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BASIC CALCULUS
Quarter 4 – Module 5
ANTIDERIVATIVES AND RIEMANN
INTEGRAL

Department of Education ● Republic of the Philippines

1
Basic Calculus- Senior High School
Alternative Delivery Mode
Quarter 3 - Module : Definite Integral
First Edition, 2020

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2
 Senior
Senior High
High School
School

BASIC CALCULUS
Quarter 4 - Module 5
ANTIDERIVATIVES AND RIEMANN
INTEGRAL

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by educators from public and private schools, colleges, and or/universities.
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3
4
Table of Contents

What This Module is About........................................................................................................... 1

What I Need to Know..................................................................................................................... 1
How to Learn from this Module………………………………………………………………….. 2
Icons of this Module...................................................................................................................... .2

What I Know (Pretest)….............................................................................................................. ..3

Lesson 1:
The Definite Integrals as the Limit of Reimann Sums
What’s In............................................................................................................... 5
What’s New …...................................................................................................... 5
What Is It............................................................................................................... 6
What’s More.......................................................................................................... 9
What I Have Learned...........................................................................................9
What I Can Do...................................................................................................... 10
Lesson 2:
The Fundamental Theorem of Calculus......................................................11
What’s In............................................................................................................... 11
What Is It............................................................................................................. ..12
What’s More........................................................................................................ ..15
What I Have Learned..........................................................................................15

Lesson 3:
AREAS OF PLANE REGIONS USING DEFINITE INTEGRALS
What’s In............................................................................................................... 16
What’s New …...................................................................................................... 16
What Is It............................................................................................................... 17
What’s More.......................................................................................................... 20
What I Have Learned...........................................................................................20
What I Can Do...................................................................................................... 20
Lesson 4:
APPLICATION OF DEFINITE INTEGRAL: WORD PROBLEMS
What’s In............................................................................................................... 21
What Is New....................................................................................................... ..21
What Is It............................................................................................................. ..21
What’s More........................................................................................................ ..23
What I Have Learned..........................................................................................24

5
Assessment: (Post-Test)………………………………………………………………………… 25
Key Answers ………………………………………………………………………………………28
References................................................................................................................................... .. 31

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7
 What This Module
is About
This module contains the illustration of concept
on definite integral, fundamental theorem of calculus and the integration technique which is
the substitution rule. This is also involving the application of definite integrals in computation
of plane regions. The activities, examples and problems in real life situation are given so that
you will be able to have and in-depth understanding about the key concept of the topic on
definite integral. But you will need critical thinking skills as you solve problems in this
module.

Module Content

The following are the lessons contained in this module:

Lesson 1 – Definite integral as the limit of Reimann sums

Lesson 2 – Fundamental Theorem of Calculus
Lesson 3 – Computation of the Areas of a Plane Using Definite Integral
Lesson 4 – Application of the definite integral: Word Problems

What I Need to Know

At the end of this module, you will be able to:

1. Illustrate the definite integral as the limit of the Riemann sums
illustrate the Fundamental Theorem of Calculus. (STEM_BC11I-IVh-1)
2. compute the definite integral of a function using the Fundamental Theorem of
Calculus
Compute the definite integral of a function using substitution rule(STEM_BC11I-IVh-2)
3. Compute the area of a plane region using the definite integral. (STEM_BC11I-IVi-j-1)
4. Solve problems involving areas of plane regions (STEM_BC11I-IVj-2)

1
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
Icons of this Module
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

2
 What I Know
Directions: Read the following questions comprehensively. Encircle the letter of your
answer.
1.

π
2. Which of the limits is equivalent to the definite integral ∫ cos x dx ?
0

a. b. c. / d.

3. Which of the definite integrals is equivalent to ?

a. b. c. d.

x
1
4. If f ( x )=∫ dt , wℎicℎ of tℎe following is false ?
0 √ t +2
3

a. F(0)=0 c. f(1)> 0
b. f is continuous at x for all x 0 d. f ( − 1 )> 0

5. Suppose
x
g ( x ) <0 for all x ≥ 0∧F ( x )=∫ tg' (t ¿) dt for all x ≥ 0.Wℎicℎ of tℎe following statements is false ? ¿
'

0
a. F takes on negative values.
b. F is continuous for all x> 0.
c. F’(x) exists for all x>0.
d. F is an increasing function.

6. What is the area bounded by the curve y=cos x, x-axis between the ordinates x= 0,
x=2π ?
a. 2 sq. units b. 5 sq. units c. 4 sq. units d. 3 sq. units
2
7. Find the area of the region enclosed by the curves y=x -4 and y= 5.
a. 30 sq units b. 36 sq. units c. 32 sq. units d. 35 sq. units
8. Determine the area below f(x) = 3+2x – x2 and above the x-axis.

3
 a. 22/3 b. 32/3 c. 30/4 d. 31/3
9. Find the area of the region with f(x) = 3√x -x , y=0.
a. 13.5 b. 13 c. 12.5 d. 12
10. The Mayor of the city asked the city engineer to cover the entire park with frog grass
that costs P150 per square foot. Determine how much budget the Mayor should
allocate to cover the entire park with frog grass.
a. 32,000 sq units b. 31,000 sq. units c. 33,000 sq. units d. 30,000 sq. units

4
 Lesson
The Definite Integral as Limit
1 of the Reimann Sums

In this lesson, you should be able to:

 Illustrate the definite integral as limit of the Reimann sums

What’s In

We recall from the last lesson that Riemann sums of y = f(x) on [a,b] provide for
approximations of the exact area of the region bounded by y = f(x) and the x-axis. We have
also hinted from previous discussions that this approximation gets better and better as we
double the partition points.
In this lesson, we formally define the definite integral as the limit of these Riemann
sums when the number of partition points goes to infinity. We then associate this value with
the exact area of the region described above, if the limit exists. But beforehand, let’s do this
activity.

Find the step size ∆x and the partition points needed to divide the given interval into the
given number of subintervals.

1
Example: [0,1]; 6 ⇒ ∆x = , P6 ={0, 1 6, 1 3, 1 2, 2 3, 5 6,1}.
6

a. [0,1] ; 7
b. [2,5] ; 6

What’s New

We know that the derivative of a function represents the slope of the tangent line or
its instantaneous rate of change. We now ask, what does an antiderivative represent? To
answer this, consider the figures below:

5
Based on the figures, fill in the following table:

Function Antiderivative Area of Shaded Region

What Is It

We recall from the last lesson that Riemann sums of y = f(x) on [a,b] provide for
approximations of the exact area of the region bounded by y = f(x) and the x-axis. We have
also hinted from previous discussions that this approximation gets better and better as we
double the partition points.

In this lesson, we formally define the definite integral as the limit of these Riemann
sums when the number of partition points goes to infinity. We then associate this value with
the exact area of the region described above, if the limit exists.

Again, we work with a continuous positive function y = f(x) defined on a closed and
bounded interval [a,b]. The objective of this lesson is to find the area of the region R
bounded by y = f(x) from above, the x-axis from below, the line x = a from the left and x = b
from the right.

To avoid complications, just consider the case where the partition on the interval is
b −a
regular. Recall that Pn= { x0 , x 1 , … x n −1 , x n } (where x0 = a and xk =xk-1 + ∆ x with x = )
n
partitions [a,b] into n congruent subintervals. For each subinterval k =1 ,2,...,n, let x*k be any
point in the kth subinterval [xk-1,xk]. Then, the Riemann sum, defined by this choice of points,
relative to the partition P is

6
 In other words,

• If this is a left Riemann sum, then x*k =xk-1

• If this is a right Riemann sum, then x*k= xk ; and finally,
1
• If this is a midpoint Riemann sum, then x*k= (xk-1 + xk).
2

In any case, we know that the above Riemann sum is only an approximation of the
exact area of R. To make this estimate exact, we let n approach infinity. This limit of the
Riemann sum is what we call the definite integral of f over [a,b]:

if this limit exists. The value of this integral does not depend on the kind (left, right, or
midpoint) of Riemann sum being used.
b −a
Remember that ∆x actually depends on n: ∆x = . So, this term cannot be taken out from
n
the limit operator. After taking the limit, this ∆x becomes our differential dx. The integral sign
and the differential dx act as delimiters, which indicate that everything between them is the
integrand - the upper boundary of the region whose area is what this integral is equal to. The
numbers a and b are called the lower and upper limits of integration, respectively. Recall that
the integral sign  was earlier used to denote the process of antidifferentiation. There is a
reason why the same symbol ( ) is being used – we shall see later that antiderivatives are
intimately related to finding areas below curves.

Consider the following examples:

3
Example 1. Show that ∫ 3 x +1 dx=14 using the definition of the definite integral as a limit
1
of a sum.

Solution. Let us first get the right (the choice of “right” here is arbitrary) Riemann sum of
f(x) = 3x + 1 relative to the regular partition Pn of [1,3] into n subintervals. Note that
3− 1 2
∆x = = . Since we are looking for the right Riemann sum, the partition points are
n n
2 2k
Xk = x0 + k∆x = 1 + k = 1 + . Thus, by the formula of the right Riemann sum, we have
n n

Using the definitions of ∆x and xk above, we obtain

We apply properties of the summation: distributing the summation symbol over the sum,
factoring out those which are independent of the index k, and finally, applying the formulas,

7
This gives,

Finally, by definition,

3
Applying this theorem, Therefore, it follows that, ∫ 3 x +1 dx=14 , as
1
desired.

For the next example, we need the following formula for the sum of the first n perfect
squares:

Example 2. Use the definition of the definite integral as a limit of a Riemann sum to show
1
1
that ∫ x dx=
2

0 3

Solution. For convenience, let us again use the right Riemann sum relative to the partition

{ 1 2
Pn= 0 , , , …
n n
n− 1
n } 1 1 k
, 1 of [0,1]. Clearly, ∆ x= and x k =x 0 +k ∆ x = 0 + k ∙ = . By the
n n n
formula of the right Riemann sum, we have

Simplifying, and using formula, we obtain

The definite integral is just the limit of the above expression as n tends to infinity. Therefore,
we have

As a limit of a sum, the definite integral shares the common properties of the limit and of the
summation.

Theorem of Linearity of the Definite Integral

Let f and g be positive functions on [a,b] and let c∈ℝ . Then
b b
1. ∫ cf ( x ) dx=c ∫ f ( x ) dx
a a

8
 b
2. ∫¿¿
a

b b
Example 3. Suppose you are given that ∫ f ( x ) dx=2∧∫ g ( x ) dx=7. Find the exact value of
a a
the following.
b
1. ∫ 3 f ( x ) dx
a

b
2. ∫ f ( x ) − g ( x ) dx
a

Solution: Using the properties of integral,

b b
1. ∫ 3 f ( x ) dx = 3∫ f ( x ) dx= 3(2) = 6
a a

b b b
2. ∫ f ( x ) − g ( x ) dx = ∫ f ( x ) dx −∫ g ( x ) dx=¿ ¿ 2 - 7 = -5
a a a

To measure if how far have you understood the given concept, you can go through the
exercises below and apply what you have learned in this lesson.

What’s More

Exercises
Do the following as indicated:
1. Use the definition of definite integral as a limit of Reimann sum to show that
4

∫ ( 2 x − 1 ) dx =10 .
2

b b b

2. Suppose that ∫ f ( x ) dx=9∧¿ ∫ g ( x ) dx=4 ¿ . Find the exact value of ∫ 2 f ( x) dx .

a a a

What I Have Learned

You encountered a lot of concepts related to . Now it’s time to pause for a
while and reflect to your learning process by doing the 3-2-1 Chart.
What is 1 thing you want to clarify immediately?

9
What are the two things you are not sure about?

What are the 3 most important things you learned?

What I Can Do
5

Interpret the following integral as signed areas to obtain its value. ∫ ( 2 x − 2 ) dx

0

10
 Lesson
FUNDAMENTAL THEOREM OF
2 CALCULUS

At the end of this lesson, you should be able to:

 illustrate the Fundamental Theorem of Calculus. (STEM_BC11I-IVh-1)
 compute the definite integral of a function using the Fundamental Theorem of
Calculus. (STEM_BC11I-IVh-2)

What’s In

In this portion, you will connect your learned concepts and skills from
previous lesson, which have much to do with the illustration of the
fundamental theorem of calculus. The computation of the definite integral will
be done using the different theorems of calculus.

11
 There are several concepts from the previous lesson that are directly
related to this lesson. Now, the activity given below will help you link those
concepts and ideas as you explore the lesson of this module.

What’s New

If you review the past lessons, you will see that the only similarity between
definite and indefinite integrals is their use of the notation “ ”. The indefinite integral
is the inverse process of differentiation while the definite integral is the process of
finding the area of a plane region by taking the limit of a sum. The only vague
connection we have established is the relationship between the antiderivative of a
function and the area of the region below its curve:

Then,

The connection, in fact, lies in the powerful result which forms the basis of the
theory of Riemann integration – the Fundamental Theorem of Calculus. It stresses
the inverse relationship between differentiation and integration. Very loosely, the
theorem says that the integral of the derivative of a function returns the same
function.

What Is It
12
 Fundamental Theorems of Calculus (FTOC)
Let f be a continuous function on [a; b] and let F be an antiderivative of f, that is,
F’(x) = f(x). Then
b

∫ f ( x ) dx=F ( b ) − F( a)
a

x3
Example: Note that F ( x )= is an antiderivative of f ( x )=x 2 (since F’(x) = f(x).)
3
Hence, by FTOC
1 3
1 1
∫ x 2 dx= x3 1
¿0=F ( 1 ) − F (0)=
3
− 0= ,
3
0
as we have seen before.

The constant of integration that was necessary for indefinite integration will now just
cancel out:

The next examples will validate that FTOC works by redoing the examples in the
previous section.

13
EXAMPLE 2: Without referring to the graphs of the integrands, find the exact values
3

of ∫ (3 x+1) dx.
1

Solution:

Observe that for FTOC to work, you must be able to produce and antiderivative for
the integrand. This is why you must be comfortable with the first few lessons in this chapter.
A very common and indispensable formula is the Power Rule:

Table of integrals:

EXAMPLE 1: Using FTOC, evaluate the following definite integrals:

14
 1. 2.

Solution 1:

Solution 2:

What’s More

Using the FTOC, find the exact value of the following definite integrals:

1. 2. 3.

What I Have Learned

1-4-3 List

In this activity, you will be asked to complete the 1-4-3 chart. Write down what
is being asked regarding computing the value of definite integral.

One thing I really love about this topic

1.

Four reasons why I love this topic

1.
2.
3.
4.

Three things I still need to understand about this topic

1.
2.
15
3.

16
 Lesson
Areas of the Plane Using
3 Definite Integral

In this lesson, you should be able to:

 Compute the areas of a plane using definite integral

We have learned how to evaluate definite integrals. One of the many

applications of the evaluation of definite integrals is in determining the areas of plane
regions bounded by curves. Consider a continuous function f. If the graph of y = f(x)
b

over the interval [a, b] lies entirely above the x-axis, then ∫ f ( x ) dx gives the area of
a
the region bounded by the curves y = f(x), the x-axis, and the vertical lines x = a and
x = b.

Do the following as indicated.

1. Find the area of the plane region bounded by y = 3x + 1, x = 1, x = 3,

and the x-axis.
2. Sketch the graph of the plane region.

17
 We now generalize the problem from finding the area of the region bounded
by above by a curve and below by the x-axis to finding the area of a plane region
bounded by several curves (such as the one shown below).

The height or distance between two curves at x is h = (y-coordinate of the

upper curve) - (y-coordinate of the lower curve). Now, if y = f(x) is the upper curve
and y = g(x) is the lower curve, then h = f(x) − g(x).

Find the area of the plane region bounded by the curves y = x 2− 2 and y = x.
Solution. We start by finding the points of intersection of the two curves.
Substituting, y = x into y = x2− 2, we obtain x = x2 − 2
=) 0 = x2 − x − 2
=) 0 = (x − 2) (x + 1).

Thus, we have x = 2 or x = −1. When x = 2, y = 2 while when x = −1, y = −1. Hence,

18
we have the points of intersection (2, 2) and (−1,−1). The graphs of the two curves,
along with their points of intersection, are shown below.

The function f(x) − g(x) will be x − (x2 − 2). Our interval is I = [−1, 2] and so a = −1
and b = 2. Therefore, the area of the plane region is

Example 2. Find the area of the plane region bounded by the curves y = x2, x = −1,
x = 2, and y = −1.
Solution. First, we find the points of intersection of the curves. With respect to
the curves y = x2 and x = −1, we have y = (−1)2 = 1.
Hence, these curves intersect at the point (−1, 1). For the curves y = x 2 and
x= 2, we have y = 22 = 4.
Thus, they intersect at the point (2, 4). Now, for the curves x = −1 and y = −1,
they intersect at (−1,−1). While for x = 2 and y = −1, they intersect at (2,−1). The
graphs of these curves are shown below and the required region is shaded.
19
 The function f(x) − g(x) will be x2 − (−1) = x2 + 1. Our interval is I = [−1, 2] and
so a = −1 and b = 2. Therefore, the area of the plane region is

In the formula for the area of a plane region, the upper curve y = f(x) is always
above the lower curve y = g(x) on [a, b]. Hence, the height of any vertical line on the
region will always have the same length that is given by the function f(x) − g(x). What
if this is not true anymore? Consider the figure below:

20
 To the left of x = −1, the upper curve is the part of the parabola located above
the x-axis while the lower curve is the part of the parabola below the x-axis. On the
other hand, to the right of x = 1, the upper curve is the parabola while the lower
curve is the line y = x.

Hence, in this case, we need to split the region into subregions in such a way
that in each subregion the difference of the upper and lower curves is the same
throughout the subregion.

Exercises
Do the following as indicated:
1. Find the area of the region enclosed by the given curves.

a. y = 1/x , y = 0, x = 1, x = 2
b. y = x, y = cos x, x = 0, x = π/6
c. y = x2 - 4, y = -x - 2

You encountered a lot of concepts related to . Now it’s time to pause for a
while and reflect to your learning process by doing the 3-2-1 Chart.
What is 1 thing you want to clarify immediately?

What are the two things you are not sure about?

What are the 3 most important things you learned?

Derive a formula for the area of a circle of radius r,

a. using horizontal rectangles; and
b. using vertical rectangles.

21
 Lesson
APPLICATION OF DEFINITE

4 INTEGRALS:WORD
PROBLEMS

At the end of this lesson, you should be able to:

 Solve word problems involving definite integrals.

What’s In

You have learned how to find areas of regions bounded by curves. You will
use this concept in situational problems.

In this portion, you will connect your learned concepts and skills from previous
lesson, which have much to do with computing the areas of a plane using definite
integral. The activities presented in this module could give you an in-depth
understanding in the application of solving problems in real life situation.

What’s New
Consider and solve this problem.

Parcels of land are shaped in the form of regular polygons – usually triangles
and quadrilaterals. However, there are possibilities that one can acquire a piece of
land with an irregular shape. This can happen in places where the property being
acquired is near a river. River currents normally erode the soil, changing the shape
of the riverbank. Sometimes, land is divided irregularly resulting in irregular shapes
of the land parcels.

What Is It

Consider this word problem as an example.

EXAMPLE 1: Juan wants to acquire a lot
200  meters wide and with length bounded
from the road side to the banks of “Ilog
+200
Ahas”, which follows the equation y=cos .
π

. (Refer to the figure.)

a. Find the area of the lot.
b. If the price per square meter is P500,
how much is the cost of land?

22
23
 Solution.
a. Suppose we place the x-axis along the side of the road and the y-axis on one side of the
lot, as shown. Note that the y-axis is placed such that it runs along the farthest side of
“Ilog Ahas”. We can now apply definite integrals to find the area of the region. (Refer
to the figure.)

b. The price of the lot is 500(40, 000) = P20, 000, 000.

EXAMPLE 2: Consider the figure on

the right which shows the shape of a park
in a certain city. The Mayor of the city
asked the city engineer to cover the entire
park with frog grass that costs P150 per
square foot. Determine how much budget
the Mayor should allocate to cover the entire
park with frog grass

Solution. To determine the area, the city engineer first places the x−axis and y−axis
accordingly, as shown. The points of the park’s vertices are then determined. He discovered
that the lines are y = −2x + 200, y = 2x − 200, y = 3x + 200 and y = −5x − 200. (Refer
to the figure.)

24
 Using vertical rectangles, the city engineer
has to split the region into two subregions.
Subregion R1 is the one to the left of the yaxis
whose upper curve is y = 3x+200 and
y = −5x−200 as the lower curve. Subregion
R2 is the one to the right of the y-axis whose
upper curve is y = −2x+200 and y = 2x−
200 as the lower curve. The length of the
vertical rectangles on R1 is
3x + 200 − (−5x − 200) = 8x + 400
while the height of the vertical rectangles
on R2 is
−2x + 200 − (2x − 200) = −4x + 400

Hence, the area of the region will be

Therefore, the cost of covering the entire park with frog grass that costs P 150
per square foot is P 150(30, 000) = P 4, 500, 000.
.

What’s More
Solve the following problems.

1. Camille, the best architect in her city, wants to build a special type of room
for the mayor. The floor plan is illustrated below. Using definite integral, set up
the floor area of the room.

25
 2. Raiza has a quadrilateral vegetable garden that is enclosed by the x and y-
axes, and equations y = 10 - x and y = x + 2. She wants to fertilize the entire garden.
If one bag of fertilizer can cover 17m2. How many bags of fertilizer does she need?

What I Have Learned

1-4-3 List

In this activity, you will be asked to complete the 1-4-3 chart. Write down what
is being asked regarding computing the value of definite integral.

One thing I really love about this topic

1.

Four reasons why I love this topic

1.
2.
3.
4.

Three things I still need to understand about this topic

1.
2.
3.

26
Assessment (Post Test)

A. Directions: Read the following questions comprehensively. Encircle the letter of your
answer.

1. Which of the limits is equivalent to ?

a. c.

b. d.

Which of the definite integrals is equivalent to ?

2.

a. b. c. d.

Which of the limits is equivalent to ?

3.

a. c.

d.
b.
Type equation here .

4.
2 2 2 2
a. 2 xe− x b. −2 xe − x c.e − x d. e − x −1
b
5.If F and f are continuous functions such that F’(x)= f(x) for all x, then ∫ f ( x ) dx is
a
a. F’(a)- F’(b) b. F’(b)- F’(a) c. F(a) – F(b) d. F(b)- F(a)
c
6.If the function f has a continuous derivative on [a,c], then ∫ f ( x ) dx=¿ ¿
'

a
a. f( c) – f(0) b. |f( c)- f(0)| c. f(c) d. f(x) + c

27
 x
1
7. For all x > 1, if f ( x )=∫ dt ,tℎen f ( x )=¿
'

1 t
❑❑
a. 1 b. 1/x c. lnx-1 ❑ ❑ d. ln x

8.

a. -3 b. -2 c. 2 d. 3

9. Evaluate given g’(9).

a. 3 b. 4 c. 5 d. -5

10. Compute the values of the integral .

a. 87 b. 87/2 c. -87/2 d. 2

11. Compute the values of the integral .

a. -2 b. 3 c. 2 d. 1

12.
a. c= √3 b. 3 c. -3 d. √-3

13.Evaluate

a. - 7/ 24 b. 7/24 c. -7 d. 24/7

14. Find the value of the integral .

a. 80/4 b. 4/80 c. -80/4 d. -4/80

15. Find
a. -78 b. 78 c. 79 d. 57

28
II. Directions. Solve the following problems.
1. Determine the area of the region bounded by the curves y= 8/x, y=2x and x
=4.
2. Determine the area of the region bounded by the curves x=3+y 2, x= 2-y2, y=1
and y=-2.
3. Find the area of the region with the boundary f(x)= 3x-5, y=0, x=2 and x=4.
4. Find the area of the region bounded by the curve y= cos x, x=0 and x=.
5. Jake wants new carpeting for his bed room. However, he wants one of the
sides of the carpet to follow the graph of y = sin x + 3 + 1 as shown. If the
dimension of his bedroom is 3 x 3 meters, how much carpeting does he need
to cover his bed room?

29
Key Answers

What I Know

1. c

2. d

3. b

4. d
5.
D

6. c

7. b

8. b

9. a

10. d

Lesson 1

What’s New

What’s More

1. 10

2. 18

What I have Learned

Students’ answers vary.

30
What I Can Do

Lesson 2

What’s More

1. 12 2. 27/2 3. 18

What I have Learned

Students’ answers vary.

Lesson 3

What’s New

1. 14 square units
2.

What’s More

1. ln 2

31
2. ½ - 2/76

3.

What I have Learned

Students’ answers vary.

Lesson 4

What’s More

1.

2.

What I have Learned

Students’ answers vary.

Post Test

I.
Assessment

1. d 8. d

2. c 9.c

3. c 10. b

4. d 11. c

5. d 12. a

6. a 13. b

32
 7. b 14. a

15. b

II.Assessment

1. 12- 8ln(4) +8 ln(2) = 6.4548

2. 9

3. 8

4. 2 sq. units
5.
(9π2 + 3π - 2) square meter of carpet.

33
 References

H Anton, I. Bivens, S. Davis, Calculus: Early Transcendentals, John Wiley and

.
Sons, 7th Edition, 2002.

R. Barnett, M. Ziegler, K. Byleen Calculus for Business, Economics, Life Sciences

and Social Sciences, Pearson Education (Asia) Pre Ltd, 9th Edition, 2003.

L. Leithold, College Algebra and Trigonometry, Addison Wesley Longman Inc.,

1989, reprinted-Pearson Education Asia Pte. Ltd, 2002.

L. Leithold, The Calculus 7, Harpercollins College Div., 7th edition, December

1995.

Math 53 Module Committee, Math 53 Elementary Analysis I Course Module, In

stitute of Mathematics, UP Diliman, 2012.

J. Stewart, The Calculus: Early Transcendentals, Brooks/Cole, 6th Edition, 2008.

S. Tan, Applied Calculus for the Managerial, Life and Social Sciences, Brooks/Cole,
Cengage Learning, 9th Edition, 2014.

Patricia B. Licuanan, Ph.D.,Et al,. Basic Calculus Teaching Guide for Senior High
School , Commission on Higher Education, 2016

https://lionread.files.wordpress.com/2016/10/problems-set-3.pdf

34