4.2 (4𝑥 3 − 3) = 𝑑𝑥 (4𝑥 3 ) − 𝑑𝑥 (3)
𝑑𝑥
= 4(3𝑥 2 ) − 0
= 𝟏𝟐𝒙𝟐

𝑑 𝑑 𝑑 𝑑 𝑑
4.3 (7𝑥 3 − 5𝑥 2 + 3𝑥 − 5) = 𝑑𝑥 (7𝑥 3 ) − 𝑑𝑥 (5𝑥 2 ) + 𝑑𝑥 (3𝑥) − 𝑑𝑥 (5)
𝑑𝑥

= 𝟐𝟏𝒙𝟐 − 𝟏𝟎𝒙 + 𝟑

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MAT 171: Calculus 1 for Engineers
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5. THE QUOTIENT RULE: “The Derivative of the Quotient of Two Functions is equal to
the denominator multiplied by the derivative of the numerator, minus
the numerator multiplied by the derivative of the denominator,
all divided by the square of the denominator”

𝒅𝒖 𝒅𝒗
𝒅 𝒖 𝒗 −𝒖
𝒅𝒙 𝒅𝒙
( )= 𝟐
𝒅𝒙 𝒗 𝒗

A very Common Mnemonic for the Quotient Rule is,

𝒉𝒊𝒈𝒉 𝒍𝒐𝒘 𝑫 (𝒉𝒊𝒈𝒉)−𝒉𝒊𝒈𝒉 𝑫 (𝒍𝒐𝒘)

𝒅𝒙 [ ]=
𝒍𝒐𝒘 𝒍𝒐𝒘 𝒔𝒒𝒖𝒂𝒓𝒆𝒅

𝑑 𝑑
𝑑 3+2𝑥 (5−3𝑥) (3+2𝑥)−(3+2𝑥) (5−3𝑥)
𝑑𝑥 𝑑𝑥
Example: 5.1 ( )=
𝑑𝑥 5−3𝑥 (5−3𝑥)2
(5−3𝑥)(2)−(3+2𝑥)(−3)
=
(5−3𝑥)2
10−6𝑥+9+6𝑥
=
(5−3𝑥)2
𝟏𝟗
=
(𝟓−𝟑𝒙)𝟐

𝑑 𝑑
𝑑 5𝑥+6 (3𝑥 3 −2) (5𝑥+6)−(5𝑥+6) (3𝑥 3 −2)
𝑑𝑥 𝑑𝑥
5.2 (
𝑑𝑥 3𝑥 3 −2
)= (3𝑥 3 −2)2

(3𝑥 3 −2)(5)−(5𝑥+6)(9𝑥 2 )
=
(3𝑥 3 −2)2

15𝑥 3 −10−45𝑥 3 −54𝑥 2

=
(3𝑥 3 −2)2

−30𝑥 3 −54𝑥 2 −10

=
(3𝑥 3 −2)2

−𝟐(𝟏𝟓𝒙𝟑 +𝟐𝟕𝒙𝟐 +𝟓)

=
(𝟑𝒙𝟑 −𝟐)𝟐

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MAT 171: Calculus 1 for Engineers
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Name: ____________________________________________________ Class number:

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6. PRODUCT RULE “The Derivative of the Product of Two Functions is equal to the
first function multiplied by the derivative of the second function plus the
second function multiplied by the derivative of the first function”

𝒅 𝒅𝒗 𝒅𝒖
(𝒖𝒗) = 𝒖 + 𝒗
𝒅𝒙 𝒅𝒙 𝒅𝒙
𝑑
Example: 6.1 (3𝑥 + 1)(2𝑥 − 5) let: 𝑢 = 3𝑥 + 1, 𝑣 = 2𝑥 − 5
𝑑𝑥

𝑑 𝑑 𝑑
(3𝑥 + 1)(2𝑥 − 5) = (3𝑥 + 1) 𝑑𝑥 (2𝑥 − 5) + (2𝑥 − 5) 𝑑𝑥 (3𝑥 + 1)
𝑑𝑥

= (3𝑥 + 1)(2) + (2𝑥 − 5)(3)

= 6𝑥 + 2 + 6𝑥 − 15
= 𝟏𝟐𝒙 − 𝟏𝟑
𝑑
6.2 [(𝑥 3 − 6𝑥)(𝑥 2 + 4)] let: 𝑢 = 𝑥 3 − 6𝑥, 𝑣 = 𝑥 2 + 4
𝑑𝑥
𝑑 𝑑 𝑑
[(𝑥 3 − 6𝑥)(𝑥 2 + 4)] = (𝑥 3 − 6𝑥) (𝑥 2 + 4) + (𝑥 2 + 4) (𝑥 3 − 6𝑥)
𝑑𝑥 𝑑𝑥 𝑑𝑥

= (𝑥 3 − 6𝑥)(2𝑥) + (𝑥 2 + 4)(3𝑥 2 − 6)
= 24 − 12𝑥 2 + 3𝑥 4 + 12𝑥 2 − 6𝑥 2 − 24
= 𝟓𝒙𝟒 − 𝟔𝒙𝟐 − 𝟐𝟒
6.a Formulas 5 and 6 can be extended to the case where n functions are
involved.
For three functions ( say, u, v, w ), formula 6 becomes,

𝒅 𝒅𝒖 𝒅𝒗 𝒅𝒘
𝒖𝒗𝒘 = 𝒗𝒘 + 𝒖𝒘 + 𝒖𝒗
𝒅𝒙 𝒅𝒙 𝒅𝒙 𝒅𝒙

In the special case when u=C, if C is a constant; 5 and 6 become,

𝒅 𝒅𝒗
6.b 𝒅𝒙
𝑪𝒗 = 𝑪 𝒅𝒙

𝑑 𝑑
Example 6.b.1 5𝑥 4 = 5 𝑥4
𝑑𝑥 𝑑𝑥

= 5(4𝑥 4−1 )
= 𝟐𝟎𝒙𝟑

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𝒅𝒗
𝒅 𝑪 −𝑪
𝒅𝒙
6.c ( )=
𝒅𝒙 𝑽 𝒗𝟐

𝑑
𝑑 5 −5 (3𝑥−2)
𝑑𝑥
Example: 6.c.1 ( )=
𝑑𝑥 3𝑥−2 (3𝑥−2)2
−5(3)
=
(3𝑥−2)2
−𝟏𝟓
=
(𝟑𝒙−𝟐)𝟐

DERIVATIVE OF A FUNCTION

Derivative of 𝒙𝒏 , (The Power Rule)

𝒅𝒚
If 𝒚 = 𝒙𝒏 , then = 𝒏𝒙𝒏−𝟏
𝒅𝒙

This rule is very basic and should be mastered!

𝑑𝑦
In particular, if n=1, that is, if y=x, then = 1.
𝑑𝑥

𝑑𝑦
Example 1. If 𝑦 = 𝑥 5 , then, 𝑑𝑥
= 5𝑥 5−1 = 𝟓𝒙𝟒

𝑑𝑦
2. If 𝑦 = 𝑥 100 , = 𝟏𝟎𝟎𝒙𝟗𝟗
𝑑𝑥

1 1
3. If 𝑦 = 𝑥 3 𝑦 = 𝑥 3 = 𝑥 −3

In some cases, the laws of exponents must be used to rewrite an expression

before applying the power rule.
𝑑𝑦
Then, 𝑦 = 𝑥 −3 , 𝑑𝑥
= −3𝑥 −3−1

= −3𝑥 −4
𝑑𝑦 −𝟑
Or, 𝑑𝑥
= 𝒙𝟒

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Name: ____________________________________________________ Class number:

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MORE EXAMPLES ON DIFFERENTIATING FUNCTIONS:

Example 1. Differentiating Sum of Functions
Differentiate 𝑦 = 5𝑥 2 + 3𝑥 + 10
Given: 𝑦 = 5𝑥 2 + 3𝑥 + 10
𝑑𝑦 𝑑 𝑑 𝑑
Solution: 𝑑𝑥
= 𝑑𝑥 5𝑥 2 + 𝑑𝑥 3𝑥 + 𝑑𝑥 10 using formula 3 and 5
𝑑𝑦
𝑑𝑥
= 10𝑥 + 3 + 0
𝑑𝑦
= 𝟏𝟎𝒙 + 𝟑
𝑑𝑥
Example 2. Differentiating Sum and Difference of Functions
1 3
1
Differentiate 𝑦 = 3𝑥 3 − 8𝑥 −4 + 3 𝑥
1 3
1
Given: 𝑦 = 3𝑥 3 − 8𝑥 −4 + 3 𝑥
1 3
𝑑𝑦 1 3 1
Solution: 𝑑𝑥
= 3 (3) 𝑥 3−1 − 8(− 4)𝑥 −4−1 + 3 using formula 3 and 5, then simplify
𝟐 𝟕
− − 𝟏
= 𝒙 + 𝟔𝒙 + 𝟑 𝟒
𝟑
Example 3. Differentiating Quotient of Two Functions
7𝑥−1
Differentiate 𝑦=
5𝑥 2 +2
7𝑥−1
Given: 𝑦=
5𝑥 2 +2
𝑑 𝑑
𝑑𝑦 (5𝑥 2 +2) (7𝑥−1)−(7𝑥−1) (5𝑥 2 +2)
𝑑𝑥 𝑑𝑥
= (5𝑥 2 +2)2
using formula 5
𝑑𝑥
(5𝑥 2 +2)(7)−(7𝑥−1)(10𝑥)
= (5𝑥 2 +2)2
35𝑥 +14−70𝑥 2 +10𝑥
2
= (5𝑥 2 +2)2
𝟏𝟒+𝟏𝟎𝒙−𝟑𝟓𝒙𝟐
= (𝟓𝒙𝟐 +𝟐)𝟐
Example 4. Differentiating Product of Functions
𝑑𝑦
Find 𝑑𝑥 if 𝑦 = (7𝑥 − 1)(5𝑥 2 + 2)
Given: 𝑦 = (7𝑥 − 1)(5𝑥 2 + 2)
𝑑𝑦 𝑑 𝑑
𝑑𝑥
= (7𝑥 − 1) 𝑑𝑥 (5𝑥 2 + 2) + (5𝑥 2 + 2) 𝑑𝑥 (7𝑥 − 1) using formula 6
= (7𝑥 − 1)(10𝑥 + 0) + (5𝑥 2 + 2)(7 − 0)
= 70𝑥 2 − 10𝑥 + 35𝑥 2 + 14
= 𝟏𝟎𝟓𝒙𝟐 − 𝟏𝟎𝒙 + 𝟏𝟒
Second Solution: We can also multiply the two factors and get,
𝑦 = (7𝑥 − 1)(5𝑥 2 + 2) = 35𝑥 3 + 14𝑥 − 5𝑥 2 − 2
Using rules 3 and 4, the derivative of y is,
𝑑𝑦
= 105𝑥 2 + 14 − 10𝑥
𝑑𝑥
𝑑𝑦
𝑑𝑥
= 𝟏𝟎𝟓𝒙𝟐 − 𝟏𝟎𝒙 + 𝟏𝟒
Note that the answer is consistent with the solution using the product rule.

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MAT 171: Calculus 1 for Engineers
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Name: ____________________________________________________ Class number:

Section: ____________ Schedule:___________________________________ Date: ______________

THE CHAIN RULE

There are functions written in complicated form, where differentiation formula will not
immediately apply. Here is the role of the Chain Rule to put the complicated expression to a
particular form where differentiation formula will easily apply. Chain Rule is also known as the
composite function rule.

If y is a differentiable function of u given by y = f(u) and if u is a differentiable function of x

given by u = g (x), then y is a differentiable function of x and we have,

𝒚 = 𝒇(𝒖)
𝒅𝒚 𝒅𝒚 𝒅𝒖
= [ ]
𝒅𝒙 𝒅𝒖 𝒅𝒙

The General Power Formula

By means of chain rule, we are able to differentiate any power of any function of x. To do this,
𝑑𝑦
let y = un where u =g (x). Then by the Power Rule, = n un-1. We have by the chain rule,
𝑑𝑢

𝒚 = 𝒖𝒏
𝒅𝒚 𝒅𝒖
= 𝒏 𝒖𝒏−𝟏 [𝒅𝒙 ]
𝒅𝒙

In words: “The derivative of the power of a function is equal to the power multiplied by
the function raised to the power minus one, multiplied by the derivative of the function.”
An important special case of this formula is the case ,
1 −1
𝟏 𝑑 1 𝑑𝑢
If n= then, 𝑢2 = 𝑢 2
𝟐 𝑑𝑥 2 𝑑𝑥

𝒅𝒖
𝒅 𝒅𝒙
Thus, 𝒅𝒙
√𝒖 = 𝟐√𝒖

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Example 1. Find the derivative of y = ( 𝟒𝒙𝟐 + 𝟑 )𝟏𝟎

Given: y = (4𝑥 2 + 3 )10 Write the original function

𝑛 2
This function is of the form 𝑢 , with u = 4𝑥 + 3, n= 10.
𝑑 𝑑𝑢
Hence , from 𝑑𝑥
un = n un-1 𝑑𝑥
,
𝑑𝑦 𝑑
we have 𝑑𝑥
= 𝑑𝑥
(4𝑥 2 + 3) 10

𝑑
= 10 ( 4𝑥 2 + 3)10−1 𝑑𝑥 (4𝑥 2 + 3)
= 10 ( 4𝑥 2 + 3)9 (8x) simplify
= 80x ( 4𝒙𝟐 + 3)𝟗

Note: In using the chain rule

we work from the outside to inside.
We differentiate the outer function
and then multiply by the derivative
of the inner function.

Example 2. Differentiate y = (3𝒙𝟐 + 𝟓 )𝟏𝟎𝟎

Given: y = (3𝑥 2 + 5 )100 write the original function

𝑑 𝑑𝑢
From 𝑑𝑥 un = n un-1 𝑑𝑥
Solution: Taking u = (3𝑥 2 + 5), and n = 100,
𝑑𝑦 𝑑
By chain rule, 𝑑𝑥
= 100(3𝑥 2 + 5 )100−1 𝑑𝑥
(3𝑥 2 + 5 )

= 100 (3𝑥 2 + 5 )99(6x)

= 600x (3𝒙𝟐 + 𝟓 )𝟗𝟗

𝟏
Example 3. Find the first derivative of y = 𝟖 (𝟓 − 𝟐𝒙)𝟔

1
Given: y = 8 (5 − 2𝑥)6 write the original function
𝑑𝑦 1 𝑑 𝑑 𝑑𝑢
𝑑𝑥
= 8
(6) (5 − 2𝑥)6−1 𝑑𝑥 (5 − 2𝑥) Apply Chain rule: 𝑑𝑥
un = n un-1 𝑑𝑥
𝑑𝑦 1 𝑑
𝑑𝑥
= 8 (6) (5 − 2𝑥)5 𝑑𝑥 (−2) simplify
𝟑
= - 𝟐(𝟓 − 𝟐𝒙)𝟓

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Name: ____________________________________________________ Class number:

Section: ____________ Schedule:___________________________________ Date: ______________
𝒅𝒚
Example 4a. If y = 6 √𝟒 + 𝒙 , find 𝒅𝒙
Given: y = 6 √4 + 𝑥
1
y = 6(4 + x)2 write the equation in exponential form
1
𝑑𝑦 𝑑 𝑑 𝑑𝑢
𝑑𝑥
= 𝑑𝑥
6(4 + x) 2 apply chain rule 𝑑𝑥
un = n un-1 𝑑𝑥
𝑑𝑥
And, note: 𝑑𝑥 = 1
1
𝑑𝑦 1 𝑑
𝑑𝑥
= 6 (2) (4 + x)2−1 𝑑𝑥
( 4 + x)
1
𝑑𝑦
= 3 (4 + x)− 2 (1) write with positive exponent
𝑑𝑥
3
= 1
(4+𝑥) 2
𝑑𝑦 𝟑
= write in radical form
𝑑𝑥 √𝟒+𝒙

𝒅𝒖
𝒅 𝒅𝒙
Another solution : By using the formula
𝒅𝒙
√𝒖 = 𝟐√𝒖

𝒅𝒚
Example 4b. If y = 6 √𝟒 + 𝒙 , find
𝒅𝒙
Given: y = 6 √4 + 𝑥
𝒅𝒖
𝑑𝑢 𝒅 𝒅𝒙
Let u = 4 + x ,
𝑑𝑥
=1 By using the formula
𝒅𝒙
√𝒖 = 𝟐√𝒖
𝑑
𝑑𝑦 (4+𝑥)
𝑑𝑥
Hence, =6
𝑑𝑥 2√4+𝑥
𝑑𝑦 3(1)
=
𝑑𝑥 √4+𝑥

𝒅𝒚 𝟑
Therefore: =
𝒅𝒙 √𝟒+𝒙

𝟑 𝒅𝒚
Example 5. If y = √(𝟏 − 𝒙𝟒 ) , Find 𝒅𝒙
3
Given : y = √(1 − 𝑥 4 ) write the original function
1
Solution: y = ( 1 − 𝑥 4 ) 3 write in exponential form
1
𝑑𝑦 1 −1 𝑑 4
= (1–x ) 4 3 (1− 𝑥 ) apply general formula, chain rule
𝑑𝑥 3 𝑑𝑥
𝑑 𝑑𝑢
𝑑𝑥
un = n un-1 𝑑𝑥
2
1
= (1 – x4 )− 3 (−4𝑥 3 ) simplify
3
2
−4
= 𝑥 3 (1 – x4 )− 3
3
−4 𝑥 3
= 2 write with positive exponent
3(1 – 𝑥 4 ) 3
𝑑𝑦 −𝟒 𝒙𝟑
𝑑𝑥
= 𝟑 write in radical form
𝟑 √(𝟏−𝒙𝟒 )𝟐

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𝒅𝒚 𝟑
Example 6. Find 𝒅𝒙
, if y = .
√𝟏𝟔+ 𝒙𝟒

3
Given: y= write the original function
√16+ 𝑥 4
1
−
y = 3 ( 16 + x4) 2 write in exponential form
1
𝑑𝑦 1 4 (− −1) 𝑑 4
= (3) (− ) (16 + x ) 2 (16 + 𝑥 ) apply constant multiple rule and chain rule
𝑑𝑥 2 𝑑𝑥
3
𝑑𝑦 3 4 − 3
𝑑𝑥
= - 2
( 16 +x) 2 (4x ) simplify
−6𝑥 3
= 3 write with positive exponent
(16 + 𝑥 4 )2
𝒅𝒚 −𝟔𝒙𝟑
= write in radical form
𝒅𝒙 √(𝟏𝟔+ 𝒙𝟒 )𝟑

𝒙𝟐
Example 7. Differentiate y =
√𝟏𝟔− 𝒙𝟐
𝑥2
Given: y= write the original function
√16− 𝑥 2
1
2 −2
Solution: y = x2 (16-x ) write in exponential form
𝑑 𝑑𝑣 𝑑𝑢
Apply product rule (uv) = u +v , and chain rule
𝑑𝑥 𝑑𝑥 𝑑𝑥
We have,
1 1
𝑑𝑦 𝑑 𝑑 2
𝑑𝑥
= x2 𝑑𝑥
(16 – x2)− 2 + (16 – x2)− 2
𝑑𝑥
x
1 1
𝑑𝑦 1 𝑑
𝑑𝑥
= x2 (- 2 ) (16 – x2)(− 2
−1)
𝑑𝑥
(16 – x2) + (16 – x2)− 2 ( 2x)
3 1
𝑑𝑦 1
𝑑𝑥
= x2 (- 2 ) (16 – x2)(− 2
)
(- 2x) + (16 – x2)− 2 (2x)
3 1
𝑑𝑦
𝑑𝑥
= x3 (16 – x2)(− 2
)
+ 2x (16 – x2)− 2 factor
3
𝑑𝑦
𝑑𝑥
= x (16 – x2)− 2 [𝑥 2 + 2( 16 − 𝑥 2 )] simplify
3
𝑑𝑦
= x (16 – x2)− 2 (x2 + 32 - 2x2 )
𝑑𝑥
3
𝑑𝑦
𝑑𝑥
= x (16 – x2)− 2 (32 - x2 ) write with positive exponent
𝑑𝑦 x (32−𝑥 2 )
𝑑𝑥
= 3
(16− 𝑥 2 )2
𝒅𝒚 𝐱 (𝟑𝟐−𝒙𝟐 )
Thus, = write in radical form
𝒅𝒙 √(𝟏𝟔−𝒙𝟐 )𝟑

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Name: ____________________________________________________ Class number:

Section: ____________ Schedule:___________________________________ Date: ______________

Example 8. Differentiate y = ( 1 – x)3 ( 2 + x)2

Given: y = ( 1 – x)3 ( 2 + x)2
𝑑 𝑑𝑣 𝑑𝑢
Solution: apply product rule 𝑑𝑥
(uv) = u𝑑𝑥 + v𝑑𝑥
𝑑𝑦 𝑑 𝑑
𝑑𝑥
= ( 1 – x)3 𝑑𝑥( 2 + x)2 + (2 + x)2 𝑑𝑥 ( 1 – x)3 apply product rule , chain rule
𝑑𝑦
𝑑𝑥
= ( 1- x)3 [(2) (2 + x)(1) ]+ ( 2 + x )2 [3(1 − x)2 (−1)]
𝑑𝑦
𝑑𝑥
= 2 ( 1 –x)3 ( 2 + x) + (-3) (2 + x)2(1 – x )2 arrange
Note “ multiplication is commutative”
= (1 – x)2 (2 + x) [2(1 − 𝑥) − 3 (2 + 𝑥 )] factor
= (1 – x)2 (2 + x) ( 2 -2x -6 -3x) simplify
= (1 – x)2 (2 + x) ( -5x -4)
𝒅𝒚
= - (1 – x)2 (2 + x) (5x + 4)
𝒅𝒙

( 𝟑𝒙+𝟐)𝟒 𝒅𝒚
Example 9. If y = , find
(𝟏−𝒙)𝟔 𝒅𝒙

( 3𝑥+2)4
Given: y=
(1−𝑥)6
𝑑𝑢 𝑑𝑣
𝑑 𝑢 𝑣 −𝑢
𝑑𝑥 𝑑𝑥
Solution: apply quotient rule: 𝑑𝑥
( 𝑣
)= 𝑣2
and chain rule

𝑑 𝑑
𝑑𝑦 (1−𝑥)6 (3𝑥+2)4 − (3𝑥+2)4 ( 1−𝑥)6
𝑑𝑥 𝑑𝑥
𝑑𝑥
= [(1−𝑥)6 ]2
𝑑𝑦 (1−𝑥)6 [4(3𝑥+2)3 (3)] − (3𝑥+2)4 [6(1−𝑥)5 (−1)]
𝑑𝑥
= (1−𝑥)12
(1−𝑥)6 [12(3𝑥+2)3 ] − (3𝑥+2)4 [−6(1−𝑥)5 ]
= (1−𝑥)12

12(1−𝑥)6 [(3𝑥+2)3 ] + 6(3𝑥+2)4 [(1−𝑥)5 ]

= (1−𝑥)12

6(1−𝑥)5 (3𝑥+2)3 [2(1−𝑥)+(3𝑥+2)]

= (1−𝑥)12

6(1−𝑥)5 (3𝑥+2)3 (2−2𝑥+3𝑥+2)

= (1−𝑥)12

6(1−𝑥)5 (3𝑥+2)3 (4+𝑥)

=
(1−𝑥)12

𝒅𝒚 𝟔(𝟒+𝒙)(𝟑𝒙+𝟐)𝟑
Therefore, 𝒅𝒙
= (𝟏−𝒙)𝟕

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #5

Name: ____________________________________________________ Class number:

Section: ____________ Schedule:___________________________________ Date: ______________

Example10. Differentiate y = (7x - 1)𝟑 (5x + 2)𝟐

Given: y = (7x - 1)3 ( 5x + 2)2

𝑑 𝑑𝑣 𝑑𝑢
Apply product rule (uv) = u +v and chain rule
𝑑𝑥 𝑑𝑥 𝑑𝑥

Solution:
𝑑𝑦 𝑑 𝑑
𝑑𝑥
= (7x - 1)3 𝑑𝑥
(5x + 2)2 + (5x + 2)2 𝑑𝑥
(7x -1)3

𝑑𝑦
= (7x - 1)3 [2(5𝑥 + 2)(5)] + (5x + 2)2 [3(7𝑥 − 1)2 (7)]
𝑑𝑥

= 10 (7x - 1)3 (5x + 2) + 21 (5x + 2)2 (7x - 1)2

= (7x - 1)2 (5x +2) [10 (7𝑥 − 1) + 21 (5𝑥 + 2)]
= (7x - 1)2 (5x +2) (70x -10+ 105x + 42)
𝑑𝑦
𝑑𝑥
= (7x - 1)𝟐 (5x +2) (175x +32)

Activity 3: Skill-building Activities (with answer key)

Differentiate
the Functions
5 4
1. 𝑦 = 𝑥 3 − 𝑥 2 + 10
𝑥(2𝑥+1)
2. 𝑦 = 3𝑥−5

3. 𝑦 = (𝑥)(2𝑥 + 1)(3𝑥 − 5)

4. Find the derivative of y = ( 4𝑥 3 − 3𝑥 2 − 𝑥 − 5)3

𝑑𝑦
5. If y = √ 𝑥 3 − 4𝑥 + 1 ; Find 𝑑𝑥

( 𝑥−2)3
6. Find the first derivative of y = 𝑥2
.
Use three methods and check your answers.
Hint: Consider y as a product, as a quotient,
or with binomial expansion.

7. Differentiate y = (3x + 1)3 ( 2𝑥 − 3)4

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #5

Name: ____________________________________________________ Class number:

Section: ____________ Schedule:___________________________________ Date: ______________

Activity 4: What I Know Chart, part 2

What I Learned
1. ______________________________________________________________________________
_____________________________________________________________________________
2. ______________________________________________________________________________
______________________________________________________________________________
3. __________________________________________________________________________
______________________________________________________________________________
4. ______________________________________________________________________________
______________________________________________________________________________

2) Activity 5: Check for Understanding

Differentiate
The Functions

1. Find the derivative of y = ( 𝑥 2 - 3x + 1 )4

𝑑𝑦
2. If y = √5 − 3𝑥 , Find 𝑑𝑥

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

A. Think about your Learning

1. What motivated you to finish the lesson today?
________________________________________________________________________
________________________________________________________________________

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FAQs
1. What is the first principle of differentiation?
The Slope of a Curve as a Derivative. This is called differentiation from the first principle (or the
Delta Method). It gives the instantaneous rate of change of y with respect to x.

2. What is the purpose of differentiation?

Differentiation helps to find instantaneous rate of change of a function with respect to an
independent variable. It is used when a quantity shows non-linear variable. You can find the
velocity of a particle at a particular time by knowing the distance as a function of time.

3. How does chain rule works?

This rule is called the chain rule because we use it to take derivatives of composition of
functions by chaining together their derivatives. The chain rule can be thought of as taking the
derivative of the outer function (applied to the inner function) and multiplying it times the
derivative of the inner function.

4. Who invented the chain rule?

The chain rule has been known since Isaac Newton and Leibniz first discovered the calculus at
the end of the 17th century. The rule facilitates calculations that involve finding the derivatives of
complex expressions, such as those found in many physics applications.

KEY TO CORRECTIONS
Activity 3:
𝑑𝑦 −15 8
1. = 4 +
𝑑𝑥 𝑥 𝑥3

6𝑥 2 −20𝑥−5
2. 𝑦 ′ = (3𝑥−5)2

3. 𝑦 = 18𝑥 2 − 14𝑥 − 5

𝑑𝑦
4. 𝑑𝑥
= 3 ( 4x3 - 3x2 – x – 5)2 (12x2 -6x -1)

𝑑𝑦 3 𝑥2− 4
5. =
𝑑𝑥 2√𝑥 3 −4𝑥+1

𝑑𝑦 (𝑥+4)(𝑥−2)2
6. 𝑑𝑥
= 𝑥3

𝑑𝑦
7. 𝑑𝑥
= (2x - 3)3 (3x + 1)2 (42x – 19)

Activity 5:
𝑑𝑦
5.1 𝑑𝑥
= 4 (2x – 3) ( 𝑥 2 – 3x + 1)3
𝑑𝑦 −3
5.2 𝑑𝑥 = 2√5−3𝑥

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #6

Name: _____________________________________________________ Class number:

Section: ____________ Schedule: ____________________________________ Date: _____________

Lesson Title: HIGHER DERIVATIVES Materials: Ballpoint, Notebook, Calculator

Lesson Objectives: Textbook: Calculus by Ron Larson , 11th

At the end of the lesson, you should be able to: Ed.
1. Find the higher derivative of functions References:
1. 2. Derive other forms of the second derivative 1. The Calculus 7 by Louis Leithold
2. Differential and Integral Calculus
by Clyde E. Love and Earl Rainville

NOTHING WORTH HAVING COMES EASY.

WE DON’T GROW WHEN THINGS ARE EASY,
WE GROW WHEN WE FACE CHALLENGES.
LESSON PREVIEW/REVIEW

1) Introduction

GOOD DAY! The following topics shall be accomplished

in this lesson:
1. Find the higher derivative of functions
2. Derive other forms of the second derivative

2) Activity 1: What I Know Chart, part 1

What I Know Questions: What I Learned (Activity 4)

1 Do you know how to find the
higher derivative of a function?
2 Can you derive other forms of
the second derivative?

B. MAIN LESSON
1) Activity 2: Content Notes

THE HIGHER DERIVATIVE

The derivative of y with respect to x is itself of function of x, and may in the turn be
differentiated. The derivative of the first derivative is called the second derivative and is
𝒅𝟐 𝒚 𝒅𝟑 𝒚
written 𝒅𝒙𝟐
. The derivative of the second derivative is the third derivative and written as, 𝒅𝒙𝟑
,
𝒅𝟒 𝒚 𝒅𝟓 𝒚
etc. Other higher derivatives are 𝒅𝒙𝟒
, 𝒅𝒙𝟓
, etc.

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Further differentiation give us the derivative of order higher than 2. These derivatives
are defined and denoted as follows.

𝑑3 𝑦
= 𝑓 ′′′ (𝑥) = 𝒚′′′ third derivative
𝑑𝑥 3
𝑑4 𝑦
𝑑𝑥 4
= 𝑓 (4) (𝑥) = 𝒚(𝟒) fourth derivative
𝑑5 𝑦
𝑑𝑥 5
= 𝑓 (5) (𝑥) = 𝒚(𝟓) fifth derivative
𝑑𝑛𝑦
= 𝑓 (𝑛) (𝑥) = 𝒚(𝒏) nth derivative
𝑑𝑥 𝑛

Note that parentheses are used in y(n) and f (n)(x). The symbol y(n) is used to
distinguish it from the symbol yn. Recall that yn indicates the nth power of y = f(x)
while the present notation y(n) indicates the nth derivative of y = f(x).

Example 1. If y = x4 – 2x3 + 5x2 + 10 ,

𝑑𝑦
Then, = y' = 4x3 – 6x2 + 10x
𝑑𝑥
𝑑2 𝑦
𝑑𝑥 2
= y'' = 12x2 – 12x + 10
𝑑3 𝑦
𝑑𝑥 3
= y''' = 24x – 12
𝑑4 𝑦
𝑑𝑥 4
= y(4) = 24
𝑑5 𝑦
𝑑𝑥 5
= y(5) = 0

𝟓
Example 2. Find the second derivative and the third derivative of y = 𝒙
5
Given : y=
𝑥
𝑑𝑦 −5
Solution: 𝑑𝑥
= 𝑥2
first derivative , quotient rule
𝑑2 𝑦 +5(2𝑥)
𝑑𝑥 2
= 𝑥4
+𝟏𝟎
= 𝒙𝟑
second derivative,
𝑑3 𝑦 −10 (3𝑥 2 )
𝑑𝑥 3
= 𝑥6
−30𝑥 2
= 6
𝑥
−𝟑𝟎
= 𝟒 third derivative
𝒙

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MAT 171: Calculus 1 for Engineers
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Name: _____________________________________________________ Class number:

Section: ____________ Schedule: ____________________________________ Date: _____________

Example 3. Find the second derivative of y = ( x2 + x + 1 ) 2

Given : y = ( x2 + x + 1 ) 2
𝑑𝑦
Solution: 𝑑𝑥 = 2( 𝑥 2 + 𝑥 + 1 )( 2𝑥 + 1 ) power rule, chain rule
𝑑2 𝑦
𝑑𝑥 2
= 2 [ (𝑥 2 + 𝑥 + 1 )(2) + ( 2𝑥 + 1)( 2𝑥 + 1 )] Product rule

= 2 ( 2𝑥 2 + 2𝑥 + 2 + 4𝑥 2 + 4𝑥 + 1 ) Distributive law
= 2 ( 6𝑥 2 + 6𝑥 + 3 ) simplify
= 𝟔 ( 𝟐𝒙𝟐 + 𝟐𝒙 + 𝟏) factor out by 3

Example 4. Find the third derivative of y = √𝟒 − 𝒙𝟐

Given : y = √4 − 𝑥 2
𝑑𝑢
𝑑𝑦 −2𝑥 𝑑
Solution: = from (√𝑢 ) = 𝑑𝑥
𝑑𝑥 2√4−𝑥 2 𝑑𝑥 2 𝑢
√
𝑑𝑦 −𝑥
=
𝑑𝑥 √4−𝑥 2
−2𝑥
√4−𝑥 2 (−1) − (−𝑥)( )
𝑑2𝑦 2√4−𝑥2
= apply quotient rule
𝑑𝑥 2 (4−𝑥 2 )
𝑥2
−√4−𝑥 2 −
√4−𝑥2
= simplify
4−𝑥 2
−( 4−𝑥 2 )−𝑥 2
=
(√4−𝑥 2 )( 4−𝑥 2 )

− 4+𝑥 2 −𝑥 2
= ( 4−𝑥 2 )3/2

𝑑2 𝑦 −4 1 3
𝑑𝑥 2
= ( 4−𝑥2 )3/2 2
+1= 2

𝑑2 𝑦
= - 4 (4 – x2) -3/2 law of exponent
𝑑𝑥 2
3
𝑑3 𝑦 12
= ( 4 − 𝑥 2 )− 2 −1 (-2x) apply power rule & chain rule
𝑑𝑥 3 2

= -12x( 4- x2 )-5/2 simplify

−12𝑥
= 5
( 4−𝑥 2 ) 2

𝒅𝟑 𝒚 −𝟏𝟐𝒙
therefore : 𝒅𝒙𝟑
= 𝟓
(√𝟒−𝒙𝟐 )

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #6

Name: _____________________________________________________ Class number:

Section: ____________ Schedule: ____________________________________ Date: _____________

𝒅𝟐 𝒚
Example 5. If y = x3- x , Find and interpret 𝒅𝒙𝟐
Given: 𝑦 = 𝑥3 − 𝑥
𝑑𝑦 𝑑𝑦
Solution: 𝑦′ = 𝑑𝑥
= 3𝑥 2 − 1 We found that the first derivative is 𝑑𝑥 = 3𝑥 2 − 1.
𝑑2 𝑦 𝒅𝟐 𝒚
So the second derivative is 𝑑𝑥 2
= 6𝑥 . 𝒚′′ = 𝒅𝒙𝟐 = 𝟔𝒙

The graph of y, y', y'' are shown in the figure.

Since y'' is the derivative of y', we see that the second derivative is the rate of change of
slope of the graph of the function. In general, we can interpret a second derivative as a
rate of change of a rate of change. The most familiar example of this is acceleration.

𝒅𝒗 𝒅𝟐 𝒔
In Leibniz notation. 𝒂= = 𝒅𝒕𝟐
𝒅𝒕

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MAT 171: Calculus 1 for Engineers
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Name: _____________________________________________________ Class number:

Section: ____________ Schedule: ____________________________________ Date: _____________

Activity 3: Skill-building Activities (with answer key)

1. 𝑦 = ( 𝑥 3 − 2𝑥)2 , find y'''

𝑥
2. 𝑦= 𝑥+1
find y''

3
3. 𝑦 = √(1 + 2𝑥)2 , find y''

𝑥3
4. 𝑦 = √( ) find y' and y''
1−𝑥

𝑑𝑦 𝑑2 𝑦
5. Find and of 𝑦 = (𝑥 + 2)2 (2 − 1)3
𝑑𝑥 𝑑𝑥 2

Activity 4: What I Know Chart, part 2

What I Learned
1. ______________________________________________________________________________
______________________________________________________________________________
2. ______________________________________________________________________________
______________________________________________________________________________
3. ______________________________________________________________________________
______________________________________________________________________________
4. ______________________________________________________________________________
______________________________________________________________________________

Activity 5: Check for Understanding

𝟏
Evaluate: 1. 𝒚= , find y(4)
√𝒙

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning

A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

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MAT 171: Calculus 1 for Engineers
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Name: _____________________________________________________ Class number:

Section: ____________ Schedule: ____________________________________ Date: _____________

B. Think about your Learning

1. What motivated you to finish the lesson today?

_____________________________________________________________________________
_____________________________________________________________________________

2. What could you have done better to improve your learning today?
_____________________________________________________________________________
_____________________________________________________________________________

FAQs

1. What does derivative mean in real life?

The derivative is often called as the “instantaneous” rate of change. The derivative of a
function represents an infinitely small change of the function with respect to one of its variation.

2. Can a function have multiple derivatives?

No. A function cannot have more than one derivative. Recall that we can define a
derivative as: And a limit of a real-valued function cannot approach more than one value ………
if two different equations describe the same set of points, then they describe the same function.

KEY TO CORRECTIONS

Evaluate the following.

1. 𝑦 ′′′ = 24x (5x2 – 4)
−𝟐
2. 𝒚′′ = (𝒙+𝟏)𝟑
𝟖
3. 𝒚′′ = − 𝟑
𝟗 √(𝟏+𝟐𝒙)𝟒
3 1 3
1
4. 𝑦′ = 2 (1 − 𝑥)− 2 (3𝑥 2 − 2𝑥 2 )
𝟑 −𝟏 𝟓
𝒚′′ = 𝟒
𝒙 𝟐 (𝟏 − 𝒙)𝟐
𝑑𝑦
5. 𝑑𝑥
= 10[(2𝑥 − 1)2 (𝑥 + 2)(𝑥 + 1)]
𝒅𝟐 𝒚
𝒅𝒙𝟐
= 𝟏𝟎(𝟐𝒙 − 𝟏)(𝟖𝒙𝟐 + 𝟏𝟔𝒙 + 𝟓)

Activity 5
𝟏𝟎𝟓
1. y(4) =
𝟏𝟔√𝒙𝟗

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MAT 171: Differential Calculus
Student’s Activity Sheets #7

Name: __________________________________________________ Class number:

Section: ____________ Schedule:__________________________________ Date: _____________

Lesson Title: IMPLICIT DIFFERENTIATION Materials: Ballpoint, Notebook, Calculator

AND THE DIFFERENTIAL
Textbook: Calculus by Ron Larson, 11th Ed.
Lesson Objectives: References:
At the end of the lesson, you should be able to: 1. The Calculus 7 by Louis Leithold
1. State and illustrate the rule on implicit 2. Differential and Integral Calculus
differentiation. by Clyde E. Love and Earl Rainville
2. Find the first derivative, second derivative,
and slope of implicit functions.
3. Define and illustrate the differential of a
function.
4. Find the differential of a function

Don’t limit your challenges, challenge your limit.

Make the most every day!

A. LESSON PREVIEW/REVIEW
1) Introduction

GOOD DAY! The following topics shall be accomplished in this

lesson:
1. State and illustrate the rule on implicit differentiation
2. Find the first derivative, second derivative, and slope
of implicit functions
3. Define and illustrate the differential of a function
4. Find the differential of a function

1) Activity 1: What I Know Chart, part 1

What I Know Questions: What I Learned (Activity 4)

1 Can you state and illustrate the
rule on implicit differentiation?
2 Do you know how to find the
first derivative, second derivative,
and slope of implicit functions?

3. Can you define and illustrate

the differential of the function?
4. Do you know how to find the
differential of the function?

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MAT 171: Differential Calculus
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Name: __________________________________________________ Class number:

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B.MAIN LESSON
1) Activity 2: Content Notes

IMPLICIT DIFFERENTIATION
In the preceding lessons, we have been concerned mainly with functions defined by the
equation y = f(x). In this form, y is said to be an explicit function of x.

For example, in the equation 𝑦 = 𝑥 2 + 4𝑥 + 10, y is an explicit function of x.

If y is a function of x but is not expressed explicitly in terms of x, then y is said to be an

implicit function of x. In each of the equations below, y is an implicit function of x.
1. 𝑥 2 + 4𝑥𝑦 + 4𝑦 2 = 0
2. 𝑥 2 + 𝑦 2 − 6𝑥 + 2𝑦 = 0
3. 2 − (1 − 𝑥) ln 𝑦 = 0
In general, an implicit function may be represented by the equation f (x, y) = 0.
𝑑𝑦
To find 𝑑𝑥
or y' of an implicit function, we differentiate both sides of the equation with respect to
𝑑𝑦
x and then solve for 𝑑𝑥
or y'. The process involved is called implicit differentiation.

Guidelines for implicit differentiation

1. Differentiate both sides of the equation with respect to x, bearing in

𝑑𝑦
mind that y is a function of x, that is, 𝑑𝑥 or y' follows when the

variable y is differentiated.
𝑑𝑦
2. Collect all terms involving 𝑑𝑥
on the left side of the equation and

move all other terms to the right side of the equation.

𝑑𝑦
3. Factor 𝑑𝑥
on the left side of the equation.

𝑑𝑦
4. Solve for 𝑑𝑥
.

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MAT 171: Differential Calculus
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Name: __________________________________________________ Class number:

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𝒅𝒚
Example1. Determine 𝒅𝒙
of the given implicit function 𝒙𝟐 + 𝒚𝟐 = 𝟑𝟔

Given: 𝑥 2 + 𝑦 2 = 36
Solution:
Differentiate both sides of the equation 𝑥 2 + 𝑦 2 = 36
𝑑 𝑑
(𝑥 2 + 𝑦 2 ) = (36)
𝑑𝑥 𝑑𝑥
𝑑 𝑑 𝑑
(𝑥 2 ) + (𝑦 2 ) = 𝑑𝑥 (36)
𝑑𝑥 𝑑𝑥
𝑑 𝑑
(𝑥 2 ) + (𝑦 2 ) =0
𝑑𝑥 𝑑𝑥

Remember that y is a function of x. Using the Chain Rule, we have,

𝑑𝑦
2𝑥 + 2𝑦 =0
𝑑𝑥
𝑑𝑦
Collect all terms involving 𝑑𝑥 on the left side of the equation and move all other
terms to right side of the equation.
𝑑𝑦
2𝑦 𝑑𝑥 = −2𝑥
𝑑𝑦
Now, we solve for ;
𝑑𝑥
𝑑𝑦 −2𝑥
=
𝑑𝑥 2𝑦
𝒅𝒚 𝒙
Therefore, 𝒅𝒙
= −𝒚

Example 2. Alternative solution in solving the equation 𝒙𝟐 + 𝒚𝟐 = 𝟑𝟔

We get, 𝑦 = ±√36 − 𝑥 2 .
Differentiating: 𝑦 = √36 − 𝑥 2
= (36 − 𝑥 2 )1/2
Using chain rule , we have,
1
𝑑𝑦 1 𝑑
𝑑𝑥
= 2 (36 − 𝑥 2 )2−1 𝑑𝑥 (36 − 𝑥 2 )
1
1
= (36 − 𝑥 2 )− 2 (−2𝑥)
2
𝑑𝑦 𝑥
= −
𝑑𝑥 √36−𝑥 2
𝑑𝑦 𝑥
Note: The expression 𝑑𝑥
= − 𝑦 in solution 1 gives the derivative, both in terms
of x and y. It is correct no matter which function y determines the given
equation. For instance, for y = f(x) = √36 − 𝑥 2 ,
𝒅𝒚 𝒙 −𝒙
we have, 𝒅𝒙
= −𝒚 =
√𝟑𝟔−𝒙𝟐

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𝒅𝒚
Example 3. If 𝟑𝒙𝟐 + 𝟒𝒙𝒚 + 𝟒𝒚𝟐 = 𝟎 , find 𝒅𝒙
Solution:
3𝑥 2 + 4𝑥𝑦 + 4𝑦 2 = 0
𝑑
𝑑𝑥
(3𝑥 2 + 4𝑥𝑦 + 4𝑦 2 ) = 0
Differentiating both sides with respect to x, regarding y as a function of x, and
using the Chain Rule on the term 4y2 and the Product Rule on the term 4xy, we
get,
𝑑
6𝑥 + 4 𝑑𝑥 (𝑥𝑦) + 8𝑦𝑦’ = 0
6𝑥 + 4[𝑥𝑦′ + 𝑦(1)] + 8𝑦𝑦′ = 0
6𝑥 + 4𝑥𝑦′ + 4𝑦 + 8𝑦𝑦′ = 0
Collect all terms involving y' on the left side of the equation
4𝑥𝑦’ + 8𝑦𝑦’ = −6𝑥 − 4𝑦
factor out y’
𝑦’(4𝑥 + 8𝑦) = −6𝑥 − 4𝑦
we now solve for y'
−6𝑥−4𝑦
𝑦′ = 4𝑥+8𝑦
−2(3𝑥+2𝑦)
𝑦′ =
4(𝑥+2𝑦)
𝒅𝒚 −(𝟑𝒙+𝟐𝒚)
Therefore, = 𝒚′ =
𝒅𝒙 𝟐(𝒙+𝟐𝒚)

Example 4. Find the second derivative of 𝒙𝟐 + 𝒚𝟐 = 𝟒

Given: 𝑥2 + 𝑦2 = 4
Solution: Differentiating the equation implicitly with respect to x, we have,
2𝑥 + 2𝑦𝑦′ = 0
2𝑦𝑦′ = −2𝑥
Solving for y' gives,
2𝑥
𝑦′ = − 2𝑦
𝑥
𝑦′ = − 𝑦

Differentiating further with respect to x,

𝑦(1)−𝑥𝑦 ′
𝑦′′ = −[ ]
𝑦2

Using quotient rule and remembering that y is a function of x.

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(𝑦−𝑥𝑦 ′ ) 𝑥
=− 𝑦2
but y' = − 𝑦
𝑥
[𝑦−𝑥(− )]
𝑦
=− 𝑦2
𝑥2
[𝑦+ ]
𝑦
=− 𝑦 2

𝑦2 +𝑥2
( )
𝑦
=− 2 simplify
𝑦

(𝑦 2 +𝑥 2 )
=−
𝑦3
𝟒
therefore 𝒚′′ = − 𝒚𝟑 by substitution: 𝑥 2 + 𝑦 2 = 4

This is the second derivative.

Note that y'' can also be obtained without solving for y' in terms of x and y.
That is, starting with,
𝑥2 + 𝑦2 = 4
2𝑥 + 2𝑦𝑦’ = 0
𝑥 + 𝑦𝑦′ = 0
we can differentiate implicitly again to obtain,
1 + 𝑦𝑦’’ + 𝑦’𝑦’ = 0
1 + 𝑦𝑦’’ + (𝑦’)2 = 0
Solving for y'', we get
2
−(𝑦 ′ ) −1 𝑥
𝑦′′ = 𝑦
substituting 𝑦′ = − 𝑦
𝑥 2
−(− ) −1
𝑦
𝑦′′ = 𝑦
𝑥2
−( 2 )−1
𝑦
= simplify
𝑦

−(𝑥 2 +𝑦 2 )
= 𝑦3

since 𝑥 2 + 𝑦 2 = 4
−𝟒
Therefore, 𝒚′′ = 𝒚𝟑

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MAT 171: Differential Calculus
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Name: __________________________________________________ Class number:

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THE DIFFERENTIAL
𝑑𝑦
We have been using 𝑑𝑥
or y' to denote the derivative of y with respect to x. We define two
quantities 𝑑𝑥 𝑎𝑛𝑑 𝑑𝑦, which are the differential of the function f(x).

Consider two points P and Q on y = f(x).The figure shows the diagram of the differentials 𝑑𝑥
and 𝑑𝑦 with the given two points 𝑃(𝑥, 𝑦) and Q (𝑥 + ∆𝑥, 𝑦 + ∆𝑦) on the graph of 𝑦 = 𝑓(𝑥),
where ∆𝑦 = 𝑓(𝑥 + ∆𝑥) − 𝑓(𝑥).

The value of the derivative at P is equal to the slope of the tangent line PT.
𝑑𝑦
We have, 𝑑𝑥 = 𝑓 ′(𝑥) , 𝑜𝑟 𝑑𝑦 = 𝑓 ′ 𝑑𝑥. This will lead us to the following definition:

For the function 𝑦 = 𝑓(𝑥), we define the differential of the independent variable x is equal to the
increment of that variable. In mathematical symbols,

𝒅𝒙 = ∆𝒙

The differential 𝑑𝑦 is equal to its derivative multiplied by the differential of the independent
variable.
𝒅𝒚 = 𝒚′∆𝒙, 𝒐𝒓 𝒅𝒚 = 𝒇′(𝒙)𝒅𝒙

Definition:
Note: The differential of any function is equal to its derivative multiplied by the differential
of the independent variable.

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MAT 171: Differential Calculus
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Name: __________________________________________________ Class number:

Section: ____________ Schedule:__________________________________ Date: _____________

Example 1.Find the differential of the given function 𝒚 = 𝟑𝒙𝟒 − 𝟓𝒙𝟑 + 𝟐𝒙 + 𝟓.

Given: 𝑦 = 3𝑥 4 − 5𝑥 3 + 2𝑥 + 5
𝑑𝑦 = 12𝑥 3 𝑑𝑥 − 15𝑥 2 𝑑𝑥 + 2𝑑𝑥 Differentiate by the power rule, sum and difference rule
𝒅𝒚 = (𝟏𝟐𝒙𝟑 − 𝟏𝟓𝒙𝟐 + 𝟐)𝒅𝒙 From the definition “ the differential of y is equal to its
derivative multiplied by the differential of the
independent variable.”

Example 2. Find the differential of the function 𝒚 = √𝟐𝒙 − 𝒙𝟐 .

𝑦 = √2𝑥 − 𝑥 2
𝑑𝑦
𝑑√𝑢 𝑑𝑥
From 𝑑𝑥
= 2√𝑢

2𝑑𝑥−2𝑥𝑑𝑥
𝑑𝑦 = Factor out by 2
2√2𝑥−𝑥 2

2(1−𝑥)𝑑𝑥
dy = Simplify
2√2𝑥−𝑥 2

(𝟏−𝒙)𝒅𝒙
dy =
√𝟐𝒙−𝒙𝟐

Example 3. If 𝒚 = 𝒙𝟐 √𝒙𝟒 + 𝟏 , find dy

Given: 𝑦 = 𝑥 2 √𝑥 4 + 1
1
y = 𝑥 2 (𝑥 4 + 1)2 Write in exponential form
1 1
𝑦 = 𝑥 2 𝑑(𝑥 4 + 1) + (𝑥 4 + 1) 𝑑(𝑥 2 )
2 2 Differentiate, apply the chain rule
1 1
1 −
= 𝑥 2 [ (𝑥 4 + 1) 2 (4𝑥 3 𝑑𝑥)] + (𝑥 4 + 1) (2𝑥𝑑𝑥)
2
2
1 1
= [2𝑥 5 (𝑥 4 + 1)− 2 + 2𝑥(𝑥 4 + 1)2 ] 𝑑𝑥 Factor
1
= 2𝑥(𝑥 4 + 1)− 2 (2𝑥 4 + 1)𝑑𝑥 Write in a positive exponent
2𝑥(2𝑥 4 +1) 𝑑𝑥
dy = 1
(𝑥 4 +1)2
𝟐𝒙(𝟐𝒙𝟒 +𝟏)𝒅𝒙
𝒅𝒚 = Write in radical form
√𝒙𝟒 +𝟏

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(𝟏−𝒙)𝟐
Example 4. If 𝒚 = (𝟏−𝟐𝒙)𝟐 ; find 𝒅𝒚

(1−𝑥)2
𝑦 = (1−2𝑥)2
(1−2𝑥)2 𝒅(1−𝑥)2 − (1−𝑥)2 𝒅(1−2𝑥)2
𝑑𝑦 = ((1−2𝑥)2 )2
Apply the quotient rule
(1−2𝑥)2 2(1−𝑥)(−𝑑𝑥) − (1−𝑥)2 [2(1−2𝑥)(−2𝑑𝑥)]
= ((1−2𝑥)2 )2

−2(1−2𝑥)2 (1−𝑥)𝑑𝑥 + 4(1−𝑥)2 (1−2𝑥)𝑑𝑥

= ((1−2𝑥)2 )2

−2(1−𝑥)(1−2𝑥) [(1−2𝑥)−2(1−𝑥)] 𝑑𝑥
= ((1−2𝑥)2 )2
−2(1−𝑥)(1−2𝑥)(1−2𝑥−2+2𝑥)𝑑𝑥
= (1−2𝑥)4
−2(1−𝑥)(1−2𝑥)(−𝑑𝑥)
= (1−2𝑥)4
𝟐(𝟏−𝒙)𝒅𝒙
𝒅𝒚 = (𝟏−𝟐𝒙)𝟑

Example 5. From the implicit function 𝒙𝟐 + 𝒙𝒚 + 𝒚𝟐 = 𝟏𝟎 , Find 𝒅𝒚.

Given: 𝑥 2 + 𝑥𝑦 + 𝑦 2 = 10 Apply implicit differentiation

2𝑥𝑑𝑥 + (𝑥𝑑𝑦 + 𝑦𝑑𝑥) + 2𝑦𝑑𝑦 = 0
2𝑥𝑑𝑥 + 𝑥𝑑𝑦 + 𝑦𝑑𝑥 + 2𝑦𝑑𝑦 = 0
𝑑𝑦(𝑥 + 2𝑦) = (−2𝑥 − 𝑦)𝑑𝑥
(−2𝑥−𝑦)𝑑𝑥
𝑑𝑦 = 𝑥+2𝑦
;

− (𝟐𝒙 + 𝒚)𝒅𝒙
𝒅𝒚 =
𝒙 + 𝟐𝒚
Example 6. Find 𝒅𝒚 if the implicit function is 𝟑𝒚𝟐 + 𝟐𝒚 − 𝟔𝒙𝒚 + 𝟑𝒙𝟐 − 𝟕𝒙 − 𝟏 = 𝟎

Given: 3𝑦 2 + 2𝑦 − 6𝑥𝑦 + 3𝑥 2 − 7𝑥 − 1 = 0 .
6𝑦𝑑𝑦 + 2𝑑𝑦 − 6(𝑥𝑑𝑦 + 𝑦𝑑𝑥) + 6𝑥𝑑𝑥 − 7𝑑𝑥 = 0 Apply implicit differentiation
6𝑦𝑑𝑦 + 2𝑑𝑦 − 6𝑥𝑑𝑦 − 6𝑦𝑑𝑥 + 6𝑥𝑑𝑥 − 7𝑑𝑥 = 0
6𝑦𝑑𝑦 + 2𝑑𝑦 − 6𝑥𝑑𝑦 = +6𝑦𝑑𝑥 − 6𝑥𝑑𝑥 + 7𝑑𝑥
𝑑𝑦(6𝑦 + 2 − 6𝑥) = (6𝑦 − 6𝑥 + 7)𝑑𝑥
(𝟔𝒚−𝟔𝒙+𝟕)𝒅𝒙
𝒅𝒚 = (𝟔𝒚+𝟐−𝟔𝒙)

This document is the property of PHINMA EDUCATION

8
MAT 171: Differential Calculus
Student’s Activity Sheets #7

Name: __________________________________________________ Class number:

Section: ____________ Schedule:__________________________________ Date: _____________

Activity 3: Skill-building Activities

𝑑𝑦
1. Find , of the implicit function
𝑑𝑥
𝑥 2 + 4𝑥𝑦 + 𝑦 2 = 5
2. From the implicit function of
𝑑𝑦
𝑥 2 + 𝑦 2 = 2𝑥𝑦, find 𝑑𝑥
3. From the implicit function of
𝑑2 𝑦
𝑥 2 + 𝑦 2 = 25, find
𝑑𝑥 2

Find the differential of the given function.

4. 𝑦 = 5𝑥 3 + 62 + 10𝑥 + 5
5. 𝑦 = √4 − 5𝑥
2𝑥 5𝑦
6. 𝑦
− 𝑥
=6

Activity 4: What I Know Chart, part 2

What I Learned
1. ______________________________________________________________________________
______________________________________________________________________________
2. ______________________________________________________________________________
______________________________________________________________________________
3. ______________________________________________________________________________
______________________________________________________________________________
4. ______________________________________________________________________________
______________________________________________________________________________

Activity 5: Check for Understanding

1. Find the second derivative of the

implicit function √𝑥 + √𝑦 = 25

Find the differential of the given function

2. y = 𝑥 3 - √𝑥
3. 𝑦 = √ (2 − 𝑥)3

This document is the property of PHINMA EDUCATION

9
MAT 171: Differential Calculus
Student’s Activity Sheets #7

Name: __________________________________________________ Class number:

Section: ____________ Schedule:__________________________________ Date: _____________

C. LESSON WRAP-UP

1) Activity 6: Thinking about Learning

A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think about your Learning

FAQs
1. What is implicit differentiation?
Implicit differentiation is the special case of related rates where one of the variables is time. Implicit
differentiation has an important application: it allows to compute the derivatives of inverse functions. It is
good that we review this, because we can use these derivatives to find anti-derivatives.
2. Why is implicit differentiation important?
Implicit differentiation is important because it allows you to find the derivative of y with respect to x without
having to solve the given equation for y. The chain rule must be used whenever the function y is being
differentiated because of our assumption that y may be expressed as a function of x.
3. What is the difference between a derivative and a differential?
A derivative is a change in a function, a differential is the change in a variable. A function is the
relationship between two variables, so the derivative is always a ratio of differential.
4. What is the differential formula?
dy = f' (x) dx

KEY TO CORRECTIONS
−(𝒙+𝟐𝒚)
Activity 3. 1. 𝒚′ = Activity 5.
(𝟐𝒙+𝒚)
𝟐(𝒚−𝒙) 𝟐𝟓
2. 𝒚′ = =𝟏 1. 𝒚′′ =
𝟐(𝒚−𝒙) 𝟐 √ 𝒙𝟑
−𝟐𝟓 𝟏
3. 𝒚′′ = 2. dy = (𝟑𝒙𝟐 − ) 𝒅𝒙
𝒚𝟑 𝟐√𝒙
𝟑
4. 𝒅𝒚 = (𝟏𝟓𝟐 + 𝟏𝟐𝒙 + 𝟏𝟎)𝒅𝒙 3. 𝒅𝒚 = − √𝟐 − 𝒙𝒅𝒙
𝟐
−𝟓𝒅𝒙
5. 𝒅𝒚 =
𝟐√𝟒−𝟓𝒙
(𝟐𝒙𝟐 𝒚+𝟓𝒚𝟑 )𝒅𝒙
6. 𝒅𝒚 =
𝟐𝒙𝟑 +𝟓𝒚𝟐 𝒙

This document is the property of PHINMA EDUCATION

10
MAT 204: Mathematics in the Modern World for Engineers
Module #13

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Trigonometric and Inverse Trigonometric Materials:

Functions Pen, Notebook, Scientific Calculator

Learning Targets: References:

By the end of the lesson, students will be able to: College Algebra by R. David Gustafson
1. Derive different trigonometric functions by using a right and James Stewart
triangle. Algebra and Trigonometry with
2. Derive different inverse trigonometric functions using a right WileyPLUS Set by Cynthia Y. Young
triangle.
3. Solve problems involving trigonometric and inverse
trigonometric functions by solving for the sides and angles in a
right triangle

CONNECT (5 mins)
A.1. Lesson Preview/Review
Welcome to Module #13! Today, we will learn about trigonometric functions and inverse trigonometric
functions. Read the learning targets listed above so you have a good idea of what to expect from today’s
lesson.

To help you learn better, remember:

Let’s start learning!

Trigonometric functions, such as sine, cosine, and tangent, describe the relationships between the angles
and sides of triangles. They are essential in many fields, including physics, engineering, and computer
science, as they help model periodic phenomena like sound and light waves.

Inverse trigonometric functions, like arcsine, arccosine, and arctangent, allow us to find angles from given
side ratios, crucial for applications in navigation and computer graphics.

Mastering these functions is vital for solving complex problems in both theoretical and applied mathematics.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

COACH

B.1. Content Notes (50 mins)

In this lesson, we will be learning about “Trigonometric and Inverse Trigonometric Functions”. To help us
understand what we read, we will use the comprehension strategy Summarizing and Generalization.

TRIGONOMETRIC AND INVERSE TRIGONOMETRIC FUNCTIONS

Trigonometry is a branch of mathematics that studies the relationship between the angles and sides of
triangles. Its study relies heavily on the concept of angles. Let us now define some key terminologies.

ANGLES AND DEGREE MEASURE

A line is the straight path connecting two points (A and B) and extending beyond the points in both
directions. The portion of the line between the two points (including the points) is called a line segment. A ray
is the portion of the line that starts at one point (A) and extends to infinity (beyond B). A is called the endpoint
of the ray.

An angle is formed when two rays share the same endpoint. The common endpoint is called the vertex.
We say that an angle is formed when a ray is rotated around its endpoint. The ray in its original position is
called the initial ray or the initial side of an angle. The ray after it is rotated is called the terminal ray or the
terminal side of an angle. Rotation in a counterclockwise direction corresponds to a positive angle, whereas
rotation in a clockwise direction corresponds to a negative angle.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Two common angle units of measurement are the degree and radian. An angle formed by one complete
counterclockwise rotation has measure of 360 degrees (denoted by 360O ) or 2π radians (denoted by 2π rad).

One complete revolution = 360O = 2π radians

The Greek letter θ (theta) is the most common name for an angle. Other common names of angles are
α (alpha), β (beta) and γ (gamma). Sometimes, angles are named by capital letters (A, B, C,…).
A right angle is an angle measuring exactly 90O . An acute angle is an angle measuring less than 90O . An
obtuse angle is angle measuring more than 90O but less than 180O . A straight angle is an angle measuring
exactly 180O A reflex angle is an angle measuring more than 180O but less than 360O .

𝛉 𝛉 𝛉

ACUTE ANGLE RIGHT ANGLE OBTUSE ANGLE

𝟎𝐨 < 𝛉 < 𝟗𝟎𝐎 𝛉 = 𝟗𝟎𝐎 𝟗𝟎𝐨 < 𝛉 < 𝟏𝟖𝟎𝐎

𝛉
𝛉
STRAIGHT ANGLE REFLEX ANGLE
𝛉 = 𝟏𝟖𝟎𝐎 𝟏𝟖𝟎𝐨 < 𝛉 < 𝟑𝟔𝟎𝐎

TRIANGLES
Triangles are three - sided, closed plane figures. An important property of triangles is the sum of measures
of three interior angles of any triangle is 180O . In a triangle, an interior angle is an angle formed by two sides
of the triangle that meets inside the shape. In the next figure, the interior angles are α, β, and γ.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

𝛂 𝛄
𝛃

The sum of the interior angles of a triangle is 𝟏𝟖𝟎𝐎

α + β + γ = 180O

Triangles can be grouped based on their sides and angles.

• Equilateral Triangle: This triangle has three sides that are all the same length and three equal interior
angles, each measuring 60 degrees.
• Isosceles Triangle: This triangle has two sides that are the same length (called legs) and two interior
angles that are the same.
• Scalene Triangle: This triangle has three sides that are all different lengths, and all three interior angles
are different too.
• Right Triangle: This triangle has one interior angle that is exactly 90 degrees.
• Acute Triangle: This triangle has all three interior angles less than 90 degrees.
• Obtuse Triangle: This triangle has one interior angle that is more than 90 degrees.
• Oblique Triangle: This is any triangle that does not have a 90 - degree interior angle.

Now, let us take a closer look at the right triangle.

THE RIGHT TRIANGLE

The right triangle is very important because we use it to define trigonometric functions. It’s also the only
triangle where we can use the Pythagorean Theorem, which is a key idea in Mathematics. The longest side of
a right triangle, called the hypotenuse is opposite the right angle. The other two sides are called the legs of the
right triangle.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

The Pythagorean Theorem relates the sides of a right triangle. It states that:
“In any right triangle, the square of the length of t he longest side (hypotenuse) is equal to the sum of the
squares of the lengths of the other two sides (legs).”

Consider the right triangle shown below with hypotenuse c and the legs a and b. In terms of a, b and c,
the Pythagorean Theorem can be stated as:

𝐚𝟐 + 𝐛𝟐 = 𝐜 𝟐

It is important to note that the Pythagorean Theorem applies ONLY to right triangles.

EXAMPLE 1:
Use the Pythagorean Theorem to solve for the unknown side length in the given
right triangle.

SOLUTION:
1. Recall the Pythagorean Theorem a2 + b2 = c 2
and identify what are given and what is From the given, a = x, b = 3 and
the unknown. c=7

2. Apply the Pythagorean Theorem. x 2 + 32 = 72

x 2 + 9 = 49

3. Solve for the unknown. We can use x 2 = 49 − 9

our calculator to make things easier. x 2 = 40
x = √40

Using the calculator (991 ES):

Input: s40=

Thus, 𝐱 = 𝟐√𝟏𝟎.
.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

TRIGONOMETRIC FUNCTIONS
Trigonometric functions or trigonometric ratios are special mathematical functions that relate the angles of
a triangle to the lengths of its sides. They depend on θ and each is given a name:

FUNCTION NAME ABBREVIATION WORDS MATH

Sine sin The sine of θ sin θ
Cosine cos The cosine of θ cos θ
Tangent tan The tangent of θ tan θ
Secant sec The secant of θ sec θ
Cosecant csc The cosecant of θ csc θ
Cotangent cot The cotangent of θ cot θ

Sine, cosine, tangent, secant, cosecant and cotangent are names given to specific ratios of lengths of sides
of right triangles.
Let θ be an acute angle in a right
triangle, then
a b a
sin θ = cos θ = tan θ =
c c b
c c b
csc θ = sec θ = cot θ =
a b a

From the figure above, we can see that Side c is the hypotenuse, Side a is the leg opposite angle θ, Side
b is the leg adjacent to angle θ. Using these terminologies, we can have a definition that is easier to remember.

Let θ be an acute angle in a right triangle, then

opposite adjacent opposite
sin θ = cos θ = tan θ =
hypotenuse hypotenuse adjacent

hypotenuse hypotenuse adjacent

csc θ = sec θ = cot θ =
opposite adjacent opposite

To easily remember the six trigonometric functions, use the acronym SOHCAHTOA:
• SOH: Sine = Opposite / Hypotenuse
• CAH: Cosine = Adjacent / Hypotenuse
• TOA: Tangent = Opposite / Adjacent

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

This guide helps you recall the formulas for sine, cosine and tangent. For the other three functions,
remember:
• Cosecant (csc) is the reciprocal of sine.
• Secant (sec) is the reciprocal of cosine.
• Cotangent (cot) is the reciprocal of tangent.

EXAMPLE 2:
For the given triangle, calculate all six trigonometric functions.

1. Solve for the hypotenuse by applying Pythagorean a2 + b2 = c 2

Theorem. 42 + 32 = c 2

c 2 = 25
c = √25
c=5

2. Label the sides of the triangle Opposite side = 4

Adjacent side = 3
Hypotenuse = 5

3. Set up the trigonometric functions as ratio. opposite 𝟒

sin θ = =
hyptenuse 𝟓
adjacent 𝟑
cos θ = =
hyptenuse 𝟓
opposite 𝟒
tan θ = =
adjacent 𝟑
1 𝟓
csc θ = =
sin θ 𝟒
1 𝟓
sec θ = =
cos θ 𝟑
1 𝟑
cot θ = =
tan θ 𝟒

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

EXAMPLE 3:
For the given triangle, calculate all six trigonometric functions.

1. Solve for the missing leg of the triangle by a2 + b2 = c 2

applying Pythagorean Theorem. 2
a2 + 72 = (√65)
a2 + 49 = 65
a2 = 65 − 49
a2 = 16

a = √16
a=4

2. Label the sides of the triangle Opposite side = 7

Adjacent side = 4
Hypotenuse = √65

3. Set up the trigonometric functions as ratio. opposite 𝟕

sin θ = =
hyptenuse √𝟔𝟓
adjacent 𝟒
cos θ = =
hyptenuse √𝟔𝟓
opposite 𝟕
tan θ = =
adjacent 𝟒
1 √𝟔𝟓
csc θ = =
sin θ 𝟕
1 √𝟔𝟓
sec θ = =
cos θ 𝟒
1 𝟒
cot θ = =
tan θ 𝟕

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

CALCULATING THE TRIGONOMETRIC FUNCTIONS OF ANGLES

Now that we understand how to derive the trigonometric functions of angles, let us explore how to calculate
these functions precisely. For this section, we will use our calculators. Before we solve the next example, let
us set our calculators to Degree Mode. To do that, press qw3. We can confirm if the calculator is in Degree
Mode if you see a capital D at the top part of the calculator display.

The “D” here

means the
calculator is in
Degree Mode.

EXAMPLE 4
Calculate the following:
a) sin(30O ) b) cos(45O ) c) tan(60O ) d) sec(125O ) e) cot(220O )

SOLUTION:
a) Given: sin(30O )
Using our calculator, press j30)=. We should get

.
Thus, 𝐬𝐢𝐧(𝟑𝟎𝐎) = 𝟏/𝟐.

b) Given: cos(45O )
Using our calculator, press k45)=. We should get

.
Thus, 𝐜𝐨𝐬(𝟑𝟎𝐎) = √𝟐/𝟐.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

c) Given: tan(60O )
Using our calculator, press l60)=. We should get

.
Thus, 𝐭𝐚𝐧(𝟔𝟎𝐎) = √𝟑.

d) Given: sec(125O )
Most calculators do not have the secant function. In order to get the secant of the angle, let us remember that
secant is the reciprocal of cosine. Thus, we will instead type on our calculator the reciprocal of cos(125O ). Let
us press a1Rk125)=. We should get

.
Thus, 𝐬𝐞𝐜(𝟏𝟐𝟓𝐎 ) ≈ −𝟏. 𝟕𝟒𝟑𝟒𝟓.

e) Given: cot(220O )
Most calculators do not have the cotangent function. In order to get the cotangent of the angle, let us
remember that cotangent is the reciprocal of tangent. Thus, we will instead type on our calculator the
reciprocal of tan(220O ). Let us press a1Rl220)=. We should get

.
Thus, 𝐜𝐨𝐭(𝟐𝟐𝟎𝐎 ) ≈ 𝟏. 𝟏𝟗𝟏𝟕𝟓.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

INVERSE TRIGONOMETRIC FUNCTIONS

Inverse trigonometric functions are mathematical functions that allow us to find the angles of a right triangle
when we know the ratios of its sides. They essentially reverse the trigonometric functions.

FUNCTION NAME ABBREVIATION WORDS MATH

Arcsine Asin or asin The Arcsine of x Asin x or sin−1 x
Arccosine Acos or acos The Arccosine of x Acos x or cos −1 x
Arctangent Atan or atan The Arctangent of x Atan x or tan−1 x
Arcsecant Asec or asec The Arcsecant of x Asec x or sec −1 x
Arccosecant Acsc or acsc The Arccosecant of x Acsc x or or csc −1 x
Arccotangent Acot or acot The Arccotangent of x Acot x or or cot −1 x

Let us now define each inverse trigonometric function.

1. Arcsine: This function returns the angle, θ, whose sine is a given number, x. That is,
if sin(θ) = x, then Asin(x) = θ.
2. Arccosine: This function returns the angle, θ, whose cosine is a given number, x. That is,
if cos(θ) = x, then Acos(x) = θ.
3. Arctangent: This function returns the angle, θ, whose tangent is a given number, x. That is,
if tan(θ) = x, then Atan(x) = θ.
4. Arcsecant: This function returns the angle, θ, whose secant is a given number, x. That is,
if sec(θ) = x, then Asec(x) = θ.
5. Arccosecant: This function returns the angle, θ, whose cosecant is a given number, x. That is,
if csc(θ) = x, then Acsc(x) = θ.
6. Arccotangent: This function returns the angle, θ, whose cotangent is a given number, x. That is,
if cot(θ) = x, then Acot(x) = θ.

Given a right triangle, we can derive the inverse trigonometric functions by the following formulas:

Let θ be an acute angle in a right triangle, then

a b a
Asin ( ) = θ Acos ( ) = θ Atan ( )=θ
c c b
c c b
Acsc ( ) = θ Asec ( ) = θ Acot ( ) = θ
a b a

Just like with trigonometric functions, we can use calculators to find the exact values of inverse
trigonometric functions. However, only Arcsine, Arccosine, and Arctangent have direct inputs on calculators.
So, when you need to use inverse trigonometric functions, stick to these three. For instance, instead of using

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Arcsecant (sec⁻¹) of c/b to find the angle, use Arccosine (cos⁻¹) of b/c. You'll get the same result and be able
to use the calculator.
To implement Arcsine on the calculator, press qj. To implement Arccosine, press qk. Lastly,
to implement Arctangent, press ql.

EXAMPLE 5:
Given the right triangle below. Calculate the missing side and the missing interior angle.

SOLUTION:
1. Solving for Angle B.
Approach 1: Recall that the sum of the interior angles of a triangle is 180O . We already know the measure of
the two interior angles. Hence, B = 180O − 90O − 30O = 𝟔𝟎𝐎.

Approach 2: Notice that length of the side opposite angle B is 3 while the length of the side adjacent to angle
B is √3. Therefore, we can say that
opposite 3
tan(B) = = .
adjacent √3
Since we can get the tangent of B, we can now get the Arctangent of B. Hence,
3
Atan ( ) = B.
√3
Using our calculators, let us press qla3Rs3$$)=. We should get

Thus, angle B is 𝟔𝟎𝐎.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

2. Solving for side c.

Approach 1: Let us use the Pythagorean Theorem.
a2 + b2 = c 2
2
(√3) + 32 = c 2
12 = c 2

𝐜 = √𝟏𝟐 = 𝟐√𝟑 units

Approach 2: Notice that length of the side opposite the 30O angle is √3. Since we are looking for the
hypotenuse, we can use the sine function.

opposite
sin 30O =
hypotenuse
√3
sin 30O =
c

Rewriting the equation so that only c is on the left side of the equation,
√3
c=
sin 30O

Using our calculators, let us press as3Rj30)=. We should get

Therefore, c has a length of 𝟐√𝟑 units.

Approach 3: Notice that length of the side adjacent the 30O angle is 3. Since we are looking for the hypotenuse,
we can use the cosine function.

adjacent
cos 30O =
hypotenuse
3
cos 30O =
c

Rewriting the equation so that only c is on the left side of the equation,
3
c=
cos 30O

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Using our calculators, let us press a3Rk30)=. We should get

Therefore, c has a length of 𝟐√𝟑 units.

EXAMPLE 6:
Given the right triangle below. Calculate the missing sides and the missing interior angle.

1. Solving for angle A.

We can only have one approach in solving for the angle A and that is to use the property that the sum of the
interior angles in a triangle is 180O .
A + 90O + 56O = 180O
A = 180O − 90O − 56O
𝐀 = 𝟑𝟒𝐎

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

2. Solving for side a.

Notice that side a is the side adjacent to the 56O angle. Since we know the hypotenuse, let us use the cosine
function.
adjacent
cos 56O =
hypotenuse
O
a
cos 56 =
15

Rewriting the equation so that only a will be the only one on the left side of the equation:
a = 15 cos 56O

Using our calculators, press 15k56)=. We should get

Thus, side a is 8.38789 units long.

3. Solving for side b.

Notice that side b is the side opposite to the 56O angle. Since we know the hypotenuse, let us use the sine
function.
opposite
sin 56O =
hypotenuse
b
sin 56O =
15

Rewriting the equation so that only b will be the only one on the left side of the equation:
b = 15 sin 56O

Using our calculators, press 15j56)=. We should get

Thus, side b is 12.43556 units long.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

EXAMPLE 7:
Given the right triangle below. Calculate the missing interior angles.

1. Solving for Angle A.

Notice that the side of length 19.67 is the side adjacent to angle A. Since we know the hypotenuse of the
triangle, let us use the cosine function.
adjacent
cos A =
hypotenuse
19.67
cos A =
37.21

Since we have our equation for cos A, we can now get the equation for Arccosine of A.
19.67
Acos ( )=A
37.21

Using our calculators, press qka19.67R37.21$)=. We

should get

Hence, angle A is 58.08765 degrees.

2. Solving for Angle B.

Notice that the side of length 19.67 is the side opposite to angle B. Since we know the hypotenuse of the
triangle, let us use the sine function.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

opposite
sin B =
hypotenuse
19.67
sin B =
37.21

Since we have our equation for sin B, we can now get the equation for Arcsine of B.
19.67
Asin ( )=B
37.21

Using our calculators, pressqja19.67R37.21$)=. We

should get

Hence, angle B is 31.91235 degrees.

We are now done with our text. I hope that you are able to learn trigonometric functions and inverse
trigonometric functions in right triangles. Before reading the text, it was mentioned that we will be using the
comprehension strategy Summarizing and Generalization. I hope that as you read the text, you made a
summary of what you learned. Here is a sample of summary if the lesson. You may use this as a guide to
make your own summary in the future.

TRIGONOMETRIC AND INVERSE TRIGONOMETRIC FUNCTIONS

• A line is the straight path connecting two points (A and B) and extending beyond the points in both
directions.
• The portion of the line between the two points (including the points) is called a line segment.
• A ray is the portion of the line that starts at one point (A) and extends to infinity (beyond B). A is called
the endpoint of the ray.
• An angle is formed when two rays share the same endpoint. The common endpoint is called the vertex.
• Rotation in a counterclockwise direction corresponds to a positive angle, whereas rotation in a
clockwise direction corresponds to a negative angle.
• An angle formed by one complete counterclockwise rotation has measure of 360 degrees (denoted by
360O ) or 2π radians (denoted by 2π rad).
• A right angle is an angle measuring exactly 90O .
• An acute angle is an angle measuring less than 90O .

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

• An obtuse angle is angle measuring more than 90O but less than 180O .
• A straight angle is an angle measuring exactly 180O
• A reflex angle is an angle measuring more than 180O but less than 360O .
• Triangles are three - sided, closed plane figures.
• The sum of measures of three interior angles of any triangle is 180O
• Equilateral Triangle: This triangle has three sides that are all the same length and three equal interior
angles, each measuring 60 degrees.
• Isosceles Triangle: This triangle has two sides that are the same length (called legs) and two interior
angles that are the same.
• Scalene Triangle: This triangle has three sides that are all different lengths, and all three interior angles
are different too.
• Right Triangle: This triangle has one interior angle that is exactly 90 degrees.
• Acute Triangle: This triangle has all three interior angles less than 90 degrees.
• Obtuse Triangle: This triangle has one interior angle that is more than 90 degrees.
• Oblique Triangle: This is any triangle that does not have a 90 - degree interior angle.
• The Pythagorean Theorem: “In any right triangle, the square of the length of t he longest side
(hypotenuse) is equal to the sum of the squares of the lengths of the other two sides (legs).”
• Trigonometric functions or trigonometric ratios are special mathematical functions that relate the
angles of a triangle to the lengths of its sides.
• The six trigonometric functions and their formulas:
Let θ be an acute angle in a right triangle, then
opposite adjacent opposite
sin θ = cos θ = tan θ =
hypotenuse hypotenuse adjacent

hypotenuse hypotenuse adjacent

csc θ = sec θ = cot θ =
opposite adjacent opposite
• Inverse trigonometric functions are mathematical functions that allow us to find the angles of a right
triangle when we know the ratios of its sides. They essentially reverse the trigonometric functions.
• The six inverse trigonometric functions and their formulas:
Let θ be an acute angle in a right triangle, then

a b a
Asin ( ) = θ Acos ( ) = θ Atan ( )=θ
c c b
c c b
Acsc ( ) = θ Asec ( ) = θ Acot ( ) = θ
a b a

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

B.2. Skill Building Activity (20 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. In the given right triangle below. Solve for Angle A, Angle B and the hypotenuse.

2. In the given right triangle, solve for side AC, angle A and angle B.

3. In the given right triangle, solve for Side AC and Side AB.

4. In the given right triangle, solve for side AC and side BC.

For supplementary materials (readings and videos) and practice problems, visit these websites.

https://www.khanacademy.org/math/trigonometry/trigonometry-right-triangles

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

CHECK

C.1. Check for Understanding (15 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. In the given triangle, solve for Side BC, angle A and Angle B.

2. In the given triangle, solve for Side AB, Angle A and Angle B.

3. In the given triangle, solve for Side AC and Side BC.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

4. In the given right triangle, solve for Side AB and Side AC.

CONCLUDE (10 mins)

D.1. Summary / Frequently Asked Questions

What is the process for converting an angle’s measurement from degrees to radians an vice versa?
To convert an angle’s measurement from degrees to radians, multiply the number of degrees by π/180.
For example, to convert 45 degrees to radians, you would calculate
π π
45 x = radians
180 4
To convert an angle’s measurement from degrees to radians, multiply the number of radians by 180/π.
For example, to convert 3π/4 radians to degrees, you would calculate
3π 180
x = 135 degrees
4 π

How do I access the Radians Mode of the Calculator (991 ES)?

To access the radians mode in your calculator, press qw4. You can then see on the upper part
of your display that your calculator is in Radians Mode.

What will happen if I use the radians mode on my calculator while inputting angles in degrees?
If you use the radians mode on your calculator while inputting angles in degrees, the calculator will interpret
the degree values as if they were in radians. This will lead to incorrect calculations because the numerical
values of angles in degrees and radians are different.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

D.2. Thinking about Learning

Two things that you would like to learn more about:

1. ________________________________________________________________________________
2. ________________________________________________________________________________

One question you still have:

1. ________________________________________________________________________________

D.3. Answer Key (Answers to the tasks in the SAS so you can check your understanding)
(Answers will be given by your professors)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Trigonometric Identities Part 1 Materials:

Pen, Notebook, Scientific Calculator
Learning Targets:
By the end of the lesson, students will be able to: References:
1. Identify the reciprocal identities, quotient identities, College Algebra by R. David Gustafson
Pythagorean identities, sum formulas and difference and James Stewart
formulas for trigonometric functions. Algebra and Trigonometry with
2. Apply the reciprocal identities, quotient identities, WileyPLUS Set by Cynthia Y. Young
Pythagorean identities, sum formulas and difference
formulas to simplify, expand and rewrite trigonometric
expressions.

CONNECT (5 mins)
A.1. Lesson Preview/Review
Welcome to Module #14! Today, we will learn about the first set of trigonometric identities and how to use
them. Read the learning targets listed above so you have a good idea of what to expect from today’s lesson.

To help you learn better, remember:

Let’s start learning!

Trigonometric identities are equations that involve trigonometric functions and are true for all values of the
variables for which the functions are defined. These identities help us understand and simplify the
relationships between different trigonometric functions.

In the previous lesson, we learned about trigonometric functions like sine, cosine, and tangent using right
triangles. Now, we will see how these functions are interconnected through trigonometric identities. By
studying these identities, we will be able to simplify complex expressions, solve equations, and deepen our
understanding of trigonometry.

COACH

B.1. Content Notes (50 mins)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Building Activity to reinforce what you have just learned. Remember that understanding the fundamentals is
key to mastering Mathematics.

In this lesson, we will be learning about “Trigonometric Identities Part 1”. To help us understand what we
read, we will use the comprehension strategy Summarizing and Generalization.

TRIGONOMETRIC IDENTITIES PART 1

In the last module, we learned about trigonometric functions. These functions help us understand the
relationship between the angles of a triangle and the lengths of its sides.

When we combine these trigonometric functions with numbers and variables using addition, subtraction,
multiplication, or division, we create trigonometric expressions. For example:
sin(x) − cos(x) 5 sin(θ) + 2 tan(θ) sec 2 (ϕ) + cos 2 (ϕ)

When we use trigonometric expressions in equations, we create trigonometric equations. For example:
tan(x) = √4 cos(2x) = 1 − sin2 (x) sec 2 (2θ) + 8 tan2(2θ) = 5π

Sometimes, we need to simplify, expand or just rewrite these trigonometric expressions. To do this, we use
trigonometric identities. In this module we will explore the reciprocal identities, quotient identities, Pythagorean
identities, sum formulas and difference formulas. On the next module, we will take a look at the double angle
formulas, half angle formulas, sum to product formulas and product to sum formulas.
Before we take a look at the different trigonometric identities, take note that the expression sin2 (x) is the
same as [sin(x)]2 . Hence, sin2 (x) = sin(x) ∙ sin(x).This notation applies similarly to the other five trigonometric
functions.

RECIPROCAL IDENTITIES
These identities show the reciprocal relationships between the primary trigonometric functions (sine,
cosine, tangent) and their counterparts (cosecant, secant, cotangent).
1 1 1
sin(x) = cos(x) = tan(x) =
csc(x) sec(x) cot(x)
1 1 1
csc(x) = sec(x) = cot(x) =
sin(x) cos(x) tan(x)

EXAMPLE 1
1
a. If cos θ = − , find sec θ.
2
√3
b. If sin θ = , find csc θ.
2
c. If tan θ = c and c ≠ 0, find cot θ

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

SOLUTION:
1
a. Let cos θ = −
2

1. The secant function is the reciprocal of the cosine 1

function. sec θ =
cos θ
1 1
2. Substitute cos θ = − into the secant expression. sec θ =
2
1
−
2

3. Simplify. 𝐬𝐞𝐜 𝛉 = −𝟐

√3
b. Let sin θ =
2
1. The cosecant function is the reciprocal of the sine 1
function. csc θ =
sin θ

√3 1
2. Substitute sin θ = into the cosecant csc θ =
2
expression. √3
2
3. Simplify. 2
csc θ =
√3

4. Rationalize the radical in the denominator 2 √3

csc θ = ∙
√3 √3
2√3
csc θ = 2
(√3)
𝟐√𝟑
𝐜𝐬𝐜 𝛉 =
𝟑

c. Let tan θ = c with c ≠ 0

1. The cotangent function is the reciprocal of the 1
tangent function. cot θ =
tan θ

2. Substitute tan θ = c into the cotangent 𝟏

𝐜𝐨𝐭 𝛉 =
expression. 𝐜

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

QUOTIENT IDENTITIES
These identities express the tangent and cotangent functions as ratios of sine and cosine.
sin(x) cos(𝑥)
tan(x) = cot(x) =
cos(x) sin(x)

EXAMPLE 2:
3 4
If sin θ = and cos θ = − , find tan θ and cot θ using the quotient identities.
5 5

SOLUTION:
a. Solving for tan θ.
1. Write the quotient identity involving the tangent sin θ
function. tan θ =
cos θ

2. Substitute sin θ =
3
and cos θ = −
4 3
( )
tan θ = 5
5 5
4
(− )
5

3. Simplify. 3 5 𝟑
tan θ = ( ) ∙ (− ) = −
5 4 𝟒

b. Solving for cot θ.

1. Write the quotient identity involving the cotangent cos θ
function. cot θ =
sin θ

2. Substitute sin θ =
3
and cos θ = −
4 4
(− )
5 5
cot θ = 5
3
( )
5

3. Simplify. 4 5 𝟒
cot θ = (− ) ∙ ( ) = −
5 3 𝟑

PYTHAGOREAN IDENTITIES
These identities are derived from the Pythagorean Theorem and relate the squares of the sine, cosine
and tangent functions.
sin2 (x) + cos 2 (x) = 1 1 + tan2 (x) = sec 2 (x) 1 + cot 2 (x) = csc 2 (x)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

EXAMPLE 3
Multiply (1 − cos θ)(1 + cos θ) and simplify.

SOLUTION:
1. Multiply the two expressions just like we are (1 − cos θ)(1 + cos θ) = 1 + cos θ − cos θ − cos 2 θ
multiplying binomials.

2. Combine like terms. (1 − cos θ)(1 + cos θ) = 1 − cos 2 θ

3. Rewrite the Pythagorean Identity (1 − cos θ)(1 + cos θ) = 𝐬𝐢𝐧𝟐 𝛉

sin2 (x) + cos 2 (x) = 1 as sin2 (x) = 1 − cos 2 (x)

EXAMPLE 4
Simplify tan(x) sin(x) + cos(x).

SOLUTION:
1. Write the tangent function in terms of the sine and sin(x)
cosine functions: tan(x) sin(x) + cos(x) = [ ] sin(x) + cos(x)
cos(x)
sin(x)
tan(x) =
cos(x)

2. Simplify sin2 (x)

tan(x) sin(x) + cos(x) = + cos(x)
cos(x)

3. Write as a fraction with a single quotient by finding sin2 (x) + cos 2 (x)
a common denominator (in this case, cos(𝑥)). tan(x) sin(x) + cos(x) =
cos(x)
4. Use the Pythagorean Identity: 1
tan(x) sin(x) + cos(x) =
sin2 (x) + cos 2 (x) = 1 cos(x)

5. Use the reciprocal identity: 𝐭𝐚𝐧(𝐱) 𝐬𝐢𝐧(𝐱) + 𝐜𝐨𝐬(𝐱) = 𝐬𝐞𝐜(𝐱)

1
sec(x) =
cos(x)

EVEN - ODD IDENTITIES

These identities describe the symmetry properties of trigonometric functions. Sine, tangent, cotangent
and cosecant are odd functions (symmetric about the origin), while cosine and secant are even function
(symmetric about the y - axis). These properties help in solving trigonometric equations involving negative
angles.
ODD IDENTITIES
sin(−x) = − sin(x) csc(−x) = − csc(x) tan(−x) = − tan(x) cot(−x) = − cot(x)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

EVEN IDENTITIES
cos(−x) = cos(x) sec(−x) = sec(x)

EXAMPLE 5
sin(−x)
Simplify .
cos(−x) tan(−x)

SOLUTION:
1. Use the even - odd identities for sin(−x), cos(−x) sin(−x) [− sin(x)]
and tan(−x) =
cos(−x) tan(−x) [cos(x)][− tan(x)]

2. Simplify sin(−x) − sin(x)

=
cos(−x) tan(−x) − cos(x) tan(x)
sin(−x) sin(𝑥)
=
cos(−x) tan(−x) cos(𝑥) tan(x)

3. Use the quotient identity to write the tangent sin(−x) sin(x)

function in terms of the sine and cosine function. =
cos(−x) tan(−x) sin(x)
cos(x) [ ]
cos(x)

4. Divide out the cosine terms in the denominator. sin(−x) sin(x)

=
cos(−x) tan(−x) sin(𝑥)

5. Simplify. 𝐬𝐢𝐧(−𝐱)
=𝟏
𝐜𝐨𝐬(−𝐱) 𝐭𝐚𝐧(−𝐱)

SUM AND DIFFERENCE FORMULAS

These identities provide the trigonometric function values for the sum or difference of two angles. They
are essential for simplifying expressions.
sin(x ± y) = sin(x) cos(y) ± cos(x) sin(y)

cos(x ± y) = cos(x) cos(y) ∓ sin(x) sin(y)

tan(x) ± tan(y)
tan(x ± y) =
1 ∓ tan(x) tan(y)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

EXAMPLE 6
Use the sum or the difference identity for the cosine function to write each of the following expressions as a
single cosine expression.
a) sin(5A) sin(2A) + cos(5A) cos(2A) b) cos(A) cos(3A) − sin(A) sin(3A)

SOLUTION:
a) Given: sin(5A) sin(2A) + cos(5A) cos(2A)
Because of the addition operation, this will be a cosine of a difference.

1. Recall the cosine of a difference property and cos(x − y) = cos(x) cos(y) + sin(x) sin(y)
reverse the expression (the sum of the trigonometric cos(x) cos(y) + sin(x) sin(y) = cos(x − y)
expressions will be on the left side of the equation).

2. Compare the left side of the identiy and the given Left side of identity: cos(x) cos(y) + sin(x) sin(y)
expression to identify “x” and “y”. Given: sin(5A) sin(2A) + cos(5A) cos(2A)

Comparing the two, x = 5A and y = 2A

3. Substitute x = 5A and y = 2A into difference cos(5A) cos(2A) + sin(5A) sin(2A) = cos(5A − 2A)
identity.

4. Simplify. cos(5A) cos(2A) + sin(5A) sin(2A) = 𝐜𝐨𝐬(𝟑𝐀)

b) cos(A) cos(3A) − sin(A) sin(3A)

Because of the subtraction operation, this will be a cosine of a sum.

1. Recall the cosine of a sum property and reverse cos(x + y) = cos(x) cos(y) − sin(x) sin(y)
the expression (the difference of the trigonometric cos(x) cos(y) − sin(x) sin(y) = cos(x + y)
expressions will be on the left side of the equation).

2. Compare the left side of the identity and the given Left side if identity: cos(x) cos(y) − sin(x) sin(y)
expression to identify “x” and “y”. Given: cos(A) cos(3A) − sin(A) sin(3A)

Comparing the two, x = A and y = 3A

3. Substitute x = A and y = 3A into difference cos(A) cos(3A) − sin(A) sin(3A) = cos(A + 3A)
identity.

4. Simplify. cos(A) cos(3A) − sin(A) sin(3A) = 𝐜𝐨𝐬(𝟒𝐀)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

We are now done with our text. I hope that you are able to learn about the various trigonometric identities.
Before reading the text, it was mentioned that we will be using the comprehension strategy Summarizing and
Generalization. I hope that as you read the text, you made a summary of what you learned. Here is a sample
of summary if the lesson. You may use this as a guide to make your own summary in the future.

TRIGONOMETRIC IDENTITIES PART 1

• Trigonometric expressions are expression that contain trigonometric functions, constants, variables
and arithmetic operations.
• Trigonometric equations are equations that involve trigonometric functions of a variable.
• Trigonometric identities are equations that involve trigonometric functions and are true for all values
of the variables for which the functions are defined. They can be used to simplify, expand or rewrite
trigonometric expressions.
• Reciprocal Identities
1 1 1
sin(x) = cos(x) = tan(x) =
csc(x) sec(x) cot(x)
1 1 1
csc(x) = sec(x) = cot(x) =
sin(x) cos(x) tan(x)
• Quotient Identities
sin(x) cos(𝑥)
tan(x) = cot(x) =
cos(x) sin(x)
• Pythagorean Identities
sin2 (x) + cos 2 (x) = 1 1 + tan2 (x) = sec 2 (x) 1 + cot 2 (x) = csc 2 (x)
• Even - Odd Identities
ODD IDENTITIES
sin(−x) = − sin(x) csc(−x) = − csc(x) tan(−x) = − tan(x) cot(−x) = − cot(x)

EVEN IDENTITIES
cos(−x) = cos(x) sec(−x) = sec(x)

• Sum and Difference Formulas

sin(x ± y) = sin(x) cos(y) ± cos(x) sin(y)
cos(x ± y) = cos(x) cos(y) ∓ sin(x) sin(y)
tan(x) ± tan(y)
tan(x ± y) =
1 ∓ tan(x) tan(y)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

B.2. Skill Building Activity (20 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. Perform the indicated operations and if possible, simplify your answers. Leave all answers in terms
of sin θ and cos θ.
a) sec θ cot θ b) tan2 θ − sec 2 θ c) csc θ − sin θ

2. Using sum and difference formulas, show that:

a) sin(2x) sin(3x) + cos(2x) cos(3x) = cos(𝑥)
b) cos(π − x) sin(x) + sin(π − x) cos(x) = 0 (note that π rad = 180 degrees)

CHECK

C.1. Check for Understanding (15 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. Perform the indicated operations and if possible, simplify your answers. Leave all answers in terms
of sin θ and cos θ.
cot θ + tan θ
2 sec θ c)
a) (1 + tan θ) b) sec θ csc θ
tan θ
2. Using sum and difference formulas, show that:
a) sin(x) cos(2x) − cos(x) sin(2x) = − sin(x)
b) (sin A − sin B)2 + (cos A − cos B)2 − 2 = −2 cos(A − B)

CONCLUDE (10 mins)

D.1. Summary / Frequently Asked Questions

Is there a guide to remember the trigonometric identities?
We can use the “magic hexagon” for trigonometric identities.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

For Reciprocal Identities:

Each pair of opposite vertices are reciprocals of each other. For example, the opposite vertex of sin is
csc. Therefore, sin(x) = 1/ csc(x) and csc(x) = 1/ sin(x). The vertex for tan is opposite the of the vertex
cot. Thus, tan(x) = 1/ cot(x) and cot(x) = 1/ tan(x). Lastly, the vertex for cos is opposite the vertex for
sec. Hence, cos(x) = 1/ sec(x) and sec(x) = 1/ cos(x).

For Quotient Properties:

Start with any point on the hexagon. Move clockwise or counterclockwise and note the two trigonometric
functions you pass. The first function you pass will be the top part (numerator) of the fraction, and the
second function you pass will be the bottom part (denominator).

For example, let's pick tan:

• Start at tan.
• Move clockwise.
• The first function you pass is sin.
• The second function you pass is cos.
So, tan(x) = sin(x) / cos(x).

Now, let’s pick cot:

• Start at cot.
• Move counterclockwise.
• The first function you pass is cos.
• The second function you pass is sin.
So, cot(x) = cos(x) / sin(x).

For Pythagorean Identities:

From the magic hexagon, by going clockwise around any of these three triangles:

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Let us take the upper triangle. By going clockwise, we will get sin → cos → 1. Therefore, sin2 (x) +
cos 2 (x) = 1. On the lower left triangle, by going clockwise, we will get tan → 1 → sec. Thus, tan2 (x) + 1 =
sec 2 (x). Lastly, if we go clockwise in the lower right triangle, we will get 1 → cot → csc. Hence, 1 +
cot 2 (x) = csc 2 (x).

D.2. Thinking about Learning

Two things that you would like to learn more about:

1. ________________________________________________________________________________
2. ________________________________________________________________________________

One question you still have:

1. ________________________________________________________________________________

D.3. Answer Key (Answers to the tasks in the SAS so you can check your understanding)
(Answers will be given by your professors)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Trigonometric Identities Part 2 Materials:

Pen, Notebook, Scientific Calculator
Learning Targets:
By the end of the lesson, students will be able to: References:
1. Identify the double angle formulas, half - angle formulas, College Algebra by R. David Gustafson
product to sum formulas and sum to product formulas for and James Stewart
trigonometric functions. Algebra and Trigonometry with
2. Apply the double angle formulas, half - angle formulas, WileyPLUS Set by Cynthia Y. Young
product to sum formulas and sum to product formulas to
simplify, expand and rewrite trigonometric expressions.

CONNECT (5 mins)
A.1. Lesson Preview/Review
Welcome to Module #15! Today, we will continue or study on the different trigonometric identities and how to
use them. Read the learning targets listed above so you have a good idea of what to expect from today’s
lesson.

To help you learn better, remember:

Let’s start learning!

COACH

B.1. Content Notes (50 mins)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Building Activity to reinforce what you have just learned. Remember that understanding the fundamentals is
key to mastering Mathematics.

In this lesson, we will be learning about “Trigonometric Identities Part 2”. To help us understand what we
read, we will use the comprehension strategy Summarizing and Generalization.

TRIGONOMETRIC IDENTITIES PART 2

In the last module, we learned about reciprocal identities, quotient identities, Pythagorean identities, sum
formulas and difference formulas. In this module, let us take a look at the double angle formulas, power
reduction formulas, half - angle formulas, sum to product formulas and product to sum formulas.

DOUBLE - ANGLE FORMULAS

These identities express trigonometric functions of double angles in terms of the functions of single
angles.
2 tan(x)
sin(2x) = 2 sin(x) cos(x) cos(2x) = cos 2 (x) − sin2 (x) tan(2x) =
1 − tan2(x)

EXAMPLE 1
Verify that [sin(x) − cos(x)]2 = 1 − sin(2x).

SOLUTION:
Note that in verifying equations, select only one side (left or right) and rewrite it so that it will become equal to
the other side.
Approach 1. Rewriting the left side.

1. Start with the left side of the equation [sin(x) − cos(x)]2

2. Expand by squaring. Treat sin(x) and cos(x) as [sin(x)]2 − 2 sin(x) cos(x) + [cos(x)]2
terms in a binomial and expand the expression the sin2 (x) − 2 sin(x) cos(x) + cos 2 (x)
same way you are expanding binomials.

3. Group the sin2 (x) and cos 2 (x) terms. sin2 (x) + cos 2 (x) − 2 sin(x) cos(x)

4. Apply the Pythagorean identity: 1 − 2 sin(x) cos(x)

sin2 (x) + cos 2 (x) = 1

5. Apply the double angle formula: 𝟏 − 𝐬𝐢𝐧(𝟐𝒙)

sin(2x) = 2 sin(x) cos(x)

As we can see, the left side is equal to the right side of the equation.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Approach 2. Rewriting the right side.

1. Start with the right side of the equation 1 − sin(2x)

2. Apply the double angle formula: 1 − 2 sin(x) cos(x)

sin(2x) = 2 sin(x) cos(x)

3. Notice that the left side only consist of sin(x) and [sin2 (x) + cos 2 (x)] − 2 sin(x) cos(x)
cos(x) terms. Thus, let us rewrite 1 using the
Pythagorean identity: 1 − sin2 (x) + cos 2 (x).
4. Rearrange the terms so that sin2 (x) and cos 2 (x) sin2 (x) − 2 sin(x) cos(x) + cos 2 (x)
will be on either end of the expression.

5. Notice that expression looks like a2 − 2ab + b2 [sin(x)]2 − 2 sin(x) cos(x) + [cos(x)]2
which is a perfect trinomial. From SAS 6, [𝐬𝐢𝐧(𝐱) − 𝐜𝐨𝐬(𝐱)]𝟐
a2 − 2ab + b2 = (a − b)2 .

As we can see, the right side is equal to the left side of the equation.

POWER REDUCTION FORMULAS

These identities allow us to reduce the power of trigonometric function from 2 to 1.
1 − cos(2x) 1 + cos(2x) 1 − cos(2x)
sin2 (x) = cos 2 (x) = tan2(x) =
2 2 1 + cos(2x)

HALF - ANGLE FORMULAS

These identities relate the trigonometric functions of half - angles to the functions of the original angles.
x 1 − cos(x) x 1 + cos(x) x 1 − cos(x)
sin ( ) = ±√ cos ( ) = ±√ tan ( ) = ±√
2 2 2 2 2 1 + cos(x)
Note that the symbol " ± " means we have two values - one positive and one negative.

EXAMPLE 2
x x
Verify that sin2 ( ) + cos 2 ( ) = 1.
2 2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

SOLUTION:
It will be easier to rewrite the left side of the equation.

1. Start with the left side of the equation x x

sin2 ( ) + cos 2 ( )
2 2
x 2 x 2
[sin ( )] + [cos ( )]
2 2

2. Apply the half - angle formulas: 2 2

1 − cos(x) 1 + cos(x)
x 1 − cos(x) [√ ] + [√ ]
sin ( ) = ±√ 2 2
2 2
We removed the " ± " portion because when
x 1 + cos(x) we square a number, the answer will always
cos ( ) = ±√ be positive.
2 2
2 1 − cos(x) 1 + cos(x)
3. Simplify. Recall that (√x) = x. [ ]+[ ]
2 2
[1 − cos(𝑥)] + [1 + cos(𝑥)]
2
1 + 1 − cos(x) + cos(x) 2
= =𝟏
2 2

As we can see, the left side is equal to the right side of the equation.

PRODUCT - TO - SUM FORMULAS

These identities convert products of sine and cosine functions into sum or differences of trigonometric
functions.
1
cos(x) cos(y) = [cos(x + y) + cos(x − y)]
2
1
sin(x) sin(y) = [cos(x − y) − cos(x + y)]
2
1
sin(x) cos(y) = [sin(x + y) + sin(x − y)]
2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

EXAMPLE 3
Convert the product cos(4θ) cos(3θ) to a sum.

SOLUTION:
1. Write the product - to - sum identity that involves 1
the product of 2 cosines. cos(x) cos(y) = [cos(x + y) + cos(x − y)]
2

2. Compare the left side of the identity and the given Left side of the identity: cos(x) cos(y)
expression to identify “x” and “y”. Given: cos(4θ) cos(3θ)

Comparing the two, x = 4θ and y = 3θ

3. Substitute x = 4θ and y = 3θ into the identity. 1

cos(4θ) cos(3θ) = [cos(4θ + 3θ) + cos(4θ − 3θ)]
2
4. Simplify. 𝟏
cos(4θ) cos(3θ) = [𝐜𝐨𝐬(𝟕𝛉) + 𝐜𝐨𝐬(𝛉)]
𝟐

EXAMPLE 4
Express sin(2θ) sin(3θ) in terms of cosines.

SOLUTION:
1. Write the product - to - sum identity that involves 1
sin(x) sin(y) = [cos(x − y) − cos(x + y)]
the product of 2 sines. 2

2. Compare the left side of the identity and the given Left side of the identity: sin(x) sin(y)
expression to identify “x” and “y”. Given: sin(2θ) sin(3θ)

Comparing the two, x = 2θ and y = 3θ

3. Substitute x = 2θ and y = 3θ into the identity. 1

sin(2θ) sin(3θ) = [cos(2θ − 3θ) − cos(2θ + 3θ)]
2
1
sin(2θ) sin(3θ) = [cos(−θ) − cos(5θ)]
2
4. Simplify. 1
sin(2θ) sin(3θ) = [cos(−θ) − cos(5θ)]
2
5. Use the even identity cos(−x) = cos(x). 𝟏
𝐬𝐢𝐧(𝟐𝛉) 𝐬𝐢𝐧(𝟑𝛉) = [𝐜𝐨𝐬(𝛉) − 𝐜𝐨𝐬(𝟓𝛉)]
𝟐

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

EXAMPLE 5
Simplify the expression
θ+ϕ θ−ϕ θ−ϕ θ+ϕ
sin ( ) cos ( ) + sin ( ) cos ( )
2 2 2 2
SOLUTION:
This expression is a sum of two terms, both of which is a product of a sine term and a cosine term. Thus, we
will be using the identity
1
sin(x) cos(y) = [sin(x + y) + sin(x − y)]
2
Simplifying the first part.

1. Write the product - to - sum identity that involves 1

sin(x) cos(y) = [sin(x + y) + sin(x − y)]
the product of a sine and a cosine. 2

2. Compare the left side of the identity and the given Left side of the identity: sin(x) cos(y)
expression to identify “x” and “y”. θ+ϕ θ−ϕ
Given: sin ( ) cos ( )
2 2

Comparing the two,

θ+ϕ θ−ϕ
x= and y =
2 2
θ+ϕ θ−ϕ
3. Substitute x = and y = into the identity.
2 2

θ+ϕ θ−ϕ 1 θ+ϕ θ−ϕ θ+ϕ θ−ϕ

sin ( ) cos ( ) = [sin ( + ) + sin ( − )]
2 2 2 2 2 2 2
4. Simplify.

θ+ϕ θ−ϕ 1 θ+ϕ θ−ϕ θ+ϕ θ−ϕ

sin ( ) cos ( ) = [sin ( + ) + sin ( − )]
2 2 2 2 2 2 2
θ+ϕ θ−ϕ 1 θ+ϕ+θ−ϕ θ+ϕ−θ+ϕ
sin ( ) cos ( ) = [sin ( ) + sin ( )]
2 2 2 2 2
θ+ϕ θ−ϕ 1 θ+θ+ϕ−ϕ θ−θ+ϕ+ϕ
sin ( ) cos ( ) = [sin ( ) + sin ( )]
2 2 2 2 2
θ+ϕ θ−ϕ 1 2θ 2ϕ
sin ( ) cos ( ) = [sin ( ) + sin ( )]
2 2 2 2 2
θ+ϕ θ−ϕ 1
sin ( ) cos ( ) = [sin(θ) + sin(ϕ)]
2 2 2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Simplifying the second part.

1. Write the product - to - sum identity that involves 1

the product of a sine and a cosine. sin(x) cos(y) = [sin(x + y) + sin(x − y)]
2

2. Compare the left side of the identity and the given Left side of the identity: sin(x) cos(y)
expression to identify “x” and “y”. θ−ϕ θ+ϕ
Given: sin ( ) cos ( )
2 2
Comparing the two,
θ−ϕ θ+ϕ
x= and y =
2 2
θ−ϕ θ+ϕ
3. Substitute x = and y = into the identity.
2 2

θ−ϕ θ+ϕ 1 θ−ϕ θ+ϕ θ−ϕ θ+ϕ

sin ( ) cos ( ) = [sin ( + ) + sin ( − )]
2 2 2 2 2 2 2

4. Simplify.

θ+ϕ θ−ϕ 1 θ−ϕ θ+ϕ θ−ϕ θ+ϕ

sin ( ) cos ( ) = [sin ( + ) + sin ( − )]
2 2 2 2 2 2 2
θ+ϕ θ−ϕ 1 θ−ϕ+θ+ϕ θ−ϕ−θ−ϕ
sin ( ) cos ( ) = [sin ( ) + sin ( )]
2 2 2 2 2
θ+ϕ θ−ϕ 1 θ+θ−ϕ+ϕ θ−θ−ϕ−ϕ
sin ( ) cos ( ) = [sin ( ) + sin ( )]
2 2 2 2 2
θ+ϕ θ−ϕ 1 2θ −2ϕ
sin ( ) cos ( ) = [sin ( ) + sin ( )]
2 2 2 2 2
θ+ϕ θ−ϕ 1
sin ( ) cos ( ) = [sin(θ) + sin(−ϕ)]
2 2 2
5. Apply the odd identity θ+ϕ θ−ϕ 1
sin ( ) cos ( ) = [sin(θ) − sin(ϕ)]
sin(−x) = − sin(x). 2 2 2

From our previous computations:

θ+ϕ θ−ϕ 1
sin ( ) cos ( ) = [sin(θ) + sin(ϕ)]
2 2 2
θ+ϕ θ−ϕ 1
sin ( ) cos ( ) = [sin(θ) − sin(ϕ)]
2 2 2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Let us now substitute these to the given.

θ+ϕ θ−ϕ θ−ϕ θ+ϕ 1 1
sin ( ) cos ( ) + sin ( ) cos ( ) = [sin(θ) + sin(ϕ)] + [sin(θ) − sin(ϕ)]
2 2 2 2 2 2
θ+ϕ θ−ϕ θ−ϕ θ+ϕ 1 1 1 1
sin ( ) cos ( ) + sin ( ) cos ( ) = sin(θ) + sin(ϕ) + sin(θ) − sin(ϕ)
2 2 2 2 2 2 2 2
θ+ϕ θ−ϕ θ−ϕ θ+ϕ 1 1 1 1
sin ( ) cos ( ) + sin ( ) cos ( ) = sin(θ) + sin(θ) + sin(ϕ) − sin(ϕ)
2 2 2 2 2 2 2 2
θ+ϕ θ−ϕ θ−ϕ θ+ϕ 1 1
sin ( ) cos ( ) + sin ( ) cos ( ) = sin(θ) + sin(θ)
2 2 2 2 2 2
θ+ϕ θ−ϕ θ−ϕ θ+ϕ
sin ( ) cos ( ) + sin ( ) cos ( ) = 𝐬𝐢𝐧(𝛉)
2 2 2 2

SUM - TO - PRODUCT FORMULAS

These identities transform sums or differences of trigonometric functions into products.
x+y x−y x+y x−y
sin(x) + sin(y) = 2 sin ( ) cos ( ) cos(x) + cos(y) = 2 cos ( ) cos ( )
2 2 2 2
x−y x+y x+y x−y
sin(x) − sin(y) = 2 sin ( ) cos ( ) cos(x) − cos(y) = −2 sin ( ) sin ( )
2 2 2 2

EXAMPLE 6
Convert −9[sin(2θ) − sin(10θ)], a trigonometric expression containing a sum, to a product.

SOLUTION:
1. Write the sum - to - product identity that involves x−y x+y
sin(x) − sin(y) = 2 sin ( ) cos ( )
the difference of 2 sines. 2 2

2. Compare the left side of the identity and the given Left side of the identity: sin(x) − sin(y)
expression to identify “x” and “y”. We can ignore the Given: sin(2θ) − sin(10θ)
−9 for now because it doesn't help us find "x" and
"y". Comparing the two, x = 2θ and y = 10θ

3. Substitute x = 2θ and y = 10θ into the identity. 2θ − 10θ 2θ + 10θ

sin(2θ) − sin(10θ) = 2 sin ( ) cos ( )
2 2

4. Simplify. −8θ 12θ

sin(2θ) − sin(10θ) = 2 sin ( ) cos ( )
2 2
sin(2θ) − sin(10θ) = 2 sin(−4θ) cos(6θ)

5. Use the odd identity sin(−x) = − sin(x). sin(2θ) − sin(10θ) = −2 sin(4θ) cos(6θ)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

6. Substitute −9[sin(2θ) − sin(10θ)] = −9[−2 sin(4θ) cos(6θ)]

sin(2θ) − sin(10θ) = −2 sin(4θ) cos(6θ) −9[sin(2θ) − sin(10θ)] = 𝟏𝟖 𝐬𝐢𝐧(𝟒𝛉) 𝐜𝐨𝐬(𝟔𝛉)
back to the given and simplify.

TRIGONOMETRIC IDENTITIES PART 2

• Double - Angle Formulas

2 tan(x)
sin(2x) = 2 sin(x) cos(x) cos(2x) = cos 2 (x) − sin2 (x) tan(2x) =
1 − tan2(x)
• Power Reduction Formulas
1 − cos(2x) 1 + cos(2x) 1 − cos(2x)
sin2 (x) = cos 2 (x) = tan2(x) =
2 2 1 + cos(2x)
• Half - Angle Formulas
x 1 − cos(x) x 1 + cos(x) x 1 − cos(x)
sin ( ) = ±√ cos ( ) = ±√ tan ( ) = ±√
2 2 2 2 2 1 + cos(x)
• Product - to - Sum Formulas
1
cos(x) cos(y) = [cos(x + y) + cos(x − y)]
2
1
sin(x) sin(y) = [cos(x − y) − cos(x + y)]
2
1
sin(x) cos(y) = [sin(x + y) + sin(x − y)]
2
• Sum - to - Product Formulas
x+y x−y x+y x−y
sin(x) + sin(y) = 2 sin ( ) cos ( ) cos(x) + cos(y) = 2 cos ( ) cos ( )
2 2 2 2
x−y x+y x+y x−y
sin(x) − sin(y) = 2 sin ( ) cos ( ) cos(x) − cos(y) = −2 sin ( ) sin ( )
2 2 2 2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

B.2. Skill Building Activity (20 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. Using double angle formulas, show that

1
a) csc(A) sec(A) = csc(2A)
2
tan(x) [3 − tan2(x)]
b) = tan(3x)
1 − 3 tan2 x

2. Using half - angle formulas, show that

x x
a) − 2 sin ( ) cos ( ) = sin(−x)
2 2
𝑥 𝑥
b) sin2 ( ) + cos 2 ( ) = 1
2 2

3. Write each product as a sum or difference of sines and/or cosines.

a) 5 sin(4x) sin(6x)
2x 4x
b) cos ( ) cos ( )
3 3

4. Write each expression as a product of sines and/or cosines.

a) cos(5x) + cos(3x)
x 5x
b) sin ( ) − sin ( )
2 2

CHECK

C.1. Check for Understanding (15 mins)

Directions: Answer the following problems. Use the concept that was taught in the text that you have
just read.

1. Using double angle formulas, show that:

1
a) [cot(A) − tan(A)] = cot(2A)
2
b) sin(x) [4 cos 2 (x) − 1] = sin(3x)

2. Using half - angle formulas, show that

x x
a) cos 2 ( ) − sin2 ( ) = cos(x)
2 2
2
x x
b)2 cos ( ) = 1 + cos ( )
4 2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

3. Write each product as a sum or difference of sines and/or cosines.

a) sin(2x) cos(x)
3x 5x
b) sin ( ) sin ( )
2 2

4. Write each expression as a product of sines and/or cosines.

a) sin(3x) − sin(x)
2 7
b) cos ( x) + cos ( x)
3 3

CONCLUDE (10 mins)

D.1. Summary / Frequently Asked Questions

Is there a way to recall the double - angle formulas?

We can derive the double angle formulas from the sum angle formulas. Let us say you want to recall the
property for sin(2x). Here are the steps:

Start with the sum angle formula for sine. sin(x + y) = sin(x) cos(y) + cos(x) sin(y)

Change y into x. (x)

sin(x + x) = sin(x) cos(x) + cos(x) sin
Simplify both sides of the equation. 𝐬𝐢𝐧(𝟐𝐱) = 𝟐 𝐬𝐢𝐧(𝐱) 𝐜𝐨𝐬(𝐱)

If we want to derive cos(2x), we can do the following:

Start with the sum angle formula for cosine. cos(x + y) = cos(x) cos(y) − sin(x) sin(y)

Change y into x. cos(x + x) = cos(x) cos(x) − sin(x) sin(x)

Simplify both sides of the equation. 𝐜𝐨𝐬(𝟐𝐱) = 𝐜𝐨𝐬 𝟐 (𝐱) − 𝐬𝐢𝐧𝟐 (𝐱)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Can you provide an example of a common error made when simplifying trigonometric expressions?
Here are some errors that we can commit when working with trigonometric expressions.

INCORRECT CORRECT
ERROR COMMITTED CORRECTION
SIMPLIFICATION SIMPLIFICATION
If the expressions inside
the trigonometric
The sine function on the functions isn't exactly sin(x)
sin(x) x
= numerator and the same, you can't just sin(y)
sin(y) y denominator removed. cancel them out, even if (remain as is)
the trigonometric
functions look alike.
Since x is common on
sin(2x) First, apply
the numerator and
= sin(2) trigonometric identities sin(2x) 2 sin(x) cos(x)
sin(x) denominator, it was
to simplify the =
removed. sin(x) sin(x)
expression. Then, after
It was assumed that sin(2x)
sin(2x) simplifying, check if any = 2 cos(x)
sin(2x) = sin(x) ∙ sin(x). sin(x)
= sin(x) terms can be canceled
sin(x) Hence, sin(x) was
out.
cancelled out.
You can't simply cancel
out parts of an
Since x appears in both
expression when one is sin(x 2 )
sin(x 2 ) the numerator and
= sin(x) inside a function and the x
x denominator, it was
other is outside of it, (remain as is)
cancelled out.
even if they look similar.

D.2. Thinking about Learning

Two things that you would like to learn more about:

1. ________________________________________________________________________________
2. ________________________________________________________________________________
One question you still have:
1. ________________________________________________________________________________

D.3. Answer Key (Answers to the tasks in the SAS so you can check your understanding)
(Answers will be given by your professors)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: PLANE GEOMETRY- RIGHT TRIANGLES Materials:

Pen, paper, notebook, ruler, scientific
Learning Targets: calculator
By the end of the lesson, students will be able to:
1. Explain the parts of a right triangle by providing examples. References:
2. Use the Pythagorean Theorem by solving for unknown Solid Mensuration: Understanding the 3-D
parameters in a right triangle. Space by Richard T. Earnheart
1. 3. Solve for the area and perimeter of a right triangle by using Algebra and Trigonometry w WileyPLUS
the appropriate formula based on the given set of parameters. Set by Young

A. CONNECT- 5 mins
I. Lesson Preview/Review

Welcome to today’s lesson on plane geometry, where we’ll focus on the fascinating world of right triangles! Right
triangles are a fundamental concept in geometry and have many practical applications in various fields, from
architecture to engineering.

What is Plane Geometry?

Plane geometry is a branch of mathematics that deals with shapes and figures on a flat, two-dimensional surface.
This field, rooted in the works of ancient Greek mathematicians like Euclid, focuses on properties and
relationships involving points, lines, angles, and polygons. It serves as the foundation for many concepts in
higher mathematics and everyday applications, from architectural design to computer graphics. By exploring
plane geometry, one gains a deeper understanding of spatial reasoning and the fundamental principles that
govern the shapes and structures in our world.

Why Right Triangles?

Right triangles are unique because they contain a 90-degree angle, making their study both interesting and
essential. Understanding the properties of right triangles and how to solve problems involving them is crucial for
building strong foundation in geometry.

What to expect?
We'll begin by identifying the key parts of a right triangle: the hypotenuse and the legs. Next, we'll explore the
Pythagorean Theorem, a powerful tool that helps us find unknown side lengths. Finally, we'll learn how to
calculate the area and perimeter of a right triangle using straightforward formulas.

Get ready to enhance your geometric skills and discover the practical applications of right triangles in everyday
life. Let's dive into the world of right triangles and unlock their secrets together!

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

B. COACH

I. Content Notes- 50 mins

Welcome to our exploration of right triangles! A right triangle is a special kind of triangle that has one angle
that is exactly 90 degrees. These triangles are all around us—in the corners of books, the design of buildings,
and even in the way we arrange things.

Parts of a right triangle

Hypothenuse: This is the longest side of a right triangle. It’s the one that’s opposite the right angle.
Legs: These are the two sides that form the right angle. They are shorter than the hypothenuse.
Right Angle: This is the 90-degree angle that makes the right triangle.

We have here a picture of a right triangle.

Properties of Right Triangles

Pythagorean Theorem: In any right triangle, the square of the length of the hypotenuse (c) is equal to the
sum of the squares of the lengths of the legs (a and b). This can be written as

𝑐 2 = 𝑎2 + 𝑏 2

Trigonometric Ratios: These are functions of an angle is important for studying right triangles

• Sine (sin): Opposite leg over hypotenuse.

opposite
𝑎
sin 𝜃 =
𝑐
hypotenuse
angle

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

• Cosine (cos): Adjacent leg over hypotenuse.

𝑏 adjacent
cos 𝜃 =
𝑐
hypotenuse
angle

• Tangent (tan): Opposite leg over adjacent leg.

opposite
𝑎
tan 𝜃 =
𝑏
adjacent
angle

Here’s a fun fact: The mnemonic “SOH CAH TOA” is a handy way to remember the trigonometric ratios in
right triangles. It stands for Sine = Opposite over Hypotenuse, Cosine = Adjacent over Hypotenuse,
and Tangent = Opposite over Adjacent. It’s like a secret code that math enthusiasts use to solve the
mysteries of right triangles! 📐✨

Solving Right Triangles

To solve a right triangle means to find the lengths of all sides and the measures of all angles. Given certain
information about the triangle, such as two sides or one side and one acute angle, you can use trigonometric
ratios or the Pythagorean Theorem to find the missing measurements.
Applications of Right Triangles
Right triangles are used in various real-world applications, such as in construction, navigation, and physics.
They are also fundamental in trigonometry, which has applications in waves, oscillations, and circles.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Area and Perimeter of a Right Triangle

Area- This tells us how much space is inside the triangle. The unit of an area is square units. Example:
𝑚2 , 𝑖𝑛2 , 𝑓𝑡.2 , 𝑐𝑚2 , 𝑚𝑚2 , 𝑒𝑡𝑐.
𝟏
𝑨 = (𝒃𝒂𝒔𝒆)(𝒉𝒆𝒊𝒈𝒉𝒕)
𝟐

Perimeter- sum of all the sides/legs of the triangle. The unit of a perimeter 1 unit. Example: 𝑚,
𝑖𝑛, 𝑓𝑡, 𝑐𝑚, 𝑚𝑚 𝑒𝑡𝑐.

𝑷= 𝒂+𝒃+𝒄

Let’s explore how to find missing information in a right triangle. You’ve already outlined the two scenarios, so
let’s dive into the methods:
1. Given Two Sides (Legs):

o If you know the lengths of two sides (let’s call them (a) and (b)), you can use
the Pythagorean Theorem to find the length of the third side (the hypotenuse, denoted as
(c):

𝑐 = √𝑎 2 + 𝑏 2

o If you’re missing one of the legs (say, (a), you can rearrange the equation to solve for it:

𝑎 = √𝑐 2 − 𝑏 2

o Similarly, if you’re missing the other leg (say, (b)):

𝑏 = √𝑐 2 − 𝑎 2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

2. Given One Side and One Angle:

o If you know the length of one side (e.g., “a”) and an angle (other than the right angle), you can use trigonometric
ratios:
➢ (b) is unknown. We will be using TOA since in our figure, the given data are the angle and side (a).
Wherein (a) is opposite to the angle and (b) is adjacent to the angle.

𝑎
tan 𝜃 =
𝑏
𝑎
𝑏=
tan 𝜃

➢ (c) is unknown. We will be using SOH since in our figure, the given data are the angle and side (a).
Wherein (a) is opposite to the angle and (c) is the hypothenuse.

𝑎
sin 𝜃 =
𝑐
𝑎
𝑐=
sin 𝜃

Remember, the Pythagorean Theorem and trigonometric ratios are powerful tools for solving right triangles!
Feel free to apply these methods based on the information you have. 😊

If you’d like to explore specific examples or calculations, let me know! 📐🔍

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

To better understand the problem, let’s try solving sample problems on right triangles.
Example #1
Given a right triangle with legs of 3 cm and 4 cm, find the hypotenuse.
Steps:
1. Draw the right triangle and label the dimension. Also, identify the legs

a=4 cm
b=3 cm
2. Analyze the problem and choose what approach is best suited for the given data. In our case, we have
two given legs, therefore it is best to use Pythagorean Theorem.
Pythagorean Theorem
𝑐 2 = 𝑎2 + 𝑏 2

𝑐 = √𝑎 2 + 𝑏 2

Substitute Values
𝑐 = √32 + 42

𝑐 = √9 + 16

𝑐 = √25

𝒄 = 𝟓 𝒄𝒎

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Example #2

You have a right triangle where one leg is 8 units long and the angle adjacent to this leg is 30 degrees. Find
the length of the hypotenuse, area, and the perimeter of the triangle.

Steps in solving for the hypotenuse:

1. Draw the right triangle and label the dimension. Also, identify the legs.

𝑏 = 8 𝑢𝑛𝑖𝑡𝑠

𝜃 = 30°

2. Analyze the problem and choose what approach is best suited for the given data. In our case, we have
two given legs, therefore it is best to use trigonometric ratios.

𝑏 Trigonometric Ratio (CAH)

cos 𝜃 =
𝑐

𝑏 Arrange equation
𝑐=
cos 𝜃

8 Substitute Values
𝑐=
cos 30

𝟏𝟔√𝟑 Solve value of c using

𝒄= 𝒖𝒏𝒊𝒕𝒔 calculator
𝟑

𝑶𝒓 𝒂𝒑𝒑𝒓𝒐𝒙𝒊𝒎𝒂𝒕𝒆𝒍𝒚 𝒄 = 𝟗. 𝟐𝟑𝟕𝟔 𝒖𝒏𝒊𝒕𝒔

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Steps in solving for the area and perimeter of the right triangle:

1. To determine the dimensions of a right triangle, we utilize the formula for the area, which is given by ½
(base)(height). In this particular problem, the base of the triangle, which is the horizontal leg, is explicitly stated
as 8 However, the height, which is the vertical leg perpendicular to the base, is not provided. Therefore, our
task is to ascertain the value of the height.

16√3
𝑐=
3
a=height
==

b=8

𝑎 = √𝑐 2 − 𝑏 2

2
16√3
𝑎 = √( ) − 82
3

8√3
𝑎= 𝑢𝑛𝑖𝑡𝑠
3

2. After determining the base and the height, apply now our formula for area.
We realized that b is our
1 base and a is our height
𝐴 = (𝑏𝑎𝑠𝑒)(ℎ𝑒𝑖𝑔ℎ𝑡)
2
1
s𝐴 = (𝑏)(𝑎)
2
1 8√3
𝐴= (8) ( )
2 3 Substitute the values

𝟑𝟐√𝟑
𝑨= ≈ 𝟏𝟖. 𝟒𝟕𝟓 𝒔𝒒. 𝒖𝒏𝒊𝒕𝒔
𝟑

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

3. For the perimeter, just add all the sides.

𝑃 =𝑎+𝑏+𝑐

8√3 16√3
𝑃= +8+
3 3

𝑷 = 𝟐𝟏. 𝟖𝟓𝟔 𝒖𝒏𝒊𝒕𝒔

Example #3

The angle of elevation from a point 50 meters away from the base of a building is 60°. Find the
height of the building.

• Let (AB) represent the height of the building, and (BC) represent the distance from the point
of observation to the building.

Observation point
AB

C 60° B

BC= 50m

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Using tangent function:

𝐴𝐵 Trigonometric Ratio (TOA)

tan 𝜃 =
𝐵𝐶

𝐴𝐵 Substitute Values
tan 60 =
50

50 tan 60 = 𝐴𝐵 Rearrange the equation

and type in your calculator
𝑨𝑩 = 𝟓𝟎√𝟑 𝒎

𝑨𝑩 ≈ 𝟖𝟔. 𝟔𝟎𝟑 𝒎

II. Skill Building Activity-20 mins

Let’s explore some word problems related to right triangles:

1. A ladder leans against a wall, reaching the top of a 6-meter-high wall. The ladder makes a 60°
angle with the ground. How far is the ladder from the foot of the wall?
2. From the top of a 30-meter-high tower, a man observes the base of a tree at an angle of depression
of 30°. Find the distance between the tree and the tower.
3. A kite’s string is 100 meters long, and the inclination of the string with the ground is 60°. Find the
height of the kite (assuming no slack in the string).
4. Consider a right triangle with a hypotenuse of 13 units and one leg measuring 5 units. Find the
length of the other leg.
5. In a right triangle, the hypotenuse is 17 units, and one leg measures 8 units. Determine the
measure of the acute angle opposite the 8-unit leg.
6. The hypotenuse of a right-angled triangle is 1000 m. One side is 200 m longer than the other. Find
the lengths of both sides, as well as the area and perimeter of the triangle

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

C. CHECK

I. Check for Understanding-15 mins

Let’s check what you know by solving the following problem.

1. A flagpole casts a shadow of 8 meters when the angle of elevation of the sun is 30°. Find the height
of the flagpole.
2. A wheelchair ramp is built with an inclination of 10°. If the vertical height of the ramp is 2 meters, find
the length of the ramp.
3. A staircase has steps that rise 15 centimeters and run 30 centimeters horizontally. Find the angle of
inclination of the staircase.
4. Two friends are on opposite banks of a river. They measure the angle between them as 75°. If the
width of the river is 100 meters, find the distance between the friends.
5. Given a right triangle with one leg measuring 6 units and the hypotenuse measuring 10 units, find the
length of the other leg, denoted as (x).
6. A right-angled triangle has sides of lengths 0.4 ft and 0.3 ft. Calculate its area and perimeter.

D. LESSON WRAP UP

I. Summary / Frequently Asked Questions- 10 mins

What are Special Right Triangles?

Special right triangles are two specific types of right triangles that have unique ratios between their side lengths.
We can use the Pythagorean theorem to convince ourselves that these ratios are true.
The first type is the 45-45-90-degree triangle, where the two legs are the same length and the hypotenuse is
√2 times the leg length. The second type is the 30-60-90-degree triangle, where the side lengths are in a ratio
of 1: √3: 2 .
How do we use right triangles to model real-world situations?
There are many real-world applications of right triangle trigonometry. For example, we can use the
trigonometric ratios to solve problems involving height and distance, such as determining the height of a
building by measuring the shadow it casts. We can also use right triangle trigonometry in fields such as
surveying, construction, and engineering.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

II. Thinking about Learning

III. Glossary of Terms

Plane Geometry: A branch of mathematics that deals with shapes and figures on a flat, two-dimensional
surface, focusing on properties and relationships involving points, lines, angles, and polygons.

Right Triangle: A triangle that has one angle exactly equal to 90 degrees. It is a fundamental concept in
geometry with many practical applications.

Hypotenuse: The longest side of a right triangle, opposite the right angle.

Legs: The two sides of a right triangle that form the right angle. They are shorter than the hypotenuse.

Right Angle: An angle that measures exactly 90 degrees, characteristic of right triangles.

Pythagorean Theorem: A fundamental principle in geometry that states in a right triangle, the square of the
length of the hypotenuse (c) is equal to the sum of the squares of the lengths of the legs (a and b).
Represented as 𝑐 2 = 𝑎2 + 𝑏 2 .

Trigonometric Ratios: Ratios that relate the angles of a right triangle to the lengths of its sides. Important for
solving right triangles.
𝑎
Sine (sin): The ratio of the length of the opposite leg to the hypotenuse. sin 𝜃 =
𝑐

𝑏
Cosine (cos): The ratio of the length of the adjacent leg to the hypotenuse. cos 𝜃 =
𝑐

𝑎
Tangent (tan): The ratio of the length of the opposite leg to the adjacent leg. tan 𝜃 =
𝑏

SOH CAH TOA: A mnemonic to remember the trigonometric ratios. Sine = Opposite over Hypotenuse, Cosine
= Adjacent over Hypotenuse, Tangent = Opposite over Adjacent.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Solving Right Triangles: The process of finding the lengths of all sides and the measures of all angles in a
right triangle using the Pythagorean Theorem and trigonometric ratios.

Area of a Right Triangle: The amount of space inside the triangle, calculated using the formula 𝐴𝑟𝑒𝑎 =
1/2 (𝑏𝑎𝑠𝑒)(ℎ𝑒𝑖𝑔ℎ𝑡).

Perimeter of a Right Triangle: The sum of the lengths of all three sides. Represented as P=a+b+c.

Angle of Elevation: The angle formed by the line of sight of an observer looking upward from a point to an
object higher than the observer.

Applications of Right Triangles: Practical uses of right triangles in fields like construction, navigation, and
physics, including the design of buildings and analysis of waves and oscillations.

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MAT 204:Mathematics in the Modern World for Engineers
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Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: PLANE GEOMETRY- OBLIQUE TRIANGLES Materials:

Pen, paper, notebook, ruler, scientific
Learning Targets: calculator
1. By the end of the lesson, students will be able to:
2. 1. Explain the parts of an oblique triangle by providing References:
examples. Solid Mensuration: Understanding the 3-D
3. 2. Use the Sine Law and Cosine Law by solving for unknown Space by Richard T. Earnheart
parameters in an obliquWe triangle. Algebra and Trigonometry w WileyPLUS
4. 3. Solve for the area and perimeter of an oblique triangle by Set by Young
using the appropriate formula given a certain set of https://www.themathdoctors.org/
parameters.

A. CONNECT-5 mins
I. Lesson Preview/Review

Hey there! Get ready to dive into the fascinating world of Plane Geometry, where we're going to tackle a specific
type of triangle called "Oblique Triangles." Don't worry if you're not sure what that means yet - we'll break it all
down together!

By the end of this lesson, you'll be rocking these three skills:

Getting to Know Oblique Triangles: First off, we'll learn about the different parts of oblique triangles. Think of
it like dissecting a puzzle - once you understand all the pieces, you'll see the bigger picture clearly. We'll use
examples to make things crystal clear!

Cracking the Sine Law and Cosine Law: Ever heard of these cool mathematical tools? They're like secret
codes that help us solve tricky triangle problems. We'll learn how to use them step-by-step, so you'll feel like a
math magician pulling off awesome tricks!

Finding Area and Perimeter: Now, we're going to put our knowledge to work! We'll figure out how to calculate
the area (that's like the space inside the triangle) and the perimeter (the total distance around it) of oblique
triangles. Once you've got the hang of it, you'll be able to tackle any triangle like a pro!

So, get ready to join us on this adventure through the world of oblique triangles. We'll explore, solve, and have
a blast along the way. By the end, you'll be amazed at how much you've learned and how confident you feel with
these tricky triangles!

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MAT 204:Mathematics in the Modern World for Engineers
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Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

B. COACH

I. Content Notes-50 mins

Getting to Know Oblique Triangles:

Oblique triangles are those that don’t have a right angle (unlike right triangles). They can be acute (all angles
less than 90 degrees) or obtuse (one angle greater than 90 degrees).

Key parts of an oblique triangle:

o Sides: The three sides are typically labeled as (a), (b), and (c).
o Angles: The three angles are usually denoted as (A), (B), and (C) or sometimes denoted by Greek
letters such as 𝜃, 𝛽, 𝛼, 𝜑 𝑎𝑛𝑑 𝑒𝑡𝑐..
o Law of Sines and Law of Cosines: These powerful tools help us solve oblique triangles by relating
side lengths and angles.

Laws of Sines and Cosines:

o Sine Law (Sine Rule) relates the ratios of the lengths of the sides to the sines of the opposite
angles.

𝒂 𝒃 𝒄
= =
𝐬𝐢𝐧 𝑨 𝐬𝐢𝐧 𝑩 𝐬𝐢𝐧 𝑪

o Cosine Law (Law of Cosines) relates the lengths of the sides to the cosine of one of the
angles.

𝒂𝟐 = 𝒃𝟐 + 𝒄𝟐 − 𝟐𝒃𝒄 𝐜𝐨𝐬 𝑨

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𝒃𝟐 = 𝒂𝟐 + 𝒄𝟐 − 𝟐𝒂𝒄 𝐜𝐨𝐬 𝑩
𝒄𝟐 = 𝒂𝟐 + 𝒃𝟐 − 𝟐𝒂𝒃 𝐜𝐨𝐬 𝑪

Area and Perimeter of an Oblique Triangle

In general, the area of any triangle is one-half the product of its base and its altitude. In geometry the term
altitude is used as a synonym for height. The altitude of a triangle, or height, is the distance from the vertex to
the opposite side of the triangle. The altitude can be measured from three different locations on a triangle.
Since a triangle has three vertices, three altitudes that can be measured.

𝟏
𝑨= (𝒃𝒂𝒔𝒆)(𝒉𝒆𝒊𝒈𝒉𝒕)
𝟐
However, for oblique triangles, this is not always applicable since the height/altitude is not always given. To
solve for the area of a triangle given the measure of two sides and an included angle, use the SAS Formula.

Side-Angle-Side Formula- area of a triangle that is one half the product of any two slides and the sine of
their included angle.
𝟏
𝑨 = 𝒂𝒃 𝐬𝐢𝐧 𝜽
𝟐

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MAT 204:Mathematics in the Modern World for Engineers
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For us to understand, let’s try solving problems.

Example #1: Solve the missing side and area of the given triangle ABC given that: 𝑨 = 𝟓𝟎°, 𝒃 = 𝟕, 𝒄 = 𝟖.

Solution:

Steps:

1. Draw and label the triangle.

𝑨 = 𝟓𝟎°

𝑐=8 𝑏=7

2. As we can see, we have here two sides and an included angle. To solve for side “a”, it is best to use
cosine law.
𝑎2 = 𝑏 2 + 𝑐 2 − 2𝑏𝑐 cos 𝐴
𝑎 = 72 + 82 − 2(7)(8) cos 50
2

𝑎 = √72 + 82 − 2(7)(8) cos 50

𝒂 = 𝟔. 𝟒𝟎𝟒

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3. for the area, use

1
𝐴𝑟𝑒𝑎 = 𝑏𝑐 sin 𝐴
2
1
𝐴𝑟𝑒𝑎 = (7)(8) sin 50
2
𝑨𝒓𝒆𝒂 = 𝟐𝟏. 𝟒𝟒𝟗 𝒔𝒒. 𝒖𝒏𝒊𝒕𝒔
Example #2: Solve the missing side and area of the given triangle ABC given that: 𝑩 = 𝟑𝟎°, 𝑪 = 𝟒𝟓°, 𝒄 = 𝟖.

Solutions:

1. Draw and label the triangle.

𝑐=8

𝐵 = 30° 𝐶 = 45°

2. As we can see, we have here two angles and one given side. To solve for side the missing sides, we will
use sine law.
𝑎 𝑏 𝑐
= =
sin 𝐴 sin 𝐵 sin 𝐶

𝑏 8
=
sin 30 sin 45

𝒃 = 𝟒√𝟐

For side “a” and angle “A”, we will use the property of a triangle. To solve for “A”, let’s recall that the sum of
the interior angles is equal to 180 degrees.

180 = 𝐴 + 𝐵 + 𝐶

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180 = 𝐴 + 30 + 45
𝐴 = 105°
Use sine law
𝑎 𝑐
=
sin 𝐴 sin 𝐶
𝑎 8
=
sin 105 sin 45
8
𝑎= (sin 105)
sin 45

𝒂 = 𝟒 + 𝟒√𝟑 ≈ 𝟏𝟎. 𝟗𝟐𝟖

3. for the area, use

1
𝐴𝑟𝑒𝑎 = 𝑎𝑐 sin 𝐵
2

1
𝐴𝑟𝑒𝑎 = (10.928)(8) sin(30)
2
𝑨𝒓𝒆𝒂 = 𝟐𝟏. 𝟖𝟓𝟔 𝒔𝒒. 𝒖𝒏𝒊𝒕𝒔
Solving Real-Life Problems

• Now that we can solve oblique triangles, let’s apply this concept to real-life scenarios.
• When faced with a word problem involving an oblique triangle:
1. Draw a picture: Visualize the situation and label the triangle.
2. Apply the appropriate formula: Use the Sine Law or Cosine Law to solve for missing angles
or side lengths.
3. Check your answer: Ensure that your solution makes sense in the context of the problem.

Example #3: The ratio of the angles of a triangle is 2:3:7. If the area is 20 𝑚2 , find the longest side.

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MAT 204:Mathematics in the Modern World for Engineers
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Section: ____________ Schedule: ________________________________________ Date: ________________

Solution:
Let’s draw the triangle first.

In this problem, only the ratio of the angles is given. And the angles are in the ratio of 2:3:7. Using our
principle of the sum of interior angles of a triangle, we will arrive at;

𝑠𝑢𝑚 𝑜𝑓 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠 = 180°

And from this we can say that;

180 = 𝜃1 + 𝜃2 + 𝜃3

To solve for the value of the angles, let the angles be 2𝑥 + 3𝑥 + 7𝑥. Then;

2𝑥 + 3𝑥 + 7𝑥 = 180

12𝑥 = 180

𝑥 = 15°

Substituting the value of x in order to find for the interior angles

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𝜃1 = 2𝑥 = 2(15) = 30°

𝜃2 = 3𝑥 = 3(15) = 45°

𝜃3 = 7𝑥 = 7(15) = 105°

We all know that the formula for area of a triangle is 𝐴 = 1 (𝑏𝑎𝑠𝑒)(ℎ𝑒𝑖𝑔ℎ𝑡) and 𝐴 = 1 𝑎𝑏 sin 𝜃 . And there are
2 2
no available data in order to solve for the area to find the longest side. So, we need to derive a formula in order
to solve for the longest side using the area of a triangle and the cosine and sine law.

From sine law. The longest side will always be the opposite of the largest angle.

𝑎 𝑏 𝑐
= =
sin 𝐴 sin 𝐵 sin 𝐶
𝑎 𝑏 𝑐
= =
sin 30 sin 45 sin 105

Use the angle 𝐶 = 105° D and c as the longest side.

1
𝐴 = 𝑎𝑏 sin 𝐶
2

We have no sides “a” and “b” , therefore we derive its value from our sine law.
𝑎 𝑐
@ =
sin 𝐴 sin 𝐶

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𝑐
𝑎= sin 𝐴
sin 𝐶
𝑏 𝑐
@ =
sin 𝐵 sin 𝐶

𝑐
𝑏= sin 𝐵
sin 𝐶

Now, substitute the values of “a” and “b” to our area formula.

1 𝑐 𝑐
𝐴= ( sin 𝐴) ( sin 𝐵) sin 𝐶
2 sin 𝐶 sin 𝐶

1 2 sin 𝐴 sin 𝐵
𝐴= 𝑐
2 sin 𝐶

After deriving our formula, substitute the given data.

1 2 sin 30 sin 45
20 = 𝑐
2 sin 105

𝒄 = 𝟏𝟎. 𝟒𝟓 𝒎

Example Problem #4
In front of our yard, there is a tree that is slightly tilted at an angle of 70 degrees with the ground. Our house
is 66.5 feet away from the tree, and the angle from our house to the top of the tree is 40 degrees. Find the
height of the tree and the area of the triangle formed.
Solution:
1. Draw the triangle by visualizing the scenario. Presumably the tree is tilted toward the house, so it would
fall in that direction:

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MAT 204:Mathematics in the Modern World for Engineers
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Section: ____________ Schedule: ________________________________________ Date: ________________

We’ll assume, as in the picture, that the angle to the top of tree was measured from the ground; if it was
measured at eye level, say 5 feet up, then the tree would be about 5 feet taller than our calculation:

In word problems, we generally don’t worry about real-life details like this, but if this is a real decision that has
to be made, then we should.
Here is the picture, abstracted from the problem itself, labeled, and with the third angle labeled, ready to work
on:

Now we can use the theorem. The distance to the house, AC, is opposite a 70-degree angle. The height (or
rather length) of the tree, AB, is opposite a 40-degree angle.
Using sine law, we can now solve for the height of the three (length AC). But first, solve for angle C by using
the concept of the summation of interior angles of a triangle.
𝐶 = 180 − 40 − 70

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𝐶 = 70°
Apply sine law;
𝑏 𝑐
=
sin 𝐵 sin 𝐶
𝑏 66.5
=
sin 40 sin 70
𝑏 = 45.489 𝑓𝑡
∴ 𝒉𝒆𝒊𝒈𝒉𝒕 𝒐𝒇 𝒕𝒉𝒆 𝒕𝒓𝒆𝒆 𝒊𝒔 𝟒𝟓. 𝟒𝟖𝟗 𝒇𝒕 𝒕𝒂𝒍𝒍
2.For the area, we will just use
1
𝐴 = 𝑏𝑐 sin 𝐴
2

𝑏 = 45.489 𝑓𝑡

1
𝐴 = (45.489)(66.5) sin 70
2
𝑨 = 𝟏𝟒𝟐𝟏. 𝟐𝟗𝟒 𝒔𝒒. 𝒇𝒕.

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MAT 204:Mathematics in the Modern World for Engineers
Module #17

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Remember, practice is key! Work through examples and apply these concepts to various scenarios. You’ll
become a pro at handling oblique triangles in no time! 📐🔍

II. Skill Building Activity- 20 mins

Solve for the missing sides and angles of the following oblique triangles:
1. B=70°,a=15,c= 10
2. C=50°,a=15,c= 10
3. a=8 cm, b=10 cm, c= 15 cm

Let’s explore some word problems related to oblique triangles:

1. A surveyor measures two angles and a side of a triangular plot of land. Angle A is 45° , angle B is
60° , and the side “a” opposite angle A is 100 meters. Find the length of side b opposite angle B.
2. A navigation system on a ship calculates the positions of two lighthouses. The distances between
the ship and the lighthouses are 8 km and 6 km, respectively, and the distance between the
lighthouses is 10 km. Calculate the angle at the ship between the two lighthouses.
3. A triangular garden has sides of lengths 15 meters, 20 meters, and 25 meters. Calculate the area
of the garden.

CHECK

I. Check for Understanding – 15 mins

Let’s check what you know by solving the following problem.

1. Two observers are on opposite sides of a mountain. Observer A measures the angle of elevation to
the peak at 30°. Observer B, on the opposite side, measures the angle of elevation to the peak at
45°. The distance between the two observers is 500 meters. Find the height of the mountain.
2. A firefighter needs to determine the distance to a tree across a river. From point A, the angle between
the line to point B on the other side of the river and the line to the tree is 75° . From point 𝐵 B, the
angle between the line to point A and the line to the tree is 60° .If the distance between points A and
B is 200 meters, find the distance from point 𝐴 A to the tree.

Solve for the missing sides and angles of the following oblique triangles:
3. A=40°, C=70°, ,c= 14
4. C=35°,a=11,c= 12
5. a=14 cm, b=16 cm, c= 15 cm

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
MAT 204:Mathematics in the Modern World for Engineers
Module #17

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

C. LESSON WRAP UP

I. Summary / Frequently Asked Questions- 10 mins

What is the law of sines and law of cosines?
The law of sines and law of cosines are two formulas that can be used to solve any triangles, not just right
triangles.
How do we choose between using the law of sines and the law of cosines to solve a triangle?
It depends on what pieces of information we already know! If we know two sides and the angle between them,
we'll use the law of cosines to find the third side. If we know two angles and one side, we'll use the law of sines
to find the other two sides.
What does it mean to solve a "general triangle"?
Solving a "general triangle" means finding all of its side lengths and angle measures. In some cases, we might
only need to find one or two missing pieces of information, but in other cases we might need to find all six. The
law of sines and the law of cosines can help us with this.

II. Thinking about Learning

III. Glossary of Terms

Oblique Triangle: A triangle that does not have a right angle. It can either be acute (all angles less than 90
degrees) or obtuse (one angle greater than 90 degrees).
Sides: The three sides are typically labeled as (a), (b), and (c).
Angles: The three angles are usually denoted as (A), (B), and (C) or sometimes denoted by Greek letters such
as 𝜃, 𝛽, 𝛼, 𝜑 𝑎𝑛𝑑 𝑒𝑡𝑐..
Sine Law (Sine Rule) relates the ratios of the lengths of the sides to the sines of the opposite angles.

𝑎 𝑏 𝑐
= =
sin 𝐴 sin 𝐵 sin 𝐶

Cosine Law (Law of Cosines) relates the lengths of the sides to the cosine of one of the angles.

𝑎2 = 𝑏 2 + 𝑐 2 − 2𝑏𝑐 cos 𝐴

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: PLANE GEOMETRY- QUADRILATERALS Materials:

Pen, paper, notebook, ruler, scientific
Learning Targets: calculator
1. By the end of the lesson, students will be able to:
2. 1. Explain the different types of quadrilaterals by providing References:
examples. Solid Mensuration: Understanding the 3-D
3. 2. Solve for the area and perimeter of a quadrilateral by using Space by Richard T. Earnheart
the appropriate formula given a certain set of parameters. Algebra and Trigonometry w WileyPLUS
Set by Young
https://www.vedantu.com/

A. CONNECT

I. Lesson Preview/Review-5 mins

Hey there, welcome to the wonderful world of Plane Geometry! Today, we're diving headfirst into the exciting
realm of quadrilaterals. Now, I know what you might be thinking – "Quadrilaterals? What's so exciting about
those?" Well, hold onto your hats because these four-sided figures are about to blow your mind!

So, what exactly are quadrilaterals, you ask? Well, they're like the building blocks of geometry. They form the
backbone of more complex shapes and structures, kind of like the foundation of a house. And trust me, once
you start understanding them, you'll see them everywhere – from the corners of your classroom to the streets
outside.

In this module, we're going to be your trusty guides, leading you through all the ins and outs of quadrilaterals.
We'll help you get to know them on a first-name basis, from squares and rectangles to parallelograms,
rhombuses, trapezoids, and kites. Each one has its own unique personality, and by the end of this journey, you'll
be able to spot them a mile away.

But that's not all! We're not just here to admire these shapes from afar. Oh no, we're diving deep into the nitty-
gritty details. We'll be teaching you how to not only recognize different types of quadrilaterals but also how to
solve for their area and perimeter. It's like unlocking the secrets to a whole new world of geometry – one formula
at a time.
So, get ready to flex those math muscles and embark on this geometric adventure with us! By the time we're
done, you'll be a quadrilateral pro, ready to tackle any shape-related challenge that comes your way. Let's dive
in and discover the beauty and practicality of quadrilaterals together!

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

COACH

I. Content Notes- 50 mins

Welcome to today's lesson on Plane Geometry, where we will delve into the intriguing world of quadrilaterals!
Quadrilaterals are a fundamental concept in geometry with various types and numerous practical applications.
By understanding their properties and how to calculate their areas and perimeters, we gain valuable tools for
solving real-world problems in fields ranging from architecture to engineering.

What is a Quadrilateral?
A quadrilateral is a polygon with four sides, four vertices, and four angles. The sum of the interior angles in
any quadrilateral is always 360 degrees. Quadrilaterals can be categorized into several types based on their
side lengths and angle measures.

Quadrilaterals share several common parts, regardless of their specific type. Here are the common parts of a
quadrilateral:

Vertices: These are the points where the sides of the quadrilateral meet. A quadrilateral has four vertices.
Sides: Quadrilaterals have four sides, which are the line segments connecting the vertices.
Angles: At each vertex, two sides meet to form an angle. A quadrilateral has four angles, one at each
vertex.
Diagonals: Diagonals are line segments that connect non-adjacent vertices of a quadrilateral. A
quadrilateral has two diagonals.

These parts form the basic structure of any quadrilateral, providing the framework for understanding and
analyzing their properties and characteristics.

Classification of Quadrilaterals

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

PARALLELOGRAMS

A parallelogram is a quadrilateral with both pairs of opposite sides are parallel. A right-angled parallelogram
is called a rectangle. A square is a rectangle with all four sides equal.

𝑎 𝑤

𝑙
Square Rectangle
𝑨 = 𝒂𝟐 𝑨 = 𝒍𝒘
𝑷 = 𝟒𝒂 𝑷 = 𝟒𝒂

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Rhombus is parallelogram in which all sides are equal.

Rhombus Notes:
𝟏 𝒅𝟏 𝑎𝑛𝑑 𝒅𝟐 are
𝑨 = 𝒅𝟏 𝒅𝟐
𝟐 length of it’s
or ℎ diagonal.
𝑨 = 𝒃𝒉 h is the altitude
of the rhombus.
𝑷 = 𝟒𝒃

𝑏
Trapezoid is a quadrilateral with one pair of parallel sides.

𝒂 𝑎𝑛𝑑 𝒃 are the

Trapezoid parallel sides.
𝟏
𝑨 = (𝒂 + 𝒃)𝒉
𝟐

To practice what we have discussed, let’s try solving problem. Let’s go.
Example #1
Find the area and the perimeter of the right trapezoidal shown in the figure:

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Solution:
To find the area, draw the height of the trapezoid such that a right triangle is formed as shown. The length of
the base and the height of this triangle are 3 and h, respectively
To find the area, draw the height of the trapezoid
such that a right triangle is formed as shown in
the figure. The length of the base and the height
of this triangle are 3 and h, resepectively where:
ℎ = 3 tan 60
ℎ = 3√3
3
𝑧=
cos 60
𝑧=6

Thus, the area and the perimeter of the trapezoid are:

1
𝐴 = (𝑎 + 𝑏)ℎ
2
1
𝐴 = (8 + 11)(3√3)
2

𝑨 = 𝟒𝟗. 𝟑𝟔𝟑 𝒔𝒒. 𝒖𝒏𝒊𝒕𝒔

𝑃 = 𝑠𝑢𝑚 𝑜𝑓 𝑎𝑙𝑙 𝑠𝑖𝑑𝑒𝑠

𝑃 = 8 + 11 + 3√3 + 6
𝑷 = 𝟑𝟎. 𝟏𝟗𝟔 𝒔𝒒. 𝒖𝒏𝒊𝒕𝒔

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Example #2
If the sides of the parallelogram and an included angle are 8m, 12m, and 120°, respectively. Find the length
of the shorter diagonal and the area of the parallelogram.

Solution:
In the right figure shown on the right,
𝜃 = 180° − 120° = 60°
By cosine law,
𝑑 2 = 82 + 122 − 2(8)(12) cos 60
𝑑 = 4√7𝑚
ℎ
In triangle CDE, = sin 60 or
8
ℎ = 4√3 𝑚
ℎ ≈ 6.93 𝑚
Therefore, the area of the parallelogram is
𝐴 = 𝑏ℎ
𝐴 = 12(4√3)
𝑨 = 𝟖𝟑. 𝟏𝟒 𝒎𝟐

But as we can see, this parallelogram has two triangles. So, for our alternative solution:
𝐴 = 2(𝐴𝑟𝑒𝑎 𝑜𝑓 𝑇𝑟𝑖𝑎𝑛𝑔𝑙𝑒 𝐵𝐴𝐷)
1
𝐴 = 2 ( ) (8)(12) sin 60
2
𝑨 = 𝟖𝟑. 𝟏𝟒 𝒎𝟐

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Example #3
Find the area and perimeter of a square whose diagonal is 15 units long.

Solution:

1. Draw the figure.

d=15 units
First find the length of a side of the square using Pythagorean Theorem, 𝑑 2 = 𝑎2 + 𝑎2 .

152 = 2𝑎2
15√2
𝑎= 𝑢𝑛𝑖𝑡𝑠
2
Using the formula of square, 𝐴 = 𝑎2 .
2
15√2
𝐴=( )
2
𝟐𝟐𝟓
𝑨= 𝒔𝒒. 𝒖𝒏𝒊𝒕𝒔
𝟐

And the perimeter is P=4a

15√2
𝑃 = 4( )
2

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

𝑷 = 𝟑𝟎√𝟐 𝒖𝒏𝒊𝒕𝒔

Example #4
The side of a square is x meters. The midpoints of its sides are joined to form another square whose area is
16m^2. Find the value of x and the area of the portion of the bigger square that is outside the smaller square.

Solution:

1. To solve for this problem, we must first draw the figure in order for us to fully analyze the problem. In this
problem, we have two figures. One big square and a smaller square inscribed in the big square.

𝑥 2 𝑥 2
2. Using Pythagorean Theorem from the triangle in the shaded portion: 42 = ( ) + ( )
2 2
𝑥 = 4√2 𝑚
3. The difference between the area of the two squares is the required area calculated as follows:
𝐴 = 32 − 16
𝑨 = 𝟏𝟔𝒎𝟐

You can actually compute for the area by symmetry on the two figures knowing that the area of the bigger
square is twice the area of the smaller one which is 2(16) = 32. The difference of their areas would still be
16 𝑚2 .

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

II. Skill Building Activity- 20 mins

Let’s try solving these sample problems:

1. Find the base of a parallelogram, if its area is 144 square units and the height is 6 units.
2. Calculate the quadrilateral's perimeter, which has sides of 2, 4, 9, and 15 cm.
3. Find the missing angle x.

4. Calculate the quadrilateral's perimeter, which has sides of 2, 4, 9, and 15 cm.

CHECK

I. Check for Understanding-15 mins

Let’s check what you know by solving the following problem.

1. The diagonal of a rectangle is 25 m long and makes an angle of 36-degrees with one side of the
rectangle. Find the area and the perimeter of the parallelogram.
2. Determine the area of a rectangle whose diagonal is 24 cm and the angle between the diagonal is
60-degrees.
3. A side of a square is 16 inches. The midpoints of its sides are joined to form an inscribed square.
Another square is drawn in such a way that its vertices would lie also at the midpoints of the sides of
the second square. This process is continued infinitely. Find the sum of the areas of these infinite
squares.
4. A garden plot is to contain 240 sq. ft. If its length is to be three times its width, what should its
dimensions be?
5. The area of an isosceles trapezoid is 246 sq. m. If the height and the length of one of its congruent
sides measure 6 m and 10 m, respectively, find the lengths of the two bases.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

B. LESSON WRAP UP

I. Summary / Frequently Asked Questions- 10 mins

Are all the quadrilaterals parallelograms?
No, all the quadrilaterals can never be parallelograms. For a quadrilateral to be a parallelogram, it must
follow some conditions, such as the two sets of opposite sides must be parallel. Thus, we can say that
every parallelogram is a quadrilateral but every quadrilateral need not be a parallelogram.

How do you calculate a quadrilateral's area?

The space occupied by a quadrilateral in two dimensions is referred to as the area of a quadrilateral.
According to their characteristics, different kinds of quadrilaterals have different formulas for calculating
area. For instance, the area of a square is equal to the square of its length, while a rectangle's area is
equal to the product of length and width.

What are convex quadrilaterals and concave quadrilaterals, respectively?

A quadrilateral is considered concave if at least one of its internal angles is greater than 180 degrees. A
concave quadrilateral diagonal is located outside the enclosed figure. A quadrilateral with four sides and
internal angles that are each less than 180 degrees is said to be a convex quadrilateral. All of the diagonals
fit within these quadrilaterals. Convex quadrilaterals can be divided into several subcategories according to
the lengths of their sides and angles.

II. Thinking about Learning

III. Glossary of Terms

1. Plane Geometry: A branch of mathematics that deals with shapes and figures in two
dimensions.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

2. Quadrilaterals: Four-sided figures in geometry. They are the building blocks of more complex
shapes and structures.
3. Squares: A type of quadrilateral with all sides equal in length and all angles equal to 90
degrees.
4. Rectangles: A type of quadrilateral with opposite sides equal in length and all angles equal to
90 degrees.
5. Parallelograms: A type of quadrilateral with opposite sides equal in length and opposite angles
equal.
6. Rhombuses: A type of quadrilateral with all sides equal in length. It is similar to a square but
does not require all angles to be 90 degrees.
7. Trapezoids: A type of quadrilateral with at least one pair of parallel sides.
8. Kites: A type of quadrilateral with two pairs of adjacent sides equal in length.
9. Area: The amount of space inside a shape. In the context of quadrilaterals, it is calculated
using specific formulas depending on the type of quadrilateral.
10. Perimeter: The distance around a shape. For quadrilaterals, it is the sum of the lengths of all
four sides.
11. Geometry: The branch of mathematics concerned with the properties and relations of points,
lines, surfaces, and solids.

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
MAT 204:Mathematics in the Modern World for Engineers
Module #19

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: PLANE GEOMETRY- CIRCLES Materials:

Pen, paper, notebook, ruler, scientific
Learning Targets: calculator
1. By the end of the lesson, students will be able to:
2. 1. Explain the circle and its various parts by providing References:
examples. Solid Mensuration: Understanding the 3-D
3. 2. Solve for the area and circumference of a circle by using Space by Richard T. Earnheart
the appropriate formula given a certain set of parameters. Algebra and Trigonometry w WileyPLUS
4. 3. Solve for the area and perimeter of a circular sector by Set by Young
using the appropriate formula given a certain set of https://www.vedantu.com/
parameters.

A. CONNECT- 5 mins

I. Lesson Preview/Review

Imagine a world where everything is perfectly round—where wheels, pizzas, and even planets are all circles.
Well, that’s the world of circles in geometry! In this lesson, we’ll explore these magical shapes and uncover
their secrets.

What’s a Circle?

A circle is like a cosmic hug—it wraps around a central point, called the center, and extends outward. The
distance from the center to any point on the circle is called the radius. If you stretch your arms out wide and
turn around, you’ve just drawn a circle!

Circle Components

Before we dive into the lesson, let’s review some essential terms related to circles:

• Circle: The set of all points in a plane equidistant from a fixed point called the center.
• Radius: The distance from the center to any point on the circle.
• Diameter: Twice the length of the radius (i.e., the distance across the circle through the center).
• Circumference: The total distance around the circle.
• Circular Sector: A portion of a circle enclosed by two radii and an arc.

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
MAT 204:Mathematics in the Modern World for Engineers
Module #19

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Learning Targets

By the end of this lesson, you’ll be a circle wizard! Here’s what you’ll conquer:
1. Explaining Circle Parts:
o You’ll understand what makes a circle tick—its center, radius, and diameter.
o Plus, you’ll flex your brain muscles with examples!
2. Area and Circumference Magic:
o We’ll reveal the secret formulas for finding the area and circumference of a circle.
o Armed with these formulas, you’ll calculate circle stuff like a pro.
3. Circular Sector Adventures:
o Ever wondered about those pizza slices? We’ll explore circular sectors.
o You’ll learn how to find their area and perimeter using—you guessed it—the right formulas!

COACH

I. Content Notes- 50 mins

Introduction to Circles:

o Definition: A circle is a set of all points in a plane that are equidistant from a fixed point called
the center.
o Components:
▪ Center: The central point of the circle.
▪ Radius: The distance from the center to any point on the circle.
▪ Diameter: Twice the length of the radius (i.e., the distance across the circle through
the center).
▪ Circumference: The total distance around the circle.

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
MAT 204:Mathematics in the Modern World for Engineers
Module #19

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Circles Properties:
Area of a Circle:

𝑨 = 𝝅𝒓𝟐

𝝅𝒅𝟐
𝑨=
𝟒

Where “r” is the radius and “d” is the diameter of the circle.

Perimeter of a Circle (Circumference):

𝑪 = 𝟐𝝅𝒓

𝑪 = 𝝅𝒅

Circular Sectors

A circular sector is a portion of a circle enclosed by two radii and an arc.

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
MAT 204:Mathematics in the Modern World for Engineers
Module #19

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Area of a Circular sector:

𝟏 𝟐
𝑨= 𝒓 𝜽𝒓
𝟐

𝝅𝒓𝟐 𝜽
𝑨=
𝟑𝟔𝟎

𝟏
𝑨= 𝒓𝒔
𝟐

Where “𝜽” is the angle in degrees, “𝜽𝒓 ” is the angle in radians, and s is the arc length which is equal to

𝒔 = 𝒓𝜽𝒓

Perimeter of a circular sector:

𝑷 = 𝒔 + 𝟐𝒓

Remember to explore practice problems and examples to reinforce your understanding! 📚🔍 Feel free to
reach out if you have any questions or need further clarification.

Example #1
What is the area of a circle with a circumference of 18𝜋 cm?

Solution:

1. Given the circumference of a circle, you can compute the radius of the circle.
𝐶 = 2𝜋𝑟

18𝜋 = 2𝜋𝑟
18𝜋
𝑟=
2𝜋
𝑟 = 9 𝑐𝑚

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
MAT 204:Mathematics in the Modern World for Engineers
Module #19

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

2. After acquiring the area of the circle, we can now solve our area.

𝐴 = 𝜋𝑟 2

𝐴 = 𝜋(9)2

𝑨 = 𝟖𝟏𝝅 𝒄𝒎𝟐 ≈ 𝟐𝟓𝟒. 𝟒𝟕 𝒄𝒎𝟐

Example #2
Find the area of a sector bounded by a 60° central angle in a circle of radius 6 inches.

Solution:
1. Substituting the values of the radius and angle into the formula for the area of a sector, we can obtain.

Using Take note that the given angle is in

1 degrees. Using this formula, lets
𝐴 = 𝑟 2 𝜃𝑟 convert the given angle from
2 degrees to radians.

1 𝜋
𝐴= (6)2 (60) ( ) To convert degrees to radians lets
2 180 𝜋
multiply the given angle to . This
180
came from 2𝜋𝑟𝑎𝑑 = 360°
𝑨 = 𝟔𝝅 𝒊𝒏𝟐

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
MAT 204:Mathematics in the Modern World for Engineers
Module #19

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Using This formula is the most convenient

𝜋𝑟 2 𝜃 formula to use since the given angle
𝐴= is in degrees.
360

𝜋(6)2 (60)
𝐴=
360

𝑨 = 𝟔𝝅 𝒊𝒏𝟐

Using
We can also use this formula. We
1 just need to solve first the value of
𝐴 = 𝑟𝑠 our arc length since it is not yet given
2 in our problem.

𝑠 = 𝑟𝜃𝑟

𝜋
𝑠 = 6(60) ( )
180

𝑠 = 2𝜋 𝑖𝑛

1
𝐴 = (6)(2𝜋)
2

𝑨 = 𝟔𝝅 𝒊𝒏𝟐

As we can see, all of these formulas have the same answer. We can use any of these formulas its just the
matter of what will be the most convenient formula to use.

Example # 3

A circle which has an area 144𝜋 𝑐𝑚2 is cut into two segments by a chord that is 6 cm from the center of the
circle. What is the area of the smaller segment?

Solution:

If the area of the circle is 𝐴 = 𝜋𝑟 2 then 144𝜋 = 𝜋𝑟 2 .We will arrive to r=12 cm.

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
International License.
MAT 204:Mathematics in the Modern World for Engineers
Module #19

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

In triangle OBC,

6 𝜃
= cos
12 2

𝜃
= 60°
2

𝜃 = 120°

You can use the previous results in finding the area of the smaller segment, which is the area of sector AOC
1
minus the area of triangle AOC (𝐴 = 𝑎𝑏 sin 𝜃). Thus, the required area is solved as follows:
2

1 2 1
𝐴= 𝑟 𝜃𝑟 − 𝑟 2 sin 𝜃
2 2

1 𝜋 1
𝐴 = (12)2 (120) ( ) − (12)2 sin 120
2 180 2

𝑨 = 𝟖𝟖. 𝟒𝟓 𝒄𝒎𝟐

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MAT 204:Mathematics in the Modern World for Engineers
Module #19

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

II. Skill Building Activity- 20 mins

Let’s try solving these sample problems:

1. The circumference of a circle is 31.4 units. What is the radius of the circle?
2. The area of a circle is 78.5 square units. What is the diameter of the circle?
3. The diameter of a circle is 14 units. What is the circumference of the circle?
4. The radius of a circle is 7 units. What is the area of the circle?
5. In a circle with radius 10 units, a chord is 12 units long. Find the distance from the center of the circle to
the chord.

CHECK

I. Check for Understanding- 15 mins

Let’s check what you know by solving the following problem.

1. In a circle with radius 9 units, find the length of an arc subtended by a central angle of 60 degrees.
2. The area of a circle is 50.24 square units. What is the radius of the circle?
3. Find the area of a sector with a central angle of 90 degrees in a circle of radius 8 units.
4. In a circle with a radius of 13 units, find the length of a chord 5 units away from the center.
5. The area of a circle is 113.04 square units. What is the circumference of the circle?

B. LESSON WRAP UP

I. Summary / Frequently Asked Questions- 10 mins

Why do we need to learn about circles?

There are many places where we use properties of circles in the real world. For example, architects often use
arcs and sectors when designing buildings, and engineers use circles when designing gears and other
mechanical parts. Additionally, understanding the properties of circles can help us solve problems in geometry,
trigonometry, and calculus.

What's the difference between a radius and a diameter?

The radius of a circle is the distance from the center of the circle to any point on the circle. The diameter is
twice the radius, or the distance across the circle through the center.
What are tangent and secant lines?
A tangent line is a line that touches a circle at just one point. A secant line is a line that cuts through a circle at
two points.

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MAT 204:Mathematics in the Modern World for Engineers
Module #19

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

What are radians?

Radians are a unit of measurement for angles.
One radian is the angle measure that we turn to travel one radius length around the circumference of a circle.
A circle. There are two radii that form a central angle. The arc length is shown to be equal to the length of the
radius. We often use radians in geometry because they make working certain formulas easier.

What is a sector?
A sector is a part of a circle, defined by two radii (the plural of radius) and the arc between them. Think of it as
"pie slice" of the circle.

What's an inscribed angle?

An inscribed angle is an angle that has its vertex on the circumference of a circle.

What is an inscribed shape?

An inscribed shape is a shape that is drawn inside a circle such that all of its vertices are touching the
circumference of the circle.

II. Thinking about Learning

III. Glossary of Terms

1. Circle: A set of all points in a plane that are equidistant from a fixed point called the center.
2. Center: The fixed point from which all points on the circle are equidistant.
3. Radius: The distance from the center of the circle to any point on the circle.
4. Diameter: A line segment that passes through the center of the circle and has its endpoints on the
circle. It is twice the length of the radius.
5. Circumference: The total distance around the circle.
6. Circular Sector: A portion of a circle enclosed by two radii and an arc.
7. Arc: A part of the circumference of a circle.
8. Chord: A line segment with both endpoints on the circle.
9. Tangent: A line that touches the circle at exactly one point.
10. Secant: A line that intersects the circle at two points.

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
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MAT 204:Mathematics in the Modern World for Engineers
Module #20

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: SOLID GEOMETRY- PRISMS AND Materials:

CYLINDERS Pen, paper, notebook, ruler, scientific
calculator
Learning Targets:
1. By the end of the lesson, students will be able to: References:
2. 1. Explain what prisms and cylinders are by providing Solid Mensuration: Understanding the 3-D
examples. Space by Richard T. Earnheart
3. 2. Solve for the volume, lateral area and surface area of a Algebra and Trigonometry w WileyPLUS
prism and a cylinder by using the appropriate formula given a Set by Young
certain set of parameters. https://www.vedantu.com/

A. CONNECT- 5 mins

I. Lesson Preview/Review

Welcome! Today, we’re going to talk about two important shapes in geometry: prisms and cylinders. These
shapes are all around us, and understanding them will help you see the world in a new way.
Prisms:

What is a Prism?: A prism is a solid shape with two identical ends and flat sides. The ends can be any shape,
like a triangle, square, or pentagon.

Examples: Think of a rectangular box (like a cereal box), a triangular tent, or a pencil with a hexagonal shape.

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MAT 204:Mathematics in the Modern World for Engineers
Module #20

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Cylinders:

What is a Cylinder?: A cylinder is a solid shape with two parallel circles as its ends and a curved side
connecting them.

Examples: Imagine a soda can, a water pipe, or a drum.

COACH

I. Content Notes- 50 mins

Introduction to Prisms and Cylinders:

Welcome! Today, we’re diving into the world of prisms and cylinders. These shapes are all around us, and
by the end of this lesson, you’ll be able to identify them, understand their properties, and use formulas to
solve some cool problems.

Prisms:
What’s a Prism?
Think of a solid shape with two identical ends and flat sides. The ends can be triangles, squares, or any
polygon.

Learning Modules by PHINMA Education is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0
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MAT 204:Mathematics in the Modern World for Engineers
Module #20

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Types of Prisms: Depending on the shape of the base, prisms can be triangular, rectangular, pentagonal,
and so on.

Properties: Prisms have the same cross-section all along their length.

Volume:
𝑽 = 𝑩𝒉

Where:
B= Base Area
h=height of the prism

Lateral Surface Area (area of the sides excluding the area of the bases):
𝑳𝑺𝑨 = 𝑷𝒉
Where:
P= Perimeter of the base
h=height of the prism

Total Surface Area (area of all the faces):

𝑻𝑺𝑨 = 𝟐𝑩 + 𝑳𝑺𝑨

Cylinders:
What’s a Cylinder?
Imagine a solid shape with two parallel circles as ends, connected by a curved surface.

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MAT 204:Mathematics in the Modern World for Engineers
Module #20

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Properties: The height is the distance between the two bases. Cylinders have a consistent circular cross-
section.

Volume:
𝑽 = 𝑩𝒉
𝑽 = 𝝅𝒓𝟐 𝒉

Where:
B= Base Area
h=height of the prism

Lateral Surface Area (area of the sides excluding the area of the bases):
𝑳𝑺𝑨 = 𝑷𝒉
𝑳𝑺𝑨 = 𝟐𝝅𝒓𝒉

Where:
P= Perimeter of the base
h=height of the prism

Total Surface Area (Area of all the faces. This combines the areas of the two bases and the lateral
area.):
𝑻𝑺𝑨 = 𝟐𝑩 + 𝑳𝑺𝑨
𝑻𝑺𝑨 = 𝟐𝝅𝒓(𝒓 + 𝒉)

And now, let’s try to solve problems in prisms and cylinders.

Example #1

A right prism has a square base and a lateral edge which measures 10 cm. Find the
volume of the of the solid if the lateral area is 120 𝑐𝑚2 .

Solution:

You know that the lateral area of the prism is four times the area of one lateral face
which is rectangular in form. Thus, the are of one rectangle is:

𝐿𝑆𝐴
𝐴=
4

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MAT 204:Mathematics in the Modern World for Engineers
Module #20

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

120
𝐴=
4

𝐴 = 30 𝑐𝑚2

In the adjacent figure, if x represents one side of the base, then A=10x, which yields x=3cm.

The volume of the square prism is therefore:

𝑉 = 𝑥2ℎ

𝑉 = (3)2 (10)

𝑽 = 𝟗𝟎 𝒄𝒎𝟑

Example #2

The lateral area of a right cylindrical tank is 48𝜋 𝑚2 and its volume is 72𝜋 𝑚3 . Find the altitude of the tank.

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MAT 204:Mathematics in the Modern World for Engineers
Module #20

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Solution:

As we can see, the only given data is the LSA and the volume. Our task is to find the altitude or the height of
the cylinder. To solve for that, we must first get the value of our radius, r. In order to solve for “r”, we will use
either elimination or substitution method.

Use the formula for LSA to create our equation 1.

𝐿𝑆𝐴 = 2𝜋𝑟ℎ Solve for “h” in terms of “r”

48𝜋 = 2𝜋𝑟ℎ

24 This is our equation (1).

𝑟=
ℎ

Use the formula for volume and substitute equation 1.

𝑉 = 𝜋𝑟 2 ℎ

24 2
𝑉 = 𝜋( ) ℎ
ℎ
This is our equation (2).
576𝜋
𝑉=
ℎ

Substitute the value of our volume to solve for h.

576𝜋
72𝜋 =
ℎ

𝒉 = 𝟖𝒎

Example #3

A cylinder with a volume of 576𝜋 𝑚3 is circumscribed about a square prism which has one side of the base
that measures 8m. What is the altitude of the cylinder?

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MAT 204:Mathematics in the Modern World for Engineers
Module #20

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Solution:

In the figure, solve the radius by using Pythagorean Theorem. As we can see, we can form a right triagle.

82 = 𝑟 2 + 𝑟 2

From the volume of the cylinder and the obtained value of the radius, compute for the height as follows:

𝑉 = 𝜋𝑟 2 ℎ

2
576𝜋 = 𝜋(4√2) ℎ

576𝜋
ℎ= 2
𝜋(4√2)

𝒉 = 𝟏𝟖 𝒎

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MAT 204:Mathematics in the Modern World for Engineers
Module #20

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

II. Skill Building Activity- 20 mins

Let’s try solving these sample problems:

1. You have a right rectangular prism and you're required to find the perimeter, area of the base, and the
volume. The measurement of the given prism is as follows:
Length = 60 cm
Width = 10 cm
Height = 5 cm

2. Find out the surface area of the rectangular prism of the above example
3. Calculate the volume of a cylinder where:
a) the area of the base is 30 cm 2 and the height is 6 cm.
b) the radius of the base is 14 cm and the height is 10 cm.
.
4. A rectangular fish tank 60 centimeters by 15 centimeters by 34 centimeters is 1 3 full of water. Find the
volume of water needed to fill the tank completely.

CHECK

I. Check for Understanding- 15 mins

Let’s check what you know by solving the following problem.

1. The apothem length of a hexagon angle along with its prism base length and the height are given as 7
cm, 11 cm, and 16 cm, respectively. Find the total surface area.
2. Find the volume of cylinder with radius of 5.5 feet and a height of 11.4 feet.
3. Find the volume of cylinder with diameter of 12 inches and a height of 29 inches.

B. LESSON WRAP UP

I. Summary / Frequently Asked Questions- 10 mins

How a Cylinder Differentiates from a Prism?

A prism is a polyhedron with two congruent, parallel, triangular bases and rectangular sides. A cylinder is a
prism with a circular base.

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International License.
MAT 204:Mathematics in the Modern World for Engineers
Module #20

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Is a Cylinder a Prism?

A prism is a polyhedron with two congruent, parallel faces called bases. The other faces are triangular and are
all the same size. A cylinder is not a prism because it does not have two congruent, parallel faces.

II. Thinking about Learning

III. Glossary of Terms

1. Base Area (B): The area of the base face of a three-dimensional shape, such as a prism or a cylinder.
2. Height (h): The perpendicular distance between the bases of a prism or the distance between the two
circular ends of a cylinder.
3. Lateral Surface Area (LSA): The total area of all the sides of a three-dimensional object, excluding the
base and top areas.
4. Total Surface Area (TSA): The sum of the lateral surface area and the area of the bases.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Solid Geometry - Cones and Pyramids Materials:

Pen, paper, notebook, ruler, scientific
Learning Targets: calculator
1. By the end of the lesson, students will be able to:
2. 1. Explain what cones and pyramids are by providing References:
examples. Solid Mensuration: Understanding the 3-D
3. 2. Solve for the volume, lateral area and surface area of a Space by Richard T. Earnheart
cone and a pyramid by using the appropriate formula given a Algebra and Trigonometry w WileyPLUS
certain set of parameters. Set by Young
https://www.vedantu.com/

A. CONNECT- 5 mins

I. Lesson Preview/Review

In this lesson, we will delve into the fascinating world of solid geometry, focusing on two key shapes: cones
and pyramids. Our goal is to build a strong foundational understanding of these shapes and their properties.
Here’s a preview of what you can expect:

Introduction to Cones and Pyramids

Definition and Characteristics: We will start by defining what cones and pyramids are, highlighting their
unique features.

Cones: Learn about the circular base, the vertex, and the slant height.

Pyramids: Understand the polygonal base, the apex, and the height.

Real-World Examples

Discover how cones and pyramids appear in everyday life and various fields such as architecture and nature.

Cones: Examples include ice cream cones, traffic cones, and conical tents.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Pyramids: Examples include the Great Pyramids of Egypt, tetrahedrons in crystals, and modern pyramid-
shaped buildings.

COACH

I. Content Notes- 50 mins

What Are Cones and Pyramids?
Cones:
• Imagine an ice cream cone. That's a perfect example of a cone!
• A cone has a circular base and comes to a point at the top, which we call the apex.
• Other examples include traffic cones and party hats.
Pyramids:
• Think about the majestic Egyptian pyramids. Those are classic examples.
• A pyramid has a polygonal base (like a square or triangle) and triangular sides that meet at a point at
the top.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

• Picture a tent or the Mayan pyramids, too!

Volume Calculations:
General formula for pointed solids:
𝟏
𝑽= 𝑩𝒉
𝟑
Where:
B is the area of the base.
h is the height.

𝟏
Cone Volume: To find the volume of a cone, use this formula: 𝑽 = 𝝅𝒓𝟐 𝒉. Here, r is the radius of the base,
𝟑
and h is the height.
𝟏
Pyramid Volume: For a pyramid, the volume formula is 𝑽 = 𝑩𝒉, where B is the area of the base, and h is
𝟑
the height.

Lateral Surface Area Calculations:

General formula for pointed solids:

𝟏
𝑳𝑺𝑨 = 𝑷𝒍
𝟐

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Where:
P is the perimeter of the base.
l is the height.

Cone Lateral Surface Area: To find the lateral surface area of a cone, use this formula: 𝑳𝑺𝑨 = 𝝅𝒓𝒍. Here, is
the radius of the base, and l is the slant height.
𝟏
Pyramid Volume: For a pyramid, the volume formula is 𝑳𝑺𝑨 = 𝑷𝒍, where P is the perimeter of the base,
𝟐
and l is the slant height.

Total Surface Area Calculations

General formula for pointed solids:

𝟏
𝑳𝑺𝑨 = 𝑩 + 𝑷𝒍
𝟐

Where:
P is the perimeter of the base.
l is the height.

Cone Lateral Surface Area: To find the lateral surface area of a cone, use this formula: 𝐿𝑆𝐴 = 𝜋𝑟(𝑟 + 𝑙).
Here, is the radius of the base, and l is the slant height.
1
Pyramid Volume: For a pyramid, the volume formula is 𝐿𝑆𝐴 = 𝐵 + 𝑃𝑙, where P is the perimeter of the
2
base, and l is the slant height.

Let's walk through the problem together step-by-step. Imagine we're working on this at a study table.

Example #1

A pyramid has a square base with sides 16 centimeters long and a height of 15 centimeters. We need to find
the volume of the pyramid.

Solution:
1
First, let's recall the formula for the volume of a pyramid is 𝑉 = 𝐵ℎ. Since the base is a square, we can find
3
its area (𝐵) by squaring the length of one of its sides. The side length of the square base is 16 centimeters.
The height (h) of the pyramid is given as 15 centimeters. Now, we just need to plug these values into our
volume formula:

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

1
𝑉 = 𝐵ℎ
3
1
𝑉 = (16)2 (15)
3
So, the volume of the pyramid is:
𝑽 = 𝟏𝟐𝟖𝟎 𝐜𝐦𝟑
Great job! You've found the volume of the pyramid. Let’s try to solve another one.

Example #2
The Great Pyramid at Giza has a slant height of 179 meters and a square base with sides 230 meters long.
Find the lateral surface area of the pyramid.
Solution:
We'll use the formula for the lateral surface area of a pyramid:
1
𝐿𝑆𝐴 = 𝑃𝑙
2
The base is a square, so the perimeter (𝑃) is four times the length of one side. The side length of the square
base is 230 meters. The slant height (l) of the pyramid is given as 179 meters. Now, we just need to plug
these values into our lateral surface area formula:

1
𝐿𝑆𝐴 = (4)(230)(179)
2
So, the lateral surface area of the Great Pyramid at Giza is:
𝑳𝑺𝑨 = 𝟖𝟐𝟑𝟒𝟎 𝒎𝟐

And now, let’s try solve problems on cones.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Example #3

A right circular cone with an altitude of 25 cm and a base of 20 cm.

a. Find the lateral area and the volume of the cone.

Solution:

First, we know the diameter of the base is 20 cm, which means the radius (half of the diameter) is 10 cm. To
find the lateral area, we need the slant height. Think of the slant height as the hypotenuse of a right triangle,
where the height of the cone is one leg (25 cm) and the radius is the other leg (10 cm). We can use the
Pythagorean theorem to find it:

𝑙 = √ℎ 2 + 𝑟 2
𝑙 = √252 + 102
𝑙 = 5√29
The lateral area of the cone can be found with the formula:
𝐿𝑆𝐴 = 𝜋𝑟𝑙
𝐿𝑆𝐴 = 𝜋(10)(5√29)
𝑳𝑺𝑨 = 𝟖𝟒𝟓. 𝟗𝟎 𝒄𝒎𝟐

After calculating the value of the lateral area, we now then solve for the volume. The volume of a cone is
given by:
1
𝑉 = 𝜋𝑟 2 ℎ
3
1
𝑉 = 𝜋(10)2 (25)
3
𝑽 = 𝟐𝟔𝟏𝟕. 𝟗𝟗𝟒 𝒄𝒎𝟑

There you have it! Your cone's dimensions translated into its lateral area and volume.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Example #4

A cone and a cylinder have the same radius and the volume. Find the ratio of the height of the cone to the
height of the cylinder.

Solution:
First, let's remember the formulas for the volume of a cone and a cylinder.
For cone:
1
𝑉 = 𝜋𝑟 2 ℎ𝑐𝑜𝑛𝑒
3
For cylinder:
𝑉 = 𝜋𝑟 2 ℎ𝑐𝑦𝑙𝑖𝑛𝑑𝑒𝑟

Since the volumes of the cone and the cylinder are the same, we can set their volume formulas equal to
each other:
1 2
𝜋𝑟 ℎ𝑐𝑜𝑛𝑒 = 𝜋𝑟 2 ℎ𝑐𝑦𝑙𝑖𝑛𝑑𝑒𝑟
3
Let's cancel out 𝜋𝑟 2 from both sides of the equation:
1
ℎ = ℎ𝑐𝑦𝑙𝑖𝑛𝑑𝑒𝑟
3 𝑐𝑜𝑛𝑒
So, the height of the cone is three times the height of the cylinder. To express this as a ratio, we write:
𝒉𝒄𝒐𝒏𝒆
=𝟑
𝒉𝒄𝒚𝒍𝒊𝒏𝒅𝒆𝒓

The ratio of the height of the cone to the height of the cylinder is 3:1.
There you go! The cone's height is three times that of the cylinder when they have the same radius and
volume.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

II. Skill Building Activity- 20 mins

Let’s try solving these sample problems:

1. Find the lateral surface area of a cone if the base radius of the cone is of 10 cm and the height of the
cone is of 5 cm. Then find the total surface area of the cylinder.
2. The volume of a cone with circular base is 216 Π cu.cm. If the base radius is 9 cm, then find the height
of the cone.
3. A cone has a volume of 500 𝑐𝑚3 and a base radius of 5 cm. Find the height of the cone.
4. Find the lateral area of a right circular cone with a base radius of 4 cm and a slant height of 10 cm.
5. A triangular pyramid has a base area of 30 square meters and a height of 12 meters. Find the volume
of the pyramid.
6. A square pyramid has a base side length of 10 cm and a height of 15 cm. Find the volume of the
pyramid.
7. Calculate the volume of a cone if the height is 12 cm and the radius is 7 cm.

CHECK

I. Check for Understanding- 15 mins

Let’s check what you know by solving the following problem.

1. A regular hexagonal pyramid has a base side length of 6 cm and a height of 12 cm. Find the volume
of the pyramid.
2. A rectangular pyramid has a base with a length of 8 cm and a width of 5 cm. The height of the
pyramid is 10 cm. Find the volume of the pyramid.
3. A cone has a base radius of 7 cm and a height of 24 cm. Find the slant height and the lateral area of
the cone.
4. A cone has a volume of 1500 𝑐𝑚3 and a height of 20 cm. Find the radius of the base of the cone.
5. Find the total surface area of a right circular cone with a base radius of 5 cm and a slant height of 13
cm.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

B. LESSON WRAP UP

I. Summary / Frequently Asked Questions- 10 mins

What are pyramids and cones?

• pyramid is the collection of all points (inclusive) between a polygon-shaped base and an apex that is in
a different plane from the base.
• A cone is a common pyramid-like figure where the base is a circle or other closed curve instead of a
polygon. A cone has a curved lateral surface instead of several triangular faces, but in terms of volume,
a cone and a pyramid are just alike.

Can a cone have a base other than circular on cones?

No, by definition, a cone has a circular base. If the base is not circular, the shape is not considered a cone in
traditional geometry.

Can a pyramid have any polygonal base?

Yes, a pyramid can have any polygonal base, including triangles, squares, rectangles, pentagons, hexagons,
etc. The shape of the base determines the name and type of the pyramid (e.g., triangular pyramid, square
pyramid).

How does the apex position affect the type of pyramid?

If the apex is directly above the center of the base, the pyramid is said to be a right pyramid. If the apex is not
aligned above the center, it is called an oblique pyramid.
II. Thinking about Learning
Three Takeaways: Describe three key points or things you learned.
1.
2.
3.
Two Questions: Share two questions that arose during your exploration.
1.
2.
One Thing You Enjoyed: Highlight one aspect you found interesting or enjoyable.
1.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

III. Glossary of Terms

1. Cones: A three-dimensional geometric shape with a circular base that tapers smoothly to a single
vertex.
2. Circular Base: The flat, round bottom of a cone.
3. Vertex: The point where the sides of a cone converge.
4. Slant Height: The distance from the base to the vertex along the side of the cone.
5. Pyramids: A three-dimensional geometric shape with a polygonal base and triangular faces that meet
at a single point called the apex.
6. Polygonal Base: The flat, multi-sided bottom of a pyramid.
7. Apex: The highest point of a pyramid where all the triangular faces meet.
8. Height: The perpendicular distance from the base to the apex of a pyramid or cone.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Solid Geometry - Spheres Materials:

Pen, paper, notebook, compass, scientific
Learning Targets: calculator
1. By the end of the lesson, students will be able to:
2. 1. Descirbe the sphere, its parts and various portions by References:
providing examples. Solid Mensuration: Understanding the 3-D
3. 2. Solve for the volume, lateral area and surface area of a Space by Richard T. Earnheart
sphere by using the appropriate formula given a certain set of Algebra and Trigonometry w WileyPLUS
parameters. Set by Young
4. 3. Solve for the volume and surface area of some spherical https://www.vedantu.com/
portions by using the appropriate formula given a certain set mathalino.com
of parameters.

A. CONNECT- 5 mins

I. Lesson Preview/Review

Welcome to our lesson on spheres! Today, we're going to explore one of the coolest shapes in geometry. We'll
start by getting to know what a sphere is and how to identify its parts. Think about things like basketballs,
globes, and bubbles – these are all examples of spheres. We'll break down the parts, such as the radius (the
distance from the center to the edge), the diameter (the distance across the sphere through the center), and
the center itself.

Once we're comfortable with the basics, we'll dive into some calculations. You'll learn how to find the volume of
a sphere using a simple formula. Don't worry – we'll walk through it together with plenty of examples. Next,
we'll tackle the surface area, so you can figure out how much "skin" a sphere has. Understanding these
calculations is like having a superpower for solving geometry problems!

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

After that, we'll get into the nitty-gritty of different parts of spheres. Have you ever seen a dome on a building or
wondered about the shape of an orange segment? These are examples of spherical portions. We'll learn how
to calculate the volume and surface area for these shapes too.

By the end of this lesson, you'll be able to describe spheres and their parts, calculate their volumes and
surface areas, and solve problems involving spherical portions. You'll see how these concepts apply to real-
world situations, making geometry both fun and practical. Let's get started on this exciting journey into the
world of spheres!

COACH

I. Content Notes- 50 mins

Sphere

A sphere is a perfectly round three-dimensional shape where every point on the surface is the same distance
from the center.

Radius (r): Distance from the center of the sphere to any point on its surface.
Diameter (d): Distance across the sphere, passing through the center. It's twice the radius
Center: The middle point of the sphere, equidistant from all points on the surface.

Describing a Sphere and Its Portions

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Hemispheres: Half of a sphere, formed by cutting a sphere along its diameter.

Spherical Caps: A portion of a sphere cut off by a plane.
Spherical Segments: A region of a sphere cut off by two parallel planes.

Volume, Surface Area, and Lateral Area of a Sphere

Volume (V): The amount of space inside the sphere.
4
𝑉 = 𝜋𝑟 3
3

Surface Area (A): The total area covered by the surface of the sphere.
𝐴 = 4𝜋𝑟 2
Lateral Area: Generally used in the context of cylindrical shapes, but for spheres, it refers to the curved
surface.

Volume and Surface Area of Spherical Portions

Hemisphere:

• Volume:
𝟐 𝟑
𝑽= 𝝅𝒓
𝟑
• Surface Area:
𝑺𝑨 = 𝟐𝝅𝒓𝟐
• Base Area:
𝑨 = 𝝅𝒓𝟐

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Spherical Caps:

• Volume:
𝝅𝒉𝟐
𝑽= (𝟑𝒓 − 𝒉)
𝟑

• Surface Area:
𝑺𝑨 = 𝟐𝝅𝒓𝒉

Spherical Segments:

Volume:
𝝅𝒉
𝑽= (𝟑𝒓𝟐𝟏 + 𝟑𝒓𝟐𝟐 + 𝒉𝟐 )
𝟔
where 𝑟1 and 𝑟2 are the radii of the top and bottom circular faces, and h is the height.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

In order to understand further. Let’s try solving problems on spheres.

Example #1
A 523.6 cm3 solid spherical steel ball was melted and remolded into a hollow steel ball so that the hollow
diameter is equal to the diameter of the original steel ball. Find the thickness of the hollow steel ball.

Solution:
Radius of the original steel ball
4
𝑉 = 𝜋𝑟 3
3
4
523.6 cm3 = 𝜋𝑟 3
3
𝑟 = 5 𝑐𝑚

Volume of the hollow steel ball is equal to the volume of the original steel ball. Let R = outer radius of the
hollow steel ball.

4 3 4 3 4 3
𝜋𝑟 = 𝜋𝑅 − 𝜋𝑟
3 3 3
4 4 4
𝜋(5)3 = 𝜋𝑅 3 − 𝜋(5)3
3 3 3
𝑅 = 6.3 𝑐𝑚

Thickness of the hollow steel ball

𝑡 = 6.3 − 5
𝒕 = 𝟏. 𝟑 𝒄𝒎

Example #2
Find the surface area of a sphere whose volume is 97.2 𝜋 𝑐𝑚3 .
Solution:
Using the formula of volume to solve for “r” since we need it for the computation of our surface area.
4
𝑉 = 𝜋𝑟 3
3

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

4
97.2 𝜋 = 𝜋𝑟 3
3
𝑟 = 9 𝑐𝑚
Hence, the surface area is
𝑆 = 4𝜋𝑅 2
𝑆 = 4𝜋(9)2
𝑺 = 𝟑𝟐𝟒𝝅 𝒄𝒎𝟐

Example #3
Find the volume of a hemispherical shell in which the outer and inner surface areas are 128 𝜋 𝑖𝑛2 and
50 𝜋 𝑖𝑛2 ,respectively.

Solution:
Find the length of the inner radius as follows:

50𝜋 = 2𝜋𝑟
𝑟 = 5 𝑖𝑛
Solve for the length of the outer radius as follows:
128𝜋 = 2𝜋𝑅
𝑅 = 8 𝑖𝑛
Hence, the volume of the hemispherical shell is given by

𝟐 𝟐 𝟐
𝑽= 𝝅𝑹𝟑 − 𝝅𝒓𝟑 = 𝝅(𝑹𝟑 − 𝒓𝟑 )
𝟑 𝟑 𝟑

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

2
𝑉= 𝜋(83 − 53 )
3
𝑽 = 𝟐𝟓𝟖𝝅 𝒊𝒏𝟑

Thus, the volume of the hemispherical shell is 258𝜋 𝑖𝑛3

Example #4
A mixture of water and oil with equal parts was placed in a hemispherical container. The total height of the
mixture was 27 cm. After a few minutes, the water is settled completely below the oil with a height of 18 cm.
Find the volume of the oil and the radius of the container.

Solution:

The volume of the mixture 𝑉𝑚 and the volume of the water 𝑉𝑤 both assume the shape of a spherical segment.
Note that 𝑉𝑚 = 2𝑉𝑤 since there are equal amounts of water and oil in the mixture.
𝜋
Using formula 𝑉 = ℎ3 (3𝑅 − ℎ), solve as follows:
3

𝜋 𝜋
(27)3 (3𝑅 − 27) = 2 ( (18)3 (3𝑅 − 18))
3 3
𝑅 = 33 𝑐𝑚
The volume of oil 𝑉𝑜 is equal to the volume of water. Thus,

𝜋
𝑉𝑜 = (18)2 (3(33) − 18)
3
𝑽𝒐 = 𝟖𝟕𝟒𝟖 𝝅 𝒄𝒎𝟑

II. Skill Building Activity-20 mins

Let’s try solving these sample problems:

1. A sphere has a radius of 5 cm. What is its volume?

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

2. A sphere has a diameter of 10 cm. What is its surface area?

3. A sphere is inscribed in a cube with edge length of 6 cm. What is the volume of the sphere? Hint: The diameter of
the sphere is equal to the edge length of the cube.
4. A sphere of radius 7 cm is circumscribed about a right circular cylinder. What is the volume of the cylinder? Hint:
The height and base diameter of the cylinder are equal to the diameter of the sphere.
5. A hemisphere has a diameter of 8 cm. What is its surface area, including the base?
6. A spherical segment has a radius of 10 cm and a height of 6 cm. What is its volume?

CHECK

I. Check for Understanding- 15 mins

Let’s check what you know by solving the following problem.

1. A spherical segment has a radius of 6 cm and a height of 4 cm. Find its volume and total surface area.
2. A hemisphere has a radius of 10 cm. Find its volume and total surface area.
3. A solid sphere has a radius of 8 cm. Find its volume and total surface area.
4. A spherical segment has a radius of 12 cm and a height of 8 cm. Find its volume and total surface area.
400
5. A hemisphere has a volum 3 𝜋 𝑐𝑚3 . Find its radius and total surface area.
6. A hollow sphere has an outer radius of 10 cm and an inner radius of 8 cm. Find its volume and total surface
area.

B. LESSON WRAP UP

I. Summary / Frequently Asked Questions- 10 mins

What are some real-life applications of spheres, hemispheres, and spherical segments?

Spheres, hemispheres, and spherical segments are commonly encountered in architecture, engineering,
physics, and even in everyday objects such as sports balls, domes, and arches. They are used in designing
structures like domed ceilings, water tanks, and lenses, among others.

What is a spherical segment?

A spherical segment is a portion of a sphere cut off by a plane. It consists of a curved surface and two circular
bases.

How do you calculate the surface area of a spherical segment?

The surface area 𝐴 of a spherical segment is the sum of the curved surface area and the areas of its two
circular bases.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

What is a hemisphere?

A hemisphere is exactly half of a sphere, formed by cutting a sphere along its diameter. It has a flat base and a
curved surface.

What are the parts of a sphere?

• Center: The point in space equidistant from all points on the surface of the sphere. It is often denoted
as the point where the radius intersects the sphere.
• Radius: A straight line segment that connects the center of the sphere to any point on its surface. All
radii of a sphere have the same length.
• Diameter: The longest chord that can be drawn within a sphere, passing through the center. It is twice
the length of the radius.
• Great Circle: A circle whose center coincides with the center of the sphere and whose radius is equal
to the radius of the sphere. All great circles divide the sphere into two equal hemispheres.
• Surface: The outer boundary of the sphere, which consists of all points that are equidistant from the
center.
• Curvature: The curvature of a sphere is constant and equal at every point on its surface. It is a
characteristic feature that distinguishes a sphere from other geometric shapes.

II. Thinking about Learning

III. Glossary of Terms

1. Sphere: A perfectly round three-dimensional shape where every point on the surface is the same
distance from the center.
2. Radius (r): The distance from the center of the sphere to any point on its surface.
3. Diameter (d): The distance across the sphere, passing through the center. It's twice the radius.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

4. Center: The middle point of the sphere, equidistant from all points on the surface.
5. Hemisphere: Exactly half of a sphere, formed by cutting a sphere along its diameter. It has a flat base
and a curved surface.
6. Spherical Cap: A portion of a sphere cut off by a plane, resembling a cap placed on top of a sphere.
7. Spherical Segment: A region of a sphere cut off by two parallel planes, often resembling a slice taken
out of the sphere.
8. Volume (V): The amount of space inside the sphere.
9. Surface Area (A): The total area covered by the surface of the sphere.
10. Lateral Area: The surface area of the curved portion of the sphere, excluding the circular bases.
11. Great Circle: A circle whose center coincides with the center of the sphere and whose radius is equal
to the radius of the sphere. All great circles divide the sphere into two equal hemispheres.
12. Curvature: The curvature of a sphere is constant and equal at every point on its surface. It is a
characteristic feature that distinguishes a sphere from other geometric shapes.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Conic Sections - Circles Materials:

Pen, paper, notebook, compass, graphing
Learning Targets: paper, scientific calculator
1. By the end of the lesson, students will be able to:
2. 1. Define what a circle is in the context of Analytic Geometry. References:
3. 2. Solve for the equation of a circle by using the parameters Analytic Geometry Worktext by Dacanay
given in the problem. et. al.
4. 3. Sketch circles by using the parameters given in the mathalino.com
problem.

A. CONNECT-5 mins

I. Lesson Preview/Review

Welcome to our lesson on Conic Sections, specifically focusing on Circles! Get ready to dive into the
fascinating world of circles, where we'll explore their definition, learn how to derive their equations, and master
the art of sketching them.

We'll start with a simple question: "What is a circle?" In the context of Analytic Geometry, a circle is defined
as the set of all points that are equidistant from a fixed point called the center. This fixed distance is known as
the radius.

For example, imagine placing a pin/pointed object on a paper and tying a string to it. If you move a pencil
around, keeping the string taut, you'll draw a perfect circle. The pin is the center, and the length of the string is
the radius.

Once we have a solid grasp of the definition, we'll move on to deriving the equation of a circle. We'll start with

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

the standard form of the circle's equation:(𝒙 − 𝒉)𝟐 + (𝒚 − 𝒌)𝟐 = 𝒓𝟐 , where (ℎ,𝑘) is the center and 𝑟 is the
radius.

We'll work through several examples together, showing how to plug in the center's coordinates and the radius
to get the equation. By the end of this section, you'll be able to tackle any problem that asks you to find the
equation of a circle.

Finally, we'll bring everything together by sketching circles. We'll practice plotting the center on a coordinate
plane, then using the radius to draw the circle.

We'll also look at some variations, such as when the circle's center is at the origin (0,0) versus when it's at
other points. This hands-on practice will solidify your understanding and give you the confidence to draw
circles accurately.

This lesson is all about connecting the geometric beauty of circles with their algebraic representation. By the
end, you'll not only understand the properties of circles but also how to work with them mathematically and
visually.

Ready to start exploring circles in a whole new way? Let's get started!

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

COACH

I. Content Notes- 50 mins

Definition of a Circle in Analytic Geometry

A circle is the set of all points in a plane that are equidistant from a fixed point.
Center (h,k): The fixed point from which all points on the circle are equidistant.
Radius (r): The constant distance from the center to any point on the circle.

Standard Form
The equation of a circle with center (ℎ,𝑘) and radius 𝑟 is

(𝒙 − 𝒉)𝟐 + (𝒚 − 𝒌)𝟐 = 𝒓𝟐
This equation is derived using Pythagorean theorem to the figure as shown below:

We can form a right triangle. Where radius “r” is the hypothenuse and the difference of x and h, and y and k
are the other legs of the triangle.

The equation of a circle with center (ℎ,𝑘) at the origin and radius 𝑟 is

𝒙 𝟐 + 𝒚𝟐 = 𝒓 𝟐

Since h=0 and k=0.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

General Equation of a Circle

𝒙𝟐 + 𝒚𝟐 + 𝑫𝒙 + 𝑬𝒚 + 𝑭 = 𝟎
Sketching Circles
Steps for Sketching
1. Plot the Center: Identify the center (ℎ,𝑘)on the coordinate plane.
2. Mark the Radius: From the center, measure and mark points that are the radius 𝑟 units away in all
directions (up, down, left, right).
3. Draw the Circle: Connect the points smoothly to form the circle

Let’s try solving some sample problems on circles.

Example #1
Solve the standard form of equation of a circle with its center located at the origin and the radius is 5.

Solution:
We have discussed that when the center is at the origin, the value of h and k will be equal to zero.

(𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2

(𝑥 − 0)2 + (𝑦 − 0)2 = 52

𝒙𝟐 + 𝒚𝟐 = 𝟐𝟓

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Example #2
Solve the standard form of equation of a circle with its center located at (3,-2) and the radius is.

Solution:
Using the standard form, we may substitute the values of our r, h, and k.

(𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2

(𝑥 − 3)2 + (𝑦 − (−2))2 = 42

(𝒙 − 𝟑)𝟐 + (𝒚 + 𝟐)𝟐 = 𝟏𝟔
Example #3
Given the equation (𝑥 − 1)2 + (𝑦 + 3)2 = 9, identify the center and the radius.

Solution:
We all know that the equation is in standard form, (𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2 . And by comparing it to our given
equation, we see that:

h=1
k=-3

Therefore, the center of the circle is at (h,k)=(1,-3).

For the radius. From the equation (𝑥 − 1)2 + (𝑦 + 3)2 = 9, the right side of the equation represents 𝑟 2 .
So ;

𝑟2 = 9

𝑟 = √9
𝑟=3

Example #4
Reduce the equation of the circle to standard form. If possible, identify the center and the radius, and then
draw the circle.

a. 𝑥 2 + 𝑦 2 − 2𝑥 − 2𝑦 − 7 = 0

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Solution:

Take note that the general equation is

𝒙𝟐 + 𝒚𝟐 + 𝑫𝒙 + 𝑬𝒚 + 𝑭 = 𝟎

First, group the terms based on their variables.

(𝑥 2 − 2𝑥) + (𝑦 2 − 2𝑦) − 7 = 0

Transpose the constant to the other side of the equation

(𝑥 2 − 2𝑥) + (𝑦 2 − 2𝑦) = 7

Now, use completing the square

(𝑥 2 − 2𝑥 + 1) + (𝑦 2 − 2𝑦 + 1) = 7 + 1 + 1

Combine like terms

(𝑥 2 − 2𝑥 + 1) + (𝑦 2 − 2𝑦 + 1) = 9

Factor each perfect square group, we have

(𝒙 − 𝟏)𝟐 + (𝒚 − 𝟏)𝟐 = 𝟗

From this equation, we can say that the center is C(1,1) and r=3

Now, lets plot the circle.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Steps for Sketching

1. Plot the Center
2. Mark the Radius: From the center, measure and mark points that are the radius 3 units away in all
directions (up, down, left, right).
3. Draw a Circle using a compass.

Example #5
Rewrite the standard form in general form.
Given:
(𝑥 − 4)2 + (𝑦 + 2)2 = 16

Start with
(𝑥 − 4)2 + (𝑦 + 2)2 = 16
Expand binomials
For (𝑥 − 4)2 = 𝑥 2 − 8𝑥 + 16

For (𝑦 + 2)2 = 𝑦 2 + 4𝑦 + 4

Substitute the expanded forms back into the equation:

𝑥 2 − 8𝑥 + 16 + 𝑦 2 + 4𝑦 + 4 = 16

Move the constant term to the right side to the left side of the equation to set the equation to 0:
𝑥 2 + 𝑦 2 − 8𝑥 + 4𝑦 + 20 − 16 = 0

Simplify the constant term:

𝑥 2 + 𝑦 2 − 8𝑥 + 4𝑦 + 4 = 0

This problem illustrates the steps needed to convert a circle's equation from its standard form to the general
form.

II. Skill Building Activity- 20 mins

Let’s try solving these sample problems:

1. Find the equation of the circle with center (-3,1/2) and raidus √6
2. Write the equation of the circle satisfying the given conditions.
a. With center (2,-1) and radius 3.
√5
b. With center (1,0) and radius .
3

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

c. With center (0,0) and diameter 8.

3. Reduce the equation of the circle to its center and radius and sketch the graph if possible.
a. 𝑥 2 + 𝑦 2 = 25
b. 𝑥 2 + 𝑦 2 − 6𝑦 = 0

CHECK

I. Check for Understanding- 15 mins

Let’s check what you know by solving the following problem.

1. Reduce each equation of the circle to its general form.

a. (𝑥 + 3)2 + (𝑦 − 1)2 = 5
b. (𝑦 + 2)2 + (𝑥 − 3)2 = 2(𝑥 + 3)
c. (𝑥 − 3)2 − 36𝑦 = 25 − 𝑦 2

2. Reduce each of the following equations to circles to its standard

a. 𝑥 2 + 𝑦 2 − 4𝑦 − 1 = 0
b. 𝑥 2 + 𝑦 2 = 8𝑥 + 9𝑦 = 11
c. 𝑥 2 + 𝑦 2 = 2 − 4𝑥

B. LESSON WRAP UP

I. Summary / Frequently Asked Questions- 10 mins

What are conic sections?

Conic sections are the shapes you get when you slice a cone at different angles. There are four types of conic
sections: ellipses, hyperbolas, parabolas, and circles.

Where are conic sections used in the real world?

Conic sections show up in a lot of places! For example, the orbits of planets around the sun are elliptical.
Hyperbolas are often used in the design of telescopes and antennas. Parabolas are important in physics, as
they describe the shape of projectiles in flight.

What is the relationship between the circle and other conic sections?

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

A circle is a special case of an ellipse where the two foci coincide at the center, and the eccentricity is zero. It
is one of the four conic sections, along with ellipses, parabolas, and hyperbolas.

Can a circle's radius be zero?

Yes, if the radius 𝑟 is zero, the circle reduces to a single point at the center (ℎ,𝑘)

How can you identify a circle from its equation?

To identify if an equation represents a circle, check if it fits the standard form (𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2 or the
general form 𝑥 2 + 𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0. The presence of both 𝑥 2 and 𝑦 2 with equal coefficients indicates a
circle.

II. Thinking about Learning

III. Glossary of Terms

1. Circle: In Analytic Geometry, a circle is the set of all points that are equidistant from a fixed point
called the center Circle:. The fixed distance is known as the radius.
2. Center: The fixed point from which all points on the circle are equidistant.
3. Radius: The constant distance from the center to any point on the circle.
4. Standard Form: The equation (𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2 , where (ℎ,𝑘) is the center and 𝑟 is the
radius.
5. General Form: The equation 𝒙𝟐 + 𝒚𝟐 + 𝑫𝒙 + 𝑬𝒚 + 𝑭 = 𝟎 , a rearranged form of the circle's
equation.
6. Origin: The point (0,0)(0,0) on a coordinate plane, often used as a center for circles in problems.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Lesson title: Conic Sections - Parabola Materials:

Pen, paper, notebook, compass, graphing
Learning Targets: paper, scientific calculator
1. By the end of the lesson, students will be able to:
1. Define what a parabola is are and identify its parts by References:
providing examples. Analytic Geometry Worktext by Dacanay
2. Solve for the equation of a parabola by using the et. al.
parameters given in mathalino.com
the problem.
3. Sketch parabolas by using the parameters given in the
problem.

A. CONNECT- 5 mins

I. Lesson Preview/Review

Welcome to Our Exploration of Parabolas!

Hey there, math enthusiasts! Today, we're diving into the fascinating world of conic sections, and our spotlight
is on the parabola. By the end of this lesson, you'll be able to define a parabola, identify its parts, solve for its
equation, and even sketch one with confidence. Let's break down our learning targets in a fun and easy-to-
follow way.

What Is a Parabola?

Imagine you're at a skatepark. The ramps you see are perfect examples of parabolas! A parabola is a U-
shaped curve that can open either upwards or downwards (or sideways, but we'll stick to up and down for
now). Think of it like this: if you throw a ball in the air, its path traces out a parabolic shape.

Parts of a Parabola:

Vertex: The highest or lowest point on the curve. It's the turning point.

Axis of Symmetry: A vertical line that splits the parabola into two mirror-image halves. It goes right through
the vertex.

Focus: A special point inside the parabola that helps define its shape.

Directrix: A line outside the parabola that, together with the focus, helps in defining the curve.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

We'll look at some cool examples to make these parts easy to spot.

COACH

I. Content Notes- 50 mins

Definition of a Parabola in Analytic Geometry

A parabola is a U-shaped curve that can open either upwards or downwards, rightward or to the left. It is
one of the four types of conic sections.
Real-life Example: The path of a thrown ball, or the shape of a satellite dish.

Graphs of a Parabola

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Parts of a Parabola
Vertex
• The highest or lowest point on the parabola.
• Represents the maximum or minimum value of the quadratic function.
• Located at the point (ℎ,𝑘) in the vertex form of the equation.

Axis of Symmetry
• A vertical line that divides the parabola into two symmetrical halves.
• Passes through the vertex.
• The equation of the axis of symmetry is 𝑥=h.

Focus
• A point inside the parabola that helps define its shape.
𝟏
• Located (𝒉 + 𝒌 + ) for a parabola in the form 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄.
𝟒𝒂

Directrix
• A line outside the parabola that, along with the focus, helps define the parabola.
𝟏
• For a parabola 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄, the directrix has the equation 𝒚 = 𝒌 − .
𝟒𝒂

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Equations of a Parabola

Standard Form:
𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄
Useful for identifying the general shape and direction of the parabola.

Vertex Form:
𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌
Easier to identify the vertex directly from the equation (ℎ,𝑘) is the vertex of the parabola.

How to find a parabola's equation using its Vertex Form

Given the graph of a parabola for which we're given, or can clearly see:

• the coordinates of the vertex,(ℎ,𝑘), and:

• the coordinates another point P through which the parabola passes.

we can find the parabola's equation in vertexs form following two steps:

• Step 1: use the (known) coordinates of the vertex (ℎ,𝑘), to write the parabola's equation in the form:

𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌

the problem now only consists of having to find the value of the coefficient 𝑎.

• Step 2: find the value of the coefficient 𝑎 by substituting the coordinates of point P into the equation
written in step 1 and solving for 𝑎.

Sketching Parabolas
Identify Key Elements:
• Determine the vertex (ℎ,𝑘)
• Draw the axis of symmetry.
• Identify if the parabola opens upwards (a > 0) or downwards (a < 0).
Plot Points:
• Use additional points on either side of the vertex to help shape the curve.
• Ensure the curve is symmetrical about the axis of symmetry.
Draw the Parabola:
• Start from the vertex and sketch the U-shaped curve passing through the plotted points.
• Make sure the parabola reflects the correct direction and width based on the value of 𝑎.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

By understanding these components and practicing with various problems, you'll become proficient at
working with parabolas, from identifying their parts to sketching them accurately.

Example #1
Identify the vertex, axis of symmetry, focus, and directrix of the parabola given by the equation 𝑦 =
2(𝑥 − 3)2 + 1.

Solution:

Vertex: the equation in vertex form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘. Here, h=3 and k=1. So, the vertex is (3,1).

Axis of symmetry: x=3 (the line that passes through the vertex)

1
Focus: Using the formula (ℎ, 𝑘, ) , where a=2.
4𝑎
𝟏
𝑭𝒐𝒄𝒖𝒔 = (𝟑, 𝟏 + ) = (𝟑, 𝟏. 𝟏𝟐𝟓)
𝟒. 𝟐
1
Directrix: Using the formula 𝑦 = 𝑘 −
4𝑎

1
𝐷𝑖𝑟𝑒𝑐𝑡𝑟𝑖𝑥 = 𝑦 = 1 − = 0.875
8
𝑫𝒊𝒓𝒆𝒄𝒕𝒓𝒊𝒙 = 𝟎. 𝟖𝟕𝟓

Example #2
Convert the standard form equation 𝑦 = 3𝑥 2 − 6𝑥 + 4 to vertex form.

Solution:

Factor out the coefficient of 𝑥 2 from the first two terms:

𝑦 = 3𝑥 2 − 6𝑥 + 4

Complete the square:

𝑦 = 3𝑥 2 − 6𝑥 + 1 − 1 + 4

𝑦 = 3((𝑥 − 1)2 − 1) + 4
Simplify:
𝑦 = 3(𝑥 − 1)2 − 3 + 4
𝑦 = 3(𝑥 − 1)2 + 1

So, the vertex form is 𝒚 = 𝟑(𝒙 − 𝟏)𝟐 + 𝟏.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

Example #3
Find the equation of the parabola with vertex (2,−3) and focus (2,−1)

Solution:

Determine the value of 𝑎

1
Distance from the vertex to 𝑓𝑜𝑐𝑢𝑠 == 2. (since the distance is 2)
4𝑎
1
4𝑎 =
2
1
𝑎=
8
Since the parabola opens upwards (focus is above the vertex), the equation is:
𝟏
𝒚 = (𝒙 − 𝟐)𝟑 − 𝟑
𝟖

Example #4
1
Sketch the parabola given by the equation: 𝑦 = − 4 (𝑥 + 1)2 + 2

Solution:
1. Identify the vertex: (−1,2)

2. Axis of Symmetry: 𝑥=−1.

3. Direction of Opening: Downwards (since the coefficient of (𝑥 + 1)2 is negative).

4. Find additional points:

When 𝑥=−1: 𝑦=2.

1
When 𝑥 = 0: 𝑦 = 4 (0 + 1)2 + 2 = 1.75

1
When 𝑥 = −2: 𝑦 = − 2 (−2 + 1)2 + 2 = 1.75

Plot these points and draw a smooth curve through them to sketch the parabola.

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

II. Skill Building Activity- 20 mins

Let’s try solving these sample problems:

1. For each equation of the parabola, find the direction of its opening, vertex, focus, and draw the
parabola.
a. 𝑦 2 = −4𝑥
b. 𝑦 2 = −8𝑥(𝑥 − 2)
c. (𝑥 + 4)2 − 8𝑦
2. For each equation of the parabola, reduce its standard form and draw the parabola.
a. 𝑦 2 + 12𝑥 = 0
b. 𝑥 2 − 12𝑦 + 24 = 0
c. 𝑥 2 − 16𝑦 + 32 = 0

CHECK

I. Check for Understanding- 15 mins

Let’s check what you know by solving the following problem.

1. For each equation of the parabola, find the direction of its opening, vertex, focus, and draw the
parabola.
a. 𝑥 2 = −32(𝑦 − 4)

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

b. (𝑥 − 3)2 = −12(𝑦 − 4)
c. (𝑦 − 1)2 = −36(𝑥 − 1)
2. For each equation of the parabola, reduce its standard form and draw the parabola.
a. 𝑥 2 − 2𝑥 − 36𝑦 + 1 = 0
b. 𝑦 2 + 24𝑥 + 48 = 0
c. 𝑦 2 − 6𝑥 − 4𝑦 + 4 = 0

B. LESSON WRAP UP

I. Summary / Frequently Asked Questions- 10 mins

What is the axis of symmetry for a parabola?

The axis of symmetry is a vertical line that goes through the vertex of the parabola. Its equation is x=h, where
(ℎ,𝑘) is the vertex.

What is the significance of the focus in a parabola?

The focus of a parabola is a crucial point that, together with the directrix, defines the shape and position of the
parabola. Every point on the parabola is equidistant from the focus and the directrix.

What role does the directrix play in a parabola?

The directrix is a fixed line used in the definition of a parabola. It is not part of the graph of the parabola but
helps in determining the set of points that form the parabola. Each point on the parabola is equidistant from the
focus and the directrix.

II. Thinking about Learning

Name: ___________________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________________ Date: ________________

III. Glossary of Terms

1. Circle: In Analytic Geometry, a circle is the set of all points that are equidistant from a fixed point
called the center. The fixed distance is known as the radius.
2. Center: The fixed point from which all points on the circle are equidistant.
3. Radius: The constant distance from the center to any point on the circle.
4. Standard Form: The equation (𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2 , where (ℎ,𝑘) is the center and 𝑟 is the
radius.
5. General Form: The equation 𝒙𝟐 + 𝒚𝟐 + 𝑫𝒙 + 𝑬𝒚 + 𝑭 = 𝟎 , a rearranged form of the circle's
equation.
6. Origin: The point (0,0) on a coordinate plane, often used as a center for circles in problems.

Name: ______________________________________________________ Class number: _

Section: ____________ Schedule: ___________________________________ Date: ____________

Lesson Title: Applications of Differentiation Materials: Ballpoint, Notebook,

Calculator
Lesson Objectives:
At the end of the lesson, you should be able to: Textbook: Calculus by Ron Larson
1. Recall and state the differentiation formulas 11th Ed.
1. 2. Apply differentiation formulas in various computation References:
of (a) slope, (b) vertex of parabola, (c) points where the 1. The Calculus 7 by Louis Leithold
tangent is parallel to the x-axis 2. Differential and Integral Calculus
by Clyde E. Love and Earl Rainville

PRACTICE SOLVING REGULARLY THAT WILL HELP

YOU TO REMEMBER THE FORMULAS.

A. LESSON PREVIEW/REVIEW
1. Introduction
GOOD DAY! The following topics shall be
accomplished in this lesson:
1. Recall and state the differentiation formulas
2. Apply the differentiation formulas in various
computation of,
2.a slope
2.b vertex of parabola
2.c points where the tangent is
parallel to the x-axis

1) Activity 1: What I Know Chart, part 1

What I Know Questions: What I Learned (Activity 4)

1. Can you state the
differentiation
formulas?

2. Will you be able to

solve differentiation
problems on slope,
vertex of parabola,
and points where the
tangent is parallel to
the x-axis?

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MAT 171: Calculus 1 for Engineers
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Name: ______________________________________________________ Class number: _

Section: ____________ Schedule: ___________________________________ Date: ____________

B.MAIN LESSON

In our previous lesson, we learned about the differentiation formulas:

1. CONSTANT RULE: “The Derivative of a Constant is zero”

𝒅𝑪
=𝟎
𝒅𝒙
2. POWER RULE:“ The Derivative of the Power of a Function is equal to the power multiplied by
the function raised to the power minus one”

𝒅 𝒅
𝒙𝒏 = 𝒏𝒙𝒏−𝟏 ; (𝒙) = 𝟏
𝒅𝒙 𝒅𝒙
3. THE CONSTANT MULTIPLE RULE: “The derivative of C multiplied by a power of x is equal
to C multiplied by the derivative of the power x”

𝒅 𝒅
(𝑪𝒙𝒏 ) = 𝑪 (𝒙𝒏 ) = 𝑪 (𝒏𝒙𝒏−𝟏 )
𝒅𝒙 𝒅𝒙
4. THE SUM OR DIFFERENCE RULE: “The Derivative of the Sum or Difference of Two
Functions is equal to the sum or difference of their derivatives”.

𝒅 𝒅𝒖 𝒅𝒗
(𝒖 ± 𝒗) = ±
𝒅𝒙 𝒅𝒙 𝒅𝒙

5. THE QUOTIENT RULE: “The Derivative of the Quotient of Two Functions is equal to the
denominator multiplied by the derivative of the numerator, minus the numerator multiplied by
the derivative of the denominator, all divided by the square of the denominator”

𝒅𝒖 𝒅𝒗
𝒅 𝒖 𝒗 −𝒖
𝒅𝒙 𝒅𝒙
( )= 𝟐
𝒅𝒙 𝒗 𝒗
A very Common Mnemonic for the Quotient Rule is,

𝒉𝒊𝒈𝒉 𝒍𝒐𝒘 𝑫 (𝒉𝒊𝒈𝒉) − 𝒉𝒊𝒈𝒉 𝑫 (𝒍𝒐𝒘)

𝒅𝒙 [ ]=
𝒍𝒐𝒘 𝒍𝒐𝒘 𝒔𝒒𝒖𝒂𝒓𝒆𝒅

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MAT 171: Calculus 1 for Engineers
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Name: ______________________________________________________ Class number: _

Section: ____________ Schedule: ___________________________________ Date: ____________

6. PRODUCT RULE “The Derivative of the Product of Two Functions is equal to the first
function multiplied by the derivative of the second function plus the second function multiplied
by the derivative of the first function”

𝒅 𝒅 𝒅
(𝒖𝒗) = 𝒖 +𝒗
𝒅𝒙 𝒅𝒙 𝒅𝒙
Formulas 5 and 6 can be extended to the case where n functions are involved. For three
functions ( say, u, v, w ),
𝒅 𝒅𝒖 𝒅𝒗 𝒅𝒘
𝒖𝒗𝒘 = 𝒗𝒘 + 𝒖𝒘 + 𝒖𝒗
𝒅𝒙 𝒅𝒙 𝒅𝒙 𝒅𝒙

In the special case when u=C, if C is a constant; formulas 5 and 6 become,

𝒅𝒗
𝒅 𝑪 −𝑪𝒅𝒙
𝒅 𝒅𝒗
6.b 𝑪𝒗 = 𝑪 6.c ( )=
𝒅𝒙 𝒅𝒙 𝒅𝒙 𝑽 𝒗𝟐

The Power Rule

Derivative of 𝒙𝒏 , (The Power Rule)

𝒅𝒚
If 𝒚 = 𝒙𝒏 , then = 𝒏𝒙𝒏−𝟏
𝒅𝒙

The Chain Rule

If y is a differentiable function of u given by y = f(u) and if u is a differentiable
function of x given by u = g (x), the y is a differentiable function of x and we have,

𝒅𝒚 𝒅𝒚 𝒅𝒖
=( )( )
𝒅𝒙 𝒅𝒖 𝒅𝒙

The General Power Formula

𝒅 𝒅𝒖
un = n un-1
𝒅𝒙 𝒅𝒙

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MAT 171: Calculus 1 for Engineers
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Name: ______________________________________________________ Class number: _

Section: ____________ Schedule: ___________________________________ Date: ____________

FINDING THE SLOPE OF THE CURVE

Let us continue our lesson on how to apply differentiation formulas in various computation.
Examples are given for easy comprehension and understanding.

Example 1. Find the slope of the curve 𝒚 = 𝟑 + 𝟐𝒙 − 𝒙𝟐 at (𝟏, 𝟒)

Solution: Recall the derivative of a function is identical with the slope of the graph of the
function.
𝑦
2
𝑦 = 3 + 2𝑥 − 𝑥
(𝟏, 𝟒) y’ = 𝟎
Find the derivative

𝑑𝑦
𝑑𝑥
= 2 − 2𝑥

at (𝟏, 𝟒) substitute 𝒙 = 𝟏
= 2 − 2(1) 𝒚 = 𝟑 + 𝟐𝒙 − 𝒙𝟐

𝒅𝒚
𝒅𝒙
=𝟎
𝒙

Therefore, the slope of the curve

at (𝟏, 𝟒) is 0.

Example 2. Find the slope of the curve 𝒚 = 𝒙𝟑 at (2, 8)

Given: 𝑦 = 𝑥 3 at (2, 8) 𝒚
(2, 8)

Solution: 𝑦 = 𝑥3

find the derivative

𝑑𝑦
𝑑𝑥
= 3𝑥 2
y’= 𝟏𝟐

at (2, 8), let 𝒙 = 𝟐

= 3(2)2 𝒚 = 𝒙𝟑

𝒅𝒚
𝒅𝒙
= 𝟏𝟐
𝒙
Therefore, the slope of the curve at (2, 8) is 12.

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MAT 171: Calculus 1 for Engineers
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Name: ______________________________________________________ Class number: _

Section: ____________ Schedule: ___________________________________ Date: ____________

Example 3. Find the slope of the tangent to the curve

𝒚 = 𝟕 − 𝒙𝟐 + 𝟒𝒙𝟑 at (−𝟏, 𝟐) 𝒚

Solution: 𝑦 = 7 − 𝑥 2 + 4𝑥 3 y’= 𝟏𝟒

Differentiate
𝒚 = 𝟕 − 𝒙𝟐 + 𝟒𝒙𝟑
𝑑𝑦
𝑑𝑥
= −2𝑥 + 12𝑥 2

at (−𝟏, 𝟐), substitute 𝒙 = −𝟏

= −2(−1) + 12(−1)2
(−𝟏, 𝟐)
= 2 + 12

𝒅𝒚
𝒅𝒙
= 𝟏𝟒 𝒙

Thus, the slope of the curve at (−𝟏, 𝟐) is 14.

Example 4. Find the slope of the tangent line to the curve of 𝒙𝟐 𝒚𝟐 − 𝒙𝒚 + 𝒙 = 𝟏 at (1, 1)
Given: 𝑥 2 𝑦 2 − 𝑥𝑦 + 𝑥 = 1
𝑑 𝑑
(𝑥 2 𝑦 2 − 𝑥𝑦 + 𝑥) = (1)
𝑑𝑥 𝑑𝑥
[𝑥 2 (2𝑦𝑦’) + 𝑦 2 (2𝑥)] − [𝑥𝑦’ + 𝑦(1)] + 1 = 0
2𝑥 2 𝑦𝑦’ + 2𝑥𝑦 2 − 𝑥𝑦’ − 𝑦 + 1 = 0
2𝑥 2 𝑦𝑦’ + 𝑥𝑦’ = 𝑦 − 2𝑥𝑦 2 − 1
𝑦−2𝑥𝑦 2 −1
𝑦′ = 2𝑥 2 𝑦−𝑥
at (1, 1), substitute x = 1,y = 1
1−2(1)(1)−1 −2
𝒚′ = 2(1)(1)−1
= 1
= −𝟐
Therefore, the slope of the tangent line is -2.

Example 5. Find the slope of the curve 𝒚𝟑 = 𝒙𝟐 − 𝟏 , at the point (3, 2)

𝑦3 = 𝑥2 − 1
3𝑦 2 𝑦’ = 2𝑥
2𝑥
𝑦′ = 3𝑦2 at (3, 2), x = 3, y = 2
2(3)
𝑦 ′ = 3(4)
𝟏
𝒚′ = 𝟐

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MAT 171: Calculus 1 for Engineers
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Name: ______________________________________________________ Class number: _

Section: ____________ Schedule: ___________________________________ Date: ____________

FINDING THE VERTEX OF A PARABOLA

Example 1 Find the vertex of the parabola 𝒚 = 𝒙𝟐 + 𝟔𝒙 + 𝟕

By means of derivative, check the equation of the parabola by completing the square and
transform to the standard form.
𝒅𝒚
Note: If the axis of the parabola is vertical, its slope at the vertex 𝒅𝒙 = 𝟎; if the axis is
𝒅𝒚
horizontal, the slope of the vertex is 𝒅𝒙 = ∞.

Given: 𝑦 = 𝑥 2 + 6𝑥 + 7

The vertex of the parabola (refer to the graph) lies at a point on the horizontal tangent line of the
curve, that is, the slope 𝑦 ′ = 0.

Solution: 𝑦 = 𝑥 2 + 6𝑥 + 7
differentiate
𝑑𝑦
𝑑𝑥
= 2𝑥 + 6 𝒚

𝑑𝑦
But, = 0,
𝑑𝑥
0 = 2𝑥 + 6 𝒚 = 𝒙𝟐 + 𝟔𝒙 + 𝟕
2𝑥 = −6
𝒙 = −𝟑
From, 𝑦 = 𝑥 2 + 6𝑥 + 7
Substitute 𝒙 = −𝟑 and solve for y
𝑦 = (−3)2 + 6(−3) + 7
𝑦 = 9 − 18 + 7 𝒙
𝒚 = −𝟐
Thus, the vertex of the parabola is 𝑽(−𝟑, −𝟐)

Check by Completing the square: 𝒚′ = 𝟎

𝑦 = 𝑥 2 + 6𝑥 + 7 V (-3, -2)
2
𝑥 + 6𝑥 = 𝑦 − 7
arrange in the form of completing the square
𝑥 2 + 6𝑥 + 9 = 𝑦 − 7 + 9
From the standard equation of the parabola, (𝒙 − 𝒉)𝟐 = 𝟒𝒂(𝒚 − 𝒌), where the
vertex (V) is (h, k)
(𝑥 + 3)2 = (𝑦 + 2)
Therefore, the vertex of the parabola is 𝑽(−𝟑, −𝟐)

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MAT 171: Calculus 1 for Engineers
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Name: ______________________________________________________ Class number: _

Section: ____________ Schedule: ___________________________________ Date: ____________

Example 3.2 Find the vertex of the parabola

𝒚 = 𝒙𝟐 − 𝟐𝒙

Given: 𝑦 = 𝑥 2 − 2𝑥
𝑑𝑦
Solution: 𝑑𝑥
= 2𝑥 − 2
𝑑𝑦
But, 𝑑𝑥
= 0,
0 = 2𝑥 − 2
2𝑥 = 2
𝒙=𝟏

From, 𝑦 = 𝑥 2 − 2𝑥
Substitute 𝒙 = 𝟏 and solve for y
𝑦 = (1)2 + 6(1)
𝑦 = 1−2
𝒚 = −𝟏
Thus, the vertex of the parabola is 𝑽(𝟏, −𝟏)

Check by Completing the square: 𝑦 = 𝑥 2 − 2𝑥

𝑥 2 − 2𝑥 = 𝑦 arrange in the form of completing the square

𝑥 2 − 2𝑥 + 1 = 𝑦 + 1

From the standard equation of the parabola, (𝒙 − 𝒉)𝟐 = 𝟒𝒂(𝒚 − 𝒌), where the
vertex (V) is (h, k)
(𝑥 − 1)2 = (𝑦 + 1)

Therefore, the vertex of the parabola is 𝑽(𝟏, −𝟏)

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #8

Name: ______________________________________________________ Class number: _

Section: ____________ Schedule: ___________________________________ Date: ____________

EXAMPLE 4. Finding the points where the tangent is

parallel to the x-axis

Example 4.1 𝑦 = 𝑥 3 + 6𝑥 2 + 9𝑥 + 7

𝑑𝑦
Differentiate, solve for 𝑑𝑥

𝑑𝑦
𝑑𝑥
= 3𝑥 2 + 12𝑥 + 9
Note: when the tangent is parallel
𝑑𝑦
to Ox, 𝑑𝑥
=0

0 = 3𝑥 2 + 12𝑥 + 9

Divide both sides by 3

𝑥 2 + 4𝑥 + 3 = 0

Factor

(𝑥 + 3)(𝑥 + 1) = 0

Solve for x

𝒙 = −𝟑, 𝒙 = −𝟏

When 𝑥 = −3 When 𝑥 = −1
From: 𝑦 = 𝑥 3 + 6𝑥 2 + 9𝑥 + 7 From: 𝑦 = 𝑥 3 + 6𝑥 2 + 9𝑥 + 7

Substitute 𝑥 = −3 Substitute 𝑥 = −1
y= (−3)3 + 6(−3)2 + 9(−3) + 7 y= (−1)3 + 6(−1)2 + 9(−1) + 7

= −27 + 54 − 27 + 7 = −1 + 6 − 9 + 7
𝒚=𝟕 𝒚=𝟑

Thus the points where the tangent is parallel to x-axis are, (-3, 7), (−𝟏, 𝟑)

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #8

Name: ______________________________________________________ Class number: _

Section: ____________ Schedule: ___________________________________ Date: ____________

Activity 3: Skill-building Activities (with answer key)

Find the SLOPE, the VERTEX of the parabola, and the

POINT where the tangent is parallel to the x-axis

1. Find the slope of 𝑦 = 2 − 𝑥 2 at the point (3, −7)

2. Find the slope of 𝑦 = 3𝑥 2 − 2𝑥 at the point (1, 1)

1
3. Find the vertex of the parabola 𝑦 = (𝑥 2 + 8)
8

4. Find the vertex of the parabola 𝑦 = 2𝑥 2 + 4𝑥 + 5

5. Find the vertex of the parabola 𝑦 = 4𝑥 2 − 4𝑥 + 3

6. Find the point where the tangent is parallel to x-axis, 𝑦 = 2𝑥 3 − 3𝑥 2 − 12𝑥 + 6

Activity 4: What I Know Chart, part 2

Activity 5: Check for Understanding

𝟏
Find the slope of 𝒚 = 𝒙−𝟏 at (𝟐, 𝟏)

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #8

Name: ______________________________________________________ Class number: _

Section: ____________ Schedule: ___________________________________ Date: ____________

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning

Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

A. T
Think about your Learning

1. What motivated you to finish the lesson today?

_____________________________________________________________________________
_____________________________________________________________________________

2. What could you have done better to improve your learning today?
_____________________________________________________________________________
_____________________________________________________________________________

FAQs
1. Why do we differentiate a function?
Differentiation allows us to find rates of change. For example, it allows us to find the rate
of change of velocity with respect to time (which is acceleration). It also allows us to find the rate
of change of x with respect to y, which on a graph of y against x is the gradient of the curve.

2. What is differentiation in simple words

Differentiation is a process of finding a function that outputs the rate of change of one
variable with respect to another variable.

KEY TO CORRECTIONS
Activity 3: 1. -6
2. 4
3. (0, 1)
4. (-1, 3)
1
5 . ( 2, 2)
6. (2, −14) and (−1, 13)

Activity 5: 1. −1

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #9

Name: _________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________ Date: ______________

Lesson Title: Polynomial Curves: Materials: Ballpoint, Notebook, Calculator

Tangent and Normal lines
First Derivative Test Textbook: Calculus by Ron Larson, 11th Ed.
Lesson Objectives: References:
At the end of the lesson, you should be able to: 1. The Calculus 7 by Louis Leithold
1. Relate the significance of the slope with the 2. Differential and Integral Calculus
equation of the tangent and normal lines by Clyde E. Love and Earl Rainville
1. 2. Find the tangent and normal lines to a curve at a 3. Calculus by James Stewart, 7th Ed.
given point.
3. Define and illustrate geometrically increasing
and decreasing functions
2. 4. Apply the first derivative test to find relative
extremes of a function

REMEMBER KEY TERMS AND CONCEPTS!

FOCUS AND MANAGE TASKS
A. LESSON PREVIEW/REVIEW

1) Introduction
GOOD DAY! The following topics shall be accomplished
in this lesson:
1) Find the tangent and normal lines to a curve at a given point
2) Define and illustrate geometrically increasing
and decreasing functions
3) Apply the first derivative test to find relative
extremes of a function

2) Activity 1: What I Know Chart, part 1

What I Know Questions: What I Learned (Activity 4)

1 Can you find the tangent to a
curve at a given point?

2 How do you find the normal line

to the curve at a given point?

3. Can you define and illustrate

increasing and decreasing
functions?
4. Do you know how to apply the
first derivative test to find the
relative extremes of a function?

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #9

Name: _________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________ Date: ______________

B.MAIN LESSON
1) Activity 2: Content Notes

POLYNOMIAL CURVES: TANGENT AND NORMAL LINE

Equations of Tangent and Normal to Plane Curves

 We have seen that the derivative of a function can be interpreted as the slope of the
tangent to the graph of the function.
 In the figure below, the line T is the tangent to the curve y = f(x) at P1(x1, y1,).
 The other line N perpendicular to T at P1(x1, y1) is called the normal to the curve.

 The tangent to the curve y = f(x) at P1(x1, y1) is the line through P1 with slope y’ = f ‘(x) = m.

 The normal to the curve y =f(x) at P1(x1, y1) is the line through P1 and perpendicular to the
tangent at P1.

 The equation of the tangent line is given by the point-slope form of the equation of the
straight line in Analytic Geometry,

y – y1 = m(x – x1)

 Where m = value of y' at x = x1 or m = f '(x). Since the normal is perpendicular to the

tangent, then its slope is negative reciprocal of the slope of the tangent. Hence, the
equation of the normal is,

𝟏
y – y1 = - (𝒙 − 𝒙𝟏 )
𝒎

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #9

Name: _________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________ Date: ______________

Example 1. Find the equation of the (a) tangent and (b) normal lines to the parabola y = x2 – 1
at the point (2, 3)
Solution:
Compute the slope of the tangent at line (2, 3) with 𝑦 = 𝑥 2 − 1. 𝑦′ = 2𝑥

a) Solve for the tangent line

The point of tangency is (2, 3). Hence x1 = 2 and y1= 3. Since y' = 2x, then y' = 2(2) = 4
Thus, the tangent line at ( 2, 3) has slope 4. From the point-slope form of the equation of a line,
y – y1 = m(x – x1), we have,

𝑦 − 3 = 4(𝑥 − 2) substitute
𝑦 − 3 = 4𝑥 − 8 simplify
𝟒𝒙 − 𝒚 − 𝟓 = 𝟎 The equation of the tangent line.

b) Solve for the normal line

The normal line to the graph at (2, 3) is perpendicular to the tangent line at that point. Because
1
the slope of the tangent line at ( 2, 3) is 4, then the slope of the normal line at ( 2, 3) is − .
4
From the point-slope form of the equation of a line, y-y1 = m( x-x1)
1
The equation of the normal line is, 𝑦 − 3 = − 4 (𝑥 − 2)
4𝑦 − 12 = −𝑥 + 2
𝒙 + 𝟒𝒚 − 𝟏𝟒 = 𝟎 The equation of the normal line

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #9

Name: _________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________ Date: ______________

Example 2. Find the equation of the tangent and normal lines to the ellipse 4𝑥 2 + 9𝑦 2 = 25
at (−2, −1).
Differentiate both members of the equation of the ellipse
4𝑥 2 + 9𝑦 2 = 25 implicit function
8𝑥 + 18𝑦𝑦′ = 0 apply implicit differentiation
−8𝑥
𝑦′ = 18𝑦
−4𝑥
𝑦′ = 9𝑦
at the point of tangency (-2, -1), x has the value -2, y has the value -1, and we shall
denote the slope by m.

−4(−2) 8 8
𝑦′ = 9(−1)
= − 9, 𝑚 = −9

a) Thus the equation of the tangent line is, b. The equation of the normal line at (−2, −1)
8
𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ) point-slope form from mTL = - 9
8 9
𝑦 + 1 = − 9 (𝑥 + 2) substitute therefore, mNL =
8
9𝑦 + 9 = −8𝑥 − 16 simplify
𝑦 − 𝑦 ′ = 𝑚𝑁𝐿 (𝑥 − 𝑥1 )
8𝑥 + 9𝑦 + 25 = 0 the equation of tangent line 9
𝑦 + 1 = (𝑥 + 2)
8
1 8𝑦 + 8 = 9𝑥 + 18
𝑇𝐿 ⊥ 𝑁𝐿 , 𝑚 𝑇𝐿 = −
𝑚𝑁𝐿
𝟗𝒙 − 𝟖𝒚 + 𝟏𝟎 = 𝟎 equation of the normal line.

4𝑥 2 + 9𝑦 2 = 25

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #9

Name: _________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________ Date: ______________

Example 3. Find the tangent of the slope 2 to the circle 𝒙𝟐 + 𝒚𝟐 = 𝟓 .

From the equation of the circle

𝑥 2 + 𝑦 2 = 5 →1
Differentiate both members of the equation
2𝑥 + 2𝑦𝑦′ = 0
𝑥 + 𝑦𝑦′ = 0 The slope of the tangent line is 2. Let y' = 2
𝑥 + 2𝑦 = 0 →2
Therefore, the coordinates of the point of contact must satisfy the equation 𝑥 + 2𝑦 = 0 , must
also satisfy the equation of the original curve, 𝑥 2 + 𝑦 2 = 5 . By solving the simultaneous
equation 1 & 2, we determine the points of contact or call this as points of tangency.
𝑥 2 + 𝑦 2 = 5 →1 𝑥 + 2𝑦 = 0 →2
𝑥 = −2𝑦
equate 1 & 2
(−2𝑦)2 + 𝑦 2 = 5
4𝑦 2 + 𝑦 2 = 5
5𝑦 2 = 5
𝑦2 = 1
𝑦 = ±1
from 2
𝑥 = −2𝑦 when y = 1
𝑥 = −2(1)
𝑥 = −2
Hence, the point of tangency is (-2, 1)
from 2, when y = -1
𝑥 = −2𝑦
𝑥 = −2(−1)
𝑥=2
Another point of tangency is (2,-1)
at (-2, 1) m = 2
𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ) from point-slope form
𝑦 − 1 = 2(𝑥 + 2)
𝑦 − 1 = 2𝑥 + 4
𝟐𝒙 − 𝒚 = −𝟓 equation of tangent line
at (2,-1) m = 2
𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ) from point – slope form
𝑦 + 1 = 2(𝑥 − 2)
𝑦 + 1 = 2𝑥 − 4
𝟐𝒙 − 𝒚 = 𝟓 The equation of the tangent line

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #9

Name: _________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________ Date: ______________

Example 4. Find the equation of tangent lines to the ellipse 𝒙𝟐 + 𝟒𝒚𝟐 = 𝟖 parallel to the
line 𝒙 + 𝟐𝒚 = 𝟔

From the equation of the ellipse: 𝑥 2 + 4𝑦 2 = 8 ,

Differentiate 𝑥 2 + 4𝑦 2 = 8
we have, 2𝑥 + 8𝑦𝑦′ = 0
−2𝑥
𝑦′ =
8𝑦
𝑥
or 𝑦′ = − 4𝑦

From the equation of the given line 𝑥 + 2𝑦 = 6.

Differentiate 𝑥 + 2𝑦 = 6
1 + 2𝑦’ = 0
1
𝑦′ = − 2

1
Thus, the slope of the given line is - 2 , or we can also use the “ slope-intercept form” of
the equation of the line 𝑦 = 𝑚𝑥 + 𝑏.

Where the coefficient of x is the slope of the line.

𝑥 + 2𝑦 = 6
2𝑦 = −𝑥 + 6 Theorem of analytic geometry
1
𝑦 = −2𝑥 + 3 L1 and L2 are parallel if and only if m1=m2
1
𝑚 = −2

Since the slope of the tangent lines at the point of tangency must be equal to that of the
given line for these lines to be parallel, then
𝑥 1
− =−
4𝑦 2
𝑥 = 2𝑦

Substituting 𝑥 = 2𝑦 in the equation of the ellipse 𝑥 2 + 4𝑦 2 = 8, 𝑤𝑒 𝑔𝑒𝑡

4𝑦 2 + 4𝑦 2 = 8,
8𝑦 2 = 8
𝑦2 = 1
𝑦 = ±1

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #9

Name: _________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________ Date: ______________

when y = 1, solve for x, x = 2y

x=2(1) = 2 at ( 2, 1 )

when y = -1, solve for x, x = 2y

x=2(-1) = -2 at ( -2, -1 )

and so, the points of tangency are ( 2, 1) and ( -2, -1). By the point-slope form of the equation
of a line 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )

The equation of tangent lines are:

1
when m = - at ( 2, 1 )
2
1
𝑦 − 1 = − (𝑥 − 2)
2
2𝑦 − 2 = −𝑥 + 2
𝑥 + 2𝑦 = 4

at (-2, -1)
1
𝑦 + 1 = − 2 (𝑥 + 2)
2𝑦 + 2 = −𝑥 − 2
𝑥 + 2𝑦 = −4

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #9

Name: _________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________ Date: ______________

Example 5. Find the point where the tangent to the curve 𝒙𝟑 + 𝟔𝒙𝟐 + 𝟗𝒙 + 𝟕
is parallel to the x – axis.
𝑦 = 𝑥 3 + 6𝑥 2 + 9𝑥 + 7
𝑦’ = 3𝑥 2 + 12𝑥 + 9 = 0 Set y' = 0
𝑥 2 + 4𝑥 + 3 = 0
(𝑥 + 3)(𝑥 + 1) = 0 By factoring
𝑥 = −3 𝑥 = −1 By Factor Theorem
when x= -3,
Solve for y from the given equation 𝑦 = 𝑥 3 + 6𝑥 2 + 9𝑥 + 7
𝑦 = (−3)3 + 6(−3)2 + 9(−3) + 7
𝑦 =7, (−3, 7)

when x = -1 𝑦 = (−1)3 + 6(−1)2 + 9(−1) + 7

𝑦 = −1 + 6 − 9 + 7
𝑦 = 3, (−1, 3)

Thus the points where the horizontal tangent line to the curve
are (-1, 3) and ( -3, 7)

← 𝑦 = 𝑥 3 + 6𝑥 2 + 9𝑥 + 7

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #9

Name: _________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________ Date: ______________

POLYNOMIAL CURVES: MAXIMA AND MINIMA, & FIRST DERIVATIVE TEST

This section attempts to give stronger method for obtaining graphs by using the first and
second derivatives. Specifically, most of the graphs are confined with polynomials and rational
fractions.

In sketching the graph of a function, we usually rely on plotting of points. Although this process
is useful, the graph fails to exhibit distinct properties of a function.

Increasing and Decreasing Functions.

When a point moves along a curve of a function, say from left to right, the curve either rises or
falls. Consider the curve y=f(x) in figure below. In the interval [a, b], the value of y increases as
the value of x increases and consequently the curve rises along the arc AB.

In the interval [b, c], y decreases as x increases and hence the curve falls along the arc BC.
The function y=f(x) is said to be increasing in the interval [a, b] and likewise said to be
decreasing in the interval [b, c].

Figure 1:

𝒚 = 𝒇(𝒙) →

If the curve rises on certain interval, the slope y' is positive as in the arc AB. If it falls, the slope y'
is negative as in arc BC. That is,

If y' > 0, f(x) increases as x increases

If y' < 0, f(x) decreases as x increases

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #9

Name: _________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________ Date: ______________

Maxima and Minima

The point where the curve is

higher than some neighboring
point is called the maximum
point and the function is said
to have a maximum value.

We have the same definition

for the minimum point and the
minimum value of the function.
Point B is a maximum point,
while the point C is the
minimum point as indicated
in the graph, both are obtained
at the horizontal tangent line
(tangent is parallel to OX).

Note: We have the horizontal tangent line y' = 0 at the maximum or minimum points B and C.

The vanishing of the derivative

does not mean that the function
attains maxima or minima.

For instance, the function f(x) =

x3 is strictly monotonic on the
entire real number line because
it is increasing on the entire real
line, as shown in figure 3.

A function is strictly
monotonic on an interval when
it is either increasing on the
entire interval or decreasing on
the entire interval.

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MAT 171: Calculus 1 for Engineers
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Name: _________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________ Date: ______________

The First Derivative Test for the Extremes of the function

At the point where y' = 0, if y' changes from positive to negative (as x increases), y is a maximum. If y'
changes negative to positive (as x increases), y is a minimum; if y' does not change sign, y is neither a
maximum nor a minimum.

𝒇ꞌ(𝒙) > 𝟎 𝒇ꞌ(𝒙) < 𝟎 𝒇ꞌ(𝒙) < 𝟎 𝒇ꞌ(𝒙) > 𝟎

Figure 4 Figure 5

The point at which y' = 0 are called critical points, and the corresponding values of x are the critical
values of x. In figure 2: B,C,D are the critical points. Maxima and minima collectively are called
extremes. In figure 2: B and D are extremes. An extreme is merely greater or less than any
neighboring values.

The following steps can be used to find the maximum or minimum

values of a function f(x).

1. Solve for f '(x) = 0 for the critical values.

2. Locate the critical values on the x axis, thereby establishing a
number of intervals.
3. Determine the sign of f '(x) on each interval.
4. Let x increase through each critical values, then,
(a) f(x) has a maximum value if f '(x) changes from (+) to (–) .
(b) f(x) has a minimum values if f '(x) changes from (–) to (+).

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #9

Name: _________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________ Date: ______________

Example 1. Locate and classify the critical points by First Derivative Test.

𝟑
Given: 𝒚 = 𝒙𝟑 + 𝒙𝟐 − 𝟔𝒙 − 𝟒
𝟐
Solution: Write the original function
3
𝑦 = 𝑥 3 + 𝑥 2 − 6𝑥 − 4
2
𝑑𝑦 𝑑 3
Differentiate 𝑑𝑥
= 𝑑𝑥
(𝑥 + 2 𝑥 2 − 6𝑥
3
−4)
′ 𝑑𝑦
y = 𝑑𝑥
= 3𝑥 2 + 3𝑥 − 6
Factor out 3 y ′ = 3(𝑥 + 𝑥 − 2)
2
𝑑𝑦
Set 𝑑𝑥
= y′ = 0 y ′ = 3(𝑥 + 2)(𝑥 − 1)
Solve for x 3(𝑥 + 2)(𝑥 − 1) = 0
x = -2, x = 1
Thus, x = -2 and x =1 are the critical values of x
Solve y
When x = - 2
3
Write the original function 𝑦 = 𝑥 3 + 𝑥 2 − 6𝑥 − 4
2
3
Substitute -2 in x y = (-2)3 +2 (-2)2 – 6(-2) – 4
Simplify y=6
Therefore, (-2, 6) is a critical point

When x = 1 Write original function

3 2
𝑦 = 𝑥3 + 𝑥 − 6𝑥 − 4
2
3
Substitute x = 1 y = (1)3 +2 (1)2 – 6(1) - 4
15
y=-
2
𝟏𝟓
Therefore (1, - 𝟐
) is another critical point

To determine the relative extremes of the curve, test one value to the left of (near but slightly
less than) one value to the right of (near but slightly greater than) the critical number. Using the
neighboring points, we have,

For x = -2 , the neighboring points are : x = -3, x = -1

Let x = -3 Substitute this in the factored form of the derivative
y ′ = 3(x+2)(x-1)
= 3(-3+2)(-3-1)
= +12
Let x = -1
y ' = 3(-1+2)(-1 - 1)
y ' = -6

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #9

Name: _________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________ Date: ______________

Since y ' changes sign from positive to negative, then (-2, 6) is maximum point

For x = 1, the neighbourhood points are x = 0, x=2

Let x = 0 y ' = 3(x+2)(x-1)
= 3(2)(-1)
= -6

Let x = 2 y ' = 3(2+2)(2-1)

=+12
𝟏𝟓
Since y ' changes sign from negative to positive, then (1, - 𝟐
) is a minimum point

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #9

Name: _________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________ Date: ______________

Activity 3: Skill-building Activities (with answer key)

Find the equations of the tangent and

the normal at the point indicated

1. 𝑦 = 𝑥 3 − 3𝑥 2 − 2 𝑎𝑡 ( 1, −4)

2. 𝑦 = 𝑥 3 + 𝑥 𝑎𝑡 (−1, −2)

3. 𝑦 = 2 + 4𝑥 − 𝑥 3 𝑎𝑡 𝑥 = −1

4. 𝑥 2 + 𝑦 2 − 6𝑥 + 2𝑦 = 0 𝑎𝑡 ( 0, 0)

5. Find the equation of the tangent line

to the ellipse 𝑥 2 + 2𝑦 2 = 9
perpendicular to the line 4𝑥 − 𝑦 = 6 .
1 1
6. 1. If y = 3 x3 + 2 x2 - 6x + 8

Find a) the critical points

b) the maximum and minimum
values of y by First Derivative Test

7. Locate and classify the critical points

by the First Derivative Test.
Given y = x3 – 3x2 – 9x + 20

Activity 4: What I Know Chart, part 2

What I learned
1. ______________________________________________________________________________
______________________________________________________________________________
2. ______________________________________________________________________________
______________________________________________________________________________
3. ______________________________________________________________________________
______________________________________________________________________________
4. ______________________________________________________________________________
______________________________________________________________________________

Activity 5: Check for Understanding.

1. Find the equation of the tangent and normal at the point indicated.
𝑦 = 𝑥 − 𝑥 3 𝑎𝑡 (1,0)

2. Locate the critical points and determine the maxima and minima by first derivative test.
Given: y = 4 – 6x + x2

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #9

Name: _________________________________________________ Class number: _

Section: ____________ Schedule: ________________________________ Date: ______________

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning
Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think about your Learning

1. What motivated you to finish the lesson today?
_____________________________________________________________________________
_____________________________________________________________________________
2. What could you have done better to improve your learning today?
_____________________________________________________________________________
_____________________________________________________________________________
FAQs
1 Is the slope of a tangent line the derivative of a function? The derivative of a function is
a slope. ... This is the same as saying that the derivative is the slope of the tangent line to the graph of
the function at the given point. The slope of a secant line (line connecting two points on a graph)
approaches the derivative when the interval between the points shrinks down to zero.

2. What is a tangent in a circle? A tangent to a circle is a straight line which touches

the circle at only one point. This point is called the point of tangency. The tangent to a circle is
perpendicular to the radius at the point of tangency.

3. What are relative maxima and minima?

Finding relative maxima and minima of a function can be done by looking at a

graph of the function. A relative maximum is a point that is higher than the points
directly beside it on both sides, and a relative minimum is a point that is lower than the
points directly beside it on both sides.

4. Can there be two relative maximums?

A relative max/min point is a point higher or lower than the points on both of its
sides while a global max/min point is a point that is highest or lowest point in the graph.
In other words, there can be multiple relative max/min points while there can only be
one global/absolute max/min point.

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #10

Name: ______________________________________________ Class number:

Section: ____________ Schedule: _______________________________ Date: _______________

Lesson Title: Polynomial Curves: Second Materials: Ballpoint, Notebook, Calculator

Derivative Test & Point of Inflection
Textbook: Calculus by Ron Larson, 11th Ed.
Lesson Objectives: References:
At the end of the lesson, you should be able to: 1. The Calculus 7 by Louis Leithold
1. Discuss the properties of Concavity of Curves 2. Differential and Integral Calculus
1. 2. Apply the second derivative test to find by Clyde E. Love and Earl Rainville
2. maxima and minima of function 3. Calculus by James Stewart, 7th Ed
3. 3. Use the critical points to determine a curve
4. 4. Define the point of inflection
5. 5. Solve for the point of inflection of the curve
6.

DON’T BE BUSY, BE PRODUCTIVE

A. LESSON PREVIEW/REVIEW
1) Introduction

GOOD DAY! The following topics shall be

accomplished in this lesson:
1. Discuss the properties of Concavity of Curves.
2. Apply the second derivative test to find maxima
and minima of functions.
3. Use the critical points to determine a curve.
4. Define the point of inflection
5. Solve for the point of inflection of the curve

2) Activity 1: What I Know Chart, part 1

What I Know Questions: What I Learned (Activity 4)

1. Are you familiar with the
properties of Concavity of
Curves?
2. Do you know how to apply
the second derivative test in
finding the maxima and minima
of functions?
3. How do you use the critical
points in determining a curve?
4. Will you define the point of
inflection?
5. Can you solve for the point of
inflection of the curve?

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #10

Name: ______________________________________________ Class number:

Section: ____________ Schedule: _______________________________ Date: _______________

B.MAIN LESSON

1) Activity 2: Content Notes

Concavity and the Second Derivative Test for Maxima and Minima
The second derivative, y'', is the rate of change of the first derivative. This means that y'' is
positive, while y' is increasing (as x increases) and the tangent turns in a counterclockwise
direction, the curve is concave upward. At the minimum point, the curve is concave upward.

When y'' is negative, y' decreases, and the tangent turns in clockwise direction, the curve is
concave downward. At the maximum point, the curve is concave downward.

Concavity test

a) If f''(x) > 0 for all x in interval ( I ), then the graph of f is concave upward on ( I ).

b) If f''(x) < 0 for all x in interval ( I ), then the graph of f is concave downward on ( I ).

Second Derivative Test for Maximum or Minimum

At a point y' = 0, if y'' < 0, y is a maximum;

If y'' > 0, y is minimum;

if y'' = 0, the test fails.

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Name: ______________________________________________ Class number:

Section: ____________ Schedule: _______________________________ Date: _______________
𝟑
Example 1. Find the maximum and minimum points of the function 𝒚 = 𝒙𝟑 + 𝟐
𝒙𝟐 − 𝟔𝒙 − 𝟒
by the second Derivative test.

𝟑
Given: 𝒚 = 𝒙𝟑 + 𝟐
𝒙𝟐 − 𝟔𝒙 − 𝟒

Solution: Write the original function

3
𝑦 = 𝑥 3 + 2 𝑥 2 − 6𝑥 − 4 (-2, 6)
𝑑𝑦 𝑑 3
Differentiate = (𝑥 3 + 𝑥 2 − 6𝑥 −4)
𝑑𝑥 𝑑𝑥 2
′ 𝑑𝑦 2 𝟑
y = 𝑑𝑥
= 3𝑥 + 3𝑥 − 6 𝒚 = 𝒙𝟑 +
𝟐
𝒙𝟐 − 𝟔𝒙 − 𝟒

Factor out 3 y ′ = 3(𝑥 + 𝑥 − 2)

2
𝑑𝑦
Set 𝑑𝑥
= y′ = 0 y ′ = 3(𝑥 + 2)(𝑥 − 1)
Solve for x 3(𝑥 + 2)(𝑥 − 1) = 0
x = -2, x = 1
Thus, x = -2 and x =1 are the critical values of x
Solve y
When x = - 2
3
Write the original function 𝑦 = 𝑥 3 + 2 𝑥 2 − 6𝑥 − 4
3
Substitute -2 in x y = (-2)3 + (-2)2 – 6(-2) – 4
2
Simplify y=6
Therefore, (-2, 6) is a critical point

When x = 1 Write original function

3
𝑦 = 𝑥 3 + 2 𝑥 2 − 6𝑥 − 4
3 𝟏𝟓
Substitute x = 1 y = (1)3 +2 (1)2 – 6(1) - 4 (1, - 𝟐
)
15
y=- 2
𝟏𝟓
Therefore (1, - 𝟐
) is another critical point
𝑑2 𝑦 𝑑 𝑑𝑦
Solve now the second derivative [ 𝑑𝑥 2 = (
𝑑𝑥 𝑑𝑥
)]
𝑑𝑦
𝑑𝑥
= 3𝑥 2 + 3𝑥 − 6
𝑑 𝑑𝑦 𝑑
( )
𝑑𝑥 𝑑𝑥
= 𝑑𝑥
(3𝑥 2 + 3𝑥 − 6)
𝑑2 𝑦
𝑑𝑥 2
= 6𝑥 + 3

Or y'' = 6x +3
Test the critical points (by using the second derivative test)
At CP ( -2, 6 )

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Name: ______________________________________________ Class number:

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y'' = 6x + 3
y'' = 6(-2) + 3
y'' = -9
Since y'' < 0, therefore ( -2, 6) is a maximum point, concave downward.
15
At CP ( 1, − 2
)
y'' = 6x + 3
y'' = 6(1) + 3
y'' = +9
𝟏𝟓
Since y'' > 0, therefore (1, − 𝟐
) is minimum point, concave upward.

Example 2. Determine the coefficient a, b, c etc. so that the curve will satisfy the stipulated
condition:

2a. Make the curve y = ax3 + bx2 + cx + d have a critical points at

( 0, 4 ) and ( 2, 0 ).
Solution:
At ( 0, 4), let x = 0, y = 4

y = ax3 + bx2 + cx + d
4=0+0+0+d
d=4

At (2, 0), let x = 2, y = 0

0 = a(2)3 + b(2)2 + c(2) + d

0 = 8a + 4b + 2c + 4
0 = 4a + 2b + c + 2 → 1

Solve for y'

y = ax3 + bx2 + cx + d at the critical points, solve for y' , then equate y' to 0
y' = 3ax2 + 2bx + c = 0

At CP (0, 4)

0=0+0+c
c=0

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At CP ( 2, 0)

3a(2)2 + 2b(2) = 0
12a + 4b = 0
3a + b = 0 →2

From 1 4a + 2b + c + 2 = 0
c=0
4a + 2b + 0 + 2 = 0
2a + b + 1 = 0
2a + b = -1 →3

Subtract 2 & 3
3a + b = 0
2a + b = -1
a =1
when a = 1
3a + b = 0 from 1
3+b=0
b = -3

Therefore: a =1, b = -3, c = 0, d = 4

The required equation is 𝒚 = 𝒙𝟑 − 𝟑𝒙𝟐 + 4.

Point of Inflection
A point of inflection is a point at which a curve changes from concave upward to concave
downward, or from concave downward to concave upward.

Point of inflection test

(1) y = f(x) has point of inflection at a if the second derivative is zero at x = a and the
second derivative changes sign as the value of x increases through a.

(2) If the second derivative is zero but the third derivative is not equal to zero at x = a,
then y = f(x) has a point of inflection at x = a.

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #10

Name: ______________________________________________ Class number:

Section: ____________ Schedule: _______________________________ Date: _______________
𝟑
Example 1. Find the point of inflection of the function y = x3 + 𝟐 x2 – 6x – 4
Solution:
3
y = x3 + x2 – 6x – 4 write the original equation
2
y' = 3x2 + 3x – 6 Differentiate (Solve for the first derivative)
y'' = 6x + 3 Solve for the second derivative

𝒅𝟐 𝒚
For point of inflection, we set 𝒅𝒙𝟐
=0

That is, 6x + 3 = 0 ,
Solve for x
3
x =-
6
1
x =-
2
1
When x = - 2
3
From y = x3 + x2 – 6x – 4
2
1 3 1 1
Solve for y, y = (- 2 )3 + 2
(- 2 )2 – 6 (- 2 ) – 4
1 3
=-8+ 8
+3–4
3
y=-
4
1 3
Therefore: (- , - 4 ) is a critical point for the test for point of inflection.
2

1 3
Test (- 2 , - 4 ) for point of inflection.
To test the point of inflection by statement (1).
1
(1) Select two values near - as follows:
2

1
Note – 1 < - <0
2
1 1
For x = - 2
when x < - 2 , y'' < 0
y'' = 6x + 3
1
y'' = 6(-1) + 3 x>-2, y'' > 0
y'' = -3
y'' = 6(0) + 3
y'' = 3

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #10

Name: ______________________________________________ Class number:

Section: ____________ Schedule: _______________________________ Date: _______________

Since the sign of y'' changes from negative to positive as x increases, then the curve of
1 3
the function has point of inflection at (- 2 , - 4 )
To test the point of inflection by statement (2)
3
y = x3 + 2 x2 – 6x – 4
y' = 3x2 + 3x – 6
y'' = 6x + 3
y''' = 6
1 3
Since y''' ≠ 0, then the curve of the function has point of inflection at (- 2 , - 4 ).

Activity 3: Skill-building Activities (with answer key)

1. Locate and classify the critical points by Second
Derivative Test.
1 1
1a. y = 3 x3 + 2 x2 – 6x + 8 1b.y = 4 – 6x + x2

2. Determine the coefficients a, b, c, and d so that the curve will satisfy the stipulated condition.
Make the curve y = ax3 + bx2 + cx + d have critical points (1, 0 ) and ( -2 , 27)

3. Find the points of inflection of the curve y = x4 – 4x3

Activity 4: What I Know Chart, part 2

What I Learned
1. ______________________________________________________________________________
______________________________________________________________________________
2. ______________________________________________________________________________
______________________________________________________________________________
3. ______________________________________________________________________________
______________________________________________________________________________
4. ______________________________________________________________________________
______________________________________________________________________________
5. ______________________________________________________________________________
______________________________________________________________________________

Activity 5: Check for Understanding

Locate and classify the critical points by second derivative test.

1. y = x3 – 3x2 – 9x + 20

2. If y = x3 – 12x + 8, Solve for the point of inflection.

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #10

Name: ______________________________________________ Class number:

Section: ____________ Schedule: _______________________________ Date: _______________

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning
Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

Think about your Learning

1. What motivated you to finish the lesson today?
_____________________________________________________________________________
_____________________________________________________________________________
2. What could you have done better to improve your learning today?
_____________________________________________________________________________
_____________________________________________________________________________
FAQs
1. What is concave up and down?
The derivative of a function gives the slope. When the slope continually increases, the function
is concave upward. When the slope continually decreases, the function is concave downward.

2. What if the second derivative test is 0?

The second derivative is zero (f (x) = 0): When the second derivative is zero, it corresponds to a
possible inflection point. If the second derivative changes sign around the zero (from positive to
negative, or negative to positive), then the point is an inflection point.

3. What is a point of inflection in calculus?

Inflection points are where the function changes concavity. Since concave up corresponds to a
positive second derivative and concave down corresponds to a negative second derivative, then
when the function changes from concave up to concave down (or vice versa) the second
derivative must equal zero at that point.

4. What happens if the second derivative is 0?

Since the second derivative is zero, the function is neither concave up nor concave down at x = 0.
It could be still be a local maximum or a local minimum and it even could be an inflection point. Let's
test to see if it is an inflection point. We need to verify that the concavity is different on either side of
x = 0.

KEY TO CORRECTIONS Activity 5.

𝟒𝟑 2. b = 3 3. (0, 0 ) 1. At ( 3, -7 ) min
1a. ( -3 , ) max
𝟐
𝟐 a=2 (2,-16) At ( -1, 25) max
( 2 , ) min c = -12 2. (0, 8 )
𝟑
1b. ( 3, -7) min d=7

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #11
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Lesson Title: Application of the Derivative – Materials: Ballpoint, Notebook, Scientific

Optimization Problems Calculator.
Textbook: Calculus 11th Ed. by Ron Larson
Lesson Objectives: References:
At the end of the lesson, you should be able to: 1. The Calculus 7, by Louis Leithold
1. Recall and state the basic formulas of Solid 2. Differential and Integral Calculus
Mensuration by Clyde E. Love and Earl Rainville
1. 2. Solve problems dealing with maximum and 3.Calculus 7th Ed, by James Stewart
2. minimum values

Your mind is a powerful thing. When you fill it with positive

thoughts, your life will start to change.

A. LESSON PREVIEW/REVIEW

Introduction

GOOD DAY! The following topics shall be

accomplished in this lesson:
1. The basic formulas of Solid Mensuration
2. Solve problems dealing with maximum and
minimum values

Activity 1: What I Know Chart, part 1

What I Know Questions: What I Learned (Activity 4)

1. Can you recall and state the
basic formulas of Solid
Mensuration?
2. Do you know how to solve
problems dealing with maximum
and minimum values?

B.MAIN LESSON

Activity 2: Content Notes

Application of Maxima and Minima

The problems in maxima and minima involve maximizing or minimizing a certain quantity with other
quantities with determinable or given values. The problems of this type are easily recognizable because
of a key word like any of the words: maximum, biggest, longest, highest, most, minimum, smallest,
lowest, least and the like. There is a need for you to recall some basic formulas of solid mensuration
that are very useful in this lesson.

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #11
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

1. Triangle
Perimeter = a + b + c
1
Area = base x altitude
2
1 1 1
Area = 2
ab Sin C, Area = 2 bc SinA, Area = 2 ac Sin B
Cosine Law: a2 = b2 + c2 – 2bccosA
b2 = a2 + c2 – 2accosB
c2 = a2 + b2 – 2abcosC
𝑎 𝑏 𝑐
Law of Sine: = =
sin 𝐴 sin 𝐵 sin 𝐶

2. Right triangle
Pythagorean Theorem: c2 = a2 + b2
Trigonometric Functions: SOH – CAH – TOA

3. Equilateral Triangle
√3
h= 2
S, h – height, S – side
√3
Area = S2
4

4. Rectangle
Perimeter = 2 (length + width)
=2(L+W)
Area = LW

5. Circle
Circumference = 2 𝜋 (radius) = 2 𝜋 r
Area = A = 𝜋 r2
𝜋𝑑 2
Area =
4

6. Trapezoid
1
Area = 2 (b + B)(h)
where: h – altitude
B – longer base
b = shorter base

7. Circular Sector
1
Area = r2 𝜃 where r = radius
2
S = 𝜃𝑟 𝜃 = central angle in radian
S = length of the arc

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MAT 171: Calculus 1 for Engineers
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8. Right Circular Cylinder

S = 2 𝜋 rh where S= lateral surface area
V = 𝜋 r2h r = radius of base
h = height or altitude

9. Right Circular Cone

S = 𝜋 rL where: r = radius
1 2
V= 3
𝜋rh L = slant height
L = √𝑟 2 + ℎ2
h = height

10. Sphere
S = 4 𝜋 r2
4
V = 𝜋 r3
3

Steps in Solving Max – Min Problems

1. Read the problem carefully until it is clearly understood. Ask yourself:
What is the unknown? What are the given quantities?
What are the given condition?

2. Draw a figure whenever necessary and denote the variable quantities by, x, y, z etc.

3. Identify the quantity to be maximized or minimized and express it in other variable

quantities. If possible, express this quantity in terms of one independent variable.

4. Find the first derivative of the function and equate the derivative to zero.

5. Solve for values of the variable and check whether they maximize or minimize the
given quantity.

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MAT 171: Calculus 1 for Engineers
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Name: ______________________________________________________ Class number: ________
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Example 1. Express the diameter of a spherical ball as a function of its volume.

𝜋𝐷 3 6𝑉 3 6𝑉
Since the volume is given by: 𝑉 = then, 𝐷 3 = Thus, 𝐷 = √
6 𝜋 𝜋

6
Example 2. The area of a rectangle is 6 sq.in, then the length of the other side is 𝑥
and the
perimeter is ____.

From: 𝑃 = 2𝑥 + 2𝑦
𝑃 = 2(𝑥 + 𝑦) And: 𝐴 = 𝑥𝑦 y A= 6 sq.in.
6 = 𝑥𝑦
6
𝑦=𝑥 x
6
Thus, 𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 𝑃 = 2( 𝑥 + )
𝑥

Example 3. The sum of two numbers is 100. Find the minimum value of the sum of their cubes.

Solution:
Let x = first number
y = second number
Given condition:
x + y = 100
x = 100 – y →1
Sum of the cubes
S = x3 + y3 →2 Substitute x = 100 – y in equation 2
S = (100 – y ) + y3
3
Apply power rule, chain rule
Differentiate
𝑑𝑆
= 3( 100 - )2 (-1) + 3y2
𝑑𝑦
𝑑𝑆 𝑑𝑠
𝑑𝑦
= -3(100 –y)2 + 3y2 = 0 equate 𝑑𝑦
=0
- (100 –y)2 + 3y2 = 0
-(10000 - 200y + y2 ) + y2 = 0 simplify
-10000 + 200y – y2 + y2 = 0
10000
y= = 50
200
From x = 100 – y, but y = 50
x = 100 – 50
x = 50
From 2 S = x3 + y3
= (50)3 + (50)3
S = 250,000
Therefore the minimum value of the sum of their cubes is, S = 250,000.

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #11
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Example 4. Find the dimensions of a rectangle with perimeter 100m and whose area is as large
as possible.

Let: L - length of rectangle

W - width of rectangle
P - perimeter = 100 m
A – area
Solution:
From the given condition
P = 2( L + W)
100 = 2( L + W)
50 = L + W
L = 50 – W →1
Area ( A ) = LW →2
A = ( 50 – W) (W) But L = 50 – W
A = 50W – W 2
𝑑𝐴
𝑑𝑊
= 50 – 2W = 0 Equate to zero
2W = 50 Solve for the W
W = 25
From 1 L = 50 – W but W= 25
L = 50 – 25
L = 25
Therefore, L = 25m, W = 25m

Example 5. Find the area of the largest rectangle that can be inscribed in a given circle.

Solution:
Let: A = WL, L – Length of the rectangle
W–Width of the rectangle
By Pythagorean Theorem
(2r)2 = L2 + W2
4r2 = L2 + W2
L = √4𝑟 2 − 𝑊 2 →1
Since the area is to be maximized,
then expressing A = WL in terms of single variable,
we have,
A = W√4𝑟 2 − 𝑊 2
From 1 L = √4𝑟 2 − 𝑊 2 substitute

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #11
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

𝑑𝐴 −2𝑊
= 𝑊( ) + √4𝑟 2 − 𝑊 2 = 0
𝑑𝑊 2√4𝑟 2 −𝑊 2

𝑊2
= √4𝑟 2 − 𝑊 2
√4𝑟 2 −𝑊 2
W 2 = 4r2 – W 2
2W 2 = 4r2
W 2 = 2r2
W = √2 r

From 1 L = √4𝑟 2 − 2𝑟 2
= √2𝑟 2
L = √2 r
Area = LW
From A = LW substitute L = √2 r
= (√2 r ) (√2 r )
Therefore, Area = 2r2

Example 6. A box is to be made of cardboard 9 in. square by cutting equal squares out of the
corners and turning up the sides. Find the Volume of the largest box that can be
made in this way.

Solution:
Let x – be the length of the side of the tiny square cut out of each corner of the given square of
side 9 in. as indicated in the figure.

Volume ( V ) = ( Base ) ( Height)

V = ( 9 – 2x ) 2 (x)
V = ( 81 – 36x + 4x2 ) (x)
= 81x – 36x2 + 4x3
For maximum Volume:
𝑑𝑉 𝑑𝑉
= 81 − 72𝑥 + 12𝑥 2 = 0 Set =0
𝑑𝑥 𝑑𝑥
4x – 24x + 27 = 0
2

( 2x – 3) ( 2x – 9 ) = 0 Factor
3 9
x = 2 = 1.5, x = 2 = 4.5

Then, Vmax = [ 9- 2x]2 [x]

= ( 9 – 2(1.5))2(1.5)
= (36)(1.5)

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MAT 171: Calculus 1 for Engineers
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Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Vmax = 54 cu. inches

Test for
𝑑2 𝑉
𝑑𝑥 2
= -72 + 24x At x = 1.5
= -72 + 24(1.5)
= -36
𝒅𝟐 𝑽
𝒅𝒙𝟐
< 𝟎, Therefore maximum

Example 7. A rectangular field of given area is to be fenced off along the bank of the river. If no
fence is needed along the river, what is the shape of the rectangle requiring the
least amount of fencing?
Solution:
Length of fencing ( F ) = 2y + x →1
Area = xy
A = xy
𝐴
x=𝑦 →2
𝐴
F = 2y + x but x =
𝑦
𝐴
F = 2y + 𝑦
For minimum
𝑑𝐹 𝐴
𝑑𝑦
=2− 𝑦2
=0
𝐴
𝑦2
=2
A = 2y2
Equating
xy = 2y2
𝒙
x = 2y Or, y = 𝟐

Therefore, x is twice y
Length is twice the width
The width of the field should be half its length

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #11
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Example 8. A closed cylindrical tank is to be made with a fixed volume. Find the relative
dimensions of the tank that will require the least amount of material in making it.

Solution:

Let A = total surface area of the tank

Ab = area of the bottom = 𝜋 r2
At = area of the top = 𝜋 r2
As = area of the side = 2 𝜋 rh
V = Volume of the tank (constant ) = 𝜋 r2h

The quantity to be minimized is A.

Thus, A = Ab + At + As
= 𝜋 r2 + 𝜋 r2 + 2 𝜋 rh
From, V = 𝜋 r2h
𝑉
h= →1
𝜋𝑟 2
𝑉
= 2 𝜋 r2 + 2 𝜋 r( ) Substitute
𝜋𝑟 2
2𝑉
A = 2 𝜋 r2 + 𝑟

Differentiating A with respect to r and keeping in mind that V is a constant.

𝑑𝐴 2𝑉 𝑑𝐴
= 4𝜋 r- ; = 0
𝑑𝑟 𝑟2 𝑑𝑟
2𝑉
4𝜋 r- =0
𝑟2
2𝑉
4𝜋 r = 𝑟2
2𝑉 𝑉
r3 = 4𝜋 =
2𝜋

V = 2πr3 →2

Substitute, V = 2 𝜋 r3 but V = 𝜋 r2h

𝜋 r2h = 2 𝜋 r3
h = 2r

The result tells us that the proportion which requires the best amount of material in making
the tank with a fixed volume is that the height shall be twice the radius of the base.

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Activity 3: Skill-building Activities (with answer key)

1. A rectangular page is to contain 24 square inches of print. The margins at the top and the
bottom of the page are 1.5 inches, and the margins on the left and the right are 1 inch ( see
figures). What should be the measure of the page for the least amount of paper?

2. Find two positive numbers whose sum is 8 and the

product is minimum.

3. Find two positive number whose product is 196 and

the sum is a minimum.

4. Find the length and width of a rectangle that has the

given area 49 and a minimum perimeter.

5. Find two positive numbers that satisfy the given

requirements.
. a. The product is 147 and the sum of the first number
plus times the second number is a maximum.

b. The sum of the first number and twice the second

number is 108, and the product is a maximum.

Activity 4: What I Know Chart, part 2

What I Learned
1. ______________________________________________________________________________
______________________________________________________________________________

2. ______________________________________________________________________________
______________________________________________________________________________

Solve the
Activity 5: Check for Understanding Problem!

1. Find the length and width of a rectangle having a

perimeter equal to 80m and a maximum area.

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9
MAT 171: Calculus 1 for Engineers
Student Activity Sheets #11
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

C. LESSON WRAP-UP

Activity 6: Thinking about Learning

Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

Think about your Learning

1. What motivated you to finish the lesson today?

________________________________________________________________________________________
________________________________________________________________________________________

2. What could you have done better to improve your learning today?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs

1.How do you solve maxima and minima word problems easily?

You should follow the three steps. First step is find the derivative of the function. Next set the
derivative equal to 0 and solve for x. This gives you the x-values of the maximum and minimum
points. Then plug those x-values back into the function to find the corresponding y-values. This
will give you your maximum and minimum points of the function.

2. Is the maximum area of a rectangle always a square?

The area of a rectangle is the length times the width. With the given amount of fencing, you get
the maximum area if the length and width are equal, that is, the shape of the garden is a square.

KEY TO CORRECTIONS

Activity 3:
1. 9 in. x 6 in. Activity 5.
2. Two positive numbers are 4 and 4.
3. Two positive numbers are 14 and 14. 1. W = 20, L = 20
4. length = 7 and the width = 7.
5. a. Two positive numbers are 21 and 7
b. two positive numbers are 54 and 27.

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #12
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Lesson Title: Application of Derivative: Materials: Ballpoint, Notebook, Scientific

TIME RATES Calculator.
Textbook: Calculus 11th Ed. by Ron Larson
Lesson Objectives: References:
At the end of the lesson, you should be able to: 1. The Calculus 7, by Louis Leithold
1. Illustrate the derivative of functions with 2. Differential and Integral Calculus by
respect to time Clyde E. Love and Earl Rainville
1. 2. Solve problems in time-rates 3.Calculus 7th Ed, by James Stewart
2.

THE BEST PREPARATION FOR TOMORROW

IS DOING YOUR BEST TODAY
A. LESSON PREVIEW/REVIEW

Introduction

GOOD DAY! The following topics shall be accomplished

in this lesson:
1. Illustrate the derivative of functions with respect to time
2. Solve problems in time-rates

Activity 1: What I Know Chart, part 1

What I Know Questions: What I Learned (Activity 4)

1. Will you illustrate the derivative
of functions with respect to time?
2. Can you solve problems
involving time-rates?

B.MAIN LESSON

Activity 2: Content Notes

TIME –RATES
The derivative of a function is identical with the rate of change. This application tackles another
rate of change, but this time with respect to time.

When two or more variables, all functions of t are related by an equation, the relation between
their rates of change may be obtained by differentiating the quantity with respect to t.

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #12
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

𝒅𝒔
Velocity ………….. v= , where: s is the distance, v is velocity.
𝒅𝒕
𝒅𝒗 𝒅𝟐 𝒔
Acceleration ……. a= =
𝒅𝒕 𝒅𝒕𝟐
𝒅𝑽
Discharge ……….. 𝜽= , V is the volume at anytime
𝒅𝒕
𝒅𝜽
Angular Speed….. 𝝎= , 𝜃 𝑖𝑠 𝑡ℎ𝑒 𝑎𝑛𝑔𝑙𝑒 at any time.
𝒅𝒕

Illustrations of derivative with respect to time, t.

𝑑𝑦 𝑑𝑥
1. y = x2, 𝑑𝑡
= 2x 𝑑𝑡

𝑑𝑥 𝑑𝑦
2. x2 + y2 = 10, 2x + 2y =0
𝑑𝑡 𝑑𝑡

4 𝑑𝑣 𝑑𝑟
3. V = 3 𝜋 r3, 𝑑𝑡
= 4 𝜋 r2 𝑑𝑡

𝑑𝐷
4. D2 = ( 5 – 2t)2 + (2t)2, 2D 𝑑𝑡
= -2( 5- 2t) ( -2) + 2(2t)(2)
𝑑𝐷
2D 𝑑𝑡
= -4( 5- 2t) + 8t

𝑑𝑥 𝑑𝑥
𝑑𝑆 20𝑥 10𝑥
𝑑𝑡 𝑑𝑡
5. S = √4 + 10𝑥 2 , = =
𝑑𝑡 2√4+10𝑥 2 √4+10𝑥 2
𝑑𝑉 𝑑ℎ
6. V = 𝜋 r2h, 𝑑𝑡
= 𝜋 r2 𝑑𝑡
, r is constant in cylinder

Guidelines in Solving Time–Rate Problems.

1. Identify all given quantities and quantities to be determined, make a sketch and label the
quantities.

2. Write an equation involving the variables whose rates of change either are given or are to be
determined.

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #12
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

3. Using the chain rule, implicitly differentiate both sides of the equation with respect to time t.

4. After completing step 3, substitute into the resulting equation all known values for the
variables and their rates of change. Then solve for the required rate of change.

Note: In solving “time-rate” problems, it is important to observe that all quantities which
change with respect to time must be denoted by letters.

“Do not substitute the numerical values of such variable until after differentiation with
respect to time t is done”.

The following problems give the application of rate of change with respect to time.

Example 1. Water flows into a vertical cylindrical tank at the rate of 24 cu.ft. per minute. If the
radius of the tank is 4 feet, how fast is the surface rising?

𝑑𝑉
Given rate: = 24 cu. ft./min.
𝑑𝑡
𝑑ℎ
Find when r = 4
𝑑𝑡

Solution: Volume of the water (V) = 𝜋 r2h

V = 𝜋 r2h
differentiate both sides of the equation with
respect to t
𝑑𝑉 𝑑ℎ 𝑑ℎ
𝑑𝑡
= 𝜋 r2 𝑑𝑡 ; solve for 𝑑𝑡
𝑑𝑉
𝑑ℎ 𝑑𝑡
=
𝑑𝑡 𝜋𝑟 2

𝑑ℎ
Finally, when r = 4 , the rate of change 𝑑𝑡
is,
𝑑ℎ 24
𝑑𝑡
= 𝜋(4)2
𝒇𝒕
= 0.477
𝒎𝒊𝒏

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #12
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Example 2. A ladder 20 ft. long leans against a vertical wall. If the top slides downward at the
rate of 2 feet/sec. Find how fast the lower end is moving when it is 16 feet from the
wall.

Given : Length of the ladder 20 ft.

𝑑ℎ
𝑑𝑡
= -2 feet/sec. (the minus sign denotes that the ladder is sliding down)

By Pythagorean theorem h2 + x2 = 202 →1

Differentiate both sides with respect to time ( t )

𝑑 𝑑
𝑑𝑡
(h2 + x2) = 𝑑𝑡
202

𝑑ℎ 𝑑𝑥
2h 𝑑𝑡
+ 2x 𝑑𝑡
=0

𝑑𝑥 𝑑ℎ 𝑑𝑥
x 𝑑𝑡
=-h 𝑑𝑡
; solve for 𝑑𝑡

When x = 16 ft., From h2 + x2 = 400

h = √400 − 162
h = 12 ft.
𝑑ℎ
𝑑𝑥 −ℎ
𝑑𝑡
𝑑𝑡
= 𝑥

𝑑𝑥 −(12)(−2)
𝑑𝑡
= 16

𝒅𝒙
𝒅𝒕
= 1.5 ft/s

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4
MAT 171: Calculus 1 for Engineers
Student Activity Sheet #12
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Example 3. A water tank in the form of an inverted cone is being implied at the rate of 2 cubic
feet/second. The height of the cone is 8 feet and the radius is 4 feet (Figure 3a, 3b).
Find the rate of change of the water level when the depth is 6 feet.
Solution:
𝑑𝑉 𝑓𝑡 3
Given : 𝑑𝑡
=2 𝑠

Required:
𝑑ℎ
- the rate change of the water
𝑑𝑡
level when the depth is 6 feet

Let: h- height of the water

. r – radius of the water
1
The Volume of the water ( in the form of right circular cone ) is given by V = 3 𝜋 r2h
We can use similar triangles to get a relationship between r and h.
𝑟 4
=8
ℎ
1
r=2h
1 1 1
From the formula V = 𝜋 r2h, Substitute r = h in V = 𝜋 r2h
3 2 3
1 1
V= 3
𝜋 (2 h) 2 h
1
V= 𝜋 h3
12
Differentiate this formula with respect to time t
𝑑𝑉 3 𝑑ℎ
𝑑𝑡
= 12 𝜋 h2 𝑑𝑡
1 𝑑ℎ
= 4 𝜋 h2 𝑑𝑡

𝑑ℎ
Solve the last equation for
𝑑𝑡
𝑑𝑉
𝑑ℎ 4
𝑑𝑡
=
𝑑𝑡 πℎ2
𝑑𝑉
Substitute = 2 cu.ft./sec. and h = 6 feet.
𝑑𝑡
𝑑ℎ 4(2) 8 2
= 𝜋(6)2 = =
𝑑𝑡 36𝜋 9𝜋

𝑑ℎ 𝑓𝑡
Solving for 𝑑𝑡
= 0.0707 𝑠𝑒𝑐

𝒅𝒉 𝒇𝒕
Therefore, 𝒅𝒕
= 0.0707 𝒔𝒆𝒄

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #12
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Example 4. A rectangular trough is 7 feet long, 3 feet across the top, and 4 feet deep. If water
𝒇𝒕𝟑
flows in at the rate of 3 𝒎𝒊𝒏. , how fast is the surface rising, when the water is 1 ft.
deep.

Solution:
𝑑𝑉 𝑓𝑡 3
Given 𝑑𝑡
= 3 𝑚𝑖𝑛. ,

𝑑ℎ
Required: =? when h = 1 ft.
𝑑𝑡

Let: h - be the depth of the water

Volume of the rectangular trough is V = Bh,
but the base is constant, that is B = 7(3) = 21
V = (7) (3) h
V = 21h
𝑑𝑉 𝑑ℎ
𝑑𝑡
= 21 𝑑𝑡
𝑑ℎ
Solve for 𝑑𝑡

𝑑𝑉
𝑑ℎ 𝑑𝑡
𝑑𝑡
= 21

𝑑ℎ 3
=
𝑑𝑡 21
𝒇𝒕
= 0.1428 𝒎𝒊𝒏

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6
MAT 171: Calculus 1 for Engineers
Student Activity Sheet #12
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Example 5. A rectangular trough is 10 feet long, 4 feet across the top, and 4 feet deep. If water
𝒇𝒕𝟑
flows in at the rate of 3 𝒎𝒊𝒏. , find how fast is the surface rising, when the water is 0.5
ft. deep.
Solution:
𝑑𝑉 𝑓𝑡 3
Given : 𝑑𝑡
= 3 𝑚𝑖𝑛

1
Volume of the water (V)= 2 (x) (y) L
1
V = (x) (y) (10)
2

= 5(x)(y) →1
𝑥 4
By similar triangle: 𝑦
=4

x=y
From 1 V = 5xy but x = y
V = 5(y)(y)
= 5 y2

𝑑𝑉 𝑑𝑦
Differentiate both sides = 10y
𝑑𝑡 𝑑𝑡
𝑑𝑉
𝑑𝑦 𝑑𝑡 𝑑𝑉 𝑓𝑡 3
𝑑𝑡
= 10𝑦
, but 𝑑𝑡
= 3 𝑚𝑖𝑛 ; and y = 0.5
𝒅𝒚 3 𝒇𝒕
𝒅𝒕
= 10(0.5) = 0.6
𝒎𝒊𝒏

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7
MAT 171: Calculus 1 for Engineers
Student Activity Sheet #12
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Activity 3: Skill-building Activities (with answer key)

𝑚3
1. Water is poured into a conical tank 6 m across the top and 8m deep at the rate of 10 𝑚𝑖𝑛
How fast is the water level rising when the water in the tank is 5m deep?

Activity 4: What I Know Chart, part 2

Activity 5: Check for Understanding

1. A Meralco worker left a ladder 5 m long leaning against a concrete vertical post. If the bottom
𝑚
of the ladder is pulled horizontally away from the post at 3 𝑠𝑒𝑐 , how fast is the top of the ladder
sliding down when the bottom is 4m from the base of the post.

C. LESSON WRAP-UP

Activity 6: Thinking about Learning

Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

Think about your Learning

1. What motivated you to finish the lesson today?

________________________________________________________________________________________
2. What could you have done better to improve your learning today?
________________________________________________________________________________________

FAQs 1.What is the rate of change of the area of a circle with respect to the radius?
The rate of change of the area of a circle with respect to its radius is 2𝜋r.
2.What are related rates used for?
In differential Calculus, related rates problems involve finding a rate at which a quantity
changes by relating that quantity to other quantities whose rates of change are known.
The rate of change is usually with respect to time.

KEY TO CORRECTIONS
𝒅𝒉 𝒎 𝒅𝒉 −(4)(3) 𝒎
Activity 3: 𝒅𝒕
= 0.905 𝒎𝒊𝒏 Activity 5:
𝒅𝒕
= 3
= -4 𝒔𝒆𝒄

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8
MAT 171: Calculus 1 for Engineers
Student Activity Sheets #13
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Lesson title: Differentiation of Transcendental Materials: Ballpoint, Notebook, Scientific

Functions: Trigonometric Functions & Calculator
Application of Maxima and Minima
Involving Trigonometric Functions Textbook: Calculus 11th Edition by Ron Larson
References:
Lesson Objectives: 1.The Calculus 7 by Louis Leithold
At the end of the lesson, you should be able to: 2. Calculus 7th Edition by James Stewart
1. Recall and state the trigonometric identities 3. Differential and Integral Calculus by Clyde
2. State and derive the derivative of trigonometric Love and Earl Rainville
functions
3. Find the derivative of trigonometric functions

The ladder of success is best

climbed by stepping on the ladder
of opportunity.
A. LESSON PREVIEW/REVIEW

Introduction

GOOD DAY. The following topics shall be discussed

in this lesson:

1. The Trigonometric Identities

2. The Derivative of Trigonometric Functions
3. The application of maxima and minima involving trigonometric functions.

Activity 1: What I Know Chart, part 1

What I Know Questions: What I Learned (Activity 4)

1. Are you familiar with the
trigonometric identities?
2. Can you derive the derivative of
trigonometric functions?
3. Do you know how to find the
derivative of trigonometric
functions?
4. Can you solve problems on
maxima and minima using
trigonometric functions?

This document is the property of PHINMA EDUCATION

1
MAT 171: Calculus 1 for Engineers
Student Activity Sheets #13
Name: _____________________________________________________________ Class number: _______
Section: ____________ Schedule:_______________________________________ Date: ______________

B.MAIN LESSON

Activity 2: Content Notes

 A function that is not algebraic is called a transcendental function.

 In the next three lessons, we will discuss the four types of transcendental functions,
namely,
 trigonometric,
 inverse trigonometric,
 logarithmic and exponential functions.

Our lesson for today is limited to the Trigonometric functions.

Trigonometric Functions
In the study of calculus, it is strongly recommended that you make a thorough review of the
fundamental facts, formulas and identities of trigonometry. Nevertheless, the following
fundamental identities are reproduced here for your easy reference and recall.

Pythagorean Identities Let us recall

the Trigonometric Identities
1. sin2 𝑥 + cos2 𝑥 = 1
2. tan2 𝑥 + 1 = sec 2 𝑥
3. cot 2 𝑥 + 1 = csc 2 𝑥

Reciprocal Relation
1
4. sin 𝑥 = csc 𝑥
1
5. cos 𝑥 = sec 𝑥
1
6. 𝑡𝑎𝑛𝑥 =
𝑠𝑒𝑐𝑥

Quotient Relation

𝑠𝑖𝑛𝑥
7. 𝑡𝑎𝑛𝑥 = 𝑐𝑜𝑠𝑥
𝑐𝑜𝑠𝑥
8. 𝑐𝑜𝑡𝑥 = 𝑠𝑖𝑛𝑥

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #13
Name: _____________________________________________________________ Class number: _______
Section: ____________ Schedule:_______________________________________ Date: ______________

Derivative of Trigonometric Functions

1. Derivative of 𝒔𝒊𝒏𝒙

The derivative of 𝑠𝑖𝑛𝑥 is obtained by considering the “Three-Step Rule (Lesson #4).

Example, consider 𝑦 = 𝑓(𝑥) = 𝑠𝑖𝑛𝑥

Solution: Given: 𝑦 = sin 𝑥

Step 1: 𝑓(𝑥 + ∆𝑥) − 𝑓(𝑥) = sin(𝑥 + ∆𝑥) − sin 𝑥 from the sum of two angles
sin(𝐴 + 𝐵) = 𝑆𝑖𝑛 𝐴 cos 𝐵 + cos 𝐴 sin 𝐵
= sin 𝑥 cos ∆𝑥 + cos 𝑥 sin ∆𝑥 − sin 𝑥
= cos 𝑥 sin ∆𝑥 − sin 𝑥 + sin 𝑥 cos ∆𝑥
= cos 𝑥 sin ∆𝑥 − sin 𝑥(1 − cos ∆𝑥)
1 ∆𝑥 1
From trigonometry: 𝑠𝑖𝑛2 𝐴 = 2 (1 − cos 2𝐴), hence, 𝑠𝑖𝑛2 2
= 2 (1 − cos ∆𝑥)
∆𝑥
(1 − cos ∆𝑥) = 2 𝑠𝑖𝑛2 2
∆𝒙
= 𝐜𝐨𝐬 𝒙 𝐬𝐢𝐧 ∆𝒙 − 𝐬𝐢𝐧 𝒙 (𝟐 𝒔𝒊𝒏𝟐 𝟐
)

∆𝑥 ∆𝑥
𝑓(𝑥+∆𝑥)−𝑓(𝑥) cos 𝑥 sin ∆𝑥 2 sin 𝑥(sin )(𝑠𝑖𝑛 )
2 2
Step 2: = −
∆𝑥 ∆𝑥 ∆𝑥
∆𝒙
𝐜𝐨𝐬 𝒙 𝐬𝐢𝐧 ∆𝒙 𝐬𝐢𝐧 ∆𝒙
𝟐
= − 𝐬𝐢𝐧 𝒙 ( ∆𝒙 )(𝒔𝒊𝒏 )
∆𝒙 𝟐
𝟐
sin 𝛼
From Theorem: lim =1
𝛼→0 𝛼
sin ∆𝑥
lim =1
∆𝑥→0 ∆𝑥
1
𝑠𝑖𝑛 ∆𝑥
2
lim ∆𝑥 =1
∆𝑥→0
2
∆𝑥
lim 𝑠𝑖𝑛 ( ) = 0
∆𝑥→0 2

𝑓(𝑥+∆𝑥)−𝑓(𝑥) 𝑑𝑦
Step 3: lim = = (cos 𝑥)(1) − (sin 𝑥)(1)(0)
∆𝑥→0 ∆𝑥 𝑑𝑥
𝒅𝒚
Therefore: 𝒅𝒙
= 𝐜𝐨𝐬 𝒙
𝑑𝑦 𝑑
𝑑𝑥
= 𝑑𝑥
𝑠𝑖𝑛𝑥 = 𝑐𝑜𝑠𝑥

𝒅 𝒅𝒖
By chain rule, 𝒅𝒙
𝒔𝒊𝒏𝒖 = 𝒄𝒐𝒔𝒖 𝒅𝒙

2. Derivative of Cosine 𝒙

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The derivative of 𝑐𝑜𝑠𝑥 may also be obtained directly from the “three-step rule”. However, it is
𝜋 𝜋
easily be verified by using the trigonometric identities, 𝑐𝑜𝑠𝑥 = sin ( 2 − 𝑥) , sinx = cos( 2 − 𝑥).
𝑑 𝑑 𝜋
𝑐𝑜𝑠𝑥 = sin ( − 𝑥)
𝑑𝑥 𝑑𝑥 2
𝜋
= [cos ( − 𝑥)] (−1)
2
= −𝑠𝑖𝑛𝑥
𝑑
𝑐𝑜𝑠𝑥 = −𝑠𝑖𝑛𝑥
𝑑𝑥
𝒅 𝒅𝒖
By chain rule, 𝒅𝒙
𝒄𝒐𝒔𝒖 = −𝒔𝒊𝒏𝒖 𝒅𝒙 .

The remaining trigonometric functions may be differentiated

by expressing them in terms of the 𝑠𝑖𝑛𝑒 𝑎𝑛𝑑 𝑐𝑜𝑠𝑖𝑛𝑒.

3. Derivative of 𝒕𝒂𝒏𝒙

𝑑 𝑑 𝑠𝑖𝑛𝑥
𝑡𝑎𝑛𝑥 =
𝑑𝑥 𝑑𝑥 𝑐𝑜𝑠𝑥

Differentiate by applying quotient rule

𝑑 𝑑
𝑑 𝑐𝑜𝑠𝑥 𝑠𝑖𝑛𝑥−𝑠𝑖𝑛𝑥 𝑐𝑜𝑠𝑥
𝑑𝑥 𝑑𝑥
𝑑𝑥
𝑡𝑎𝑛𝑥 = (𝑐𝑜𝑠𝑥)2
𝑐𝑜𝑠𝑥𝑐𝑜𝑠𝑥−(𝑠𝑖𝑛𝑥)(−𝑠𝑖𝑛𝑥)
= (𝑐𝑜𝑠𝑥)2
1
= 𝑐𝑜𝑠𝑥𝑐𝑜𝑠𝑥+𝑠𝑖𝑛𝑥𝑐𝑜𝑠𝑥
cos2 𝑥
cos2 𝑥+sin2 𝑥
= cos2 𝑥
𝑑 1
𝑑𝑥
𝑡𝑎𝑛𝑥 = cos2 𝑥

= sec 2 𝑥
𝒅 𝒅𝒖
By chain rule: 𝒅𝒙
𝒕𝒂𝒏𝒙 = 𝐬𝐞𝐜 𝟐 𝒅𝒙

4. Derivative of cot x

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𝑑 𝑑 𝑐𝑜𝑠𝑥
𝑑𝑥
𝑐𝑜𝑡𝑥 = 𝑑𝑥 𝑠𝑖𝑛𝑥
Apply quotient rule
𝑑 𝑑
𝑠𝑖𝑛𝑥 𝑐𝑜𝑠𝑥−𝑐𝑜𝑠𝑥 𝑠𝑖𝑛𝑥
𝑑𝑥 𝑑𝑥
= (𝑠𝑖𝑛𝑥)2
𝑠𝑖𝑛𝑥(−𝑠𝑖𝑛𝑥)−𝑐𝑜𝑠𝑥𝑐𝑜𝑠𝑥
= sin2 𝑥
− sin2 𝑥−cos2 𝑥
= sin2 𝑥
−(sin2 𝑥+cos2 𝑥 1
= sin2 𝑥
But sin2 𝑥 + cos2 𝑥 = 1 , 𝑐𝑠𝑐𝑥 = 𝑠𝑖𝑛𝑥
𝑑 1
𝑑𝑥
𝑐𝑜𝑡𝑥 = − sin2 𝑥
𝑑
𝑑𝑥
𝑐𝑜𝑡𝑥 = − csc 2 𝑥
𝒅 𝒅𝒖
By chain rule: 𝒅𝒙
𝒄𝒐𝒕𝒖 = − 𝐜𝐬𝐜 𝟐 𝒖 𝒅𝒙

1
5. Derivative of 𝒔𝒆𝒄𝒙 Recall 𝑠𝑒𝑐𝑥 = 𝑐𝑜𝑠𝑥
𝑑 𝑑 1
𝑑𝑥
𝑠𝑒𝑐𝑥 = 𝑑𝑥 𝑐𝑜𝑠𝑥
𝑠𝑖𝑛𝑥
=
cos2 𝑥
𝑠𝑖𝑛𝑥 1 𝑠𝑖𝑛𝑥
= 𝑐𝑜𝑠𝑥𝑐𝑜𝑠𝑥 But 𝑠𝑒𝑐𝑥 = 𝑐𝑜𝑠𝑥, 𝑡𝑎𝑛𝑥 = 𝑐𝑜𝑠𝑥
𝑑
𝑠𝑒𝑐𝑥 = 𝑠𝑒𝑐𝑥𝑡𝑎𝑛𝑥
𝑑𝑥

𝒅 𝒅𝒖
Chain rule: 𝒔𝒆𝒄𝒖 = 𝒔𝒆𝒄𝒖𝒕𝒂𝒏𝒖
𝒅𝒙 𝒅𝒙

6. Derivative of 𝒄𝒔𝒄𝒙
𝑑𝑢
𝑑 𝑑 1 𝑑 1 −
𝑑𝑥
𝑑𝑥
𝑐𝑠𝑐𝑥 = 𝑑𝑥 𝑠𝑖𝑛𝑥 Differentiate using 𝑑𝑥 𝑢 = 𝑢2
−𝑐𝑜𝑠𝑥 −𝑐𝑜𝑠𝑥 1 𝑐𝑜𝑠𝑥
= sin2 𝑥
= 𝑠𝑖𝑛𝑥𝑠𝑖𝑛𝑥 But 𝑥 = 𝑠𝑖𝑛𝑥 , 𝑐𝑜𝑡𝑥 = 𝑠𝑖𝑛𝑥
𝑑
𝑑𝑥
𝑐𝑠𝑐𝑥 = −𝑐𝑠𝑐𝑥𝑐𝑜𝑡𝑥
𝒅 𝒅𝒖
Chain rule: 𝒅𝒙
𝒄𝒔𝒄𝒖 = −𝒄𝒔𝒄𝒖𝒄𝒐𝒕𝒖 𝒅𝒙

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The “Chain Rule versions” of the

Derivative of the Six Trigonometric
Functions
𝒅 𝒅𝒖
1. 𝒔𝒊𝒏𝒖 = 𝒄𝒐𝒔𝒖
𝒅𝒙 𝒅𝒙
𝒅 𝒅𝒖
2. 𝒄𝒐𝒔𝒖 = −𝒔𝒊𝒏𝒖
𝒅𝒙 𝒅𝒙
𝒅 𝒅𝒖
3. 𝒕𝒂𝒏𝒖 = 𝐬𝐞𝐜 𝟐 𝒖
𝒅𝒙 𝒅𝒙
𝒅 𝒅𝒖
4. 𝒄𝒐𝒕𝒖 = − 𝐜𝐬𝐜 𝟐 𝒖
𝒅𝒙 𝒅𝒙
𝒅 𝒅𝒖
5. 𝒔𝒆𝒄𝒖 = 𝒔𝒆𝒄𝒖𝒕𝒂𝒏𝒖
𝒅𝒙 𝒅𝒙
𝒅 𝒅𝒖
6. 𝒄𝒔𝒄𝒖 = −𝒄𝒔𝒄𝒖𝒄𝒐𝒕𝒖
𝒅𝒙 𝒅𝒙

It is helpful to notice that the minus sign goes with

the derivative of the “co-functions”:
cosine, cosecant and cotangent.

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Example 1. Find the derivative of the given function

a. 𝒚 = 𝐬𝐢𝐧(𝟓𝒙)

Solution: we note 𝑦 = sin(5𝑥), takes the form

𝑑𝑢
𝑦 = sin 𝑢 with u = 5x and 𝑑𝑥 = 5.
𝑑𝑦 𝑑 𝑑 𝑑𝑢
𝑑𝑥
= cos(5𝑥) 𝑑𝑥 (5𝑥) 𝑑𝑥
𝑠𝑖𝑛𝑢 = 𝑐𝑜𝑠𝑢 𝑑𝑥
𝑑𝑦
𝑑𝑥
= [cos(5𝑥)](5)
𝒅𝒚
𝒅𝒙
= 𝟓𝐜𝐨𝐬(𝟓𝒙)

b. 𝒚 = 𝐜𝐨𝐬(𝟓𝒙)

𝑑𝑦 𝑑 𝑑𝑢
= −[sin(5𝑥)](5) 𝑐𝑜𝑠𝑢 = −𝑠𝑖𝑛𝑢
𝑑𝑥 𝑑𝑥 𝑑𝑥

= −𝟓𝐬𝐢𝐧(𝟓𝒙)

c. 𝒚 = 𝐭𝐚𝐧(𝟓𝒙)

𝑑𝑦 𝑑 𝑑𝑢
𝑑𝑥
= [sec 2(5𝑥)](5) 𝑑𝑥
𝑡𝑎𝑛𝑢 = sec 2 𝑢 𝑑𝑥

= 𝟓 𝐬𝐞𝐜 𝟐 (𝟓𝒙)

d. 𝒚 = 𝐜𝐨𝐭(𝟓𝒙)

𝑑𝑦 𝑑 𝑑𝑢
= −[csc 2 (5𝑥)](5) 𝑐𝑜𝑡𝑢 = − csc 2 𝑢
𝑑𝑥 𝑑𝑥 𝑑𝑥

= −𝟓 𝐜𝐬𝐜 𝟐 (𝟓𝒙)

e. 𝒚 = 𝐬𝐞𝐜(𝟓𝒙)

𝑑𝑦 𝑑 𝑑𝑢
𝑑𝑥
= [sec(5𝑥)tan(5𝑥)](5) 𝑑𝑥
𝑠𝑒𝑐𝑢 = 𝑠𝑒𝑐𝑢𝑡𝑎𝑛𝑢 𝑑𝑥

= 𝟓 𝐬𝐞𝐜(𝟓𝒙) 𝐭𝐚𝐧(𝟓𝒙)

𝑑 𝑑𝑢
f. 𝒚 = 𝐜𝐬𝐜(𝟓𝒙) 𝑑𝑥
= 𝑐𝑠𝑐𝑢 = −𝑐𝑠𝑐𝑢𝑐𝑜𝑡𝑢 𝑑𝑥
𝒅𝒚
𝒅𝒙
= −𝟓 𝐜𝐬𝐜(𝟓𝒙) 𝒄𝒐𝒕(𝟓𝒙)

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𝒅𝒚
Example 2. Find the if 𝒚 = 𝐬𝐢𝐧𝟑 (𝟓𝒙)
𝒅𝒙
Solution: If we write 𝑦 = sin3 (5𝑥) as 𝑦 = [sin (5x)]3
then it takes the form 𝑦 = 𝑢𝑛 with 𝑢 = sin(5𝑥) and n=3.
This suggest the use of “ the power rule”.
𝑑𝑦 𝑑 𝑑 𝑛 𝑑𝑢
= 3[sin2(5𝑥)] sin(5𝑥) By the power rule 𝑢 = 𝑛𝑢𝑢−𝑛 ”
𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥
𝑑
= 3 [sin2(5𝑥)][(cos(5𝑥)] 𝑑𝑥 5𝑥 Apply chain rule
= [3 sin2(5𝑥)][(cos(5𝑥)](5)
= 15 sin2 (5𝑥)cos(5𝑥) Simplify

We may perform some steps mentally and thus shorten our

solution. For instance in example 2, we may omit some steps
given above. Thus in practice, the problem is worked out simply
this way.

𝑦 = sin3 (5𝑥)
𝑑𝑦
𝑑𝑥
= [3 sin2 (5𝑥)[(cos(5𝑥)] (5) Chain rule ,power rule

= 15 sin2(5𝑥)cos(5𝑥)

𝒅𝒚
Example 3. Find 𝒅𝒙 if 𝒚 = 𝐭𝐚𝐧𝟒 (𝟓𝒙) Chain rule , power rule

Solution: 𝑦 = tan4 (5𝑥)

𝑑𝑦
= 4 tan3 (5𝑥)(sec(5𝑥))(5)
𝑑𝑥

= 𝟐𝟎 𝐭𝐚𝐧𝟑 (𝟓𝒙)𝐬𝐞𝐜(𝟓𝒙)

𝒅𝒚
Example 4. Find the 𝒅𝒙 if 𝒚 = 𝐜𝐨𝐬(𝟑𝒙)𝟐

Solution:
𝑦 = cos(3𝑥)2 Write the original equation
𝑦 = cos(9𝑥 2 )
𝑑𝑦 𝑑 𝑑𝑢
𝑑𝑥
= −(sin(9𝑥 2 ))(18𝑥) From 𝑑𝑥 𝑐𝑜𝑠𝑢 = −𝑠𝑖𝑛𝑢 𝑑𝑥

= −(𝟏𝟖𝒙)𝒔𝒊𝒏(𝟗𝒙𝟐 ) Simplify

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𝒅𝒚
Example 5. Find for each of the following functions.
𝒅𝒙
𝟑 𝟑
a.) 𝒚 = 𝐬𝐢𝐧 (𝒙 + 𝟏)
𝑑 𝑑𝑢
By the general power formula 𝑑𝑥
𝑢𝑛 = n𝑢𝑛−1 𝑑𝑥
we have,
𝑑𝑦 𝑑 𝑑𝑢
𝑑𝑥
= 3[sin2(𝑥 3 + 1)][cos(𝑥 3 + 1)](3𝑥 2 ) 𝑑𝑥
𝑠𝑖𝑛𝑢 = 𝑐𝑜𝑠𝑢 𝑑𝑥
= 𝟗𝒙𝟐 𝐬𝐢𝐧𝟐 (𝒙𝟑 + 𝟏)𝐜𝐨𝐬(𝒙𝟑 + 𝟏).

b.) 𝒚 = √𝟏 + 𝐬𝐞𝐜(𝟑𝒙)
𝑑 𝑑𝑢
𝑑𝑦 [1+sec(3𝑥)] 𝑑
𝑑𝑥
= 𝑑𝑥 𝑑𝑥
√𝑢 = 𝑑𝑥
2√𝑢
2√1+sec(3𝑥)

[sec(3𝑥) tan(3𝑥)](3) 𝑑 𝑑𝑢
= 𝑠𝑒𝑐𝑢 = 𝑠𝑒𝑐𝑢𝑡𝑎𝑛𝑢
2√1+sec(3𝑥) 𝑑𝑥 𝑑𝑥

𝟑 𝐬𝐞𝐜(𝟑𝒙)𝐭𝐚𝐧(𝟑𝒙)
=
𝟐√𝟏+𝐬𝐞𝐜(𝟑𝒙)

Example 6. Find y'' if 𝒔𝒊𝒏𝒚 + 𝒄𝒐𝒔𝒙 = 𝟏

𝑠𝑖𝑛𝑦 + 𝑐𝑜𝑠𝑥 = 1 Apply implicit differentiation
(𝑐𝑜𝑠𝑦)𝑦′ + (−𝑠𝑖𝑛𝑥) = 0 Differentiate both sides of the equation
𝑠𝑖𝑛𝑥
𝑦′ = 𝑐𝑜𝑠𝑦
(𝑐𝑜𝑠𝑦)(𝑐𝑜𝑠𝑥)−𝑠𝑖𝑛𝑥(−𝑠𝑖𝑛𝑦)
𝑦′′ = 𝑦′
cos2 𝑦
𝑠𝑖𝑛𝑥
[𝑐𝑜𝑠𝑦𝑐𝑜𝑥+𝑠𝑖𝑛𝑥𝑠𝑖𝑛𝑦]( )
𝑠𝑖𝑛𝑦
𝑦′′ = cos2 𝑦
sin2 𝑥𝑠𝑖𝑛𝑦
𝑐𝑜𝑠𝑦𝑐𝑜𝑠𝑥+
𝑐𝑜𝑠𝑦
= cos2 𝑦

𝐜𝐨𝐬 𝟐 𝒚𝒄𝒐𝒔𝒙+𝐬𝐢𝐧𝟐 𝒙𝒔𝒊𝒏𝒚

= 𝐜𝐨𝐬 𝟑 𝒚

As we become familiar with the formulas and

their uses, we can perform some steps mentally
and will shorten our solution.

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Application of Maxima and Minima Involving Trigonometric Functions

Although problems may be solved algebraically, another method of solving problems in maxima
and minima is to express the function in terms of trigonometric functions.

The basic idea is the same. Identify the constant terms and identify the variable to be
maximized or to be minimized, differentiate that variable then equate to zero.

Example 1. Find the shape of the rectangle of maximum perimeter

inscribed in a circle.

Solution:
Let P – Perimeter of rectangle
Recall mnemonics Soh–Cah–Toa
P = 2x + 2y
𝑦
𝑦 = 𝐷 sin 𝛳 Where: sin 𝛳 = 𝐷
𝑥
𝑥 = 𝐷 cos 𝛳 cos 𝛳 =
𝐷
P = 2(𝐷𝑐𝑜𝑠𝛳) + 2(𝐷 sin 𝛳) Substitute
= 2𝐷𝑐𝑜𝑠𝛳 + 2𝐷 sin 𝛳

Differentiate both sides

𝑑𝑃 𝑑𝑃
𝑑𝛳
= 2𝐷(− sin 𝛳) + 2𝐷 cos 𝛳 To maximize, Set 𝑑𝛳
=0
sin 𝛳
−2𝐷 sin 𝛳 + 2𝐷 cos 𝛳 = 0 − sin 𝛳 + cos 𝛳 = 0, sin 𝛳 = cos 𝛳, cos 𝛳
=1

sin 𝛳
Therefore: cos 𝛳
= tan 𝛳 = 1 𝛳 = 45°
𝑦 = 𝐷 sin 𝛳 = 𝐷 sin 45° = 0.707 𝐷
𝑥 = 𝐷 cos 𝛳 = 𝐷 cos 45° = 0.707𝐷

Since x = y , therefore it is a square.

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Example 2. A cylinder is inscribed in a given sphere. Find the shape of the cylinder
if the convex surface area is a maximum.

Solution:
Let: A = Convex surface area
A = 𝜋 dh
ℎ
ℎ = 𝐷 sin 𝛳 But sin 𝛳 = 𝐷
𝑥
𝑥 = 𝐷 cos 𝛳 cos 𝛳 = 𝐷
A = 𝜋 ( D cos 𝛳 )(𝐷 sin 𝛳 ) Substitute
𝐴 = 𝜋𝐷2 cos 𝛳 sin 𝛳

Differentiate by Product Rule

𝑑𝐴
𝑑𝛳
= 𝜋𝐷 2 [cos 𝛳 cos 𝛳 + sin 𝛳(− sin 𝛳)]
𝑑𝐴
𝑑𝛳
= 𝜋𝐷 2 [cos 𝛳2 − sin2 𝛳]

𝑑𝐴
To maximize, Set 𝑑𝜃
=0
𝜋𝐷 2 (cos 𝛳2 − sin2 𝛳) = 0
cos2 𝛳 = sin2 𝛳
cos 𝛳 = sin 𝛳
sin 𝛳
cos 𝛳
=1
tan 𝛳 = 1 𝛳 = 45°
ℎ = 𝐷 sin 𝛳 = 𝐷 sin 45° = 0.707 𝐷
𝑑 = 𝐷 cos 𝜃 = 𝐷 cos 45° = 0.707𝐷

Therefore, the diameter of the base of the cylinder is equal to the height of the cylinder
in order to be maximum

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Activity 3: Skill-building Activities (with answer key) SOLVE THE FOLLOWING

PROBLEMS
Find the derivative of the given function:
1
1. 𝑦 = − 3 cot 3 (2𝑥) + cot(2𝑥) + 2𝑥
𝑠𝑒𝑐𝑥
2. 𝑦 = 1+𝑡𝑎𝑛𝑥

3. Find 𝑦 (4) if 𝑦 = sin(5𝑥)

4. The stiffness of a rectangular beam is proportional
to the breadth and the cube of the depth. Find the
shape of the stiffest beam that can be cut from a
log of a given size.

Activity 4: What I Know Chart, part 2

What I Learned
1. ______________________________________________________________________________
______________________________________________________________________________
2. ______________________________________________________________________________
______________________________________________________________________________
3. ______________________________________________________________________________
______________________________________________________________________________
4. ______________________________________________________________________________
______________________________________________________________________________

Activity 5: Check for Understanding

Find the first derivative

1. 𝑦 = cot 5 (7𝑥)
2. 𝑦 = 𝑠𝑒𝑐 4 𝑥 − tan4 𝑥
3. Find the largest conical tent that can be constructed having a given slant height.

C. LESSON WRAP-UP

Activity 6: Thinking about Learning

A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

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Section: ____________ Schedule:_______________________________________ Date: ______________

B. Think about your Learning

FAQs
1.What type of function is a transcendental function?
A transcendental function cannot be expressed in terms of a finite sequence of the algebraic
operations of addition, multiplication and root extraction. Examples of transcendental functions
include the exponential function, the logarithm and the trigonometric functions.

2. What is meant by transcendental equation?

A transcendental equation is an equation containing a transcendental function of the variable
being solved for. Such equations often do not have closed-form solutions.

3. Why is trigonometry so hard?

In fact it's rather basic mathematics. However if all you know is arithmetic and basic linear
algebra then, yes trigonometry seems more difficult. The reason is that unlike linear algebra
(solving linear equations) trigonometry is non-linear which makes the identities between
multiples of angles non-trivial.

4. What is the rule of a right angled triangle?

A right triangle consists of two legs and a hypotenuse. The two legs meet at a 90° angle and the
hypotenuse is the longest side of the right triangle and is the side opposite the right angle. The
Pythagorean Theorem tells us that the relationship in every right triangle is: a2 + b2 = c2.

KEY TO CORRECTIONS

Activity 3. Find the derivative

𝑑𝑦
1. 𝑑𝑥
= 2 cot 4(2𝑥)
𝑑𝑦 𝑠𝑒𝑐𝑥(𝑡𝑎𝑛𝑥−1)
2. 𝑑𝑥
= (1+𝑡𝑎𝑛𝑥)2

3. 𝑦 (4) = 625sin(5𝑥)
4. 𝑑 = √3𝑏
Activity 5. Find the first derivative
1. 𝑦′ = −35 cot 4(7𝑥) csc 2(7𝑥)
𝑑𝑦
2. 𝑑𝑥
= 4 sec 2 𝑥𝑡𝑎𝑛𝑥
√2
3. Radius = x slant height
√3

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #14
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Lesson Title: Inverse Trigonometric Functions Materials: Ballpoint, notebook, calculator

Textbook:
Lesson Objectives: Calculus by Ron Larson, 11th Ed.
At the end of the lesson, you should be able to: References:
1. Define Inverse Trigonometric Functions 1. The Calculus 7 by Louis Leithold
2. Derive and illustrate the derivative of the 2. Differential and Integral Calculus
Inverse Trigonometric Functions by Clyde E. Love and Earl Rainville
3. Solve problems using the derivative of Inverse 3. Calculus 11th Edition by James Stewart
Trigonometric Functions

“A beautiful day begins with a beautiful mind set.

The moment you start acting like life is a blessing,
it will start to feel like one. Train your mind to see
the good in everything.”

A. LESSON PREVIEW/REVIEW

Preview:
Inverse Trigonometric functions are simply defined as the
inverse functions of the basic trigonometric functions (sine,
cosine, tangent, cotangent, secant and cosecant functions).

They are also termed as arcus functions, anti-trigonometric functions or cyclometric functions. These
inverse functions in trigonometry are used to get the angle with any of the trigonometry ratios .

GOOD DAY! The following topics shall be accomplished

In this module:
1. Define, derive and illustrate Inverse Trigonometric Functions
2. Solve problems involving derivative of Inverse Trigonometric Functions

Activity 1: What I Know Chart, part 1

What I Know Questions: What I Learned (Activity 4)

1. Will you define Inverse
Trigonometric Functions?

2. Can you derive and illustrate

Inverse Trigonometric Functions?

3. Do you know how to solve

problems involving derivative of
Inverse Trigonometric Functions?

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MAT 171: Calculus 1 for Engineers
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B.MAIN LESSON
Activity 2: Content Notes

Inverse Trigonometric Functions

The trigonometric functions are single-valued functions, while the inverse trigonometric functions are
multi-valued functions. This means that when an angle is given, its sine is uniquely determined. On
the other hand, if the sine is given, the angle is not uniquely determined. For example,
𝜋
y = sin = 1, y = arcsin 0 = 0, 𝜋, 2 𝜋, 3 𝜋 . . .
2

𝜋 𝜋
We recall from trigonometry, that 𝑦 = 𝑎𝑟𝑐𝑠𝑖𝑛𝑥 if and only if 𝑥 = 𝑠𝑖𝑛𝑦 and − 2 ≤ 𝑦 ≤ 2
. Note that
𝜋 𝜋
without restricting the values of y in the interval [- 2 , 2 ],
the equation 𝑦 = 𝑎𝑟𝑐𝑠𝑖𝑛𝑥 does not define a
function. The reason for this is that, for any value of x in the interval [-1, 1], those are infinitely many
values of y which will satisfy the equation 𝑦 = 𝑎𝑟𝑐𝑠𝑖𝑛𝑥.

However, with the restriction, we see that for each value of x in [-1, 1], there is a unique value of y. For
instance,

1 𝜋 𝜋
𝑦 = 𝑎𝑟𝑐𝑠𝑖𝑛 ( ) = , 𝑦 = arcsin(−1) = −
2 6 2

Definition of Inverse Trigonometric Functions are as follows:

Function Domain Range

𝜋 𝜋
1. 𝑦 = arcsin 𝑥 , if and only if sin 𝑦 = 𝑥 −1 ≤ 𝑥 ≤ 1 − ≤𝑦≤
2 2

2. 𝑦 = arccos 𝑥 , if and only if cos 𝑦 = 𝑥 −1 ≤ 𝑥 ≤ 1 0≤𝑦≤𝜋

𝜋 𝜋
3. 𝑦 = arctan 𝑥 , if and only if tan 𝑦 = 𝑥 −∞ ≤ 𝑥 ≤ ∞ − ≤𝑦≤
2 2

4. 𝑦 = arccot 𝑥, if and only if cot 𝑦 = 𝑥 −∞ ≤ 𝑥 ≤ ∞ 0≤𝑦≤𝜋

𝜋
5. 𝑦 = arcsec 𝑥 , if and only if sec 𝑦 = 𝑥 𝑥≥1 0≤𝑦≤
2

𝜋
6. 𝑦 = arccsc 𝑥 , if and only if csc 𝑦 = 𝑥 𝑥≥1 0≤𝑦≤
2

The term “arcsin 𝑥” is read as “arcsine of x” or sometimes “ the angle whose sine is x”, The
notation sin−1 𝑥 is often used for 𝑎𝑟𝑐𝑠𝑖𝑛𝑒 but in this module we shall use the “arc” notation.

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MAT 171: Calculus 1 for Engineers
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Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

The Graph of Inverse Trigonometric Functions

Note:
“When evaluating inverse trigonometric functions, remember that they denote
angles in radians measure.”

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MAT 171: Calculus 1 for Engineers
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Derivative of Inverse Trigonometric Functions

a) Derivative of 𝐚𝐫𝐜 𝐬𝐢𝐧 𝒖

It will be more convenient to assume 𝑦 = arcsin 𝑥.

Where: 𝑠𝑖𝑛𝑦 = 𝑥

Differentiating in its implicit function, we find

𝑑𝑦
𝑐𝑜𝑠𝑦 𝑑𝑥
=1

𝑑𝑦 1
= 𝑐𝑜𝑠𝑦
𝑑𝑥

Because y = arcsin x, you know that sin y = x. This relationship between x and y can be
represented by a right triangle.

𝑜𝑝𝑝 𝑥
Sin y = ℎ𝑦𝑝
=1
𝐴𝑑𝑗 √1− 𝑥2
Cos y = =
ℎ𝑦𝑝 1

𝑑𝑦 1
Thus, = 𝑐𝑜𝑠𝑦,
𝑑𝑥

𝒅𝒚 𝟏
=
𝒅𝒙 √𝟏−𝒙𝟐

However, if u is any differentiable function of x, we then find

𝒅𝒖
𝒅 𝒅𝒙
𝒂𝒓𝒄 𝒔𝒊𝒏 𝒖 =
𝒅𝒙 √𝟏 − 𝒖𝟐

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b) Derivative of 𝐚𝐫𝐜 𝐜𝐨𝐬 𝒖

Now let us take a look at the inverse cosine. We may assume again that

𝑦 = arccos 𝑥.
Where cos 𝑦 = 𝑥

Differentiating in its implicit function, we find

𝑑𝑦
−𝑠𝑖𝑛𝑦 𝑑𝑥 = 1
𝑑𝑦 1
𝑑𝑥
= − 𝑠𝑖𝑛𝑦

From cos y = x, draw the right triangle

√1−𝑥 2
Where Sin y =
1

𝑑𝑦 1
thus, = − 𝑠𝑖𝑛𝑦
𝑑𝑥

𝑑𝑦 1
𝑑𝑥
=−
√1−𝑥2

If u is any differentiable function of x we have,

𝒅𝒖
𝒅
𝒂𝒓𝒄 𝒄𝒐𝒔 𝒖 = − 𝒅𝒙
𝒅𝒙 √𝟏 − 𝒖𝟐

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MAT 171: Calculus 1 for Engineers
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c. Derivative of 𝐚𝐫𝐜 𝐭𝐚𝐧 𝒖

In determining the derivative of arctan 𝑢, a similar approach must be done

Let 𝑦 = arctan 𝑥
tan 𝑦 = 𝑥

Differentiate
𝑑𝑦
sec 2 𝑦 𝑑𝑥 = 1

𝑑𝑦 1
𝑑𝑥
= sec2 𝑦

Draw the right triangle

𝑥 𝑜𝑝𝑝
From 𝑡𝑎𝑛𝑦 = =
1 𝑎𝑑𝑗

1
Therefore 𝑐𝑜𝑠𝑦 =
√1+𝑥 2

1 2 1 1
cos2 𝑦 = ( 2
) → sec2 𝑦 = 1+𝑥2
√1+𝑥

𝑑𝑦 1
Thus, 𝑑𝑥
= sec2 𝑦

𝑑𝑦 1
𝑑𝑥
= 1+𝑥2

If u is any differentiable function of x we have,

𝒅𝒖
𝒅
𝐚𝐫𝐜𝐭𝐚𝐧 𝒖 = 𝒅𝒙 𝟐
𝒅𝒙 𝟏+𝒖

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #14
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Derivative of the Inverse Trigonometric Functions

Let u be a differentiable function of x
𝒅𝒖
𝒅 𝒅𝒙
1. 𝐚𝐫𝐜𝐬𝐢𝐧 𝒖 =
𝒅𝒙 √𝟏−𝒖𝟐
𝒅𝒖
𝒅 𝒅𝒙
2. 𝐚𝐫𝐜𝐜𝐨𝐬 𝒖 = −
𝒅𝒙 √𝟏+𝒖𝟐
𝒅𝒖
𝒅 𝒅𝒙
3. 𝐚𝐫𝐜𝐭𝐚𝐧 𝒖 =
𝒅𝒙 𝟏+𝒖𝟐
𝒅𝒖
𝒅 𝒅𝒙
4. 𝐚𝐫𝐜𝐜𝐨𝐭 𝒖 = − u>0
𝒅𝒙 𝟏+𝒖𝟐
𝒅𝒖
𝒅 𝒅𝒙
5. 𝐚𝐫𝐜𝐬𝐞𝐜 𝒖 = u>1
𝒅𝒙 |𝒖|√𝒖𝟐 −𝟏
𝒅𝒖
𝒅 𝒅𝒙
6. 𝐚𝐫𝐜𝐜𝐬𝐜 𝒖 = − u>1
𝒅𝒙 |𝒖|√𝒖𝟐 −𝟏

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #14
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Example: 1. Find the derivative of the given functions.

a) 𝒚 = 𝐚𝐫𝐜𝐬𝐢𝐧(𝟓𝒙)
𝑑𝑢
𝑑𝑢 𝑑 𝑑𝑥
Let u = 5x , =5 From 𝑑𝑥 arcsin 𝑢 =
𝑑𝑥 √1−𝑢2

𝑑𝑦 5
=
𝑑𝑥 √1−(5𝑥)2
𝑑𝑦 5
=
𝑑𝑥 √1−25𝑥 2

b) 𝒚 = 𝐚𝐫𝐜𝐜𝐨𝐬(𝟓𝒙)
𝑑𝑢
𝑑𝑦 5 𝑑𝑢 𝑑 𝑑𝑥
=− Let 𝑢 = 5𝑥 , =5 From arccos 𝑢 =−
𝑑𝑥 √1−(5𝑥)2 𝑑𝑥 𝑑𝑥 √1−𝑢2
5
=−
√1−25𝑥 2

c) 𝒚 = 𝐚𝐫𝐜𝐭𝐚𝐧(𝟓𝒙)
𝑑𝑢
𝑑𝑦 5 𝑑𝑢 𝑑 𝑑𝑥
𝑑𝑥
= 1+(5𝑥)2
Let 𝑢 = 5𝑥 , 𝑑𝑥
=5 From 𝑑𝑥
arctan 𝑢 = 1+𝑢2
5
= 1+25𝑥2

d) 𝒚 = 𝐚𝐫𝐜𝐜𝐨𝐭(𝟓𝒙)
𝑑𝑢
𝑑𝑦 5 𝑑𝑢 𝑑 𝑑𝑥
=− Let 𝑢 = 5𝑥 , =5 From arccot 𝑢 =−
𝑑𝑥 1+(5𝑥)2 𝑑𝑥 𝑑𝑥 1+ 𝑢2
5
= − 1+25𝑥2

e) 𝒚 = 𝐚𝐫𝐜𝐬𝐞𝐜(𝟓𝒙)
𝑑𝑢
𝑑𝑦 5 𝑑𝑢 𝑑 𝑑𝑥
= Let 𝑢 = 5𝑥 , =5 From 𝑑𝑥 arcsec 𝑢 =
𝑑𝑥 (5𝑥)√(5𝑥)2 −1 𝑑𝑥 |𝑢|√𝑢2 −1
1
=
𝑥√25𝑥 2 −1

f) 𝒚 = 𝐚𝐫𝐜𝐜𝐬𝐜(𝟓𝒙)
𝑑𝑢
𝑑𝑦 5 𝑑𝑢 𝑑 𝑑𝑥
=− Let 𝑢 = 5𝑥 , =5 From 𝑑𝑥 arccsc 𝑢 = −
𝑑𝑥 |5𝑥|√(5𝑥)2 −1 𝑑𝑥 |𝑢|√𝑢2 −1
1
=−
𝑥√25𝑥 2 −1

g) 𝒚 = 𝒂𝒓𝒄𝒔𝒊𝒏√𝒙
1
2√𝑥 𝑑𝑢 1
𝑦′= Let 𝑢 = √𝑥, =2
√1−𝑥 𝑑𝑥 √𝑥
1 1
= =
2√𝑥 √1−𝑥 2√𝑥−𝑥 2

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #14
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Example 2. Find the derivative of 𝒚 = 𝐚𝐫𝐜𝐬𝐢𝐧 𝒙 + 𝒙√𝟏 − 𝒙𝟐

Given: 𝑦 = arcsin 𝑥 + 𝑥√1 − 𝑥 2

𝑑𝑦 1 −2𝑥
= √1−𝑥 2 + 𝑥 ( ) + √1 − 𝑥 2 (1)
𝑑𝑥 2√1−𝑥 2

1 𝑥2
= √1−𝑥 2 − √1−𝑥 2 + √1 − 𝑥 2

1−𝑥 2 +1−𝑥 2
= √1−𝑥 2

2−2𝑥 2
= √1−𝑥 2

2(1−𝑥 2 )
= √1−𝑥 2

= 𝟐√𝟏 − 𝒙𝟐

𝒅𝒚
Example 3. If = 𝒂𝒓𝒄𝒕𝒂𝒏𝟒 (𝟑𝒙𝟓 ) , find 𝒅𝒙

Given: 𝑦 = 𝑎𝑟𝑐𝑡𝑎𝑛4 (3𝑥 5 ) apply: General Power rule, Chain rule

𝑑𝑦 𝑑 𝑑 𝑑𝑢
= 𝑑𝑥 arctan4(3𝑥 5 ) 𝑢𝑛 = 𝑛𝑢𝑛−1 𝑑𝑥
𝑑𝑥 𝑑𝑥

𝑑𝑢
𝑑𝑦 3 5 𝑑 5 𝑑 𝑑𝑥
= [(4 arctan (3𝑥 )] (arctan(3𝑥 ) 𝑎𝑟𝑐𝑡𝑎𝑛𝑢 =
𝑑𝑥 𝑑𝑥 𝑑𝑥 1+𝑢2

15𝑥 4 𝑑𝑢
= [4 arctan3 (3𝑥 5 )][1+(3𝑥 5 )2 ] Let 𝑢 = 3𝑥 5 , = 15𝑥 4
𝑑𝑥

𝟔𝟎𝒙𝟒 𝐚𝐫𝐜𝐭𝐚𝐧𝟑 (𝟑𝒙𝟓 )

= 𝟏+𝟗𝒙𝟏𝟎

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #14
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Example 4. If = (𝟏 + 𝒙𝟐 )𝒂𝒓𝒄𝒕𝒂𝒏𝒙 − 𝒙 , find y'

Given: 𝑦 = (1 + 𝑥 2 )𝑎𝑟𝑐𝑡𝑎𝑛𝑥 − 𝑥

𝑑𝑦 𝑑 𝑑 𝑑
= (1 + 𝑥 2 ) 𝑑𝑥 𝑎𝑟𝑐𝑡𝑎𝑛𝑥 + (𝑎𝑟𝑐𝑡𝑎𝑛𝑥) 𝑑𝑥 (1 + 𝑥 2 ) − 𝑑𝑥 (𝑥)
𝑑𝑥

1
= (1 + 𝑥 2 ) (1+𝑥 2 ) + (𝑎𝑟𝑐𝑡𝑎𝑛𝑥)(2𝑥) − 1

= 𝟐𝒙 𝒂𝒓𝒄𝒕𝒂𝒏𝒙

𝒙
Example 5. If = 𝟐𝒂𝒓𝒄𝒔𝒊𝒏√𝟐 , find y'

𝑥 𝑥 √𝑥 1
Given:𝑦 = 2𝑎𝑟𝑐𝑠𝑖𝑛√2 Let 𝑢 = √2 = = √𝑥
√2 √2

𝑑𝑢 1 1 1
= ∙2 = 2√2
𝑑𝑥 √2 √𝑥 √𝑥

1
2√2√𝑥
=2 2
√1−(√𝑥)
[ 2 ]
1
√2√𝑥
= 𝑥
√1−2

1
√2√𝑥
= √2−𝑥
√2

1 √2
= ∙
√2√𝑥 √2−𝑥
1
=
√2𝑥−𝑥 2
𝒅𝒚 𝟏
=
𝒅𝒙 √𝟐𝒙−𝒙𝟐

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #14
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Example 6. A statute 3m high is standing on a base of 4m high. If an observer’s eye is 1.5m

above the ground, how far should he stand from the base in order that the angle by the
statute is maximum?

Required: Distance from the base to the observer.

Let x be the distance from the base to the observer

Solution: 𝛳 = 𝐴 − 𝐵
5.5 5.5 2.5 2.5
From the figure: tan 𝐴 = 𝑥
, 𝐴 = arctan 𝑥
tan 𝐵 = 𝑥
, 𝐵 = arctan 𝑥

From 𝛳 =𝐴−𝐵
5.5 2.5
𝛳 = arctan 𝑥
− arctan 𝑥

Differentiate 𝛳 with respect to x.

− 5.5 2.5
𝑑𝛳 − 2 𝑑𝛳
𝑥2 𝑥
= 5.5 2
− 2.5 2
Set 𝑑𝑥
=0
𝑑𝑥 1+( ) 1+( )
𝑥 𝑥

−5.5 2.5
𝑥2 𝑥2
0= +
𝑥2 +(5.5)2 𝑥2 +(2.5)2
𝑥2 𝑥2

−5.5 2.5
0= + 2
𝑥 2 +30.25 𝑥 +6.25

5.5 2.5
𝑥 2 +30.25
= 𝑥 2 +6.25

5.5𝑥 2 + 34.375 = 2.5𝑥 2 + 75.625

(5.5 − 2.5)𝑥 2 = 75.625 − 34.375

41.25
𝑥2 = 3

𝒙 = 𝟑. 𝟕𝟎𝟖𝟎 the distance from the base to the observer

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #14
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Activity 3: Skill-building Activities (with answer key)

Find the derivative of the given functions.
1
1. 𝑦 = 𝑥√1 − 4𝑥 2 + 2 arcsin(2𝑥) 2. If = arcsin4 (3𝑥 5 )

Activity 4: What I Know Chart, part 2

Activity 5: Check for Understanding

𝑥 𝑥
1.Find the derivative of 𝑦 = − 𝑎𝑟𝑐𝑠𝑖𝑛
√4−𝑥 2 2

C. LESSON WRAP-UP

Activity 6: Thinking about Learning

A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think about your Learning

1. What motivated you to finish the lesson today?
_____________________________________________________________________________________
2. What could you have done better to improve your learning today?
_____________________________________________________________________________________
FAQs
1.What does inverse mean in trigonometry?
In mathematics, there is always a way to calculate the opposite of an operation, or an inverse.
For trigonometric functions, the opposite is inverse trigonometric functions. When two of the
three side lengths of a right triangle are known, the inverse trigonometric function is used to find
the measure of an angle.
2. What are the uses of inverse trigonometric functions?
The inverse trigonometric functions are used to determine the angle measure when at least two
sides of a right triangle are known. The particular function that should be used depends on what
two sides are known.

KEY TO CORRECTIONS
Activity 3: Activity 5.
𝑑𝑦 𝑑𝑦 60𝑥 4 arcsin4(3𝑥 5 ) 𝑑𝑦 𝑥2
1. = 2√1 − 4𝑥 2 2. = 1. = 3
𝑑𝑥 𝑑𝑥 √1−9𝑥 10 𝑑𝑥
(4−𝑥 2 )2

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MAT 171: Calculus 1 for Engineers
Student’s Activity Sheet #15
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Lesson Title: Derivative of Exponential and Materials: Ballpoint, Notebook, Calculator

Logarithmic Functions
Lesson Objectives: Textbook: Calculus by Ron Larson , 11th Ed
At the end of the lesson, you should be able to: References:
1. Define and State the Properties of 1.The Calculus 7 by Louis Leithold
Exponential and Logarithmic Functions 2. Calculus 7th Edition by James Stewart
2. Find the Derivative of Exponential and 3. Differential and Integral Calculus
Logarithmic Functions by Clyde E. Love and Earl Rainville

“Your attitude determines your direction.

Set a goal, work hard and never give up.”
A. LESSON PREVIEW/REVIEW

Introduction

GOOD DAY! The following topics shall be accomplished in

this module:
1. Properties of Exponential and Logarithmic Functions
2. Derivative of Exponential and Logarithmic Functions

Activity 1: What I Know Chart, part 1

What I Know Questions: What I Learned (Activity 4)

1. Can you define and state the
properties of exponential and
logarithmic functions?

2. Do you know how to find the

derivative of exponential and
logarithmic functions?

B.MAIN LESSON

Activity 2: Content Notes

Exponential and Logarithmic Functions

The function defined by the equation 𝑦 = log 𝑏 𝑥 where 𝑏 > 0 and 𝑏 ≠ 1 is called a logarithmic
function. We recall that 𝑦 = log 𝑏 𝑥 and 𝑥 = 𝑏 𝑦 are equivalent equations since they define the
same functions.

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MAT 171: Calculus 1 for Engineers
Student’s Activity Sheet #15
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

The function 𝑦 = 𝑎 𝑥 , 𝑎 > 0 is called an exponential function. The graph of the exponential as shown
in Figure 1 has the following properties: is one –valued function, continuous, y-intercept is equal to 1,
no negative value for any x, and having the asymptote as x-axis.

Logarithm to the base 10 are called common logarithm.

𝐲 = 𝐥𝐨𝐠 𝟏𝟎 𝒙
𝒚 = 𝐥𝐨𝐠 𝒙
If b = e, then from y = log10 𝑥 becomes 𝑦 = log 𝑒 𝑥 is written as 𝑦 =
ln 𝑥 where the symbol “𝑙𝑛” is customarily used in place of “𝑙𝑜𝑔𝑒 ”
logarithmic to the base 𝑒 are called Natural Napierian Logarithm.

The equation 𝑦 = ln 𝑥 and 𝑥 = 𝑒 𝑦 are also equivalent equations.

Note: 𝒚 = 𝐥𝐨𝐠 𝒆 𝒙 = 𝐥𝐧 𝒙
FIGURE 1
The modulus M of these functions is given by
𝟏
𝐥𝐨𝐠 𝟏𝟎 𝒆 = 𝑴 = 𝟎. 𝟒𝟑𝟒𝟐𝟗 And 𝐥𝐨𝐠 𝒆 𝟏𝟎 = 𝟐. 𝟑𝟎𝟐𝟓𝟗 = 𝑴
1
From property of logarithm log 𝑎 𝑏 = log
𝑏𝑎
𝟏
Thus, 𝐥𝐨𝐠 𝟏𝟎 𝒆 = 𝐥𝐨𝐠
𝒆 𝟏𝟎

Let 𝑙𝑛𝑥 = log 𝑒 𝑥.Then 𝑙𝑛𝑥 is called natural logarithm of x, see Figure 2.

The domain of log 𝑎 𝑥 is 𝑥 > 0 and the range is the set of real numbers.

For exponential and logarithmic, we will have similar inverse

relationships such as, for general case:

𝒍𝒐𝒈𝒂 (𝒂𝒙 ) = x And 𝒂𝒍𝒐𝒈𝒂 𝒙 = x

FIGURE 2
For the special case
ln (𝒆𝒙 ) = x, 𝒆𝐥𝐧 𝒙 = x

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MAT 171: Calculus 1 for Engineers
Student’s Activity Sheet #15
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

In your study of algebra and trigonometry, you learned the laws of exponents, radicals and logarithms.
Some of these laws serve as useful aids in this lesson and we list down here for easy reference.

Laws of Exponents:
E1 𝑎𝑚 𝑎𝑛 = 𝑎𝑚+𝑛
𝑎𝑚
E2 𝑎𝑛
= 𝑎𝑚−𝑛 if 𝑚 > 𝑛

E3 (𝑎𝑚 )𝑛 = 𝑎𝑚𝑛
E4 (𝑎𝑏)𝑛 = 𝑎𝑛 𝑏 𝑛
𝑎 𝑛 𝑎𝑛
E5 (𝑏 ) = 𝑏𝑛 𝑏≠0

Laws of Radicals
𝑛
R1 √𝑎𝑛 = 𝑎
𝑚 𝑚
𝑛 𝑛
R2 √𝑎𝑚 = ( √𝑎) = 𝑎𝑛
𝑛 𝑛 𝑛
R3 √𝑎 √𝑏 = √𝑎𝑏
𝑛
𝑛 𝑎 √𝑎
R4 √𝑏 = 𝑛
√𝑏

𝑚 𝑛 𝑚𝑛
R5 √ √𝑎 = √𝑎

Laws of Logarithms
L1 log 𝑏 𝑀𝑁 = log 𝑏 𝑀 + log 𝑏 𝑁
𝑀
L2 log 𝑏 𝑁 = log 𝑏 𝑀 − log 𝑏 𝑁

L3 log 𝑏 𝑁 𝑃 = 𝑃 log 𝑏 𝑁
L4 log 𝑏 𝑏 = 1
L5 𝑏 log𝑏 𝑁 = 𝑁

Derivative of Logarithm
𝑑𝑢
𝑑
1. log 𝑎 𝑢 = 𝑑𝑥 log 𝑎 𝑒 I𝑓 𝑎 = 10
𝑑𝑥 𝑢

𝑑𝑢
𝑑
2. 𝑑𝑥
log10 𝑢 = 𝑑𝑥
𝑢
∙ log10 𝑒 But 𝑀 = log10 𝑒 = 0.43429
𝑑𝑢
𝑑 𝑑𝑥
𝑑𝑥
log10 𝑢 = 𝑀 𝑢
𝑑𝑢
𝑑
3. 𝑑𝑥
ln 𝑢 = 𝑑𝑥
𝑢

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MAT 171: Calculus 1 for Engineers
Student’s Activity Sheet #15
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Example 1. Differentiate
𝑑𝑢
𝑑 𝑑𝑥
1a) 𝒚 = 𝐥𝐨𝐠 𝟏𝟎 (𝟓𝒙 − 𝟕) From log10 𝑢 = 𝑀
𝑑𝑥 𝑢

Let u = (5x – 7)
𝑑𝑢
𝑑𝑥
=5
𝑑𝑦 5
𝑑𝑥
= (5𝑥−7) (𝑀) But 𝑀 = log10 𝑒 = 0.43429
𝒅𝒚 𝟓𝑴
=
𝒅𝒙 𝟓𝒙−𝟕
𝑑𝑢
𝟐 𝑑 𝑑𝑥
1b) 𝒚 = 𝐥𝐧(𝒙 + 𝟒) From ln 𝑢 =
𝑑𝑥 𝑢
2
Let u = (𝑥 + 4)
𝑑𝑢
𝑑𝑥
= 2x
𝒅𝒚 𝟐𝒙
𝒅𝒙
= (𝒙𝟐+𝟒)

𝟐𝒙−𝟓
Example 2. Differentiate 𝒚 = 𝐥𝐧(𝟑−𝟒𝒙)
𝑑𝑢
2𝑥−5 𝑑 𝑑𝑥
2a) Given: 𝑦 = ln( ) 𝑙𝑛𝑢 =
3−4𝑥 𝑑𝑥 𝑢
25−𝑥 𝑑𝑢
Let 𝑢 = 3−4𝑥
, Solve for 𝑑𝑥 , by quotient rule
𝑑𝑢 (3−4𝑥)(2)−(2𝑥−5)(−4)
= (3−4𝑥)2
𝑑𝑥
𝑑𝑢 6−8𝑥+8𝑥−20
𝑑𝑥
= (3−4𝑥)2
𝑑𝑢
𝑑𝑢 −14 𝑑 𝑑𝑥
𝑑𝑥
= (3−4𝑥)2 Apply the formula 𝑑𝑥 𝑙𝑛𝑢 = 𝑢
−14
𝑑𝑦 (3−4𝑥)2
Thus: 𝑑𝑥
= 2𝑥−5
3−4𝑥

𝑑𝑦 −14 (3−4𝑥)
𝑑𝑥
= (3−4𝑥)2 ∙ 2𝑥−5
𝒅𝒚 −𝟏𝟒
Therefore: 𝒅𝒙
= (𝟑−𝟒𝒙)(𝟐𝒙−𝟓)

2𝑥−5
You can solve the derivative of 𝑦 = ln(3−4𝑥) using the properties of logarithm,
𝑢
log 𝑣 = log 𝑢 − log 𝑣

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MAT 171: Calculus 1 for Engineers
Student’s Activity Sheet #15
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________
2𝑥−5
2b) Given: 𝑦 = ln(3−4𝑥)

𝑦 = ln(2𝑥 − 5) − ln(3 − 4𝑥)

𝑑𝑢
𝑑𝑦 2 4 𝑑 𝑑𝑥
𝑑𝑥
= (2𝑥−5)
+ (3−4𝑥) From 𝑑𝑥
ln 𝑢 = 𝑢
6−8𝑥+8𝑥−20
= Simplify
(2𝑥−5)(3−4𝑥)
𝒅𝒚 −𝟏𝟒
𝒅𝒙
= (𝟐𝒙−𝟓)(𝟑−𝟒𝒙)
The same answer in problem 2a
𝒅𝒚
Example 3a) Find 𝒅𝒙 , if 𝒚 = 𝐥𝐧(𝟓𝒙 − 𝟕)𝟒 (𝟐𝒙 + 𝟑)𝟑
𝑑𝑢
𝑑
Given: 𝑦 = ln(5𝑥 − 7)4 (2𝑥 + 3)3 From 𝑙𝑛𝑢 = 𝑑𝑥
𝑑𝑥 𝑢
4 (2𝑥 3
Let 𝑢 = (5𝑥 − 7) + 3) Differentiate by product rule
𝑑𝑢
= (5𝑥 − 7)4 3(2𝑥 + 3)2 (2) + (2𝑥 + 3)3 4(5𝑥 − 7)3 (5)
𝑑𝑥

= 6(5𝑥 − 7)4 (2𝑥 + 3)2 + 20(2𝑥 + 3)3 (5𝑥 − 7)3

= 2(5𝑥 − 7)3 (2𝑥 + 3)2 [3(5𝑥 − 7) + 10(2𝑥 + 3)]
= 2(5𝑥 − 7)3 (2𝑥 + 3)2 (15𝑥 − 21 + 20𝑥 + 30) Simplify
𝑑𝑢
= 2(5𝑥 − 7)3 (2𝑥 + 3)2 (35𝑥 + 9)
𝑑𝑥
𝑑𝑢
𝑑𝑦 2(5𝑥−7)3 (2𝑥+3)2 (35𝑥+9) 𝑑 𝑑𝑥
𝑑𝑥
= (5𝑥−7)4 (2𝑥+3)3
From 𝑑𝑥
𝑙𝑛𝑢 = 𝑢
𝒅𝒚 𝟐(𝟑𝟓𝒙+𝟗)
Thus, 𝒅𝒙
= (𝟓𝒙−𝟕)(𝟐𝒙+𝟑)
𝒅𝒚
Example 3b) Another solution in solving 𝒅𝒙 of y = 𝐥𝐧(𝟓𝒙 − 𝟕)𝟒 (𝟐𝒙 + 𝟑)𝟑
Apply the property of logarithm: ln(𝑢𝑣) = ln 𝑢 + ln 𝑣
Given 𝑦 = ln(5𝑥 − 7)4 (2𝑥 + 3)3 Write the original function
𝑦 = ln(5𝑥 − 7)4 +(2𝑥 + 3)3 Rewrite, apply properties of logarithm
𝑦 = 4 ln(5𝑥 − 7) + 3 ln(2𝑥 + 3)
𝑑𝑢
𝑑𝑦 4(5) 6 𝑑
𝑑𝑥
= 5𝑥−7 + 2𝑥+3 From 𝑑𝑥 ln 𝑢 = 𝑑𝑥
𝑢
”

𝑑𝑦 20 6
𝑑𝑥
= 5𝑥−7
+ 2𝑥+3 Simplify

𝑑𝑦 40𝑥+60+30𝑥−42
𝑑𝑥
= (5𝑥−7)(2𝑥+3)

𝒅𝒚 𝟐(𝟑𝟓𝒙+𝟗)
Therefore: 𝒅𝒙
= (𝟓𝒙−𝟕)(𝟐𝒙+𝟑)

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MAT 171: Calculus 1 for Engineers
Student’s Activity Sheet #15
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

In example 2 and 3, be sure to see the benefit of applying logarithmic properties before differentiating.
It is convenient to use logarithms as aids in differentiating non-logarithmic functions. This process is
called logarithmic differentiation

In general, use logarithmic differentiation when

differentiating:
1) a function involving many factors, or
2) a function having both a variable base
and a variable exponent.

Example 4. Find the derivative of 𝒚 = 𝒙𝒙

Given 𝑦 = 𝑥 𝑥
ln 𝑦 = ln 𝑥 𝑥 Take the natural logarithm of both sides
ln 𝑦 = 𝑥𝑙𝑛𝑥 Apply logarithmic property
𝑦′ 1
= 𝑥 ( ) + ln 𝑥 Differentiate implicitly with respect to x
𝑦 𝑥
𝑦′
= 1 + ln 𝑥 Multiply both sides by y.
𝑦

𝒚′ = 𝒙(𝟏 + 𝐥𝐧 𝒙) solve for 𝒚′

Be sure to see that there is now simple differentiation rule for calculating the derivative of 𝒚 = 𝒙𝒙 . In
general when you use 𝑦 = 𝑢(𝑥)𝑣(𝑥) , we need to use logarithmic differentiation.

Derivative of Exponential Functions

Consider the exponential function 𝒚 = 𝒂𝒙

ln 𝑦 = ln 𝑎 𝑥 Take the natural logarithm of both sides
ln 𝑦 = xln 𝑎 Apply logarithmic property
𝑑𝑦
𝑑𝑥
𝑦
= ln 𝑎 Differentiate implicitly with respect to x
𝑑𝑦
= (ln 𝑎)(𝑦) From the given 𝑦 = 𝑎 𝑥
𝑑𝑥

𝑑𝑦
𝑑𝑥
= 𝑎𝑥 ln 𝑎
𝒅 𝒅𝒖
If 𝑢 = 𝑓(𝑥), then by chain rule 𝒂𝒖 = 𝒂𝒖 𝐥𝐧 𝒂
𝒅𝒙 𝒅𝒙

𝒅 𝒅𝒖
If = 𝑒 , then the formula is
𝑑 𝑢
𝑑𝑥
𝑒
𝑑𝑢
= 𝑒 𝑢 ln 𝑒 𝑑𝑥 ; but ln 𝑒 = 1 𝒆𝒖 = 𝒆𝒖
𝒅𝒙 𝒅𝒙

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MAT 171: Calculus 1 for Engineers
Student’s Activity Sheet #15
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Example 1. Find the derivative of the given functions

1a ) 𝒚 = 𝟓𝟐𝒙
𝑑 𝑑𝑢
Let 𝑎 = 5 𝑢 = 2𝑥 From 𝑑𝑥 𝑎𝑢 = 𝑎𝑢 ln 𝑎 𝑑𝑥
𝑑𝑢
𝑑𝑥
=2
𝑑𝑦
𝑑𝑥
= 52𝑥 (ln 5)(2)

= (2 ln 5)52𝑥
= (𝐥𝐧 𝟓𝟐 )(𝟓𝟐𝒙 )

1b) 𝒚 = 𝒆𝟓𝒙
𝑑 𝑑𝑢
Let 𝑢 = 5𝑥 From 𝑑𝑥 𝑒 𝑢 = 𝑒 𝑢 𝑑𝑥
𝑑𝑢
𝑑𝑥
=5
𝑑𝑦
= (𝑒 5𝑥 )(5)
𝑑𝑥

= 𝟓𝒆𝟓𝒙

1c) 𝒚 = 𝒆𝒔𝒊𝒏𝒙
𝑑𝑢 𝑑 𝑑𝑢
Let 𝑢 = 𝑠𝑖𝑛𝑥 , 𝑑𝑥
= 𝑐𝑜𝑠𝑥 From 𝑑𝑥 𝑒 𝑢 = 𝑒 𝑢 𝑑𝑥
𝑑𝑦
= (𝑒 𝑠𝑖𝑛𝑥 )(𝑐𝑜𝑠𝑥)
𝑑𝑥
𝒅𝒚
𝒅𝒙
= (𝐜𝐨𝐬 𝒙)(𝒆𝒔𝒊𝒏𝒙 )

𝒅𝒚
Example 2. If 𝒚 = 𝐜𝐨𝐬 𝟒 𝒆−𝟒𝒙 ,find
𝒅𝒙
𝑑 𝑑𝑢
Given: 𝑦 = cos 4 𝑒 −4𝑥 By chain rule and recall 𝑑𝑥 cos u = (- sin u) 𝑑𝑥
𝑑𝑦 𝑑
𝑑𝑥
= [4 cos4−1 (𝑒 −4𝑥 )] 𝑑𝑥 cos(𝑒 −4𝑥 )

= 4[cos3(𝑒 −4𝑥 )][− sin(𝑒 −4𝑥 )][(𝑒 −4𝑥 )(−4)]

= [4 cos3 (𝑒 −4𝑥 )][− sin(𝑒 −4𝑥 )][(𝑒 −4𝑥 )(−4)]
= 16[cos3 (𝑒 −4𝑥 )[sin(𝑒 −4𝑥 )](𝑒 −4𝑥 ) Simplify
𝒅𝒚
𝒅𝒙
= 𝟏𝟔𝒆−𝟒𝒙 [𝐜𝐨𝐬𝟑 (𝒆−𝟒𝒙 )][𝐬𝐢𝐧(𝒆−𝟒𝒙 )]

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MAT 171: Calculus 1 for Engineers
Student’s Activity Sheet #15
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________
𝒅𝒚 −𝟐
Example 3.1 Find 𝒅𝒙 , if 𝒚 = 𝒙𝟐 + 𝒙𝟒 𝒆𝐥𝐧 𝒙

−2
Given: 𝑦 = 𝑥 2 + 𝑥 4 𝑒 ln 𝑥 Apply chain rule and product rule
𝑑𝑦 𝑑 2 𝑑 ln 𝑥 −2 ln 𝑥 −2 𝑑 𝑑 𝑢 𝑑𝑢
= 𝑥 + [𝑥 4 𝑒 +𝑒 (𝑥 4 )] From 𝑒 = 𝑒𝑢
𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥
𝑑𝑦 −2 −2𝑥 −3 −2
= 2𝑥 + 𝑥 4 (𝑒 ln 𝑥 ) ( )+ (𝑒 ln 𝑥 )(4𝑥 3 )
𝑑𝑥 𝑥 −2
−2 −2 −2
= 2𝑥 + 𝑥 4 (𝑒 ln 𝑥 ) ( 𝑥 ) + 4𝑥 3 𝑒 ln 𝑥
−2 −2
= 2𝑥 − 2𝑥 3 𝑒 ln 𝑥 + 4𝑥 3 𝑒 ln 𝑥
−2 −2 −2
= 2𝑥 + 2𝑥 3 𝑒 ln 𝑥 But 𝑒 ln 𝑥 = 𝑒 log𝑒 𝑥 = 𝑥 −2
= 2𝑥 + 2𝑥 3 (𝑥 −2 )
= 2𝑥 + 2𝑥
𝒅𝒚
𝒅𝒙
= 𝟒𝒙

𝒅𝒚 −𝟐
Example 3.2 Find 𝒅𝒙, if 𝒚 = 𝒙𝟐 + 𝒙𝟒 𝒆𝒍𝒏𝒙

−2 −2
Given: 𝑦 = 𝑥 2 + 𝑥 4 𝑒 𝑙𝑛𝑥 But 𝑒 𝑙𝑛𝑥 = 𝑥 −2
𝑦 = 𝑥 2 + 𝑥 4 𝑥 −2
𝑦 = 𝑥2 + 𝑥2
𝑦 = 2𝑥 2
𝒅𝒚
𝒅𝒙
= 𝟒𝒙

𝒆𝒙
Example 4. Find the first derivative of the function 𝒚 = 𝒙𝟐+𝟏

𝑒𝑥
Given: 𝑦 = 𝑥 2 +1 Write the given and apply quotient rule
𝑑𝑢 𝑑𝑣
𝑑𝑦 (𝑥 2 +1)𝒅(𝑒 𝑥 )−𝑒 𝑥 𝒅(𝑥 2 +1) 𝑑 𝑢 𝑣
𝑑𝑥
−𝑢
𝑑𝑥
𝑑𝑥
= (𝑥 2 +1)2 𝑑𝑥 𝑣
= 𝑣2

𝑑𝑦 (𝑥 2 +1)(𝑒 𝑥 )−𝑒 𝑥 (2𝑥)

= (𝑥 2 +1)2
𝑑𝑥

𝒅𝒚 𝒆𝒙 𝒙𝟐 +𝒆𝒙 −𝟐𝒆𝒙 𝒙
𝒅𝒙
= (𝒙𝟐 +𝟏)𝟐

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Student’s Activity Sheet #15
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________
𝒅𝒚 𝒆𝒙 −𝒆−𝒙
Example 5. Find 𝒅𝒙, if 𝒚 = 𝒆𝒙 +𝒆−𝒙

𝑒 𝑥 −𝑒 −𝑥
Given: 𝑦 = 𝑒 𝑥 +𝑒 −𝑥
𝑑𝑦 (𝑒 𝑥 +𝑒 −𝑥 )𝒅(𝑒 𝑥 −𝑒 −𝑥 )−(𝑒 𝑥 −𝑒 −𝑥 )𝒅(𝑒 𝑥 +𝑒 −𝑥 )
= (𝑒 𝑥 +𝑒 −𝑥 )2
Apply quotient rule, chain rule
𝑑𝑥
𝑑𝑦 (𝑒 𝑥 +𝑒 −𝑥 )(𝑒 𝑥 +𝑒 −𝑥 )−(𝑒 𝑥 −𝑒 −𝑥 )(𝑒 𝑥 −𝑒 −𝑥 )
𝑑𝑥
= (𝑒 𝑥 +𝑒 −𝑥 )2

𝑒 2𝑥 +2+𝑒 −2𝑥 −(𝑒 2𝑥 −2+𝑒 −2𝑥 )

= (𝑒 𝑥 +𝑒 −𝑥 )2

𝑒 2𝑥 +2+𝑒 −2𝑥 −𝑒 2𝑥 +2−𝑒 −2𝑥 )

= (𝑒 𝑥 +𝑒 −𝑥 )2
𝒅𝒚 𝟒
𝒅𝒙
= (𝒆𝒙 +𝒆−𝒙 )𝟐 FIND THE FIRST DERIVATIVE!

Activity 3: Skill-building Activities (with answer key)

Find the first derivative

1. 𝑦 = ln √4 − 𝑥 2
𝑦
2. ln(𝑥 2 + 𝑦 2 ) + 4𝑎𝑟𝑐𝑡𝑎𝑛 𝑥 = 5

𝑑𝑦 𝑥+4
3. Find 𝑑𝑥 , if 𝑦 = ln √𝑥−4

Activity 4: What I Know Chart, part 2

Activity 5: Check for Understanding

Find the derivative of y with respect to x of the following. Use any method.
3
1. 𝑦 = ln √4𝑥 2 + 7𝑥
2. 𝑦 = sec 2(𝑒 −4𝑥 )

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MAT 171: Calculus 1 for Engineers
Student’s Activity Sheet #15
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

C. LESSON WRAP-UP

Activity 6: Thinking about Learning

A. Work Tracker
You are done with You are done with this session! Let’s track your progress. Shade the
session number you just completed.

1. What motivated you to finish the lesson today?

_____________________________________________________________________________________
_____________________________________________________________________________________
2. What could you have done better to improve your learning today?
_____________________________________________________________________________________
_____________________________________________________________________________________

FAQs

1.What are the uses of exponential functions in real life?

Exponential functions are often used to represent real-world applications, such as bacterial
growth/decay, population growth/decline, and compound interest.

2. What is the importance of logarithms?

Logarithms have a few specific properties that are quite useful in their own right: Logarithms are
a convenient way to express large numbers. The base-10 logarithm of a number is roughly the
number of digits in that number.

KEY TO CORRECTIONS

Activity 3 Activity 5.
1 𝑑𝑦 1 (8𝑥+7)
1. 𝑦′ = − (4−𝑥2 ) 1. = 3 (4𝑥2 +7𝑥)
𝑑𝑥
2𝑦−𝑥 𝑑𝑦
2. 𝑦′ = 𝑦+2𝑥 2. 𝑑𝑥
= −8(𝑒 −4𝑥 )(sec 2 𝑒 −4𝑥 ) tan 𝑒 −4𝑥
𝑑𝑦 −4
3. 𝑑𝑥
= (𝑥 2 −16)

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #16
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Lesson Title: The Hyperbolic Functions Materials: Ballpoint, notebook, scientific

calculator
Lesson Objectives: Textbook: Calculus by Ron Larson, 11th Ed.
At the end of the lesson, you should be able to: References:
1. Define hyperbolic functions and illustrate their 1. The Calculus 7 by Louis Leithold
properties 2. Differential and Integral Calculus
1. 2. Enumerate the hyperbolic differentiation by Clyde E. Love and Earl Rainville
formulas and differentiate hyperbolic functions. 3.Calculus 7th Edition by James Stewart

Start your day with positive attitude and plan to

make the best . of it. Smile to the world and the
world will smile back.

A. LESSON PREVIEW/REVIEW

Introduction

GOOD DAY!
The following topics shall be accomplished in this module:
1. Hyperbolic functions and their properties
2. Hyperbolic Differentiation Formulas
3. Differentiating Hyperbolic Functions

Activity 1: What I Know Chart, part 1

What I Know Questions: What I Learned (Activity 4)

1. Will you define hyperbolic

function and illustrate their
properties?

2. Can you enumerate the

Hyperbolic Differentiation
Formulas?

3. How do you differentiate

hyperbolic functions?

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MAT 171: Calculus 1 for Engineers
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Section: ____________ Schedule: _______________________________ Date: _______________

B.MAIN LESSON

Activity 2: Content Notes

Hyperbolic functions
The exponential functions 𝑒 𝑥 and 𝑒 −𝑥 occur frequently in applied mathematics, science and
engineering. Mathematicians try to form the combinations of them and give special names
called the “hyperbolic functions”

We define the hyperbolic functions as follows.

𝒆𝒙 − 𝒆−𝒙
1. 𝐬𝐢𝐧𝐡 𝒙 = 𝟐
𝒆𝒙 +𝒆−𝒙
2. 𝐜𝐨𝐬𝐡 𝒙 =
𝟐
𝐬𝐢𝐧𝐡 𝒙 𝒆𝒙 −𝒆−𝒙
3. 𝐭𝐚𝐧𝐡 𝒙 = =
𝐜𝐨𝐬𝐡 𝒙 𝒆𝒙 +𝒆−𝒙
𝐜𝐨𝐬𝐡 𝒙
4. 𝐜𝐨𝐭𝐡 𝒙 =
𝐬𝐢𝐧𝐡 𝒙
𝟏
5. 𝐬𝐞𝐜𝐡 𝒙 =
𝐜𝐨𝐬𝐡 𝒙
𝟏
6. 𝐜𝐬𝐜𝐡 𝒙 =
𝐬𝐢𝐧𝐡 𝒙

The notation 𝑠𝑖𝑛ℎ 𝑥 read “hyperbolic sine of x”, cosh 𝑥 as “the hyperbolic cosine of x”. The
others are read in the same manner. The hyperbolic cotangent, hyperbolic secant and
hyperbolic cosecant are defined as the reciprocals of the hyperbolic tangent, hyperbolic cosine
and hyperbolic sine, respectively.

Hyperbolic Identities
𝐜𝐨𝐬𝐡𝟐 𝒙 − 𝐬𝐢𝐧𝐡𝟐 𝒙 = 𝟏
𝐭𝐚𝐧𝐡𝟐 𝒙 + 𝐬𝐞𝐜𝐡𝟐 𝒙 = 𝟏
𝐜𝐨𝐭𝐡𝟐 𝒙 − 𝐜𝐬𝐜𝐡𝟐 𝒙 = 𝟏
𝒔𝒊𝒏𝒉 𝟐𝒙 = 𝟐 𝐬𝐢𝐧𝐡 𝒙 𝐜𝐨𝐬𝐡 𝒙
𝐜𝐨𝐬𝐡 𝟐𝒙 = 𝐜𝐨𝐬𝐡𝟐 𝒙 + 𝐬𝐢𝐧𝐡𝟐 𝒙
= 𝟏 + 𝟐 𝐬𝐢𝐧𝐡𝟐 𝒙
= 𝟐 𝐜𝐨𝐬𝐡𝟐 𝒙 − 𝟏

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #16
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Derivative Formulas of Hyperbolic Functions

Let u be a differentiable functions of x.

𝒅 𝒅𝒖
H1. (𝐬𝐢𝐧𝐡 𝒖) = 𝐜𝐨𝐬𝐡 𝒖
𝒅𝒙 𝒅𝒙
𝒅 𝒅𝒖
H2. (𝐜𝐨𝐬𝐡 𝒖) = 𝐬𝐢𝐧𝐡 𝒖
𝒅𝒙 𝒅𝒙
𝒅 𝒅𝒖
H3. (𝐭𝐚𝐧𝐡 𝒖) = 𝐬𝐞𝐜𝐡𝟐 𝒖
𝒅𝒙 𝒅𝒙
𝒅 𝒅𝒖
H4. (𝐜𝐨𝐭𝐡 𝒖) = − 𝐜𝐬𝐜𝐡𝟐 𝒖
𝒅𝒙 𝒅𝒙
𝒅 𝒅𝒖
H5. (𝐬𝐞𝐜𝐡 𝒖) = − 𝐬𝐞𝐜𝐡 𝒖 𝐭𝐚𝐧𝐡 𝒖
𝒅𝒙 𝒅𝒙
𝒅 𝒅𝒖
H6. (𝐜𝐬𝐜𝐡 𝒖) = − 𝐜𝐬𝐜𝐡 𝒖 𝐜𝐨𝐭𝐡 𝒖
𝒅𝒙 𝒅𝒙

Example1. Find the derivative of the given function.

1.1 𝒚 = 𝐬𝐢𝐧𝐡(𝟓𝒙 + 𝟏)
𝑑 𝑑𝑢
From (sinh 𝑢) = cosh 𝑢
𝑑𝑥 𝑑𝑥

𝑑𝑦
𝑑𝑥
= [cosh(5𝑥 + 1)](5)
𝒅𝒚
𝒅𝒙
= 5 cosh (5x +1)

1.2 𝒚 = 𝐜𝐨𝐬𝐡(𝟓𝒙 + 𝟏)
𝑑 𝑑𝑢
From 𝑑𝑥 (cosh 𝑢) = sinh 𝑢 𝑑𝑥

𝑑𝑦
= [sinh(5𝑥 + 1)](5)
𝑑𝑥
𝒅𝒚
𝒅𝒙
= 𝟓 𝐬𝐢𝐧𝐡(𝟓𝒙 + 𝟏)

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #16
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

1.3 𝒚 = 𝐭𝐚𝐧𝐡(𝟓𝒙 + 𝟏)

𝑑 𝑑𝑢
From 𝑑𝑥
(tanh 𝑢) = sech2 𝑢 𝑑𝑥

𝑑𝑦
𝑑𝑥
= [sech2(5𝑥 + 1)](5)

𝒅𝒚
= 𝟓 𝐬𝐞𝐜𝐡𝟐 (𝟓𝒙 + 𝟏)
𝒅𝒙

1.4 𝒚 = 𝐜𝐨𝐭𝐡(𝟓𝒙 + 𝟏)

𝑑 𝑑𝑢
From 𝑑𝑥
(coth 𝑢) = − csch2 𝑢 𝑑𝑥

𝑑𝑦
𝑑𝑥
= −[csch2(5𝑥 + 1)](5)

𝒅𝒚
𝒅𝒙
= −𝟓[𝐜𝐬𝐜𝐡𝟐 (𝟓𝒙 + 𝟏)]

1.5 𝒚 = 𝐬𝐞𝐜𝐡(𝟓𝒙 + 𝟏)

𝑑 𝑑𝑢
From 𝑑𝑥
(sech 𝑢) = − sech 𝑢 tanh 𝑢 𝑑𝑥

𝑑𝑦
= −[sech(5𝑥 + 1) tanh(5𝑥 + 1)](5)
𝑑𝑥

𝒅𝒚
𝒅𝒙
= −𝟓 𝐬𝐞𝐜𝐡(𝟓𝒙 + 𝟏) 𝐭𝐚𝐧𝐡(𝟓𝒙 + 𝟏)

1.5 𝒚 = 𝐜𝐬𝐜𝐡(𝟓𝒙 + 𝟏)

𝑑 𝑑𝑢
From 𝑑𝑥
(csch 𝑢) = − csch 𝑢 coth 𝑢 𝑑𝑥

𝑑𝑦
= −[csch(5𝑥 + 1) coth(5𝑥 + 1)](5)
𝑑𝑥

𝒅𝒚
𝒅𝒙
= −𝟓 𝐜𝐬𝐜𝐡(𝟓𝒙 + 𝟏)𝐜𝐨𝐭𝐡(𝟓𝒙 + 𝟏)

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #16
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________
𝒅𝒚
Example 2. Find 𝒅𝒙, If 𝒚 = 𝟑 𝐜𝐨𝐬𝐡𝟐 𝟒𝒙

Given: 𝑦 = 3 cosh2 4𝑥 Chain rule

𝑑𝑦 𝑑 𝑑𝑢
𝑑𝑥
= 6(cosh 4𝑥)(sinh 4𝑥)(4) 𝑑𝑥
cosh 𝑢 = sinh 𝑢 𝑑𝑥

𝑑𝑦
𝑑𝑥
= 24 cosh 4𝑥𝑠𝑖𝑛ℎ 4𝑥

𝑑𝑦
= 12(2 cosh 4𝑥 sinh 4𝑥)
𝑑𝑥

𝒅𝒚
= 𝟏𝟐(𝐬𝐢𝐧𝐡 𝟖𝒙)
𝒅𝒙

Example 3. Find the derivative of the function 𝒚 = 𝐬𝐢𝐧𝐡𝟓 𝒙 𝐜𝐨𝐬𝐡𝟓 𝒙

Given: 𝑦 = sinh5 𝑥 cosh5 𝑥 From the identities sinh 2x = 2 sinh x cosh x

sinh 2𝑥 5 sinh 2𝑥
𝑦=( 2
) 2
= sinh 𝑥 cosh 𝑥

1
𝑦= sinh5 2𝑥
32

𝑑𝑦 5
𝑑𝑥
= 32 (sinh4 2𝑥)(cosh 2𝑥)(2)

𝒅𝒚 𝟓
𝒅𝒙
= 𝟏𝟔 𝐬𝐢𝐧𝐡𝟒 𝟐𝒙 𝐜𝐨𝐬𝐡 𝟐𝒙

𝒅𝒚
Example 4. Find and simplify, if 𝒚 = 𝐚𝐫𝐜𝐬𝐢𝐧(𝐭𝐚𝐧𝐡 𝟒𝒙)
𝒅𝒙
𝑑𝑢
𝑑 𝑑𝑥
Given: 𝑦 = arcsin(tanh 4𝑥) Recall 𝑎𝑟𝑐𝑠𝑖𝑛𝑢 =
𝑑𝑥 √1−𝑢2

𝑑𝑢
Let 𝑢 = tanh 4𝑥 , 𝑑𝑥
= (sech2 4𝑥)(4) = 4 sech2 4𝑥

𝑑𝑦 4 sech2 4𝑥
= From identity tanh2 𝑥 + sech2 𝑥 = 1
𝑑𝑥 √1−tanh2 4𝑥

𝑑𝑦 4 sech2 4𝑥
= sech2 𝑥 = 1 − tanh2 𝑥
𝑑𝑥 √sech2 𝑥

4 sech2 4𝑥
= sech 4𝑥

= 𝟒 𝐬𝐞𝐜𝐡 𝟒𝒙

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #16
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Activity 3: Skill-building Activities (with answer key)

1. Find the derivative of the function, 𝑦 = arctan(sinh 𝑥)

𝑑𝑦 sinh 𝑥
2.Find 𝑑𝑥, if 𝑦 = 1+cosh 𝑥

𝑑𝑦
3.Find 𝑑𝑥, if 𝑦 = 𝑥 sinh 𝑥 − cosh 𝑥

Activity 4: What I Know Chart, part 2

Activity 5: Check for Understanding

Find the Derivative!
1.Find the derivative of the function
𝑦 = 𝑐𝑜𝑠ℎ4 𝑥 − sinh4 𝑥

2.Find the derivative of 𝑦 = ln cosh 𝑥.

C. LESSON WRAP-UP
Activity 6: Thinking about Learning

Work Tracker
You are done with this session! Let’s track your progress.
Shade the session number you just completed.

Think about your Learning

1. What motivated you to finish the lesson today?

________________________________________________________________________________________
________________________________________________________________________________________

2. What could you have done better to improve your learning today?
________________________________________________________________________________________
________________________________________________________________________________________

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MAT 171: Calculus 1 for Engineers
Student Activity Sheets #16
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

FAQs

1.What are hyperbolic functions?

In mathematics, hyperbolic functions are analogous to the ordinary
trigonometric functions defined for the hyperbola rather than on the circle: just as the points (cos
t, sin t) form a circle with a unit radius, the points (cosh t, sinh t) form the right half of the
equilateral hyperbola.

2. What is a hyperbolic curve?

A hyperbola is an open curve with two branches, the intersection of a plane with both halves of
a double cone. The plane does not have to be parallel to the axis of the cone; the hyperbola will
be symmetrical in any case.

KEY TO CORRECTIONS

Activity 3

𝑑𝑦
1. = sech x
𝑑𝑥
𝑑𝑦 1
2. 𝑑𝑥
= 1+cosh 𝑥
𝑑𝑦
3. = 𝑥 cosh 𝑥
𝑑𝑥

Activity 5

𝑑𝑦
1. = 2 sinh 2𝑥
𝑑𝑥

𝑑𝑦
2. 𝑑𝑥
= tanh 𝑥

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #17
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Lesson Title: Parametric Equations, Curvature, Materials: Ballpoint, notebook, calculator

& Partial Derivative Textbook: Calculus 11th Edition by Ron Larson
References:
Lesson Objectives: 1.The Calculus 7 by Louis Leithold
At the end of the lesson, you should be able to: 2. Calculus 7th Edition by James Stewart
1. Define Parametric Equation 2. Differential and Integral Calculus
2. Find the derivative of parametric equations. by Clyde E. Love and Earl Rainville
3. Define, illustrate and derive the arclength,
and curvature of a curve
4. Compute the values of curvature and radius
of curvature of a curve at any given point
5. Differentiate derivative and partial derivative

“The road to success isn’t straight. There are

curves and loops. You will have flat tires, but if
you have a spare called strength and a driver
called God, you will make it.”
A. LESSON PREVIEW/REVIEW

Introduction
GOOD DAY! The following topics shall be
accomplished in this module:
1. Definition of parametric equations
2. Derivative of parametric equations
3. Arc length and curvature of a curve
4. Values of curvature and the radius of curvature of a curve at any given point

Activity 1: What I Know Chart, part 1

What I Know Questions: What I Learned (Activity 4)

1. Can you define a parametric
equation?
2. How do you find the derivative
of parametric equations?
3. Can you define and illustrate an
arc length and curvature of a
curve?
4. How do you compute the values
of curvature and the radius of
curvature of a curve at any given
point?

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MAT 171: Calculus 1 for Engineers
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B.MAIN LESSON

Activity 2: Content Notes

PARAMETRIC EQUATIONS
In Analytic Geometry, we have learned that a curve may also be described analytically by a pair
of equations of the form.

𝑥 = 𝑔(𝑡) or 𝑦 = ℎ(𝑡).

These equations are called parametric equations of the curve and the third variable t is called
a parameter.

For example, the equation of a circle is 𝑥 2 + 𝑦 2 = 𝑟 2 ; the origin is the center and of radius r.
The parametric equations of the circle are,
𝒙 = 𝒓 𝐜𝐨𝐬 𝜭
𝒚 = 𝒓 𝐬𝐢𝐧 𝜭
where the parameter ϴ is the angle between the x-axis and the radius to the point ( x, y ).

To verify the parametric equations of the circle, substitute 𝑟 cos 𝛳 and 𝑟 sin 𝛳 for x and y, that is,

𝑥2 + 𝑦2 = 𝑟2
(𝑟 cos 𝛳)2 + (𝑟 sin 𝛳)2 = 𝑟 2
𝑟 2 cos 2 𝛳 + 𝑟 2 sin2 𝛳 = 𝑟 2
cos2 𝛳 + sin2 𝛳 = 1

Derivatives in Parametric Form

Let 𝑦 = 𝑓(𝑥) be a function whose parametric representation is given in the form

𝑥 = 𝑔(𝑡) , 𝑦 = ℎ(𝑡)
We recall that,
𝑑𝑥
= rate of change of x with respect to t
𝑑𝑡
𝑑𝑦
𝑑𝑡
= rate of change of y with respect to t.

Then evidently the rate of change of y with respect to x of a function defined by 𝑥 = 𝑔(𝑡),
𝑦 = ℎ(𝑡) will be given by,
𝒅𝒚
𝒅𝒚 𝒅𝒕
= 𝒅𝒙
𝒅𝒙
𝒅𝒕

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Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Next, we consider the problems of finding the second derivative of a function defined by the
parametric equations above. Recall that the second derivative is defined as,

𝒅𝟐 𝒚 𝒅 𝒅𝒚
𝒅𝒙𝟐
= 𝒅𝒙
(𝒅𝒙)

By the chain rule, we may write the equation above in the form,

𝒅𝟐 𝒚 𝒅 𝒅𝒚 𝒅𝒕
= ( ) ∙ 𝒅𝒙
𝒅𝒙𝟐 𝒅𝒕 𝒅𝒙

𝒅𝒚 𝒅𝟐 𝒚
Example 1. If 𝒙 = 𝒕𝟑 − 𝟏 , 𝒚 = 𝒕𝟐 + 𝒕, Find 𝒅𝒙 𝒂𝒏𝒅 𝒅𝒙𝟐
Solution:
Since 𝑥 = 𝑡 3 − 1, 𝑦 = 𝑡2 + 𝑡
Differentiate the given parametric equations.
𝑑𝑥 𝑑𝑦
𝑑𝑡
= 3𝑡 2 𝑑𝑡
= 2𝑡 + 1
𝑑𝑦
𝑑𝑦 𝑑𝑡
From 𝑑𝑥 = 𝑑𝑥
𝑑𝑡

𝒅𝒚 𝟐𝒕+𝟏
Thus, the first derivative is, =
𝒅𝒙 𝟑𝒕𝟐

𝑑𝑦 2𝑡+1
To find the second derivative of 𝑑𝑥
= 3𝑡 2

𝑑2 𝑦 𝑑 𝑑𝑦 𝑑𝑡
We then apply 𝑑𝑥 2
= [𝑑𝑡 (𝑑𝑥 )] (𝑑𝑥)
𝑑2 𝑦 𝑑 2𝑡+1 𝑑𝑡 𝑑𝑡 1 1
𝑑𝑥 2
= 𝑑𝑡 ( 3𝑡 2 ) ∙ 𝑑𝑥 But 𝑑𝑥 = 𝑑𝑥 = 3𝑡 2
𝑑𝑡

(3𝑡 2 )(2)−(2𝑡+1)(6𝑡) 1
= ∙
9𝑡 4 3𝑡 2
−6𝑡 2 −6𝑡 1
= ∙ 2
9𝑡 4 3𝑡
−6𝑡(𝑡+1)
= 27𝑡 6
𝑑2 𝑦 −2(𝑡+1)
=
𝑑𝑥 2 9𝑡 5

Therefore the second derivative of y with respect to x is,

𝒅𝟐 𝒚 −𝟐(𝒕+𝟏)
𝒅𝒙𝟐
= 𝟗𝒕𝟓

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𝒅𝒚 𝒅𝟐 𝒚
Example2. From the parametric equations: 𝒙 = 𝟐 𝐬𝐢𝐧 𝜭, and 𝒚 = 𝟏 − 𝟒 𝐜𝐨𝐬 𝜭, Find 𝒅𝒙 and 𝒅𝒙𝟐

Given: 𝑥 = 2 sin 𝛳, 𝑦 = 1 − 4 cos 𝛳

𝑑𝑥 𝑑𝑦
𝑑𝛳
= 2 cos 𝛳, 𝑑𝛳
= 4 sin 𝛳

𝑑𝑦
𝑑𝑦 𝑑𝛳
Then 𝑑𝑥
= 𝑑𝑥
𝑑𝛳

𝒅𝒚 4 sin 𝛳
= 2 cos 𝛳 = 𝟐 𝐭𝐚𝐧 𝜭
𝒅𝒙
Then solve for the second derivative

𝑑2 𝑦 𝑑𝛳 𝑑𝜃 1
= 2 sec 2 𝛳 ∙ But =
𝑑𝑥 2 𝑑𝑥 𝑑𝑥 2 cos 𝛳
1 1
= 2 sec 2 𝛳 ∙ ( ) sec 𝛳 =
2 cos 𝛳 cos 𝛳

= (sec 2 𝛳)(sec 𝛳)
𝒅𝟐 𝒚
𝒅𝒙𝟐
= 𝐬𝐞𝐜 𝟑 𝜭

CURVATURE
Differential of arc length
Let 𝑦 = 𝑓(𝑥) be a continuous function. Let P(x, y) and Q(𝑥 + ∆𝑥, 𝑦 + ∆𝑦) be on the curve of f(x).
Denote ∆𝑠 be the arc length from P to Q. The rate of change of the arc s from P to Q per unit
change in y are given respectively by,

𝒅𝒔 ∆𝒔 𝒅𝒚 𝟐
= 𝐥𝐢𝐦 = ± √𝟏 + ( ) ,
𝒅𝒙 ∆𝒙→𝟎 ∆𝒙 𝒅𝒙

𝒚 = 𝒇(𝒙)
𝒅𝒔 ∆𝒔 𝒅𝒙 𝟐
= 𝐥𝐢𝐦 = ±√𝟏 + ( )
𝒅𝒚 ∆𝒚→𝟎 ∆𝒚 𝒅𝒚

When the curve is given by parametric

equations 𝑥 = 𝑓(𝑢) and 𝑦 = 𝑔(𝑢), the
rate of change of s with respect to u is
given by,

𝒅𝒔 𝒅𝒙 𝒅𝒚𝟐 𝟐
= √( ) + ( ) .
𝒅𝒖 𝒅𝒖 𝒅𝒖

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Here the plus or minus sign is to be taken accordingly as s increases or decreases as u

increases.

If the equation of the curve is given in the polar form 𝑟 = 𝑓(𝛳), then the differential of arc length
is given by,

𝒅𝒓 𝟐
𝒅𝒔 = √𝒓𝟐 + ( ) 𝒅𝜭
𝒅𝜭

this can be obtained by use of the familiar relations between rectangular and polar coordinates,
that is,

𝒙 = 𝒓 𝐜𝐨𝐬 𝜭 and 𝒚 = 𝒓 𝐬𝐢𝐧 𝜭.

Definition of curvature

We have in our previous discussion that the concept of the derivative is related to the tangent to
a curve. Another concept of geometric interest is the curvature when we consider any smooth
curve.

Curvature measures the rate at which the tangent lines turns per unit distance move along the
curve; or it measures the rate of change of direction of the curve.

Let P and Q be two points on a curve, separated by an arc length as ∆𝑠 (see figure). Then the
∆𝛼
average curvature of the arc from P to Q is expressed by the fraction ∆𝑠 . Where, ∆𝛼 is the
angle turned through by the tangent line moving from P to Q.

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MAT 171: Calculus 1 for Engineers
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Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________
∆𝛼 𝑑𝛼 𝑑𝛼
The curvature k at point P is defined as 𝐾 = lim = = curvature at P. To calculate , we
∆𝑠→0 ∆𝑠 𝑑𝑠 𝑑𝑠

|𝑦 ′′ |
consider the slope of the line at P which is the angle of inclination 𝛼, that is 𝑑𝛼 = 𝑑𝑥 .
1+(𝑦 ′ )2

But 𝑑𝑠 = √1 + (𝑦 ′ )2 𝑑𝑥. Hence, by division,

the curvature at a point P( x, y ) of the curve 𝑦 = 𝑓(𝑥) is

∆𝛼 𝑑𝛼 |𝑦 ′′ |𝑑𝑥 1
𝒌 = lim = = ∙
∆𝑠→0 ∆𝑠 𝑑𝑠 1+(𝑦 ′)2 √1+(𝑦 ′)2 𝑑𝑥

𝒅𝟐 𝒚
𝒚′′ 𝒅𝒙𝟐
𝒌= 𝟑 or 𝒌= 𝟑
[𝟏+(𝒚′ )𝟐 ]𝟐 𝒅𝒚 𝟐 𝟐
[𝟏+( ) ]
𝒅𝒙

Radius of Curvature
The reciprocal of curvature is called the radius of curvature and is denoted by R. That is,

𝟏
𝐑=
𝐊
𝟑
𝒅𝒚 𝟐 𝟐
[𝟏+( ) ]
𝒅𝒙
𝑹= 𝟐
𝒅 𝒚
𝒅𝒙𝟐
𝟑
[𝟏+(𝒚′ )𝟐 ]𝟐
or 𝑹=
𝒚′′

𝑑𝑦 𝑑2 𝑦
Where 𝑦′ = 𝑑𝑥 and 𝑦′′ = 𝑑𝑥 2 .

When the equation of a curve is given parametrically in the form 𝑥 = 𝑔(𝑡), 𝑦 = ℎ(𝑡)
The radius of curvature can be shown to be,
𝟑
𝟐 𝟐 𝟐
′
[(𝒈′ ) +(𝒉 ) ]

𝑹= ′′
𝒈′𝒉 −𝒈′′𝒚′

𝑑𝑥 𝑑2 𝑥 𝑑𝑦 𝑑2 𝑦
Where 𝑔′ = 𝑑𝑡
, 𝑔′′ = 𝑑𝑡 2
, ℎ′ = 𝑑𝑡
, ℎ′′ = 𝑑𝑡 2

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Example 1. Find the curvature of the curve 𝒚 = 𝒙𝟑 at ( 1, 1).

Solution:
Given: 𝑦 = 𝑥 3
𝑑𝑦 𝑑𝑦
𝑑𝑥
= 3𝑥 2 Solve the first derivative, at (1, 1), 𝑑𝑥
= 3(1)2 = 3
𝑑2 𝑦 𝑑2 𝑦
𝑑𝑥 2
= 6𝑥 Solve the second derivative, at (1, 1) 𝑑𝑥 2
= 6(1) = 6

From the formula of curvature:

𝒅𝟐 𝒚
𝒅𝒙𝟐 𝑑𝑦 𝑑2 𝑦
𝒌= 𝟑 Substitute =3; =6
𝑑𝑥 𝑑𝑥 2
𝒅𝒚 𝟐 𝟐
[𝟏+( ) ]
𝒅𝒙

6
= 3
[1+(3)2 ]2
6
= 3
(10)2

𝒌 = 𝟎. 𝟏𝟖𝟗𝟕

Example 2. Find the radius of curvature of the curve 𝒚 = 𝟐𝒙𝟑 + 𝟑𝒙𝟐 at (𝟏, 𝟓).

Solution:

Given: 𝑦 = 2𝑥 3 + 3𝑥 2

𝑦′ = 6𝑥 2 + 6𝑥 At (1,5)

𝑦′ = 6(1) + 6(1) = 12

𝑦′′ = 12𝑥 + 6 at (1,5)

𝑦′′ = 12(1) + 6 = 18
3
2 2
[1+(𝑦 ′ ) ]
𝑅= 𝑦′′

3
[1+(12)2 ]2
= 18
𝑹 = 𝟗𝟕

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Example 2. Find the curvature of the parabola 𝒚𝟐 = 𝟏𝟐𝒙 at ( 3, 6 ).

Solution
Given: 𝑦 2 = 12𝑥
Find the first derivative of y with respect to x.
𝑑𝑦
2𝑦 𝑑𝑥 = 12
𝑑𝑦 12 6
= =
𝑑𝑥 2𝑦 𝑦

𝑑𝑦
Solve for at (3, 6 )
𝑑𝑥
𝑑𝑦 6
Thus = =1
𝑑𝑥 6

𝑑𝑦 6
From = Find the second derivative of y with respect to x,
𝑑𝑥 𝑦

𝑑2 𝑦 6𝑦′
𝑑𝑥 2
= − 𝑦2

𝑑2 𝑦
Solve 𝑑𝑥 2
at ( 3, 6)

𝑑2 𝑦 −6(1) 1
= =−
𝑑𝑥 2 (6)2 6
𝑑2 𝑦
𝑑𝑥2
From the formula 𝒌 = 3
𝑑𝑦 2 2
[1+( ) ]
𝑑𝑥

1
But 𝑦′ = 1, 𝑦′′ = −
6
1
−
6
𝒌= 3
[1+(1)2 ]2

𝒌 = −𝟎. 𝟎𝟓𝟖𝟗

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MAT 171: Calculus 1 for Engineers
Student Activity Sheet #17
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

PARTIAL DERIVATIVES
In the preceding lessons, we have learned and used differentiation of functions where we had
one dependent variable and one independent variable. These functions are called functions of
one variable. The functional notations regarding these types of functions were as follows:

𝒚 = 𝒇(𝒙) for explicit functions,

𝒇(𝒙, 𝒚) = 𝟎 for implicit functions.

In this lesson, we shall study differentiation of functions of several variables. Examples of these
functions are the following familiar formulas:

𝟏
𝑽 = 𝝅𝒓𝟐 𝒉 (1) 𝑨 = 𝟐 𝒂𝒃 𝐬𝐢𝐧 𝜭 (2)

Formula (1) expresses the volume V of a right circular cylinder in terms of the base radius r and
the altitude or height h. That is, V is a function of two variables, r and h. Formula (2) shows that
the area A of an oblique triangle is a function of three variables, namely a, b and ϴ.

Partial Derivative

Let 𝑧 = 𝑓(𝑥, 𝑦) be a function of two independent variables x and y. If y is held constant, then 𝑧
becomes temporarily a function of the single variable x. From this point of view, we can
complete the derivative of 𝑧 with respect to 𝑥 by employing the rules for ordinary differentiation
of functions with single variable. The derivative found in this manner is called the partial
derivative of 𝑧 with respect to x and the process involved is called partial differentiation. The
𝜕𝑧 𝜕𝑓
derivative of 𝑧 with respect to 𝑥 is denoted by any of the following symbols ,
𝜕𝑥 𝜕𝑥
, 𝑧-
𝑥, 𝑓𝑥 (𝑥, 𝑦), 𝑓𝑥 .

Similarly, if x is held constant, then z becomes temporarily a function of y. As a result, we can

compute the partial derivative of z with respect to y and this derivative may be denoted by any
of the following symbols.

𝜕𝑧 𝜕𝑓
,
𝜕𝑦 𝜕𝑦
, 𝑧𝑦 , 𝑓𝑦 (𝑥, 𝑦), 𝑓𝑦
𝜕𝑧 𝜕𝑧
It should be noted that the symbol 𝜕𝑥 ( or 𝜕𝑦) cannot be thought of as a fraction since neither of
𝝏
the symbols 𝜕𝑧 𝑎𝑛𝑑 𝜕𝑥 (or 𝜕𝑧 𝑎𝑛𝑑 𝜕𝑦 ) has a separate meaning. The symbol 𝝏𝒙
alone means to
𝝏
differentiate partially with respect to x whatever follows it. The symbol is interpreted in like
𝝏𝒚
manner.

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MAT 171: Calculus 1 for Engineers
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Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

The Definition of Partial Derivative are as follows:

If the function of two independent variables 𝑧 = 𝑓(𝑥, 𝑦), we define the first partial derivative as,

𝝏𝒛 𝒇(𝒙+∆𝒙,𝒚 )−𝒇(𝒙,𝒚) 𝝏𝒛 𝒇(𝒙,𝒚+∆ 𝒚 )−𝒇(𝒙,𝒚)

(1) = 𝐥𝐢𝐦 (2) 𝝏𝒚 = 𝐥𝐢𝐦
𝝏𝒙 ∆𝒙→𝟎 ∆𝒙 ∆𝒚→𝟎 ∆𝒚
This is the partial derivative of z with respect to
This is the partial derivative of z with respect to
the independent variable x where y is kept fixed
or a constant. y where x is kept fixed or as constant

The Process of Solving Partial Derivative

To solve for the partial derivative with respect to any independent variable, we differentiate the given
functional equation using the same set of differentiation formulas that we have used before. The only
difference is that there are more than one independent variable to be found. However, the particular
derivative with respect to a particular independent variable will be obtained easily by treating the other
independent variable as plain constant.

One will note therefore, that differentiating a function of two or more independent variables is just like
differentiating functions of only one variable.
𝑑
Furthermore, the operator symbol for ordinary differentiation will be replaced by the new
𝑑𝑥
𝝏
symbol using independent variable x.
𝝏𝒙

𝝏𝒛 𝝏𝒛
Example 1. Find (a) 𝝏𝒙 and (b) 𝝏𝒚 for 𝒛 = 𝟑𝒙𝟐 − 𝟒𝒙𝒚 + 𝒚𝟐
𝜕𝑧
a) To find 𝜕𝑥 for 𝑧 = 3𝑥 2 − 4𝑥𝑦 + 𝑦 2 , consider y to be held constant and differentiate with
respect to x.
𝜕𝑧 𝜕
𝜕𝑥
= 𝜕𝑥 (3𝑥 2 − 4𝑥𝑦 + 𝑦 2 )

= 6𝑥 − 4𝑦 + 0
𝝏𝒛
Therefore: 𝝏𝒙 = 𝟔𝒙 − 𝟒𝒚 is the partial derivative with respect to x
𝜕𝑧
b) To find 𝜕𝑦
for 𝑧 = 3𝑥 2 − 4𝑥𝑦 + 𝑦 2 , consider x to be held constant and differentiate with
respect to y.

𝜕𝑧 𝜕
𝜕𝑦
= 𝜕𝑦
(3𝑥 2 − 4𝑥𝑦 + 𝑦 2 )
𝜕𝑧
𝜕𝑦
= 0 − 4𝑥 + 2𝑦
𝝏𝒛
Therefore: 𝝏𝒚 = −𝟒𝒙 + 𝟐𝒚 is the partial derivative with respect to y

This document is the property of PHINMA EDUCATION

10
MAT 171: Calculus 1 for Engineers
Student Activity Sheet #17
Name: ______________________________________________________ Class number: ________
Section: ____________ Schedule: _______________________________ Date: _______________

Example 2. Find 𝒇𝒙 , 𝒇𝒚 , 𝒇𝒛 Given: 𝒇(𝒙, 𝒚, 𝒛) = 𝟑𝒙𝟐 𝒚 + 𝒚𝒛𝟐 + 𝟐𝒛𝟑

Solution:
𝜕
a) 𝑓𝑥 = 𝜕𝑥 (3𝑥 2 𝑦 + 𝑦𝑧 2 + 2𝑧 3 )

𝑓𝑥 = 6𝑥𝑦 + 0 + 0 , Consider y and z to be constant, differentiate with respect to x

Therefore: 𝒇𝒙 = 𝟔𝒙𝒚 The partial derivative with respect to x

𝜕
b) 𝑓𝑦 = (3𝑥 2 𝑦 + 𝑦𝑧 2 + 2𝑧 3 )
𝜕𝑦

𝑓𝑦 = 3𝑥 2 + 𝑧 2 + 0 , Consider x and z to be constant, differentiate with respect to y

𝒇𝒚 = 𝟑𝒙𝟐 + 𝒛𝟐 The partial derivative with respect to y

𝜕
c) 𝑓𝑧 = (3𝑥 2 𝑦 + 𝑦𝑧 2 + 2𝑧 3 )
𝜕𝑥

𝑓𝑧 = 0 + 2𝑦𝑧 + 6𝑧 2 , Consider x and y to be constant, differentiate with respect to z

𝒇𝒛 = 𝟐𝒚𝒛 + 𝟔𝒛𝟐 The partial derivative with respect to z.

Higher Partial Derivative Symbols

Just like in functions of one independent variable, we can also find higher derivative in functions of two
or more independent variables. But before we go to actual solving for higher partial derivative, we have
to be familiar with higher derivatives symbols. For example, if we are given the function 𝑦 = 𝑓(𝑥, 𝑦)

𝝏𝒇 𝝏𝒇
First derivative symbols: 𝒇𝒙 , 𝒇𝒚 , 𝝏𝒙
, 𝝏𝒚
, etc.

𝝏𝒇𝟐 𝝏𝒇𝟐
Second derivative symbols: 𝒇𝒙𝒙 , 𝒇𝒚𝒚 , 𝒇𝒙𝒚 etc. 𝝏𝒙𝟐
, 𝝏𝒚𝟐
etc.

𝝏𝒇
Example 1. If 𝒛 = 𝒙𝒚𝟐 + 𝒙𝟑 𝒚, find 𝝏𝒙
, 𝒛𝒙 , 𝒛𝒙𝒙 , 𝒛𝒙𝒙𝒚

Given: 𝑧 = 𝑥𝑦 2 + 𝑥 3 𝑦

Solution:
𝑧𝑥 = 𝑦 2 + 3𝑥 2 𝑦 Consider y to be constant and differentiate with respect to x
𝑧𝑥𝑥 = 6𝑥𝑦 Consider x to be constant and differentiate with respect to y
𝒛𝒙𝒙𝒚 = 𝟔𝒙

This document is the property of PHINMA EDUCATION

Activity 3: Skill-building Activities (with answer key)

Differentiate!
𝑑𝑦 𝑑2 𝑦
1. Find 𝑑𝑥
and 𝑑𝑥 2
and simplify whenever possible.

Given parametric equations:

x = 𝑡3 + 1 , 𝑦 = 𝑡2 + 1
2. If 𝑥 = 𝛳 − sin 𝛳 and 𝑦 = 1 − cos 𝛳,
𝑑𝑦 𝑑2 𝑦
Find 𝑑𝑥 and 𝑑𝑥 2

3. Find the radius of the curvature of a parabola

𝑦 2 − 4𝑥 = 0 at (4, 4)

4. If 𝑧 = 𝑥 2 𝑦 + 4𝑥 + 3𝑦,
𝜕𝑧 𝜕𝑧
Find and
𝜕𝑥 𝜕𝑦

Activity 4: What I Know Chart, part 2

What I Learned
1. ________________________________________________________________________________
___________________________________________________________________________________
2. ________________________________________________________________________________
___________________________________________________________________________________
3. ________________________________________________________________________________
___________________________________________________________________________________
4. ________________________________________________________________________________
___________________________________________________________________________________

Activity 5: Check for Understanding

𝑑𝑦 𝑑2 𝑦
1. Find 𝑑𝑥 and 𝑑𝑥 2
and simplify whenever possible.

. Given: 𝑥 = 𝑡 3 + 1, 𝑦 = 4𝑡 2 − 4𝑡

2. A parabola has an equation of 𝑦 2 = 4𝑥

a) What is the slope of the curve at ( 1, 2)
b) What is the radius of curvature at ( 1, 2 )

3. If 𝑧 = 𝑥 sin 𝑦 + 𝑦 sin 𝑥
𝜕𝑧 𝜕𝑧
Find 𝜕𝑥 and 𝜕𝑦

This document is the property of PHINMA EDUCATION

C. LESSON WRAP-UP

Activity 6: Thinking about Learning

Work Tracker
You are done with this session! Let’s track your progress.
Shade the session number you just completed.

Think about your Learning

1. What motivated you to finish the lesson today?

________________________________________________________________________________________
________________________________________________________________________________________

2. What could you have done better to improve your learning today?
________________________________________________________________________________________
________________________________________________________________________________________

FAQs
1. Where do we use parametric equations?

Parametric equations are commonly used to express the coordinates of the points that make up
a geometric object such as a curve or surface, in which case the equations are collectively
called a parametric representation or parameterization (alternatively spelled as parametrisation)
of the object.

2. Why do we need parametric equations?

One of the advantages of parametric equations is that they can be used to graph curves
that are not functions, like the unit circle. Another advantage is that the parameter can be used
to represent something useful and therefore provide us with additional information about the
graph.

3. What is the difference between radius and radius of curvature?

The difference between radius and radius of curvature is that the radius refers to the
distance between the center of a circle or any other point on the circumference of the circle and
surface of the sphere. While on the other hand, the radius of curvature is the radius of the circle
that touches the curve at a given point.

This document is the property of PHINMA EDUCATION

4. How do you define curvature?

Curvature is defined as 1 : the act of curving : the state of being curved. 2 : a measure or
amount of curving specifically : the rate of change of the angle through which the tangent to a
curve turns in moving along the curve and which for a circle is equal to the reciprocal of the
radius.

5. What is the difference between derivative and partial derivative?

A derivative is applied to functions that have only one independent variable. A partial
derivative is applied to functions that have more than one independent variable. The idea is that
you find the derivative with respect to one of the variables and assume that all of the other
variables are actually constants.

6. Why do we use partial derivatives?

Partial differentiation is used to differentiate mathematical functions having more than one
variable in them. In ordinary differentiation, we find derivative with respect to one variable only.
A function contains only one variable. So partial differentiation is more general than ordinary
differentiation.

KEY TO CORRECTIONS

Activity 3.
𝒅𝒚 𝟐 𝒅𝟐 𝒚 −𝟐
1. 𝒅𝒙
= 𝟑𝒕 , 𝒅𝒙𝟐 = 𝟗𝒕𝟒
𝒅𝒚 𝐬𝐢𝐧 𝜭 𝒅𝟐 𝒚 𝟏
2. = 𝟏−𝐜𝐨𝐬 𝜭 , = − (𝟏−𝐜𝐨𝐬 𝜭 )𝟐
𝒅𝒙 𝒅𝒙𝟐
3. 𝑹 = −𝟐𝟐. 𝟑𝟔
𝝏𝒛 𝝏𝒛
4. = 𝟐𝒙𝒚 + 𝟒 , = 𝒙𝟐 + 𝟑
𝝏𝒙 𝝏𝒚

Activity 5.
𝒅𝟐 𝒚 −𝟖(𝒕−𝟏)
1. =
𝒅𝒙𝟐 𝟗𝒕𝟓

2. 𝒚′ = 𝟏 , 𝑹 = −𝟓. 𝟔𝟔
𝝏𝒛
3. 𝝏𝒙
= 𝐬𝐢𝐧 𝒚 + 𝒚 𝐜𝐨𝐬 𝒙
𝝏𝒛
𝝏𝒚
= 𝒙 𝐜𝐨𝐬 𝒚 + 𝐬𝐢𝐧 𝒙

This document is the property of PHINMA EDUCATION

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Merged Mat 204 + Mat 171

Uploaded by

Merged Mat 204 + Mat 171

Uploaded by

MAT 204

Mathematics in the Modern

PEN Code: MAT 204 + MAT 171 Credits: 7 Units

C. Subject Outline and Time Allotment

DAY Module Topic

Contact Number: _________________________________________________________

Email Add: _________________________________________________________

Dean’s Name and Signature: _________________________________________________________

Name: _________________________________________________________________ Class number: _______

Lesson title: Orientation Day 2 for MAT 204 Materials:

1. Pay attention and listen carefully.

A. CONNECT: This is the introduction. It gives a brief overview of today’s lesson.

Activity A.1 - (Getting to know you activity) (15 mins)

Name: _________________________________________________________________ Class number: _______

WRITE YOUR ANSWER FOR ACTIVITY A.1 HERE

COACH (40 minutes)

B.1. Content Notes

1. Class Rules and Policies

Name: _________________________________________________________________ Class number: _______

Name: _________________________________________________________________ Class number: _______

B.2. Skill Building Activity

C.1. Check for Understanding (10 mins)

CONCLUDE (10 minutes)

D.1. Summary / Frequently Asked Questions

1. Study Regularly Outside of Class

Name: _________________________________________________________________ Class number: _______

2. Take Good Notes

D.2. Thinking about Learning

Name: _________________________________________________________________ Class number: _______

Lesson title: Introduction to Algebra Materials:

B.1. Content Notes (50 mins)

Name: _________________________________________________________________ Class number: _______

A set is a collection of objects. For example, the set

The next figure shows a summary on the classification of real numbers.

Name: _________________________________________________________________ Class number: _______

Name: _________________________________________________________________ Class number: _______

Name: _________________________________________________________________ Class number: _______

Let us take a look at the following examples.

Name: _________________________________________________________________ Class number: _______

f(−6) = 6(−6) − 10 = −36 − 10 = −46

Name: _________________________________________________________________ Class number: _______

B.2. Skill Building Activity (10 mins)

2. Given the function f(x) = 2x − 13. Solve for the following:

C.1. Check for Understanding (15 mins)

Name: _________________________________________________________________ Class number: _______

CONCLUDE (10 mins)

D.1. Summary / Frequently Asked Questions

Where do we use functions in the real world?

D.2. Thinking about Learning

Two things that you would like to learn more about:

One question you still have:

Name: _________________________________________________________________ Class number: _______

Lesson title: Solving System of Linear Equations Materials:

To help you learn better, remember:

Let’s start learning!

Name: _________________________________________________________________ Class number: _______

B.1. Content Notes (50 mins)

SOLVING SYSTEMS OF LINEAR EQUATIONS

EQUATIONS, EXPRESSIONS AND INEQUALITIES

Name: _________________________________________________________________ Class number: _______

LINEAR EQUATIONS WITH ONE VARIABLE

Step 1. Identify the given.

Our goal is to get x alone on the left side.

Step 2. Remove 15 on the left side of the equation.

Step 3. Remove 12 on the left side of the equation.

Name: _________________________________________________________________ Class number: _______

So, the solution to the equation is x = 19/6.

Step 1. Identify the given.

Step 2. Remove 33 on the left side of the equation.

Step 3. Remove −6 on the left side of the equation.

Step 1. Identify the given.

Name: _________________________________________________________________ Class number: _______

Step 2. Move 7 to the right side of the equation.

Step 3. Move −4𝑧 to the left side of the equation.

Step 4. Solve for z.

SYSTEMS OF LINEAR EQUATIONS

Name: ___________________________________________________________ Class number: _

Name: ___________________________________________________________ Class number: _

Name: ___________________________________________________________ Class number: _

Name: ___________________________________________________________ Class number: _

Name: ___________________________________________________________ Class number: _

Name: ___________________________________________________________ Class number: _

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Name: ___________________________________________________________ Class number: _

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Name: ___________________________________________________________ Class number: _

Name: ___________________________________________________________ Class number: _

Name: ___________________________________________________________ Class number: _

Name: ___________________________________________________________ Class number: _

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Name: ___________________________________________________________ Class number: _