Limits and Continuity Review

Rated 4.67 out of 5, based on 6 reviews

4.7 (6 ratings)

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Calculus and Chai

131 Followers

Grade Levels

11th - 12th, Higher Education, Homeschool

Subjects

Calculus

Resource Type

Activities, Printables, Games

Standards

CCSSMP1

CCSSMP3

CCSSMP6

Formats Included

Pages

26 problems + student response sheet + full solution key

$5.00

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Calculus and Chai

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What educators are saying

As with all things from Calculus and Chai, my students were extremely engaged. This is a great way to review for a test or quiz.

— Amanda C.

Rated 5 out of 5

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Standards

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Description

Limits and Continuity Review Scavenger Hunt is a fun and interactive way for students to work on calculus limits and continuity practice exercises. This activity gets students out of their seats and moving around the room! Scavenger hunts can be completed as individual, partner or small group activity.

The limits and continuity review scavenger hunt has 26 problems that include a variety of different limit, continuity and intermediate value theorem questions. This activity is designed to have students rotate between different concepts; allowing students to work through a variety of questions, even if they do not finish all 26 problems.

Topics Include:

Computing Limits Algebraically (direct substitution, factoring, conjugates)
Trigonometry Limits
Limits at Infinity
Infinite Limits
Properties of Limits
Evaluating Limits Using Graphs (one-sided limits and two-sided limits)
Continuity
Types of Discontinuities
The Sandwich Theorem or Squeeze Theorem
Intermediate Value Theorem (IVT)

This activity was designed for students that have NOT learned L’Hospital’s Rule but could be a used again later on in the year once students have learned L'Hopital's Rule for additional practice and review of older concepts.

This product includes 26 questions, student response sheet, answer key, and a FULL TYPED SOLUTION KEY.

On the student response sheet problems are spaced out giving students plenty of space to solve and show work. Total of 4 pages for the student response sheet but can be printed doubled sided to save paper.

The answer key is also included for easy checking and quick reference if students ask questions or want to double check their progress.

The FULL typed solution key has a detailed solution for each problem and includes extra commentary on some conceptually challenging problems to help with student understanding.

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Terms of Use:

This product should only be used by the teacher who purchased it. This product is not to be shared with other teachers. Please buy the correct number of licenses if this is to be used by more than one teacher. A complete terms of use is included in the product.

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You can receive TpT store credits to use on future purchases by leaving feedback on products you buy! Just click on “My Purchases” under “Buy”.

If you have any questions please contact me by email at calculusandchai@gmail.com

Thank you for shopping in my store!

Kelly Blakeman

Total Pages

26 problems + student response sheet + full solution key

Answer Key

Included

Teaching Duration

90 minutes

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Standards

to see state-specific standards (only available in the US).

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

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