ammy's teacher described 1/x as getting smaller as x gets larger. This is because 1 is being divided by x. As x grows, 1 is further being divided. This is similar to how when x approaches a certain number, f(x) may grow positively or negatively towards another number. Ultimately these limits are found or estimated at whichever number is closest alongside x. Sammy thought that since x was getting larger, the entire equation would amount to a higher number; this is incorrect. Sammy could also ask what would happen if x was a negative number or a zero.
ammy's teacher described 1/x as getting smaller as x gets larger. This is because 1 is being divided by x. As x grows, 1 is further being divided. This is similar to how when x approaches a certain number, f(x) may grow positively or negatively towards another number. Ultimately these limits are found or estimated at whichever number is closest alongside x. Sammy thought that since x was getting larger, the entire equation would amount to a higher number; this is incorrect. Sammy could also ask what would happen if x was a negative number or a zero.
Calculus: Early Transcendentals
8th Edition
ISBN:9781285741550
Author:James Stewart
Publisher:James Stewart
Chapter1: Functions And Models
Section: Chapter Questions
Problem 1RCC: (a) What is a function? What are its domain and range? (b) What is the graph of a function? (c) How...
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ammy's teacher described 1/x as getting smaller as x gets larger. This is because 1 is being divided by x. As x grows, 1 is further being divided. This is similar to how when x approaches a certain number, f(x) may grow positively or negatively towards another number. Ultimately these limits are found or estimated at whichever number is closest alongside x. Sammy thought that since x was getting larger, the entire equation would amount to a higher number; this is incorrect. Sammy could also ask what would happen if x was a negative number or a zero.
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