Unit 03 · Lesson 05 · Week 8 · Continuity & Asymptotic Behavior
The Squeeze Theorem
A limit describes the output behavior produced by inputs approaching a target. The value at the target may agree with the limit, differ from it, or be undefined. Numerical, graphical, and algebraic evidence should be reconciled. This lesson emphasizes the squeeze theorem through symbolic, graphical, numerical, and contextual evidence.
Learning intentions
- Define and use the central calculus language in the squeeze theorem.
- Move among symbolic, graphical, numerical, and contextual representations.
- Show complete reasoning with correct notation, domain conditions, units, and intervals.
- Verify a conclusion using a second method or representation.
Essential question
How do continuity conditions connect local behavior, global guarantees, and model reliability?
Visual model
A limit describes the output behavior produced by inputs approaching a target. The value at the target may agree with the limit, differ from it, or be undefined. Numerical, graphical, and algebraic evidence should be reconciled.
\lim_{x\to a}f(x)=L\lim_{x\to a^-}f(x)\lim_{x\to a^+}f(x)
Worked reasoning
Misconception check: A limit is not found by merely substituting the target. Substitution works only when the function's local structure permits it.
Three learning pathways
Foundation
Reconstruct definitions, annotate a worked example, and solve representative problems with guided prompts.
Core
Complete mixed representations, justify every major step, and verify exact and approximate results.
Extended
Generalize a result, analyze an error or edge case, and connect the lesson to modelling or proof-informed reasoning.
Communication and modelling
State what is known, identify the theorem or structure used, show symbolic work, interpret the result in context, and explain how the conclusion was checked. Calculator or CAD evidence must include settings, units, and a written interpretation.
Khaemenes Academy · Open-Age Calculus I
The Squeeze Theorem
Student Worksheet · Analyze, calculate, graph, or justify each result. Show reasoning, intervals, units, and technology evidence when used.
Name
Date
Evaluate lim x→4 of (x²−16)/(x−4).
A table approaches 4.999 from the left and 5.001 from the right. State the two-sided limit.
If the left-hand limit is 2 and the right-hand limit is 7, does the two-sided limit exist?
Evaluate lim x→0 of sin x/x.
Evaluate lim x→3 of (x+1).
Describe what lim x→a f(x)=L claims.
Lesson record
Mark this lesson complete only after the worksheet, correction, and reflection are finished.