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com

Basic Calculus
Quarter 3 – Module 5:
Slope of the Tangent Line
to a Curve
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Basic Calculus – Grade 11
Alternative Delivery Mode
Quarter 3 – Module 5: Slope of a Tangent Line to the Curve
First Edition, 2020
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Basic Calculus
Quarter 3 – Module 5:
Slope of the Tangent Line
to a Curve
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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-bystep
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.
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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.

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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 ℎ
, on what value does 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

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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. 𝑑𝑥
C. 𝑦′
B. 𝑓(𝑥) D. 𝐷𝑥𝑦

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 𝑥
=1 C. lim 𝑥
=1
𝑥→0 𝑥→0

𝑒 𝑥 −1 sin 𝑥 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.

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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.

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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. 𝑚 =
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 +7𝑥+12
𝑥→2 𝑥−2 𝑥→3

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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.

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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?

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

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.

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

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

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Example 5: Find the slope of the tangent line to the curve 𝑦 = 𝑥2 at 𝑥 = 2.

Solution:
Based on the problem, let us label the given values.

𝑓(𝑥) = 𝑦 = 𝑥2 f(x) and y are interchangeable

𝑥1 = 2 given x-value

𝑓(𝑥1 ) = 𝑥2 = 22 = 4 Substitute the given value of x to the given function.

Substituting to our formula:

Therefore, the slope of the line tangent to the curve 𝐲 = 𝐱𝟐 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 = 𝑥2 = 22 = 4

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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.

Example 7: Show that the tangent line to 𝑦 = 3𝑥2 − 12𝑥 + 1 at that point (2, −11) is
horizontal.
Solution:
Given: 𝑦 = 𝑓(𝑥) = 3𝑥2 − 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.

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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

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.

To write the equation of the tangent, substitute to the point-slope form of the line.

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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

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

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.

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

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

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

c. 𝑓(𝑥) = √𝑥 + 8
Evaluate first 𝑓(1) = √𝑥 + 3 = √1 + 3 = √4 = 2

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* 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

(This definition of derivative may be used if we are tasked only to find the derivative of
the function)

Example 10:
Let 𝑓(𝑥) = 2𝑥2 + 3𝑥 − 1. Use the definition of derivative to find 𝑓′(−1)
Solution:

To evaluate the function at 𝑓′(−1), substitute −1 to the obtained derivative,

𝑓′(−1) = 4𝑥 + 3 = 4(−1) + 3 = −1

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

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.

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.

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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.
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 − 10𝑡2.
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.

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Solutions:
a. The height of the ball from the ground before it was kicked is denoted by 𝑡 = 0.
Thus,
𝑠(𝑡) = 30 + 20𝑡 − 10𝑡2 = 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 − 10𝑡2
0 = 30 + 20𝑡 − 10𝑡2
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.

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

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

d. The instantaneous velocity is defined by the derivative of the function at t=1

and t=2. Thus,

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

and -20 in/s respectively.

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e. The instantaneous velocity at any time 𝑡0.

Therefore, the instantaneous velocity function at any time 𝐭𝟎 is

(𝟐𝟎 − 𝟐𝟎𝐭𝟎)𝐢𝐧/𝐬.

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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) = 𝑥2 − 4𝑥 + 1
3. 𝑓(𝑥) = 3𝑥2 + 8
𝑥
4. 𝑓(𝑥) = 𝑥+4
5. 𝑓(𝑥) = 𝑥3 − 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) = 3𝑥2 − 12𝑥 + 1 at the point (0, 1)
2. 𝑓(𝑥) = 𝑥2 + 1 at the point (0,1)

3. 𝑓(𝑥) = 𝑥2 − 2𝑥 + 1 at the point (2,1)

4. 𝑓(𝑥) = 𝑥3 + 2𝑥 − 1 at the point (0, -1)

1
5. 𝑓(𝑥) = at the point (1, 1)
𝑥3

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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.

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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) = 𝑥2 − 4𝑥 + 1; 𝑓′(2)
𝑥
3. 𝑓(𝑥) = ; 𝑓′(−3)
𝑥+4

4. 𝑓(𝑥) = 2 sin𝑥; 𝑓′(−3)

5. 𝑓(𝑥) = 𝑥𝑒𝑥; 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 = 𝑥2 + 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 = 𝑥2 − 2𝑥 − 3 that is

parallel to the line 𝑥 + 𝑦 = 1.

3. Find the equation of the tangent line to the curve 𝑦 = 𝑥2 − 3𝑥 + 4 that is

perpendicular to the line 𝑥 − 𝑦 = −1.

4. Suppose the function is defined by 𝑦 = 𝑓(𝑥) = 𝑥2 − 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.

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Additional Activities

Solve the following problems:

1. Determine the values of x where a curve 𝑦 = 𝑥3 − 3𝑥2 − 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

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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 = 𝜋𝑟2.

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.

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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

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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: bataan@deped.gov.ph