Mississippi Math C.A.9
The Standard
Verify the behavior and direction of non-determinable limits.
2025 Mississippi College- and Career-Readiness Standards for Mathematics · Evaluate the Limits and Communicate an Understanding of the Limiting Process
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students check what a function does as x approaches a number from the left and from the right. They use a graph or table to see whether the sides agree, jump apart, or grow without bound.
What Mastery Looks Like
- Students describe what happens on each side of a jump or vertical asymptote. They use nearby values or a graph to explain why there is no single finite limit.
Common Misconceptions
- Students may use the function's value at the point as its limit, even when nearby values tell a different story. They may treat division by zero as an answer or assume both sides of a vertical asymptote head the same way.
How to Assess It
- Exit ticket: For f(x) = 1/(x − 2), describe what happens as x approaches 2 from each side. Use x = 1.9, 1.99, 2.01, and 2.1 as evidence.
Lesson moves
Ways to Teach It
Place cards labeled 1.9, 1.99, 2.01, and 2.1 on a number line, then graph their outputs for y = 1/(x − 2).
Ask pairs, 'Why does 1/(x − 2) head down on the left of 2 and up on the right?' Have them write two sentences.
Sort cards showing jumps, holes, and vertical asymptotes, matching each graph to its left-hand and right-hand behavior.
Show a parking sign charging $3 for up to one hour and $6 after; ask for fees just before and after one hour.
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Printable C.A.9 Worksheet
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