Basic Calculus

Quarter 4

DO_Q4_BasicCalculus_Module1
Basic Calculus
Alternative Delivery Mode
Quarter 4 – Module 1
Revised Edition, 2023

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Thank you.
 Senior High School

Basic Calculus –
(LEARNING AREA)
Quarter 4 – Lesson
(QUARTER NUMBER)
(MODULE1NUMBER)
 What I Need to Know

Targets:
1. Illustrate an antiderivative of a function (STEM_BC11I-IVa-1); and

2. Compute the general antiderivatives of polynomial, radical and exponential

functions (STEM_BC11I-IVa-b-1).

What I Know

Multiple Choice: Write the letter of your answer on a separate answer sheet.

1. Find the indefinite integral: ∫(3 + 2 + 4) .

A. 3 +4 + C. +2 +

B. + +4 + D. 3 +2 +

2. Which of the following is the antiderivative of ( ) = ?

A. − + C. 2 + +

B. − + D. + +

3. What is the integral of ( ) = (2 − 3 )?

A. 2 − + C. 2 − +

B. 2 − + D. 2 − +

4. Find the integral of ( ) = (√ +√ ) .

A. + + C. + +

B. + + D. + +

5. Solve using the antiderivative theorem: ∫ .

A. | |+ C. +

B. |5 | + D. 5 | |+

4
 Lesson Antiderivatives of Polynomial,
1 Exponential and Radical Functions

In the previous lesson you learned how to find the derivative of functions using
the specific rules, method and theorems of differentiation.
In this module the process will be reversed, you will develop to determine the
original function from given derivative. We call this process
antidifferentiation/integration.

What's In
As a review, match the functions in column A with their corresponding
derivatives in column B.

Column A Column B

1. ( )=4 +5 +6 a. . ( )=− +4

2. ( )= −2 +4 b. ( ) = 24 + 3

3. ( ) = 12 +3 c. ( )= −2

4. ( )=2 − d. ( ) = 12 + 10

5. ( ) = 2 −5 + −6 +5 e. ( )= 3 − 12

6. ( ) = −6 +9 f. ( )=2 −2 +2

7. ( ) = − +2 −5 g. ( )=3 − 12

8. ( ) = −6 +9 h. ( )=8 − 15 +2 −6

Notes to the Students

All the functions in column A are indeed antiderivative/ integral of
the corresponding derivatives in column B.

5
 What’s New
In this section we will discuss Antiderivative or indefinite integral of
polynomial, exponential and radical functions.
Let f(x) be a function describing or modelling a phenomenon and F(x) describe
rates of change of this function. How do we find the original function f(x) given its
derivative F(x)?
The approach is by antidifferentiation/ integration. Antidifferentiation/
integration is the process of finding the indefinite integral of functions, is the
opposite process of differentiation.
If F is a particular antiderivative of f, then we write the general form of the
antiderivatives of a function as:
( ) = ( )+
where:
The function is called the integrand
The function is called the antiderivative of
The symbol ∫ is called the integral sign
The symbol identifies the variable of integration
The symbol C is called the constant of integration, an
arbitrary constant (meaning any value of C makes ( ) + a valid
antiderivative.
The expression above is called an indefinite integral, since the answer is
not definite.

What is It
The derivative of a function ( ) = + 3 − 6 is ( ) = 2 + 3, to find the
antiderivative of ( ) = 2 + 3 is to retrieve the original function ( ) = + 3 − 6.
To do this is to revert the process.

Illustration:
Finding the Derivative Finding the Antiderivative
( )= +3 −6 ( )=2 +3

′( ) = (2) +3 ( )= + +

′( ) = 2 +3 ( )= + +

′( ) = 2 + 3(1) ( )= +3 +
′( ) = 2 + 3

In solving for the derivative of ( ) = + 3 − 6 , 1 is subtracted from the

exponent of 3 . In solving for the antiderivative of ( ) = 2 + 3, 1 was added
back. In finding the derivative, was multiplied by 2 and 3 was multiplied by
1. In finding the antiderivative, 2 was divided by (1+1) or 2 and 3 was divided
by (0+1) or 1, then add C as an arbitrary constant to make the antiderivative valid.
The letter C was used to represent the constant term. Therefore, the antiderivative of

6
DO_Q4_BasicCalculus_Lesson1
 ′( ) = 2 + 3 is ( )= + 3 + . The following are other basic antidifferentiation
formulas.

cf(x)dx = c f(x)dx e dx = e + C

a 1
a dx = + C, a > 0 and a ≠ 1 dx = ln|x| + C
lna x

[f(x) ± g(x)]dx = f(x)dx ± g(x)dx

Example 1: Find the antiderivative of ∫ 4 Example 2: Evaluate ∫(5 − )

Solution: ∫4 = 4∫ Solution: ∫(5 − )
= (4) + = − +
= +
= +

Example 3: Find the antiderivative of ∫(3 + 2 − 6 − 2 + 5)

Solution: ∫(3 + 2 − 6 − 2 + 5)
= 3∫ + 2∫ − 6∫ − 2∫ + 5∫
= (3) + (2) − (6) − (2) + (5) +
= + − − + +

What’s More

I. Try This!

Example 1: Find the antiderivative of ∫ 4 Example 2: Evaluate ∫(5 − )

Solution: ∫4 = 4∫ Solution: ∫(5 − )

= (4) + = − +

= +

= +

7
II. Keep Trying!

Example 3: Find the antiderivative of ∫(3 +2 −6 − 2 + 5)

Solution: ∫(3 +2 −6 − 2 + 5)

= 3∫ + 2∫ − 6∫ − 2∫ + 5∫

= (3) + (2) − (6) − (2) + (5) +

= + − − + +

Example 4: Evaluate ∫ 8 √

Solution: ∫ 8 √ = 8∫

= (8) +

= (8) +

= +

Example 5: What is the antiderivative of ∫

√

Solution: ∫ =∫
√

=∫ =− +

= + =− +

What I Have Learned

= +

= + ,

= + , ≠−
+

( ) = ( )

[ ( ) ± ( )] = ( ) ± ( )

= +

8
 = + , > ≠

= | |+

What I Can Do
Evaluate the antiderivative of the following functions:

1. ∫ 8 √x dx 2. ∫ dx
√

Assessment

Multiple Choice: Write the letter of your answer on a separate answer sheet.
1. Find the indefinite integral: ∫( +2 +5 ) .

A. +3 + C. 12 +2 + +

B. + + + D. +2 +4 +

2. Find the antiderivative of ∫(3 + ) .

√

A. +4 + C. 3 +2 +

B. 3 + + D. 3 + 2√ +

3. Evaluate: ∫(5 − ) .

A. + + C. 5 + 5+

B. + + D. +3 +

4. Find the antiderivative of ∫ .

√

√
A. 15 + + C. 15 √ + +

B. 3 + + D. 15 + +
√

5. Find the indefinite integral: ∫(5 + ) .

A. 5 +8 | |+ C. +8 | |+

B. 5 + + D. + +

9 DO_Q4_BasicCalculus_Lesson1
 Additional Activities

Direction: Determine the following antiderivative.

1. ∫ 4. ∫(5 −2 +5 )

2. ∫ 3 5. ∫ 3 −5

3. ∫ 2 √

10
References
Arceo, Carlene P. et al. (2016) Teaching Guide for Senior High School in Basic
Calculus. Commission on Higher Education. Quezon City.
Mercado, Jesus P. and Orines, Fernando B. (2016). Next Century Mathematics II
Basic Calculus. Phoenix Publishing House, Inc. Manila, Philippines

Pelias, John Gabriel P. (2016). Basic Calculus (First Edition). Rex Bookstore, Inc.
Manila, Philippines

https://www.mathisfun.com/calculus/integration-rules.html

12
 Senior High School

Basic Calculus –
(LEARNING AREA)
Quarter 4 – Lesson
(QUARTER NUMBER)
(MODULE2NUMBER)

13
 What I Need to Know

Targets:
1. Illustrate an antiderivative of trigonometric function (STEM_BC11I-IVa-b-1);
and
2. Compute the general antiderivatives of trigonometric functions
(STEM_BC11I-IVa-b-1).

What I Know
Multiple Choice: Write the letter of your answer on a separate answer sheet.

1. Find the indefinite integral: ∫ .

A. cos ( ) + C. − cos ( ) +

B. − cos ( ) + D. − ( )
+

2. Which of the following is the antiderivative of ( ) = (7 −3 )?

A. 7tan ( ) − 3sec ( ) + C. 3tan ( ) − 7sec ( ) +

B. 7 tan( ) + 3sec ( ) + D. 7cot ( ) − 3csc ( ) +

3. What is the integral of ( ) = 6 ?

A. 6sin ( ) + C. sin ( ) +

B. −6sin ( ) + D. − sin ( ) +

4. Evaluate: ∫( + 5) .

A. cot( ) + 4 + C. − cot( ) + 5 +

B. − cot( ) + 4 + D. cot( ) − 5 +

5. Solve using the antiderivative theorem: ∫(3 − ) .

A. 3 + 3 tan( ) + sin( ) + C. −3 + 3 tan( ) − sin( ) +

B. −3 tan( ) − sin( ) + D. −3 tan( ) − 3sin( ) +

14 DO_Q4_BasicCalculus_Lesson2
 Lesson Antiderivatives of Trigonometric
2 Functions

What's In

As a review, match the functions in column A with their corresponding

derivatives in column B.

Column A Column B
( )
1. = cos 5 a. =

2. = sin (2 − 1) b. = −8 (4 )

3. = −2 tan 4 c. = −5 sin(5 )
( )
4. = d. = 2cos (2 − 1)

( ) ( )
5. = cot ( − 1) e. =

What’s New
In the previous lesson, you learned how to find the antiderivative of functions
such as polynomial, exponential and radical using the specific rules, methods, and
theorems of antidifferentiation. In this module, you will develop to determine the
basic formula in antidifferentiation/integration of trigonometric functions.

Notes to the Students

All the functions in column A are indeed antiderivative/ integral of
the corresponding derivatives in column B.

15 DO_Q4_BasicCalculus_Lesson2
 What is It
The following are the formulas for the antiderivatives of Trigonometric Functions:

The Antiderivatives of Trigonometric Functions

− + − +

+ +

+ − +

Notes to the Students

∫ ,∫ ,∫ ∫ will be derived on
the lesson, antidifferentiation by substitution.

What’s More
Try This!

Example 1: Evaluate: ∫ 3(sin + )

Solution: ∫ 3(sin + ) = 3 ∫(sin + )
= 3(∫ sin +∫ )
= (− + )+

Example 2: Find the antiderivative of ( ) = ( −5 )

Solution: ∫( − 5 ) = ∫( − 1) − 5 ∫
=∫ −∫ − 5∫
= ( )− − +

What I Can Do

Find the antiderivative of the following Trigonometric Functions:

( )
Evaluate: ∫ −2
( )
Solve using the antiderivative theorem: ∫(7 + )

16
 What I Have Learned
The Antiderivatives of Trigonometric Functions
− +

− +

− +

Assessment

Exercises: Evaluate the following integrals.

1. ∫(−3csc ( )cot ( ) 4. ∫ −9sin ( )

2. ∫ 5. ∫ 3 ( )
( )

3. ∫ −5 ( )

Additional Activities

Direction: Evaluate the following integrals.

1. ∫(5 −2 ) 4. ∫(7 −5 )

2. ∫ 5. ∫(2 + )

3. ∫

17
References
Arceo, Carlene P. et al. (2016) Teaching Guide for Senior High School in Basic
Calculus. Commission on Higher Education. Quezon City.
Mercado, Jesus P. and Orines, Fernando B. (2016). Next Century Mathematics II
Basic Calculus. Phoenix Publishing House, Inc. Manila, Philippines

Pelias, John Gabriel P. (2016). Basic Calculus (First Edition). Rex Bookstore, Inc.
Manila, Philippines

https://www.mathisfun.com/calculus/integration-rules.html

19
 Senior High School

Basic Calculus –
(LEARNING AREA)
Quarter 4 – Lesson
(QUARTER NUMBER)
(MODULE3NUMBER)

20
 What I Need to Know

Targets:
1. Compute the general antiderivatives of a function using the substitution rule
(STEM_BC11I-IVb-c-1).

What I Know

Let’s find out how much you know about the lesson.
Multiple Choice: Write the letter of your answer on a separate answer sheet.
1. Find the indefinite integral: ∫(3 + 2 + 4)
A. 3 + 4 + C. +2 +
B. + +4 + D. 3 + 2 +

2. Which of the following is the antiderivative of ( ) = .

A. − + C. 2 + +
B. − + D. + +

3. What is the integral of ( ) = (2 −3 )

A. 2 − + C. 2 − +
B. 2 − + D. 2 − +

4. Find the integral of ( ) = (√ +√ )

A. + + C. + +
B. + + D. + +

5. Solve using the antiderivative theorem: ∫

A. | |+ C. +
B. |5 | + D. 5 | |+

21
 Lesson Antiderivative of Functions Using
3 Substitution

What's In

Finding the derivative of composite functions can be done through Chain Rule. As we said,
the process of finding the antiderivatives of functions is the inverse of such process. At this point, we
will find the antiderivative of composite functions, this is accomplished via the Substitution Rule,
which is simply a re- statement of the Chain Rule in terms of derivatives.

In differentiating a given composition of functions, Chain Rule states that f ° g'x=f'(gx)∙g'(x)

in which the derivative of the inner function appears in the answer, while in anti- differentiating a
composition we have f'gxg'xdx=f ° gx+C in which the derivative of the inner function must appear in
the integrand in order to write a composition as the

What’s New

Finding the derivative of composite functions can be done through Chain

Rule. As we said, the process of finding the antiderivatives of functions is the inverse
of such process. At this point, we will find the antiderivative of composite functions.
This will be accomplished via the Substitution Rule, which is simply a re- statement
of the Chain Rule in terms of derivatives.

In differentiating a given composition of functions, Chain Rule states that

( ° ) ( ) = ′( ( )) ∙ ′( ) in which the derivative of the inner function appears in
the answer, while in anti- differentiating a composition we have ∫ ( ) ∙ ( ) =
( ° )( ) + in which the derivative of the inner function must appear in the
integrand in order to write a composition as the answer.

What is It
From the given integral of the form ∫ ( ) ( ) , express it to another
form by recognizing an inner function ( ) and change it from ( ) to by
substitution. Then express the entire integral in terms of the new variable including
as . In this case, = ( ) Thus, we have:

( ) ( ) = ( )

7 DO_Q4_BasicCalculus_Lesson3
 What’s More
1. ∫( − ) +
.
Solution:
Solution:
Let u = (x − 4) , du = 3x dx
-by substitution
Let u = 3x + 5, du = 3dx
(x − 4) 3x dx = u du
du = dx -by substitution
= +C -by integration 1
-perform the ∫e dx = ∫ eu du
3
= +C operation
= ∫ e du

= e +C -by integration
( ) -replace u
∫( − ) = + with −4 -replace u
= (e )+C with 3 + 5

+
∫ = + -simplify

3. ∫ +
Solution:
=4 + 5, = 12
2 1
= 12 2
=6 2

1
6 4 +5 = √ -by substitution
2
= ∫√
= ∫

1
= + -by integration
2 1+1
2
= + -perform the operation

= + -simplify

= (4 + 5) + -replace u with 4 +5

+ + -simplify
+ = +

8 DO_Q4_BasicCalculus_Lesson3
 What I Can Do
Evaluate the following functions using substitution method:

1. ∫ ( ) 2. ∫ ( )

What I Have Learned

Table of Integrals Table of Integrals

+ ( ) | ( )| +
+

| |+ ( ) ( ) − ( )+

+ ( ) ( ) ( )+

( ) ( )− + ( ) ( )+

+ ( ) − ( )+
( )

( ) − ( )+ + ; >
√ −

( ) ( )+ + ; >
+

( ) | |
| ( )− ( )| + + ; >
√ −
( ) | ( )+ ( )| +

( ) | ( )| +

9 DO_Q4_BasicCalculus_Lesson3
 Assessment
Evaluate the following integrals:

1. ∫2 4. ∫2
2. ∫ 6cos (2x) 5. ∫ 6cos (2x)
3. ∫3

Additional Activities

ℎ :

1. ∫ ∫(2 + 8 − 5) ( + 2)
2. ∫ (6 )
3. ∫
4. ∫√
5. ∫( )√

9 DO_Q4_BasicCalculus_Lesson4
References
Arceo, Carlene P. et al. (2016) Teaching Guide for Senior High School in Basic
Calculus. Commission on Higher Education. Quezon City.
Mercado, Jesus P. and Orines, Fernando B. (2016). Next Century Mathematics II
Basic Calculus. Phoenix Publishing House, Inc. Manila, Philippines

Pelias, John Gabriel P. (2016). Basic Calculus (First Edition). Rex Bookstore, Inc.
Manila, Philippines

https://www.mathisfun.com/calculus/integration-rules.html

11 DO_Q4_BasicCalculus_Lesson4
 Senior High School

Basic Calculus –
(LEARNING AREA)
Quarter 4 – Lesson
(QUARTER NUMBER)
(MODULE4NUMBER)

12 DO_Q4_BasicCalculus_Lesson4
 What I Need to Know
Targets:
1. Solve separable differential equations (STEM_BC11I-IVd-1); and

2. Solve situational problems involving growth and decay

(STEM_BC11I-IVe-f-1).

What I Know
Multiple Choice: Write the letter of your answer on a separate answer sheet.
1. Solve the differential equation = −3 + .
A. =− − + + C. = + + +

B. = − − + D. = − + +

2. Find the particular- solution of the differential equation = , ℎ (0) = 100.

A. = C. =

B. = 100 D. = 100
3. Which of the following differential equations indicates the rate of change of a
certain population at time (t)?
A. = ( − ) C. = ( − )

B. = D. =

Lesson
Differential Separable
4

What's In

Imagine you are behind a microscope in a science laboratory, and you are
trying to count the growing number of bacteria in a petri dish. You observe that at
any point in time, one- eighth of the population is reproduced. You may eventually
give up on counting because the bacteria are multiplying very fast but you can use
your calculus skills to find the population of bacteria at any given time.

13 DO_Q4_BasicCalculus_Lesson4
 What’s New
In this lesson of differential equation, we will consider only those which we
call separable. A Separable Differential Equation is an equation which can be
written as ( ) = ( ) , where and are functions of and . The left side of
the equation involves the while the right side involves the variable. If it is possible
to separate the variables, then we can find the solution of the differential equation
by integration.
A solution to a differential equation is a function = ( ) or a relation of
( , ) = 0 that satisfies the equation. General solution was obtained after
integrating both sides of the equation containing ( ), when is
replaced by a numerical value the solution obtained is called Particular solution.

STEPS IN SOLVING SEPARABLE DIFFERENTIAL EQUATION

1. Separate the variables by moving the y- terms including the to the left- side of
the equation and the x- terms including the on the right side using the cross
multiplication and properties of equality.

2. Integrate both sides of the equation. Integrate the left side with respect to y and
the right side with respect to x.

3. Substitute the given values in the equation to determine the value of C.

4. Solve for y.

What is It

Moving on to the actual physical examples. One important interpretation of

the derivative is the rates of growth (increase) or decay (decrease) of quantities. The
laws of natural growth and decay states that the rate of change of quantities (y) with
respect to time (t) is proportional to their size at a given instant. Mathematically it
expressed as:
= , where k is a constant
To find the general solution we can be computed this using separable
differential equation.

Thus: =
=
=
∫ = ∫
| |= +
| |= →| |= ∙

14 DO_Q4_BasicCalculus_Lesson4
If = 0, then = 1, and = = . Hence, = ∙ can be written as
( ) = (0) .

What’s More
1. = + ; = =
Solution:
=3 +5 = + + General Solution

5
= (3 +5 ) 4 = (2) + (2 ) + - substitute x=2, y=4
2
= (3 +5 ) 4 = 8 + 10 +

=3 +5 = −16
3 5 5
= + + = + − 16 Particular Solution
3 2 2

2. − = , = =
Solution:
5 −2 =0
| | General Solution
−2 = −5 =
−2 −5 | |
= = ∙ -using logarithmic properties

−2 = −5 =

−2 | | = −5 | | + =
5
ln| | = ln| | + 1 = (1)
2 - =
ln| | = ln| | + =1 - substitute x=1, y=1

ℎ : = = =√ Particular Solution

What I Can Do
Science Class students are doing an experiment. At the start of the
experiment, there were 3,000 bacteria. After 5 minutes, they became 6,000. How long
will it take before there will be 210,000 bacteria? Assume that the bacteria are
increasing exponentially.

15 DO_Q4_BasicCalculus_Lesson4
 Assessment
A. Find the general solution of the following differential equations.

1. = 4√ − 1

2. = −4 +3

3. = 10 sin(5 )

B. Find the particular solution of the following.

4. =( − 9) ; (0) = −9
5. =6 − 2 − 3; (2) = 7

C. Solve the given problem:

A radioactive isotope has a half- life of 2 250 years. If you start with an initial
mass of 150 grams of isotopes, how much isotope will be left after 10 years?

16 DO_Q4_BasicCalculus_Lesson4
 Additional Activities

: :
A radioactive isotope has a half - life of 2 250 years. If you start with an initial
mass of 150 grams of isotopes, how much isotope will be left after 10 years?

12 DO_Q4_BasicCalculus_Lesson6
References
Arceo, Carlene P. et al. (2016) Teaching Guide for Senior High School in Basic
Calculus. Commission on Higher Education. Quezon City.
Mercado, Jesus P. and Orines, Fernando B. (2016). Next Century Mathematics II
Basic Calculus. Phoenix Publishing House, Inc. Manila, Philippines

Pelias, John Gabriel P. (2016). Basic Calculus (First Edition). Rex Bookstore, Inc.
Manila, Philippines

https://www.mathisfun.com/calculus/integration-rules.html

14 DO_Q4_BasicCalculus_Lesson6
 Senior High School

Basic Calculus –
(LEARNING AREA)
Quarter 4 – Lesson
(QUARTER NUMBER)
(MODULE5NUMBER)

15 DO_Q4_BasicCalculus_Lesson6
Targets:
What I Need to Know

1. Illustrate the definite integral as a limit of Riemann sums; and

2. Illustrate Fundamental Theorem of Calculus (STEM_BC11I-IVh-1).

What I Know
Multiple Choice: Write the letter of your answer on a separate answer sheet.
1. He is the German mathematician who introduced the concept of Riemann sums.

A. Bernard Riemann B. Bremann Riemann C. Bernhard Riemann

2. What is the value of ∆ in the definite integral ∫ (3 + 1) if written in limits of

Riemann sums?

A. n B. C. 2n D.

3. Which of the following is equivalent to ∫ ?

A. lim B. lim C. lim D. lim

→ → → →

4. Using the definition of definite integral as a limit of Riemann sum, evaluate

∫ (3 + 5 + 1) .

A. 12 B. 38 C. 42 D. 88

5. Which of the following definite integral represents the area under the curve

( )=3 on the interval [0,2] ?

A. ∫ (3 ) B. ∫ (3 ) C. ∫ (9 ) D. ∫

6. What is the value of ∆ in the definite integral ∫ ( − 4) if written in limits of

Riemann sums?

A. -4/n B.-2/n C. 2/n D. 4/n

7. What is the value of ∆ in the definite integral ∫ 5 if written in limits of

Riemann sums?

A. B. C. D.

16 DO_Q4_BasicCalculus_Lesson6
8. What is the value of in the definite integral ∫ (cos ) if written in limits of
Riemann sums?

A. -1 + B. C. 1 - D.

9. Which of the following definite integral represents the area under the curve

( )=5 on the interval [−2,2] ?

A. ∫ 5 B. ∫ 5 C. ∫ 5 D. ∫ 5

10. Which of the following definite integral represents the area under the curve

( ) = sin on the interval [ , 0] ?

A. ∫ sin B. ∫ sin C. ∫ sin D. ∫ sin

11. Using the definition of definite integral as a limit of Riemann sum, evaluate
∫ (3 + 7) .

A. 29/2 B. 31/2 C. 51/2 D. 59/2

12. Using the definition of definite integral as a limit of Riemann sum, evaluate
∫ (6 + 2 + 1) .

A. -2 B.-1 C. 1 D. 2

13. Using the definition of definite integral as a limit of Riemann sum, evaluate
∫ (4 − 1) .

A. -14 B. 11 C. 14 D. 26

14. Using the definition of definite integral as a limit of Riemann sum, evaluate
∫ (7 + 9 − 3) .

A. 0 B. 26 C. 33 D. 54

15. Using the definition of definite integral as a limit of Riemann sum, evaluate
∫ (9 − 5) .

A. -4 B. -2 C. 0 D. 2

17 DO_Q4_BasicCalculus_Lesson6
 Lesson
Riemann Sums
5

What's In

In Geometry, we can easily find the area of the region using the specific
formula like, triangles, parallelograms, regular polygons, circles, etc. However, it
does not provide formulas to compute the area of a general region.

Notes to the Students

You may recall the different formula in finding the area in
Geometry. Try to find the sides of the formed figure by finding the
coordinates on their intersections.

What’s New
In this section we will discuss Riemann
sums. It is named after nineteenth century
German mathematician Bernhard Riemann. One
very common application is approximating the
area under a functions or lines on a graph.
Let ( ) be a continuous, function defined
in the interval [ , ] and its graph is above the x-
axis on the closed interval [ , ]. How do we
approximate the area bounded by ( ) above, the
x-axis below, the line = on the left, and the line = on the right. See figure on
the right.
The approach is by dividing the region into many small shapes that have area
with a known formula, we can sum these areas and obtain a reasonable estimate of
the true area.

18 DO_Q4_BasicCalculus_Lesson6
 We begin by dividing the interval
[ , ] into sub-intervals of equal width, .
We do this by selecting equally spaced
points , , ,…, with = , =
and − = for = 1, 2, 3, … , .

We denote the width of each

subinterval with the notation ∆ , so ∆ =
and = + ∆ ∗ for = 1, 2, 3, … , .
Let’s define some relevant terminology:
A set of points = { } for = 0, 1, 2, … , with = < < <⋯< =
, which divides the interval [ , ] into sub-intervals of the form [ ,
], [ , ], … [ , ] is called a partition of [ , ]. If the sub-intervals all have the
same width, the set of points forms a regular partition of the interval [ , ].
So, the area of the region is approximated by the sum of the areas of the
rectangles
≈ ( )∗ ∆ + ( )∗ ∆ + ( )∗ ∆ + ⋯+ ( )∗ ∆

≈ ( )+ ( )+ ( )+⋯+ ( ) ∗∆

≈ ( ( )) ∗ ∆

Note that the sample point can be any sample point in the i-th sub-interval,
with common choices being right, or mid-point, or left. For the discussion on this
module we will use the right sample point where = +∆ ∗ .
The sum∑ ( ( )) ∗ ∆ is called the Riemann sums.
There are several types of Riemann Sums. The Left Riemann Sum uses the left
endpoints of the subintervals. The Right Riemann Sum uses the right endpoints, and
the Midpoint Riemann Sum is calculated using the midpoints of the subintervals.

ACTIVITY
Analyze the table and graph below and answer the following questions.

The area bounded by the graph of ( ) = + 2, x-axis, line

= 2, and line = 6 is 16 square units. Assuming that we
partition the interval into three, five, and seven sub-
intervals respectively, the result of the Riemann Sum is
on the table below:

19 DO_Q4_BasicCalculus_Lesson6
 Three sub-intervals Five sub-intervals Seven sub-intervals

Left Riemann Sum ≈ 14.67 ≈ 15.2 ≈ 15.43

Right Riemann Sum ≈ 17.33 ≈ 16.8 ≈ 16.57

Guide Questions:
1. What can you say about the areas computed in Left Riemann Sum as the sub-
interval increases? How about the Right Riemann Sum?
2. What can you say about the Riemann Sum and the actual area under the
curve as the sub-intervals increases?
3. What do you think will happen to the Riemann Sum if we increase the sub-
interval into infinite partitions?

What is It

THE DEFINITE INTEGRAL

We can make our approximation better by dividing our area into further
rectangles that are smaller in width by increasing the number of sub-interval n.

You can see how the approximation gets closer to the actual area as the
number of rectangles increases.

If we take the limit of the Riemann sum as the number of sub-interval

n approaches infinity, we get the exact value of the area of the region under the curve.

To make use of the concept of limit, we make the width of each rectangle
approach 0, which is equivalent to making the number of rectangles n approach
infinity. By doing so, we find the exact area under the curve,

= lim ( ( )) ∗ ∆
→

This limit is called the definite integral of the function f(x) from a to b, and is
denoted by:

20 DO_Q4_BasicCalculus_Lesson6
 ( )

Therefore,

= lim ( ( )) ∗ ∆ = ( )
→

The notation for the definite integral is very similar to the notation for
an indefinite integral. The new elements a and b mean, respectively, the lower and
the upper limit of integration.

What’s More
Try This!

1. Rewrite the definite integral ∫ cos as a limit of Riemann sum.

Solution:
Let’s find first ∆ and .

∆ = = =
( )
= +∆ ∗ = + ∗ = + =

Substitute now to ∫ cos = lim ∑ ( ) ∗ (∆ )

→

( )
∫ cos = lim ∑ ∗
→

( )
= lim ∑ cos ∗
→

( )
Therefore ∫ cos = lim ∑ cos ∗
→

2. Evaluate ∫ (3 + 1) using the limit of right Riemann sums.

Solution:

This integral corresponds to the area of the shaded

region to the right.

Note: From geometry we know the area is 8. We know

already the answer, so we will verify it using the limit of
Riemann sums.

21 DO_Q4_BasicCalculus_Lesson6
 We will use right endpoints to compute the integral. First divide [0, 2]
into n sub-intervals of length ∆ = = = . Since we are using right endpoints,
= +∆ ∗ =0+ ∗ = .

∫ (3 + 1) = lim ∑ ( ) ∗∆
→

2 2
= lim ∗
→

2 2
= lim 3 +1 ∗
→

12 2
= lim +
→

12 2
= lim +
→

12 2
= lim + 1
→

( + 1)
: = 1=
2

12 ( + 1) 2
= lim ∗ + ∗
→ 2

+1
= lim 6 ∗ +2
→

1
= lim 6 ∗ 1 + +2
→

6
= lim 8 +
→

=8
Therefore ∫ (3 + 1) = 8.

What I Have Learned

In your own words, list down the steps in solving definite integrals using the
Riemann Sums.

22 DO_Q4_BasicCalculus_Lesson6
 What I Can Do
Use the limit of right Riemann sums to determine the area under the curve
( ) = 3 − + 7 over the interval [0, 1].

Assessment
A. Given the definite integrals below, find the value of each ∆ and .

1. ∫ 3

2. ∫ (2 + 1)

3. ∫ (5 − 2)

4. ∫ 4

5. ∫ (3 + 2 + 1)

B. Rewrite the given definite integrals below into Riemann sums.

1. ∫ ( + 1)

2. ∫ 6

3. ∫ (8 − 5)

4. ∫ (3 − 2 + 1)

5. ∫ (7 − )

C. Multiple Choice: Write the letter of your answer on a separate answer sheet.
1. Using the definition of definite integral as a limit of Riemann sum, evaluate
∫ +1

A. 12 B. 14/3 C. 10 D. 9

2. Using the definition of definite integral as a limit of Riemann sum, find the exact
value of ∫ + .

A.0 B.8 C. 28/3 D. 17/6

3. Evaluate using the limit of Riemann sum: ∫ 6 −5 +1

23 DO_Q4_BasicCalculus_Lesson6
 A.57/2 B. 27/4 C. 18 D. 33

4. Evaluate using the limit of Riemann sum: ∫

A. -4/3 B. -7/6 C. 2/3 D. 11/2

5. Evaluate using the limit of Riemann sum: ∫ 3 + 12

A. 18 B. 27 C. 32 D. 11

Additional Activities

Directions: Research on the life and works of Bernard Riemann. Learn how he had
developed the Riemann Sums and how it affected our Mathematics today.

24 DO_Q4_BasicCalculus_Lesson6
References
Alegre, H. C. (2016). Basic Calculus. Mandaluyong City 1550 Philippines: Anvil
Publishing Inc. pp. 67-82.
Kelly, W. M. (2006). The Complete Idiot’s Guide to Calculus Second Edition. United
States of America: Alpha Books.
Mercado, J. P. and Orines, F. B. (2016). Basic Calculus, Next Century Mathematics
11. Manila, Philippines
Pelias, J. G. P. (2016). Basic Calculus (First Edition). Manila, Philippines
Sullivan, M. (2012). Pre-Calculus Ninth Edition. United States of America: Pearson
Education, Inc.
DepEd Kto12 Curriculum Guide in Basic Calculus
https://www.mathsisfun.com/calculus/integration-rules.html

26 DO_Q4_BasicCalculus_Lesson6
 Senior High School

Basic Calculus –
(LEARNING AREA)
Quarter 4 – Lesson
(QUARTER NUMBER)
(MODULE6NUMBER)

27 DO_Q4_BasicCalculus_Lesson6
 What I Need to Know

Targets:
1. Compute the definite integral of a function using the Fundamental Theorem
of Calculus (STEM_BC11I-IVh-2); and
2. Compute the definite integral of a function using the substitution rule.
(STEM_BC11I-IVi-2).

What I Know
Multiple Choice: Write the letter of your answer on a separate answer sheet.

Multiple Choice: Write the letter of your answer on a separate answer sheet.

1. Evaluate ∫ 6 −5 +2 .

A. 0 B. 84 C.97 D. 120

2. Evaluate: ∫ √ ( − 2)

A. -32/15 B.45/61 C.-1/2 D. 13/7

3. Evaluate: ∫

A. 9-ln 2 B. 10-ln2 C. ln3-ln2 D. 9ln2

/
4. Evaluate: ∫ 2 sin − 5 cos

√ √ √ √
A. 1 − B. 1 − C. 1 + D. 1 +

5. Evaluate: ∫ 4 − 6√

A. 6/5 B. −7/5 C. −8/5 D. 8/7

6. Evaluate: ∫ 3 +4 −5 .

A. -2 B. 0 C. 1 D. 2

7. Evaluate: ∫ −3 .

A. 609/2 B. 621 C. 609 D. 1235

8. Evaluate: ∫ sin .

A. -1 B. 0 C. 1 D. 2

28 DO_Q4_BasicCalculus_Lesson6
 9. Evaluate: ∫ ( )
.

A. -1 B. -1/2 C. 0 D. 1/2

10. Evaluate: ∫ 4 (6 + 1) .

A. 32352 B. 97056 C. 129408 D. 388224

11. Evaluate: ∫ .

A. -1 B. -1/2 C. 0 D. 1

12. Evaluate: ∫ +4 .

A. -10 B. -5 C. 5 D. 10

13. Evaluate: ∫ .

A. -1 B. -1/3 C. 1/3 D. 1

14. Evaluate: ∫ 2√2 + 3 .

A. 18 − √3 B. 18 − 2√3 C. 27 − 2√3 D. 27 − √3

15. Evaluate: ∫ .

A. − B. − C. − D. −

Lesson Fundamental Theorem of Calculus

6 and Substitution Rule

What's In
The Fundamental Theorem of Calculus (FTC) shows the relationship
between the two main branches of calculus, differential and integral. You may see
that the two are unrelated since one came from the tangent problem and the other
arose from the area problem. We will see that this theorem does create a link between
the two.
The FTC will show that the relationship of differentiation and integration,
which is that these two inverse the processes of each other.

29 DO_Q4_BasicCalculus_Lesson6
 What’s New
FUNDAMENTAL THEOREM OF CALCULUS

Let f be a continuous function on [a, b] and let F be an antiderivative of ,

that is, ’( ) = ( ). Then,

( ) = ( )− ( )

For you to understand the formula given above here are examples that will
show how to use the Fundamental Theorem of Calculus.

Evaluate: ∫

Note that F(x) = is an antiderivative of f(x) = (since F’(x) = f(x).) Hence, by

FTC,
2
= = (2) − (0) = 4 − 0 = 4
4
0
EXAMPLES: Find the exact values of the following by using FTC.

1. ∫ 4 4. ∫ √

2. ∫ (2 + 1)
5. ∫
/
3. ∫ /
SOLUTION:
2
1. ∫ 4 =4 = 4(2) − 4(0) = 8
0

4
2. ∫ (2 + 1) = + = (16 + 4) − (1 + 1) = 18
1

/ /2
3. ∫ /
= = (1) − (−1) = 2
− /2

4. ∫ √ = 3= (3) − (1) ≈ 2.8

5. ∫ =∫ −2 +4−

30 DO_Q4_BasicCalculus_Lesson6
 2
= − + 4 − 2 ln
1 3

8 1
= − 4 + 8 − 2 ln 2 − − 1 + 4 − 0
3 3

10
= − 2 ln 2
3

With those examples and solutions, you can see how the Fundamental Theorem of
Calculus works.

PROPERTIES OF THE DEFINITE INTEGRAL

1. (Linearity of the Definite Integral). Let and be positive continuous functions
on [ , ] and let ∈ . Then:

1.1 ∫ ( ) = ∫ ( )

1.2 ∫ ( )± ( ) =∫ ( ) ±∫ ( )

2. Let f be a continuous positive function on [a, b]. Then

2.1 ∫ ( ) =0

2.2 ∫ ( ) = −∫ ( )

3. (Additivity of the Definite Integral). Let f be a positive continuous function on

a closed and bounded interval I containing distinct numbers , and . Then

3.1 ∫ ( ) +∫ ( ) =∫ ( )

6; >1
Example: If ( ) = , evaluate: a) ∫ ( ) and b) ∫ ( )
3 ; ≤1

31 DO_Q4_BasicCalculus_Lesson6
Solution: a) Let’s first start with a graph of this function.

The graph reveals a problem. This function

is not continuous at x=1, and we will watch out for
that. For this integral, notice that x=1 is not in the
interval of integration, and so that is something
that we do not need to worry about at this part.

Also note that the limits for the integral lie

entirely in the range for the first function. It means
that when we do the integral, all we need to do is
plug in the first function into the integral.
Here is the integral:

∫ ( )=∫ 6

22
=6 |
10

= 132 − 60

= 72

Solution: b) ∫ ( )

In this part x=1 is between the limits of integration. This means that the
integrand is no longer continuous in the interval of integration and that is a show
stopper as far we’re concerned. As noted above, we simply cannot integrate functions
that are not continuous in the interval of integration. Also, even if the function was
continuous at x=1 we would still have the problem that the function is actually two
different equations depending where we are in the interval of integration.

Let us first address the problem of the function not being continuous at x=1.
As we see in this case, if we can find a way around this problem, the second problem
will also get taken care of at the same time.

In this case the function is not continuous because it takes on different values
on either side of x=1. We can “remove” this problem by rewriting the integral as
follows,

( ) = ( ) + ( )

The function is continuous on each of these intervals. In fact, we can say more.
In the first integral, we will have x between -2 and 1 and this means that we can use
the second equation for f(x), and likewise for the second integral x will be between 1
and 3, and so we can use the first function for f(x). The integral in this case is then,

17 DO_Q4_BasicCalculus_Lesson7
 ( ) = ( ) + ( )

= 3 + 6

1 3
= | +6 |
−2 1
= 1 − (−8) + (18 − 6)

= 21

So, to integrate a piecewise function, all we need to do is break up the integral

at the break point(s) that happen to occur in the interval of integration and then,
integrate each piece.

What is It
In this part of the module, we will discuss another way of solving definite
integral, the substitution rule. The Substitution Rule is used as a technique in the
integration of complex function. It is the counterpart to the chain rule for
differentiation of functions.

Substitution can be used in definite integrals too. However, in using

substitution in computing definite integral, the limits of integration require change.
And if we change variables in the integrand, the value of the limits of integration will
also change.

When computing a definite integral using the substitution rule there are two
possibilities:
1. Compute the indefinite integral first, then use the evaluation theorem:
( ) = ( );

( ) = ( ) − ( ).

2. Use the substitution rule for definite integral:

( )
( ( )) ′( ) = ( ) .
( )
The advantage of the second method is that we do not need to undo the
substitution.

For example, find

√2 + 1

18 DO_Q4_BasicCalculus_Lesson7
Solution: Using the first method, first we compute the indefinite integral:
Let =2 +1 =2 which implies that =
1
√2 + 1 = √ ∙
2
1
=√
2
1 /
= +
3
1
= (2 + 1) / +
3
Then we use it for computing for definite integral.
1 4
√2 + 1 = (2 + 1) /
3 0
1 1
= ∙9 − ∙1
3 3
27 1
= −
3 3
26
=
3
Here in the second method, we compute the definite integral directly adjusting
the limits of integration after the substitution:
Let =2 +1 =2 which implies that =
Solving for ( ) = 2(0) + 1 = 1 and Let ( ) = 2(4) + 1 = 9, so
1
√2 + 1 = √ ∙
2
1
= √
2
1 / 9
=
3 1
1 1
= ∙9 − ∙1 /
3 3
27 1
= −
3 3
26
=
3

What’s More
Evaluate the following using the two methods of substitution.

1. ∫ (1 + )(2 + ) 2. ∫ ( )
−

19 DO_Q4_BasicCalculus_Lesson7
 What I Have Learned

List down the properties of definite integral.

1. _____________________________________________________________________
a. _______________________________________________________________
b. _______________________________________________________________
2. _____________________________________________________________________
a. _______________________________________________________________
b. _______________________________________________________________
3. _____________________________________________________________________

What I Can Do
Take it up a notch. Evaluate the following using the two methods of substitution.
/ /
1. ∫ sec tan . 2. ∫ ( + 2 cos ( ))

Assessment
Multiple Choice: Write the letter of your answer on a separate answer sheet.
1. Evaluate: ∫

A. B. C. D.

2. Evaluate: ∫ (1 + 2 )

A. 91/3 B. 8 C. 28/3 D. 17/6

3. Evaluate: ∫ 14 √1 + 7

A. 57/2 B. 27/4 C. 45/2 D. 33

/
4. Evaluate: ∫ 2 cos 2

A. 3/2 B. 7/4 C. 1/8 D. 3/7

5. Evaluate: ∫
√

A. 1 B. 3/2 C. 2 D. 7

20 DO_Q4_BasicCalculus_Lesson7
 6. Evaluate: ∫ 5

A. -40 B. -20 C. 0 D. 40

7. Evaluate: ∫ (−2 + 1)

A. -6 B. 0 C. 6 D. 12

8. Evaluate: ∫ (3 − 6 − 5)

A. -2 B. -1 C. 0 D. 1

9. Evaluate: ∫ (−7 +4 + − 4)

A. -1/2 B. 0 C. 1/2 D. 3/7

10. Evaluate: ∫ −(8 +9 )

A. 52 B. 57 C. 61 D. 64

11. Evaluate: ∫

A. -2e B. -e C. 0 D. 2e

12. Evaluate: ∫ 12√4 + 4

A. 12√3 − 8 B. 48√3 − 8 C. 48√3 − 16 D. 12√3 − 16

13. Evaluate: ∫ 2 2

A. 0 B. 1/2 C. 1 D. 2

14. Evaluate: ∫ (sin − cos )

A. -2 B. -1 C. 1 D. 2

15. Evaluate: ∫ ( )

A. -7/12 B. -1/12 C. 1/12 D. 7/12

Additional Activities

Directions: Research on the history of how the FTC had been developed. Know the
great minds behind the development of FTC in our Basic Calculus today.

21 DO_Q4_BasicCalculus_Lesson7
References
Alegre, H. C. (2016). Basic Calculus. Mandaluyong City 1550 Philippines: Anvil
Publishing Inc. pp. 67-82.
Kelly, W. M. (2006). The Complete Idiot’s Guide to Calculus Second Edition. United
States of America: Alpha Books.
Mercado, J. P. and Orines, F. B. (2016). Basic Calculus, Next Century Mathematics
11. Manila, Philippines
Pelias, J. G. P. (2016). Basic Calculus (First Edition). Manila, Philippines
Sullivan, M. (2012). Pre-Calculus Ninth Edition. United States of America: Pearson
Education, Inc.
DepEd Kto12 Curriculum Guide in Basic Calculus
https://www.mathsisfun.com/calculus/integration-rules.html

23 DO_Q4_BasicCalculus_Lesson7
 Senior High School

Basic Calculus –
(LEARNING AREA)
Quarter 4 – Lesson
(QUARTER NUMBER)
(MODULE7NUMBER)

24 DO_Q4_BasicCalculus_Lesson7
 What I Need to Know
Targets:
1. Compute the area of a plane region using definite integral: (STEM_BC11I-IVi-
j-1).

What I Know
Multiple Choice: Write the letter of your answer on a separate answer sheet.

1. Determine the area below =6− − and above the x-axis.

A. B. C. D.
2. Determine the area to the left of =3− and to the right of = −1?

A. 28 B. C. D.

3. What is the area bounded by =9− and =6− ?

A. B. C. D.

4. Compute the area bounded by =1− and = −1 .

A. 7/3 B. 5/3 C. 6/5 D. 8/3

5. What is the area bounded by = 0 and = 3( − ) from -1 to 0?

A. B. C. D.

6. Determine the area bounded by = 12 − 3 and x-axis.

A. 4 B. 8 C. 16 D. 32

7. Identify the interval needed to solve the area bounded by =2 − 4 and

= −2 .
A. [−2,1] B. [1, −2] C. [4, −2] D. [−2,4]

8. Determine the interval needed to solve the area bounded = and = − 6.

A. [−1,0] B. [−1,2] C. [−2,2] D. [−2,3]

9. Find the area bounded by =1− and y-axis.

A. 4/5 B. 3/5 C. 4/3 D. 2/3

10. What is the area bounded by = and = 2− ?

A. 1 B. 8/3 C. 2 D. 13/3

25 DO_Q4_BasicCalculus_Lesson7
11. Determine the area bounded by = and = 2− .
A. 3 B. 2 C. 9/2 D. 5/2

12. What is the area bounded by = 3 and = + 3 − 1?.

A. B. C. D.

13. Solve for the area bounded by = , = 2, and x-axis.

A. 1 B. 8/3 C. 2 D. 13/3

14. What is the area bounded by = + and =4− − ?

A. 3 B. 6 C. 9 D. 12
15. Find the area bounded by = , y-axis, = 1, and x-axis.
A. +1 B. −1 C. 2 + 1 D. 2 − 1

Lesson Areas of Plane Region Using Definite

7 Integrals

What's In

In Geometry, we can easily find the area of the region using the specific
formula like, triangles, parallelograms, regular polygons, circles, etc. However, it
does not provide formulas to compute the area of a general region.

In this module, you will develop a technique to find the area of a region under
a curve.

What’s New
We have learned from the previous module how to evaluate the different
definite integrals. There are many applications of integration; one of them is the
computation of the areas in Cartesian plane bounded by graphs.
In this module, we will discuss how the definite integral is related to the area
of a region bounded by the curve and the x-axis or between two curves.

26 DO_Q4_BasicCalculus_Lesson7
AREA BETWEEN A CURVE AND THE X-AXIS

Let = ( ) be a continuous, function

defined in the interval [a, b] and its graph is
above the x-axis on the closed interval [a, b],
then the area enclosed by the function = ( )
the vertical lines = and = and the x-axis
is defined as:

For example: Find the area of the region bounded by the graphs of = 2 + 5, = 2,
= 7 and the x-axis.

Solution: Since the graph of = 2 + 5 in the interval [2, 7] is in quadrant I, we can

solve now the area using the previous definition:
Let ( ) = 2 + 5
=2
=7
Since =∫ ( ) , thus = ∫ (2 + 5)

Using the Fundamental Theorem of Calculus,

we can now solve the area.
= ∫ (2 + 5)
2 7
= +5
2 2
= + 35 − + 10
= 70
Therefore, the area of the region bounded by the graphs of = 2 + 5, = 2, =7
and the x-axis is 70 sq. units.

27 DO_Q4_BasicCalculus_Lesson7
 What is It

Now we will discuss the general rule in finding the area of the region bounded
by curves.

AREA BETWEEN TWO CURVES

If f(x) and g(x) are continuous

functions on the interval [ , ] and ( ) ≥
( ) for all ∈ [ , ], then the area enclosed
by = ( ) and = ( ), and the vertical
lines = and = is defined as:

= [ ( ) − ( )]

Take note that the curve = ( ) is always above the curve = ( ) on [ , ].

For example: Find the area of the region bounded by = and = + 6.

Solution: We start by graphing the two equations.
Let us identify their points of intersections.
= +6
− −6=0
( − 3)( + 2) = 0
Thus = 3 = −2.
Hence the points of intersections are (3,9) and (−2,4).

As we can observe from the graph, the upper bound is = + 6 and the lower
bound is = , this means that our ( ) is = + 6 and our ( ) is = . Also,
from the graph we can say that the interval is [−2,3], so = −2 and = 3.

Thus, the area of the region based on the definition is

= ∫ [ ( ) − ( )]
= ∫ [( + 6) − ( )]
3
= +6 −
−2
= + 18 − − − 12 +
=
Therefore, the area of the region bounded by = and = + 6 is sq. units.

23 DO_Q4_BasicCalculus_Lesson7
 At times, there are shapes of
a region that you cannot identify
the upper curve and lower curve.
For instance, consider the region
bounded by = and = − 6.

In this case, we will use the

Integration along y-axis.

INTEGRATION ALONG Y-AXIS

If u(y) and v(y) are continuous functions on the interval [ , ] and ( ) ≥ ( )

for all ∈ [ , ], then the area enclosed by = ( ) and = ( ), and the horizontal
lines = and = is defined as:

= [ ( ) − ( )]

Take note that the curve = ( ) is always on the right of the curve = ( )
on the interval [ , ].

Example: Let us take the area of the region bounded by = and = − 6.

Solution: First let us draw their graph.

Rewrite the equations with x on the left side.

=
= +6
Let us identify their points of intersections.
= +6
− −6 =0
( − 3)( + 2) = 0
Thus = 3 = −2.
Hence the points of intersections are (9,3)
and (4, −2).

Based on the graph, the boundary of the region that is on the right side is =
+ 6, thus ( ) = + 6 and ( ) = , and since the vertical interval is [−2,3] thus
= −2 = 3.
Thus, the area of the region is:

= [ ( ) − ( )]

=∫ [ + 6 − ]
3
= +6 −
−2

24 DO_Q4_BasicCalculus_Lesson7
 = + 18 − − − 12 +
=
Therefore, area of the region bounded by = and = − 6 is sq. units.

What’s More
Try This!
Determine the area below ( ) = 3 + 2 − and above the x-axis.
Solution: Let us start with the sketch of the graph.

It should be clear from the graph that

the upper function is the parabola, and the
lower function is the x-axis (i.e., = 0).

Let us now compute for their

intersections.
3+2 − =0
−2 −3=0
( − 3)( + 1) = 0
=3 = −1

At this point, there isn’t much to do other than step up the integral and
evaluate it.
= (3 + 2 − )
3
= 3 + −
−1
32
=
3
Therefore, the area below ( ) = 3 + 2 − and above the x-axis is sq.
units.

What I Have Learned

List down the formula for finding the area of the following cases:
A. Area between the curve and x-axis

___________________________________________________________________________

25 DO_Q4_BasicCalculus_Lesson7
 B. Area between the two curves

___________________________________________________________________________
C. Integration along y-axis

___________________________________________________________________________

What I Can Do
Compute the area of the region which lies to the left of the parabola
=− + 12 and to the right of the line = using integration along the y-axis.

Assessment
Multiple Choice: Write the letter of your answer on a separate answer sheet.
1. Determine the area below =3−2 − and above the x-axis.

A. B. C. D.

2. Determine the area to the left of =3− and to the right of = 2?

A. B. C. D.

3. What is the area bounded by =9− and =7− ?

A. B. C. D.

4. Compute the area bounded by =2− and =2 −1 .

A. B. C. 2 D. 4

5. What is the area bounded by =3 and =6−3 ?

A. 2 B. 4 C.8 D. 16

6. Determine the interval needed to solve the area bounded by = , = 2, and

x-axis.

A. [−2,0] B. [0,2] C.[−2, 2] D. [2,4]

7. Find the interval needed to solve the area bounded by = 8 − 2 and =

( + 2) + 4.

A. [−3,0] B. [0,3] C.[0, 6] D. [−6,0]

26 DO_Q4_BasicCalculus_Lesson7
 8. Determine the interval needed to find the area bounded by = and = 16.

A. [0,4] B. [0,16] C.[0, 32] D. [4,32]

9. What is the area bounded by = + 3 and = + 8?

A. 20 B. 24 C.36 D. 40

10. Compute for the area bounded by =5−2 and = −3.

A. B. C. D.

11. What is the area bounded by = ( − 1) and = + 1?

A. 4/3 B. 2/3 C.2 D. 4

12. Solve for the area bounded by = −2, y-axis, x-axis, and = .

A. 1 − B. 1 + C. −2 D. +2

13. Determine the area bounded by =5− and = ( + 1)

A. B. C. D.

14. What is the area bounded by = −( + 1) + 8 and = + 2 + 1?

A. B. C. D.

15. Determine the area bounded by = , x-axis, and = 2.

A. 2 B. 4 C.8 D. 16

Additional Activities
Directions: Create a word problem that will employ the use of definite integrals to
solve the areas of plane regions.

27 DO_Q4_BasicCalculus_Lesson7
References
Alegre, H. C. (2016). Basic Calculus. Mandaluyong City 1550 Philippines: Anvil
Publishing Inc. pp. 67-82.
Kelly, W. M. (2006). The Complete Idiot’s Guide to Calculus Second Edition. United
States of America: Alpha Books.
Mercado, J. P. and Orines, F. B. (2016). Basic Calculus, Next Century Mathematics
11. Manila, Philippines
Pelias, J. G. P. (2016). Basic Calculus (First Edition). Manila, Philippines
Sullivan, M. (2012). Pre-Calculus Ninth Edition. United States of America: Pearson
Education, Inc.
DepEd Kto12 Curriculum Guide in Basic Calculus
https://www.mathsisfun.com/calculus/integration-rules.html

28 DO_Q4_BasicCalculus_Lesson7
 Senior High School

Basic Calculus –
(LEARNING AREA)
Quarter 4 – Lesson
(QUARTER NUMBER)
(MODULE8NUMBER)

29 DO_Q4_BasicCalculus_Lesson7
 What I Need to Know
Targets:
1. Solve problems involving areas of plane regions (STEM_BC11I-IVi-j-2).

What I Know
Multiple Choice: Write the letter of your answer on a separate answer sheet.
Refer to the given word problem below to answer numbers 1 to 5.
A triangular park is bounded by three roads. If the map of the park is plotted to
a Cartesian plane, the three roads form the graph of the following lines: = − ,
= + 1, = 10.
1. What is the upper boundary in the graph?
A. = − B. = + 1 C. = 10 D. x-axis
2. What is the lower boundary in the graph?
A. = − B. = + 1 C. = 10 D. y-axis
3. What is the interval to be used to solve for the area of the park?
A. , 10 B. [½, 10] C. − , 10 D. − , 10

4. What is the integral set up for computing the area of the park?
A.∫ / ( + 1) − (− )
B. ∫ / ( + 1) − (− )
C. ∫ / ( + 1) − (− )
D. ∫ /
( + 1) − (− )

5. What is the area of the triangular park?

A. 110.25 B. 109.25 C. 109.76 D. 110.76

Refer to the given word problem below to answer numbers 6 to 10.

Malinta National High School – Senior High School is planning to build a park in
a shape bounded by two parabolas. The equations of the said parabolas are as
follows: = and =− + 8.
6. What is the upper boundary in the graph?
A. = B. =− +8 C. − D. −

7. What is the lower boundary in the graph?

A. = B. =− +8 C. − D. −

8. What is the interval to be used to solve for the area of the park?
A. [2, −2] B. [−2,2] C. [−4,4] D. [4, −4]
9. What is the integral set up for computing the area of the park?
A.∫ − +8 − −

B. ∫ − +8 − −

30 DO_Q4_BasicCalculus_Lesson7
DO_Q4_BasicCalculus_Lesson8
 C. ∫ − +8 + −

D. ∫ − +8 + −

10. What is the area of the triangular park?

A. B. C. D.

Refer to the given word problem below to answer numbers 11 to 15.

Mr. Reyes wants a parabolic shape pool on his backyard. He plans to construct
the pool following the graph of a parabola of the equation =− + 9. The opening
of the parabola is leaned against the wall of Mr. Reyes’ house and the distance of the
wall to the vertex is 9m.
11. What is the upper boundary in the graph?
A. = +9 B. − C. − D. none of the above

12. What is the lower boundary in the graph?

A. = +9 B. − C. − D. none of the above

13. What is the interval to be used to solve for the area of the park?
A. [−3,3] B. [−4,4] C. [−5,5] D. [−6,6]
14. What is the integral set up for computing the area of the park?
A.∫ − +9

B. ∫ − +9

C. ∫ − −9

D. ∫ − −9

15. What is the area of the triangular park?

A. 32 sq. m. B. 72 sq. m. C. 38 sq. m. D. 76 sq. m.

Lesson
Application of Definite Integrals
8

What's In
After we learned how to find the area of a region bounded by curves, we will
now apply it in solving situational problems. In this module, you will encounter the
application of definite integrals in finding area of a region.

31 DO_Q4_BasicCalculus_Lesson8
DO_Q4_BasicCalculus_Lesson7
 What’s New
We have learned from the previous module how to compute for the area of a
region bounded by curves. In this module, we will discuss problems involving areas
of plane region using definite integral.

What is It
WORD PROBLEM
Example 1: Mr. dela Cruz wants
to cover his front lawn of his
house with Bermuda grass. He
wants the lawn to be parabolic in
shape such that the vertex will be
at the front door. He plans to 6m
construct the parabolic shape
using the graph of the parabola
= , but his front door is 6
meters away from the main road
(please refer to the illustration).
How many square meters of
Bermuda grass can cover the
front lawn of Mr. dela Cruz?

Solution:
First, we need to identify the necessary equations, since the lawn is bounded
by the = and we consider only 6 meters from front door, then the other boundary
will be = 6. So, the equations are = and = 6. Afterwards, let us graph these
equations. (Refer to the graph below)
Based on the graph, we will use the
formula for the area between two curves.
Where the upper bound is = 6 and the
lower bound is = .
Let us now compute for their
intersections.

=6

= √6 = −√6

At this point set up the integral and

evaluate it.

√
= (6 − )
√

28 DO_Q4_BasicCalculus_Lesson8
 = 6 − √6
3 −√6

√6 −√6
= 6√6 − − −6√6 −
3 3

≈ 19.60
Therefore, there should be 19.60 square meters of Bermuda grass to cover the
lawn of Mr. dela Cruz.

Example 2: The city engineering

office wants to develop a river
bank next to a park. It is
bounded by a river on one side
and a road on the other side. The
boundary along the river follows
the graph of = and the
shortest distance of the river to
the road is 0.1 kilometer (please
refer to the illustration). If the
length of the proposed park is 2
kilometers:

a. What is the total area of the proposed park?

b. If they will cover the entire park by cement pavement costing them 150 pesos per
square meter, how much budget should they allocate?

Solution:
a. Let us identify the necessary equations. One of the boundaries has an equation
of = . The other boundary should be adjusted 0.1 lower from the graph of
= , that makes = −1.1.
Afterwards, let us graph these equations. (Refer to the graph below)

Based on the graph,

the upper boundary is
= and the lower
boundary is = −1.1, with
interval [0,2 ].

Let us set up the integral and evaluate it.

= (sin − (−1.1))

2
= [− cos + 1.1 ]
0

29 DO_Q4_BasicCalculus_Lesson8
 = (− cos 2 + 1.1 ∗ 2 ) − (− cos 0 + 2 ∗ 0)
= 1 + 1.1 − 1
= 1.1 ≈ 3.46
Therefore, the area of the proposed park is 1.1 square kilometers or
approximately 3.46 square kilometers.
b. To solve for the allocated budget for covering the entire park by cement
pavement, convert the total area into square meter, that is 1.1 ∗ 1,000,000 =
1,100,000 sq. m.
Then multiply it by the price per square meter: 1,100,000 ∗ 150 = .
Therefore, the city engineering should allocate 165,000,000 or
approximately 518,362,787.80 pesos to cover the entire park by cement pavement.

What’s More

Try This!
Two intersecting parabolas were integrated to the
design of a city park as a pathway (please see illustration).
If the park was designed using the graphs of = − 1 and
= − + 1 , what is the area of bounded by the two
graphs?

What I Have Learned

Complete the flowchart below about the steps on how to solve word problems
involving the use of definite integrals to solve for the area of a plane region.

2. Find the
1. 3. 4.
boundary

30 DO_Q4_BasicCalculus_Lesson8
 What I Can Do
You want to buy a farm lot bounded by a river
on one side and a road on the other side. The river
follows the graph of the equation = on the
northern part and the road follows the graph of
= −2 on the southern part. The boundaries on east
and west are straight lines. The boundary on the west
is aligned with the vertex of the parabola and the
boundary to the east is 200 meters from the west
boundary. What is the total area of the lot?

Assessment

Multiple Choice: Write the letter of your answer on a separate answer sheet.

Refer to the given word problem below to answer numbers 1 to 5.

A triangular garden in Malinta National High School – Senior High School is
bounded by three fences. If the map of the park is plotted to a Cartesian plane, the
three fences form the graph of the following lines: = , = 3 − , = 3.
1. What is the upper boundary in the graph?
A. = B. = 3 − C. = 3 D. none of the above
2. What is the lower boundary in the graph?
A. = B. = 3 − C. =3 D. none of the above
3. What is the interval to be used to solve for the area of the garden?
A. − , 3 B. , 3 C. − , 3 D. ,3

4. What is the integral set up for computing the area of the park?
A.∫ [( ) − ( − 3)]
B. ∫ [( ) − ( − 3)]
C. ∫ [( ) − ( − 3)]
D. ∫ [( ) − ( − 3)]

5. What is the area of the garden?

A. B. C. 3 D. 6

31 DO_Q4_BasicCalculus_Lesson8
Refer to the given word problem below to answer numbers 6 to 10.
Dr. Reyes wants to buy a lot bounded by a river and road. The river follows the
graph of = + 3 and the road follows the graph of = 1. The east boundary of the
lot is aligned to the vertex of the parabola and west boundary is 3km away from the
east boundary. (Note: 4 units in the said graph is equivalent to 1 km)
6. What is the upper boundary in the graph?
A. = 1 B. = +3 C. = 3 D. = −3
7. What is the lower boundary in the graph?
A. = 1 B. = +3 C. =3 D. = −3
8. What is the interval to be used to solve for the area of the lot?
A. [−3,3] B. [−3,0] C. [3,0] D. [−3,1]
9. What is the area of the garden?
A. 8 . . B. 10 . . C. 12 . . D. 15 . .
10. If the price of the lot is P100 per square meter, how much will Dr. Reyes for the
lot she wants?
A. P 1,200,000,000 B. P 1,500,000,000
B. P 2,100,000,000 D. P 2,500,000,000
Refer to the given word problem below to answer numbers 11 to 15.
A parabolic concrete area is damage. The owner wants to fix the northern part of
the parabola bounded by a line. If the parabola and line is graph at the Cartesian
Plane, they will have the graph = − + 4 and = + 1.
11. What is the upper boundary in the graph?
A. = +1 B. = − +4 C. − D. −

12. What is the lower boundary in the graph?

A. = +1 B. = − +4 C. − D. −

13. What is the interval to be used to solve for the area of the lot?
B. [−2,6] B. [2,6] C. [−6, −2] D. [−6,2]
14. What is the area of the garden?
B. 8 . B. 12 . C. . D. .
15. If the cost of the concrete is P50 per square meter, how much will the owner
spent?
B. P 1,166.67 B. P 2,166.67
B. P 1,066.67 D. P 2,066.67

Additional Activities

Directions: Research on which profession utilizes the use of definite integrals to

find the area of a plane region. Explain how this concept helps them in their
profession or field.

32 DO_Q4_BasicCalculus_Lesson8
References
Alegre, H. C. (2016). Basic Calculus. Mandaluyong City 1550 Philippines: Anvil
Publishing Inc. pp. 67-82.
Kelly, W. M. (2006). The Complete Idiot’s Guide to Calculus Second Edition. United
States of America: Alpha Books.
Mercado, J. P. and Orines, F. B. (2016). Basic Calculus, Next Century Mathematics
11. Manila, Philippines
Pelias, J. G. P. (2016). Basic Calculus (First Edition). Manila, Philippines
Sullivan, M. (2012). Pre-Calculus Ninth Edition. United States of America: Pearson
Education, Inc.
DepEd Kto12 Curriculum Guide in Basic Calculus
https://www.mathsisfun.com/calculus/integration-rules.html
For inquiries or feedback, please write or call:
Department of Education – SDO Valenzuela
Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-4340
Email Address: [email protected]