Basic Calculus

Quarter 3 – Module 5:
Slope of the Tangent Line
to a Curve
Basic Calculus – Grade 11
Alternative Delivery Mode
Quarter 3 – Module 5: Slope of a Tangent Line to the Curve
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

SENIOR HS MODULE DEVELOPMENT TEAM

Author : Shirley E. Napana

Co-Author – Language Editor : Mary Rose O. Apon
Co-Author – Content Evaluator : Leonora D. Jajalla
Co-Author – Illustrator : Shirley E. Napana
Co-Author – Layout Artist : Shirley E. Napana

Team Leaders:
School Head : Marijoy B. Mendoza, EdD
LRMDS Coordinator : Karl Angelo R. Tabernero

SDO-BATAAN MANAGEMENT TEAM:

Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
OIC- Asst. Schools Division Superintendent : William Roderick R. Fallorin, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, Senior HS : Danilo C. Caysido
Project Development Officer II, LRMDS : Joan T. Briz
Division Librarian II, LRMDS : Rosita P. Serrano

REGIONAL OFFICE 3 MANAGEMENT TEAM:

Regional Director : May B. Eclar, PhD, CESO III
Chief Education Supervisor, CLMD : Librada M. Rubio, PhD
Education Program Supervisor, LRMS : Ma. Editha R. Caparas, EdD
Education Program Supervisor, ADM : Nestor P. Nuesca, EdD

Printed in the Philippines by the Department of Education – Schools Division of Bataan

Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: [email protected]
 Basic Calculus
Quarter 3 – Module 5:
Slope of the Tangent Line
to a Curve
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module is designed and written to help you understand the basic concepts of
derivatives.

At the end of this module, you are expected to:

a. illustrate the tangent line to the graph of a function at a given point.

(STEM_BC11DIIIe-1)

b. define the properties of a tangent line to the graph of a function at a given

point.

c. apply the definition of the derivative of a function at a given point.

(STEM_BC11DIIIe-2)

d. relate the derivative of a function to the slope of the tangent line.

(STEM_BC11DIIIe-3)

e. solve word problems involving the derivative of a function.

1
 What I Know

Let us see what you already know about our lesson. Read and answer the following
questions. Write the letter of your answer on your answer sheets.

1. Which of the following is not used to evaluate limits of indeterminate type?

A. factoring C. rationalization
B. getting the additive inverse D. using established limits

2. What is the derivative of a constant?

A. constant itself C. 0
B. undefined D. 1

3. The slope of a tangent line at (1, 4) is 2. What is the equation of the line?
A. y = x + 2 C. y = 2x + 2
B. y = 2x + 1 D. y = x + 4

4. Which of the following does NOT describe a tangent line at a given point?

A. C.

B. D.

𝑓(𝑥+ℎ)−𝑓(𝑥)
5. In finding the limit of the difference quotient , on what value does ℎ
ℎ

approach?
A. – 1 C. 1
B. 0 D. ∞

6. Given f(x) = 2x + 4, what is the value of 𝑓 ′ (1)?

A. 6 C. 1
B. 4 D. 2

2
7. What is the derivative of 𝑓(𝑥) = 4𝑥 + 5?
A. 4 C. 1
B. 5 D. 0

8. Which of the following does NOT belong to the group?

𝑑𝑦
A. C. 𝑦 ′
𝑑𝑥

B. 𝑓(𝑥) D. 𝐷𝑥 𝑦

9. The slope of a tangent line is 0. What can you say about its graph?
A. increasing C. horizontal
B. decreasing D. vertical

10. Which of the following is equal to the first derivative of a function?

A. 𝑚𝑡𝑎𝑛 C. point of tangency
B. 𝑚𝑠𝑒𝑐 D. point of intersection

11. Which of the following illustrates a cusp?

A. C.

B. D.

12. Different techniques are used to evaluate limits which are indeterminate of
type. Which of the following is an established limit?
sin 𝑥 1−cos 𝑥
A. lim =1 C. lim =1
𝑥→0 𝑥 𝑥→0 𝑥

𝑒 𝑥 −1 sin𝑥 2 +cos 𝑥 2
B. lim =0 D. lim =1
𝑥→0 𝑥 𝑥→0 𝑥

13. Which of the following illustrates a tangent line to another line?

A. C.

B. D.

3
14. Which of the following statements is true?
A. A line tangent to a curve may intersect the given curve at more than
one point.
B. Vertical tangent lines do not exist.
C. A line cannot be tangent to itself.
D. Tangent lines drawn at the maximum or minimum points are vertical.

15. Which of the following does NOT define the slope of the tangent line to the
curve?
A. It is constant.
B. It is not constant and must be determined by a point.
C. It is equal the derivative of the function.
D. It is derived from the concept of the slope of a secant line.

4
 Lesson
Slope of the Tangent Line
1 to a Curve
.

What’s In

One of the famous novels by our national hero Jose P. Rizal is the 1887 “Noli Me
Tangere” written during Spanish colonization. Do you know what it means? Tangere
is a Latin word that means “to touch.” This is also where the term “tangent” was
derived. The term tangent was first found in the writings of Danish mathematician,
Thomas Fincke, in 1583 in the book Geomietria Rotundi (Online Etymology
Dictionary, n.d.)
In addition to these, the slope of the tangent line to a curve plays an important role
in finding the derivative of a function. At the same time, knowledge about limits and
equations of the lines are necessary to identify the slope of a tangent line.

Let us recall these concepts by answering the items below. Write your answers on a
separate sheet of paper.

A. Find the slope of the line containing the following points.

1. (1, 2) and (9, - 5)
2. (0, 4) and (- 2, 4)
3. (-1, -1) and (6, 3)
B. Write the equation of the line passing through (1, 3) with the following slopes.
1. 𝑚 = 4
2
2. 𝑚 =
3

3. 𝑚 = −3
C. Evaluate the following limits.
𝑥 3 +8
1. lim 𝑥 3 − 5𝑥 + 4𝑥 + 1 3. lim
𝑥→0 𝑥→−2 𝑥+2
𝑥 2 −4 𝑥 2 +2𝑥−3
2. lim 4. lim
𝑥→2 𝑥−2 𝑥→3 𝑥 2 +7𝑥+12

5
 What’s New

The Philippines celebrates a town or barrio fiesta honoring different patron saints. It
was organized with different performances, events, activities, and contests. Small
stores were arranged alongside the road wherein different products are sold at a
cheap price. One of the fiesta’s highlights is the nightlife in “peryahan,” where
carnivals are set up with different enjoyable rides like a rollercoaster or a caterpillar.

Have you tried riding a rollercoaster or our local version of a caterpillar? The track of
the caterpillar or roller coaster can be an example of a curve. While riding the
caterpillar the line of sight made by the passenger looking straight ahead and sitting
erect can represent tangent line.

Examine the curve below.

The definition of a tangent line is not that easy to explain without involving limits.
Imagine looking at the curve, like an arc of a circle, to visualize the tangent line at a
given point.

6
 What is It

A line is tangent to a circle if it intersects the circle at exactly one point (Deauna and
Lamayo, 1999). See the illustration below.

What if the given curve is not a circle? How will we draw the lines tangent to it? Let
us explore these together.
On the curve below, tangent lines are drawn at different points. Visualize drawing
the line tangent to the curve at the remaining point (point A).

Example 1:
What have you observed with the tangent line drawn on the minimum point (point
B) of the curve? How do you think will the tangent line be drawn at the maximum
point (point A) look like?

Take a look at the next one.

Example 2:
How about the example below?

How are you going to draw a tangent line to another line?

Example 3:
Do you think vertical tangent line may also exist? Take a look at the illustration
below.

7
From the examples above, we can come up with the following properties of tangent
lines:
1. Tangent lines drawn at the maximum or minimum points are horizontal.
(Example1)
2. Tangent lines drawn to a line, is the line itself. (Example 2)
3. Vertical tangents may exist even for continuous functions. (Example 3)

However, there are cases wherein curves do not have tangent lines at specific points.
The following are these instances.

1. When the function is not continuous at P. (Example 4)

Example 4:

2. The function has a sharp corner or cusp at P. (Example 5)

Example 5:

P P
corner at P cusp at P

Remember that tangent line is a “line” per se. By definition, a line is determined by
two points. How are we going to do that if a tangent touches a graph at exactly one
point? This is where the concept of secant line is important. We can say that the
accurate definition of a tangent line depends on the concept of a secant line.

To find the tangent line at Point P, there is a need for a second point Q on the curve.

8
If a Point Q will slide down to point P, it will get closer to point P and the slope of
secant PQ will then approach the value of the slope of line l tangent to the curve at
point P.

This is where the slope of a tangent line is derived. As the difference in the distance
in x gets smaller, the slope of the secant line gets closer and closer to the slope of the
tangent line. Thus, the definition of the slope of a tangent line is shown below.

Equation of the Tangent Line

Since the tangent line is the limiting position of the secant line as Q
approaches P, it follows that the slope of the tangent line at point P is the limit
of the slopes of the secant lines PQ as x approaches 𝑥1 . In symbols,

𝑓(𝑥) − 𝑓(𝑥1 )
𝑚𝑡𝑎𝑛 = lim
𝑥→𝑥1 𝑥 − 𝑥1
where: 𝑚𝑡𝑎𝑛 = slope of the tangent line
𝑓(𝑥) = given function
𝑥1 = x-value of the point of tangency
Note that the f(x) = y

Example 5: Find the slope of the tangent line to the curve 𝑦 = 𝑥 2 at 𝑥 = 2.

Solution:
Based on the problem, let us label the given values.
𝑓(𝑥) = 𝑦 = 𝑥 2 f(x) and y are interchangeable

𝑥1 = 2 given x-value

𝑓(𝑥1 ) = 𝑥 2 = 22 = 4 Substitute the given value of x to the given function.

9
 Substituting to our formula:
𝑓(𝑥)−𝑓(𝑥1 )
𝑚𝑡𝑎𝑛 = lim
𝑥→𝑥1 𝑥−𝑥1

𝑥 2 −4
= lim
𝑥→2 𝑥−2

(𝑥−2)(𝑥+2)
= lim (Factored form of 𝑥 2 − 4)
𝑥→2 𝑥−2

(𝑥−2)(𝑥+2)
= lim (Cancellation)
𝑥→2 𝑥−2

𝑚𝑡𝑎𝑛 = lim (𝑥 + 2) = 2 + 2 = 4 (Final Answer)

𝑥→2

Therefore, the slope of the line tangent to the curve 𝐲 = 𝐱 𝟐 at 𝐱 = 𝟐 is 4.

Example 6: Using the same given in Example 5, write the equation of the tangent
line at the given point.
Solution:
To write the equation of the line, we may use the point-slope form of the line,
𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
As you can see, we need slope (m), and a point (𝑥1 , 𝑦1 ) to write the equation of the
tangent line. Based on the given, we already have the value of the slope of the
tangent line as 𝑚𝑡𝑎𝑛 = 4 and the value of 𝑥1 = 2. To find the value of 𝑦1 , substitute
the value of 𝑥1 to the function. That is,
𝑦 = 𝑥 2 = 22 = 4
Now, substitute the values to the point-slope form of the line.
𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
𝑦 − 4 = 4(𝑥 − 2)
𝑦 − 4 = 4𝑥 − 8 (Distributive Property of Multiplication)

𝑦 = 4𝑥 − 8 + 4 (Added 4 to both sides of the equation)

𝑦 = 4𝑥 − 4 (Combined like terms)

𝑦 = 𝑥2

𝑦 = 4𝑥 − 4

Therefore, the equation of the tangent line to the function 𝒚 = 𝒙𝟐 at 𝒙 = 𝟐 is

𝒚 = 𝟒𝒙 − 𝟒.

10
Example 7: Show that the tangent line to 𝑦 = 3𝑥 2 − 12𝑥 + 1 at that point (2, −11) is
horizontal.
Solution:
Given: 𝑦 = 𝑓(𝑥) = 3𝑥 2 − 12𝑥 + 1
(𝑥1 , 𝑦1 ) = (2, −11)
NOTES:
1. Recall that the slope of a horizontal line is 0.
2. The y-coordinate of the given point or 𝑦1 is equal to 𝑓(𝑥1 )
Find the equation of the tangent line using the definition above.
𝑓(𝑥)−𝑓(𝑥1 ) (3𝑥 2 −12𝑥+1)−(−11)
𝑚𝑡𝑎𝑛 = lim = lim (Substituted given values to the formula)
𝑥→𝑥1 𝑥−𝑥1 𝑥→2 𝑥−2

3𝑥 2 −12𝑥+1+11
= lim
𝑥→2 𝑥−2

3𝑥 2 −12𝑥+12
= lim (Combined like terms)
𝑥→2 𝑥−2

3(𝑥 2 −4𝑥+4)
= lim (Factored out the common monomial factor)
𝑥→2 𝑥−2
3(𝑥−2)(𝑥−2)
= lim (Factored out the trinomial)
𝑥→2 𝑥−2
3(𝑥−2)(𝑥−2)
= lim (Cancellation)
𝑥→2 𝑥−2

𝑚𝑡𝑎𝑛 = lim [3(𝑥 − 2)]

𝑥→2
Evaluating the limit,
𝑚𝑡𝑎𝑛 = lim [3(𝑥 − 2)] = [3(2 − 2)] = 3(0) = 0
𝑥→2

Since the obtained value of 𝒎𝒕𝒂𝒏 is 0, then we can say that the line tangent to
the curve 𝟑𝒙𝟐 − 𝟏𝟐𝒙 + 𝟏 is a horizontal line.
(To find the equation of the tangent line, substitute the obtained slope and the given
point to the point-slope form of the line.)
𝑦 − (−11) = 0(𝑥 − 2)
𝑦 − (−11) = 0
𝑦 + 11 = 0
𝑦 = −11

y = 3x 2 − 12x + 1

𝑦 = −11

11
Example 8: Verify that the tangent line to the line 𝑦 = 2𝑥 + 3 at (1, 5) is the line itself.
Solution:
Given: 𝑓(𝑥) = 2𝑥 + 3
(𝑥1 , 𝑦1 ) = (1, 5)
First, compute for the slope of the tangent line.
𝑓(𝑥)−𝑓(𝑥1 ) (2𝑥+3)−5
𝑚𝑡𝑎𝑛 = lim = lim
𝑥→𝑥1 𝑥−𝑥1 𝑥→1 𝑥−1
2𝑥−2
= lim (Combined like terms)
𝑥→1 𝑥−1
2(𝑥−1)
= lim (Factored out the common monomial)
𝑥→1 (𝑥−1)
2(𝑥−1)
= lim (Simplified)
𝑥→1 (𝑥−1)

𝑚𝑡𝑎𝑛 = lim 2 = 2 (Note: The limit of a constant is the constant itself)

𝑥→1

To write the equation of the tangent, substitute to the point-slope form of the line.
𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
𝑦 − 5 = 2(𝑥 − 1)
𝑦 − 5 = 2𝑥 − 2 (Distributive Property of Multiplication)

𝑦 − 5 + 5 = 2𝑥 − 2 + 5 (Addition Property of Equality)

𝑦 = 2𝑥 + 3 (Combined like terms)

Observe that the obtained equation is the same as the equation of the given line.
Thus, the line is tangent to itself.

The Definition of the Derivative

Let 𝑓 be a function defined on an open interval 𝐼 ⊆ ℝ, and let 𝑥1 𝜖 𝐼. The derivative of

the function 𝑓 at 𝑥1 is
𝑓(𝑥) − 𝑓(𝑥1 )
𝑓 ′ (𝑥1 ) = lim
𝑥→𝑥1 𝑥 − 𝑥1
if this limit exists.

That is, the derivative of f is equal to the slope of the tangent line at (x1 , f(x1 ))
𝑓 ′ = 𝑚𝑡𝑎𝑛

Notations: If 𝑦 = 𝑓(𝑥), the derivative of 𝑓 is commonly denoted by

𝑑𝑦 𝑑 𝑑
𝑦′ 𝑓 ′ (𝑥) 𝐷𝑥 𝑦 [𝑓(𝑥)] [𝑦]
𝑑𝑥 𝑑𝑥 𝑑𝑥

0
NOTE: The limit definition of the derivative is inherently indeterminate that is, .
0

12
Hence, we can use these usual techniques for evaluating limits which are
indeterminate of types: factoring, rationalization or using one of the following
established limits.
sin 𝑥 1−cos 𝑥 𝑒 𝑥 −1
a. lim =1 b. lim =0 c. lim =1
𝑥→0 𝑥 𝑥→0 𝑥 𝑥→0 𝑥

Example 9: Compute 𝑓 ′ (1) for each of the following functions.

2𝑥
a. 𝑓(𝑥) = 5𝑥 + 3 b. 𝑓(𝑥) = c. 𝑓(𝑥) = √𝑥 + 8
𝑥+1

Solutions:
𝑓 ′ (1) denotes that we need to find the derivative of the function at 𝑥 = 1.
a. 𝑓(𝑥) = 5𝑥 + 3
Note that 𝑓(1) = 5(1) + 3 = 5 + 3 = 8.
Thus,
(5𝑥+3)−8
𝑓 ′ (1) = lim (Substituted to the given definition of derivative)
𝑥→1 𝑥−1
5𝑥−5
= lim (Combined like terms)
𝑥→1 𝑥−3
5(𝑥−1)
= lim (Factored out common monomial)
𝑥→1 (𝑥−1)

= lim 5 (Simplified)
𝑥→1

𝑓 ′ (1) = 5 (Limit of a constant is the constant itself)

3𝑥
b. 𝑓(𝑥) =
𝑥+2
3(1) 3
In this example, 𝑓(1) = = =1
1+2 3

Thus,
3𝑥
( )−1
′( 𝑥+2
𝑓 1) = lim (Substituted the values to the formula)
𝑥→1 𝑥−1
3𝑥 𝑥+2
−
= lim 𝑥+2𝑥−1𝑥+2 (Wrote 1 as a fraction to make the terms in
𝑥→1
the numerator similar fractions)
3𝑥−(𝑥+2)
𝑥+2
= lim (Simplified)
𝑥→1 𝑥−1
2𝑥−2
𝑥+2
= lim
𝑥→1 𝑥−1
2(𝑥−1)

(Factored out common monomial)

𝑥+2
= lim
𝑥→1 𝑥−1
2(𝑥−1)
𝑥+2 2(𝑥−1) 1
= lim = lim ∙ (Simplified)
𝑥→1 𝑥−1 𝑥→1 𝑥+2 𝑥−1
2 2 2
𝑓 ′(1) = lim 𝑥+2 = 1+2 = 3 (Evaluated the limit)
𝑥→1

13
 c. 𝑓(𝑥) = √𝑥 + 3
Evaluate first 𝑓(1) = √𝑥 + 3 = √1 + 3 = √4 = 2
√𝑥+3−2 √𝑥+3+2
𝑓 ′ (1) = lim ⋅ (*Rationalized the numerator)
𝑥→1 𝑥−1 √𝑥+3+2
(𝑥+3)−4
= lim (Performed the operation indicated)
𝑥→1 (𝑥−1)(√𝑥+3+2
𝑥−1
= lim (Cancelled out same factor)
𝑥→1 (𝑥−1)(√𝑥+3+2
1
= lim
𝑥→1 √𝑥+3+2
1
= (Evaluated the limit)
√1+3+2
1
` = (Simplified)
√4+2
1
𝑓 ′(1) = 4

* Rationalizing the numerator means multiplying the complex fraction by its conjugate.
(For binomials, this can be obtained by changing the sign of the second term.)

Alternative Definition of the Derivative

Let 𝑓 be a function defined on an open interval 𝐼 ⊆ ℝ, and let 𝑥1 𝜖 𝐼. The

derivative of the function 𝑓 at 𝑥1 is
𝑓(𝑥 + h) − 𝑓(𝑥)
𝑓 ′ (𝑥) = lim
h→0 h
if this limit exists.
(This definition of derivative may be used if we are tasked only to find the derivative
of the function)

Example 10:
Let 𝑓(𝑥) = 2𝑥 2 + 3𝑥 − 1. Use the definition of derivative to find 𝑓′(−1)
Solution:
𝑓(𝑥+h)−𝑓(𝑥)
𝑓 ′ (𝑥) = lim
h→0 h

[2(𝑥+ℎ)2 +3(𝑥+ℎ)−1]−(2𝑥 2 +3𝑥−1)

= lim (Substituted ( 𝑥 + ∆𝑥) to all variable)
h→0 ℎ

2(𝑥 2 +2𝑥ℎ+ℎ2 )+3𝑥+3ℎ−1−2𝑥 2 −3𝑥+1)

= lim (Expanded expressions)
h→0 ℎ

2𝑥 2 +4𝑥ℎ+2ℎ2 +3𝑥+3ℎ−1−2𝑥 2 −3𝑥+1

= lim (Distributive Property of Multiplication)
h→0 ℎ

2𝑥 2 +4𝑥ℎ+2ℎ2 +3𝑥+3ℎ−1−2𝑥 2 −3𝑥+1)

= lim (Combined like terms)
h→0 ℎ

14
 4𝑥ℎ+2ℎ2 +3ℎ
= lim
h→0 ℎ
ℎ(4𝑥+2ℎ+3)
= lim (Factored out common monomial)
h→0 ℎ

= lim 4𝑥 + 2ℎ + 3 (Simplified form)

ℎ→0

= 4𝑥 + 2(0) + 3 (Evaluated the limit)

𝑓 ′ (𝑥) = 4𝑥 + 3
To evaluate the function at 𝑓 ′ (−1), substitute −1 to the obtained derivative,
𝑓 ′ (−1) = 4𝑥 + 3 = 4(−1) + 3 = −1

Example 11: Let 𝑓(𝑥) = sin 𝑥, find 𝑓′(2𝜋)

Solution:
𝑓(𝑥+h)−𝑓(𝑥)
𝑓 ′ (𝑥) = lim
h→0 h
sin(2𝜋+ℎ)−sin (2𝜋)
= lim
h→0 ℎ
[sin(2𝜋)𝑐𝑜𝑠ℎ+cos(2𝜋)𝑠𝑖𝑛ℎ]−sin(2𝜋)
= lim Sum Identity of Sine Function
ℎ→0 ℎ

[(0)(𝑐𝑜𝑠ℎ)+(1)(𝑠𝑖𝑛ℎ)]−0
= lim (Substituted the trigonometric values
ℎ→0 ℎ

of the angles. Recall that sin(2𝜋) =

0 and cos(2𝜋) = 1)
𝑠𝑖𝑛ℎ
= lim =1 (Evaluated the limit)
ℎ→0 ℎ

The concept of the slope of the tangent line can be used to solve real-life problems.
There are lots of things that occur in nature that depend on other factors, especially
time. These are some examples:

1. The distance covered by a vehicle moving at constant speed depends on the

time travelled.
2. The temperature of heated water depends on the heating time.
3. The cost and profit of producing calculators depend on the time allotted to
the production.

15
For this part, we will distinguish two types of rate of change: average rate of change
and instantaneous rate of change.

The derivative of the function which is the slope of a tangent line to the graph of
𝒇(𝒙) is also interpreted as the instantaneous rate of change.

On the other hand, for a given increment (change) in time the average rate of change
of 𝑓(𝑥) in the interval [𝑡1 , 𝑡2 ]* is defined as:
𝑓(𝑡2 ) − 𝑓(𝑡1 )
𝑣=
𝑡2 − 𝑡1

*Brackets are used to denote intervals.

How are average and instantaneous rates of change important in real-life?

Space exploration is a big thing nowadays in search for probable

solutions to our planet’s problems. It is not a simple experiment
that may be done over and over again because it will cost not
only large amount of money but also risk on the lives of the
crew. The average rate of change in the velocity of the space craft
needs to be calculated to see if it will be able to escape earth’s
gravitational pull to make the mission successful. Also, the instantaneous rate of
change also needs to be computed to check if the materials of the rocket as well as
the crews will cope with the stress of the acceleration. Interesting, right? You will
encounter more of these fascinating scenarios as we explore Calculus! For now, let
us check the example below.

Example 12:

Sepak Takraw is a sport associated to our traditional native sport “sipa.” This sport
requires agility, flexibility, and strength. It is a sport native to Southeast Asian
countries such as the Philippines.

16
A Sepak Takraw player kicked a ball at a certain height. Its height (in inches) from
the ground at any time 𝑡 (in seconds) is given by 𝑠(𝑡) = 30 + 20𝑡 − 10𝑡 2 .

Find:
a. the height at which the ball was kicked
b. the time when the ball hits the ground
c. the average velocity of the ball on the interval [1, 2]
d. the instantaneous velocity at 𝑡 = 1 𝑎𝑛𝑑 𝑡 = 2
e. the instantaneous velocity at any time 𝑡0 .

Solutions:
a. The height of the ball from the ground before it was kicked is denoted by 𝑡 = 0.
Thus,
𝑠(𝑡) = 30 + 20𝑡 − 10𝑡 2 = 30 + 20(0) − 10(0)2 = 30

Therefore, the height of the ball from the ground before it was kicked is
30 inches.
b. The ball is on the ground when the height s of the ball from the ground is 0.
Thus
𝑠(𝑡) = 30 + 20𝑡 − 10𝑡 2
0 = 30 + 20𝑡 − 10𝑡 2
0 = 10(3 − 𝑡)(1 + 𝑡) (Factored out the trinomial)

3−𝑡 = 0 1+𝑡 = 0 (Solve for x)

𝑡=3 𝑡 = −1
Since time is positive, disregard 𝑡 = −1, then we choose t = 3 seconds.

Therefore, the ball hit the ground after 3 seconds.

𝑓(𝑡2 )−𝑓(𝑡1 )
c. The average velocity on the interval [1, 2] is defined by 𝑣 =
𝑡2 −𝑡1

where [𝑡1, 𝑡2 ] = [1,2]

𝑓(𝑡1 ) = 30 + 20(1) − 10(1)2 = 40
𝑓(𝑡2 ) = 30 + 20(2) − 10(2)2 = 30
Substituting to the formula:
𝑓(𝑡2 )−𝑓(𝑡1 ) 30−40
𝑣= = = −10
𝑡2 −𝑡1 2−1

Therefore, the average velocity of the ball is – 10in/s.

*(Negative velocity indicates that the direction of the ball is downward.)

17
d. The instantaneous velocity is defined by the derivative of the function at t=1
and t=2. Thus,

𝑠(𝑡) − 𝑠(𝑡1 ) (30 + 20𝑡 − 10𝑡 2 ) − 40 −10(𝑡 − 1)(𝑡 − 1)

lim = lim = lim = lim[−10(𝑡 − 1)] = 0
𝑡→1 𝑡−1 𝑡→1 𝑡−1 𝑡→1 (𝑡 − 1) 𝑡→1

𝑠(𝑡) − 𝑠(𝑡2 ) (30 + 20𝑡 − 10𝑡 2 ) − 30 −10𝑡(𝑡 − 2)

lim = lim = lim = lim[−10(𝑡)] = −20
𝑡→2 𝑡−2 𝑡→2 𝑡−2 𝑡→2 (𝑡 − 2) 𝑡→2

Therefore, the instantaneous velocity at time = 1 and time = 2 are 0

in/s and -20 in/s respectively.

e. The instantaneous velocity at any time 𝑡0 .

𝑠(𝑡)−𝑠(𝑡0 ) (30+20𝑡−10𝑡2 )−(30+20𝑡0 −10𝑡02 )
lim = lim
𝑡→𝑡0 𝑡−𝑡0 𝑡→𝑡0 𝑡−𝑡0

30+20𝑡−10𝑡2 −30−20𝑡0 +10𝑡02

= lim (Distributive Property of Multiplication)
𝑡→𝑡0 𝑡−𝑡0

20𝑡−10𝑡 2 −20𝑡0+10𝑡0 2
= lim (Combined like terms)
𝑡→𝑡0 𝑡−𝑡0

20𝑡−20𝑡0−10𝑡 2 +10𝑡0 2
= lim (Regrouped the terms)
𝑡→𝑡0 𝑡−𝑡0

20(𝑡−𝑡0 )−10(𝑡 2 −𝑡0 2 )

= lim (Factored out common monomial)
𝑡→𝑡0 𝑡−𝑡0

20(𝑡−𝑡0 )−10 (𝑡−𝑡0 )(𝑡+𝑡0 )

= lim (Factored out Difference of Two Squares)
𝑡→𝑡0 𝑡−𝑡0

(𝑡−𝑡0 )[20−10(𝑡+𝑡0 )]
= lim 𝑡−𝑡0
(Factored out common terms)
𝑡→𝑡0

= lim [20 − 10(𝑡 + 𝑡0 )] (Simplified form)

𝑡→𝑡0

= 20 − 10(𝑡0 + 𝑡0 ) (Evaluated the limit)

= 20 − 10(2𝑡0 ) (Simplified further)

= 20 − 20𝑡0
= (20 − 20𝑡0 )𝑖𝑛/𝑠 (Affixed the unit)

Therefore, the instantaneous velocity function at any time 𝐭 𝟎 is

(𝟐𝟎 − 𝟐𝟎𝐭 𝟎 )𝐢𝐧/𝐬.

18
 What’s More

A. Illustrate the line tangent to the following curves at the given points. Write
your answers on a separate sheet of paper.
1. 2.

3-5.

B. Find 𝑓′(𝑥) using the definition of the derivative. Write your answers on a
separate sheet of paper.
1. 𝑓(𝑥) = 6𝑥 + 4
2. 𝑓(𝑥) = 𝑥 2 − 4𝑥 + 1
3. 𝑓(𝑥) = 3𝑥 2 + 8
𝑥
4. 𝑓(𝑥) =
𝑥+4

5. 𝑓(𝑥) = 𝑥 3 − 1

C. Find the equation of the tangent line to the following functions at the specified
points if it exists. Write your answers on a separate sheet of paper.
1. 𝑓(𝑥) = 3𝑥 2 − 12𝑥 + 1 at the point (0, 1)
2. 𝑓(𝑥) = 𝑥 2 + 1 at the point (0,1)
3. 𝑓(𝑥) = 𝑥 2 − 2𝑥 + 1 at the point (2,1)
4. 𝑓(𝑥) = 𝑥 3 + 2𝑥 − 1 at the point (0, -1)
1
5. 𝑓(𝑥) = at the point (1,1)
𝑥3

19
 What I Have Learned

To sum up what we have learned, fill out the line with word/s to make the concepts
about slopes of the tangent to a curve true. Write your answers on a separate sheet
of paper.

In Geometry, (1)________ is a line that intersects a circle at exactly one point.

However, in cases where the curve is (2)________, a tangent may intersect a curve
at different points. Thus, the slope of the tangent is not (3)________ and must be
determined by a point.
The tangent lines drawn at the maximum or minimum points are always
(4)________. A tangent line is also tangent to the (5)________. Vertical tangents may
also exist if the graph or function is (6)________.
There are cases when a tangent line does not exist. First, if the function is
(7)________ at x. Second, if the graph has a (8)________ or (9)________ at P.
The precise definition of a tangent line relies on the notion of a (10)________
line. It is the limiting position of the secant line as Q approaches P. The slope of
the tangent line which is also the function’s (11)________ may be defined in
symbols in two ways:
(12)________ or (13)________
The derivative of the function which is the slope of a tangent line to the
graph of 𝑓(𝑥) is also interpreted as the (14)________. While the (15)________is
defined as the ratio between the amount of change in one variable and the
amount of change in another.

20
 What I Can Do

A. For each of the following functions, find the indicated derivative using the
definition.
1. 𝑓(𝑥) = 5𝑥 + 12
2. 𝑓(𝑥) = 𝑥 2 − 4𝑥 + 1; 𝑓 ′ (2)
𝑥
3. 𝑓(𝑥) = ; 𝑓 ′ (−3)
𝑥+4

4. 𝑓(𝑥) = 2 sin 𝑥; 𝑓 ′ (−3)

5. 𝑓(𝑥) = 𝑥𝑒 𝑥 ; 𝑓 ′ (1)

B. Solve the following problems. Write your solutions and final answers on a
separate sheet.
1. Find the equations of the tangent and normal lines to the curve 𝑦 = 𝑥 2 +
2𝑥 + 3 at 𝑥 = −1. (Note: A normal line is a line perpendicular to the tangent
line at the point of tangency.)

2. Find the equation of the tangent line to the curve 𝑦 = 𝑥 2 − 2𝑥 − 3 that is

parallel to the line 𝑥 + 𝑦 = 1.

3. Find the equation of the tangent line to the curve 𝑦 = 𝑥 2 − 3𝑥 + 4 that is

perpendicular to the line 𝑥 − 𝑦 = −1.

4. Suppose the function is defined by 𝑦 = 𝑓(𝑥) = 𝑥 2 − 𝑥

a. Find the average rate of change of y with respect to x over the interval
[1, 3].
b. Find the instantaneous rate of change of y with respect to x at the point
𝑥 = −1.

21
 Assessment

A. Read and answer each question. Write your answer on a separate sheet of paper.

1. Which of the following does NOT define the slope of the tangent line to the
curve?
A. It is constant.
B. It is not constant and must be determined by a point.
C. It is equal the derivative of the function.
D. It is derived from the concept of the slope of a second line.

2. On which of the following conditions will a tangent line exist?

A. Function continuous at P.
B. Function discontinuous at P.
C. Curve with cusp at P.
D. Curve with corner at P.

3. Which of the following describes a line tangent to a given curve drawn at its
maximum or minimum point?
A. has a positive slope C. horizontal
B. has a negative slope D. vertical

4. Which is the line perpendicular to the tangent line at the point of tangency?
A. secant C. parallel
B. skew D. normal

5. Which of the following is equal to the slope of the tangent line?

A. Average rate of change
B. Instantaneous rate of change
C. Slope of the secant line
D. Slope of the line perpendicular to the given tangent line.

B. Evaluate 𝑓′(2) for the given functions.

6. 𝑓(𝑥) = 5𝑥 − 1

A. 1 B. 5 C. – 1 D. 2

7. 𝑓(𝑥) = 3𝑥 2

A. 3 B. 2 C. 6 D. 12

22
 8. 𝑓(𝑥) = 𝑥 2 − 6𝑥 + 9

A. – 2 B. – 6 C. 1 D. 2

9. 𝑓(𝑥) = 𝑥 3 − 4

A. 3 B. 6 C. 12 D. 2

2𝑥
10. 𝑓(𝑥) =
𝑥−1

A. – 2 B. 2 C. 1 D. – 1

C. Solve what is asked in the following problems. Write your solutions and final
answers on a separate sheet.

Tangent and normal lines are drawn to the curve 𝐲 = 𝐱 𝟑 at 𝐱 = 𝟐.

11. What is the equation of the line tangent to the curve at the given point?
A. 𝑦 = 12𝑥 − 16 C. 𝑦 = 𝑥 − 12
B.𝑦 = 𝑥 − 16 D. 𝑦 = 12𝑥

12. What is the equation of the normal line drawn to the curve at the given point?
𝑥+8 𝑥+49
A. 𝑦 = C. 𝑦 =
6 6
𝑥+98
B. 𝑦 = D. 𝑦 = 𝑥 + 98
12

Mr. dela Cruz encourages his students to solve Math problems fast and with
accuracy. He observed in his Math class that the time it takes a student to
solve x word problems is defined by the function 𝒇(𝒙) = 𝟑𝒙𝟐 − 𝒙 where f(x) is
in minutes.

13. Find the average rate of change in solving time from 1 to 3-word problems.
A. 6 minutes/problem C. 11 minutes/problem
B. 21 minutes/problem D. 25 minutes/problem

14. Find the average rate of change in solving time from 3 to 5-word problems.
A. 5 minutes/problem C. 13 minutes/problem
B. 20 minutes/problem D. 23 minutes/problem

15. Solve for the instantaneous rate of change in solving time at 2-word problems.
A. 6 minutes/problem C. 11 minutes/problem
B. 21 minutes/problem D. 26 minutes/problem

23
 Additional Activities

Solve the following problems:

1. Determine the values of x where a curve 𝑦 = 𝑥 3 − 3𝑥 2 − 9𝑥 + 12 has horizontal
tangent lines.

Bataan is known for its mountains and trails such as the Dambana ng Kagitingan and Duhat
Trail which are ideal for history and nature lovers. The slopes of the hills in Duhat trail represent
a curve. (Photo credits: Bataan Weather Page)

2. Aside from mountain ranges and trails, Bataan is known for its beautiful
beaches.

White beach in Barangay Paysawan, Bagac, Bataan

24
A tourist threw a pebble in the sea, causing water ripples. The shape formed
were circles increasing in area. The formula for finding the area of a circle is
given by 𝐴 = 𝜋𝑟 2 .

a. Find the average rate at which the area of a circle changes with r as the
radius increases from 2 to 4 units.

b. Solve for the instantaneous rate at which the area changes with r, when r
= 5.

25
 26
What I Have Learned:
Additional Activities:
1. tangent 6. continuous 11. Derivative
𝑓(𝑥+ℎ)−𝑓(𝑥) 1. 𝑥 = −1 and
2. not a circle 7. not continuous 12. lim
ℎ→0 ℎ
𝑓(𝑥)−𝑓(𝑥1 ) 𝑥=3
3. constant 8. corner 13. lim 2. a. 5𝜋
𝑥→𝑥1 𝑥−𝑥1
4. horizontal 9. cusp 14.instantaneous rate of b. 10𝜋
change
5. line itself 10. secant 15. average rate of change
What’s More:
Assessment:
A. 1. A B.6. b C. 11. a
2. a 7. d 12. b
3. c 8. a 13. c
B. 1. 6 C. 1. y = -12x+1
4. d 9. c 14. d
2. 2x – 4 2. y = 1
5. b 10. a 15. c
3. 6x 3. y = 2x – 3
4
4. 4. y = 2x – 1
(𝑥+4)2
5. 3𝑥 2 5. y = - 3x + 4
What I Can Do:
What I Know:
A. 1. 5 1. tangent line: y = 2 What’s In:
1. B 6. D 11. D
2. 0 normal line: x = - 1
13 1. 1 2. C 7. A 12. A
3. 4 2. 𝑦 = −𝑥 −
4 2. 4
4. −2𝜋 3. 𝑦 = −𝑥 + 3 3. 12 3. C 8. B 13. D
5. 2𝑒 4. a. 3 units/units 4. 2x 4. D 9. C 14. A
b. 3 units/units 5. 2/7 5. B 10. A 15. A
Answer Key
References
Department of Education (2013). Basic Calculus. Teachers Guide.

Comandante Jr., Felipe. (2008). Calculus Made Easy For High School Students.
Mandaluyong City: National Bookstore.

Deauna, Melecio C. and Lamayo. Florita. (1999). Introduction to Analytic Geometry

and Calculus. Quezon City. SIBS Publishing House, Inc.

Mercado, Jesus P. and Orines, Fernando. (2016). Next Century Mathematics 11 Basic
Calculus. Phoenix Publishing House, Inc.

Online Etymology Dictionary (n.d). https://www.etymonline.com/word/tangent

27
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: [email protected]