Original Site Title: Appetizers and Lessons for Mathematics and Reason, June 1995 to April 2012. New site title:
Logic and Mathematics Skill & Concept Building Site Map || Français: 26 pages
for college students, gifted teens, home-tutoring and K1-12 schooling, with chapters on Logic
and Pattern Based Reason to inform and amuse thinkers and avid readers, studying or not. Enjoy.

Logic mastery strengthens comprehension and improve home, work & study habits.
Logic 5 Chapters Arithmetic 10 Steps Algebra 12 Starter Steps & 5 Advanced Steps
Work & Study 23 Tips Geometry 15 Steps Calculus 70 Lessons

Ages 15+: Why study slopes Polynomials Quadratics Why factor polynomials Logarithms Functions
What is similarity Euclidean geometry leanly Coordinates + complex no.s Vectors DC Electric Circuits

Ages 12+: Prime factorization Written work formats Decimal place value Extend arithmetic skills orally
What is a variable 5. Fraction Operations by Raising Terms Solving Linear Equations: Take I Take II


Online Volumes: 1 - Elements of Reason, 2 - 3 Skills For Algebra, 3 - Why Slopes and
More Math
, 1A - Pattern Based Reason, 1B - Skill Development Principles + Troubles
Forewords + leading chapters give original reasons, still valid, for site content & growth.

About: Site material shows how common troubles stem from steps too large or missing. Site material may develop critical thinking, improve reading and writing, and build mathematics and pattern based reasoning skills. Online Volumes 1, 1A and 2 give avid readers in school and out the best places to begin. If one site element is not to your liking, try another. Each is different. Many are unique

Teachers & Tutors: This December 2011, 5-phase framework offers a context for mathematics & logic education. Phases 1 to 3 may focus on skills with actual or potential local value for adult & daily life. College-oriented phases 5 & 4 focus on calculus & preparation for it. Phases 1 to 4 may also serve trades & professions not dependent on calculus. Reform: look before you leap - plan all in detail first.

Site Review: Math resources ... span ... arithmetic, logic, algebra, calculus, complex numbers, and Euclidean geometry. Lessons and how-tos .... provide a good foundation for high school and college ... mathematics. Read more.

Location: Site Entrance < Volume 3 Why Slopes - A Calculus Intro Etc << Chapter 14 Limits and Continuity with and sans Decimals

[1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16][17] [18] [19] [20] [21] [22] [23] [24] [25] [26] [27] [28]


Limits, Error Control and Continuity

Volume 3, Why Slopes and More Math.

Error control for the evaluation of functions $y=f(x)$ provides a simple context and motivation for continuity and convergence.

Continuity at Point

To explain the idea of continuity of a function $y=f(x)$ at a point $x=a$, we ask the following error-control question with $b= f(a)$: to what number $m$ of places should the decimal expansions of $x$ and $a$ agree, for the decimal expansion of the number $f(x)$ to agree with that of $b=f(a)$ to n-decimal places? That is, given a whole number $n$, is there an $m$ such that

\[ |x-a| < \delta=\frac 12 \cdot \frac 1{10^{m}}\]

implies

\[ |f(x)-f(a)| <\epsilon=\frac 12 \cdot\frac1{10^n} \mbox{ (?)} \]

An affirmative answer requires that agreement of $x$ with $a$ to $m$ decimal places implies the agreement of $f(x)$ with $f(a)$ to $n$ decimal places. An affirmative answer says unlimited accuracy and error control is possible at $x=a$.

The Greek letters delta $\delta$ and epsilon $\epsilon$ above are employed here in accordance with tradition of some (not all) calculus texts. For simplicity, the error control tolerances $\epsilon$ and $\delta$ in the first instance here and below, may be restricted to be numbers of the form \[\frac 12 \cdot 10^{-k}=\frac 12 \frac1{10^k}\] The decimal free discussion of error control and continuity dispenses with this requirement.

We say a function $f(x)$ is continuous at a point $x=a$ if and only if unlimited error control is possible there. More formally, we state the following definition.

Defintion. [Continuity at a Point] If $f(x)$ is a real-valued function of a real number $x$ in an interval $[c,d]$, and $a$ is a number in the interval $[c,d]$ then the function $f$ is said to be continuous at the number $x=a$ if and only if the following holds. If for every $n$, there exist an $m$ such that

\[ |x-a| < \delta=\frac 12 \cdot \frac 1{10^{m}} \] implies \[|f(x)-f(a)| <\epsilon=\frac 12 \cdot\frac1{10^n}\cdot \]

Decimal-Free Form

The decimal-free description or definition of continuity at a point $x=a$ is as follows.

Defintion. [Continuity at Point] If $f(x)$ is a real-valued function of a real number $x$ in an interval $[c,d]$, and $a$ is a point in the interval $[c,d]$ then the function $f$ is said to be continuous at $x=a$ if and only if the following holds: For every $\epsilon_1>0$, there exist a $\delta_1 > 0$ such that \[ |x-a| < \delta_1 \]

implies

\[|f(x)-f(a)| <\epsilon_1 \]

It is easily shown that the decimal-free and decimal-based definitions are equivalent. The proof of equivalence, better left to a second reading of this work, follows.

Proof of Equivalence

To show the decimal-based description implies the decimal-free description of continuity, observe the following. First given $\epsilon_1 > 0$, there is an $n>0$ such that $\epsilon_1 > \frac 12 \cdot\frac1{10^n}=\epsilon$. The decimal-based requirement for continuity now is satisfied for some $\delta=\frac 12 \cdot\frac1{10^m}$. So the decimal-free version holds with $\delta_1=\delta=\frac 12 \cdot\frac1{10^m}$.

Conversely, the other way that is, to show the latter decimal-free form implies the decimal-based description of continuity, observe the following. Given $m>0$, let $ \epsilon_1=\epsilon=\frac 12 \cdot\frac1{10^m}$. Then choose $\delta_1>0$ so that the decimal-free requirement is satisfied. The decimal-based version is then satisfied if $m>0$ is selected so that $\delta_1\ge \delta=\frac 12 \cdot\frac1{10^m}$.

Limit of a Function

Suppose $f(x)$ is a function of real numbers $x$ and that it is defined on an interval containing the number $a$.

Defintion. [Limit of a Function]A function $f(x)$ converges to a finite limit at the point $x=a$ if and only if there is a real number $L$ such that for every integer $n$, there is an $m$ such that \[ |x-a| < \delta= \frac 12 \frac 1{10^m} \]

implies

\[|f(x)-L| <\epsilon= \frac 12 \frac 1{10^n} \]

In the latter case, a limit $L$ is said to exist and we write \[L=\lim_{x\to a} f(x)\]

The in-line expression $\lim_{x\to a} f(x) $ and the displayed expression \[ \lim_{x\to a} f(x)\] should both be read as the limit as $x$ goes to $a$ of $f(x)$. Here remember to read $f(x)$ as $f$ of $x$.

Continuity of a function $f(x)$ at a number $a$ corresponds to the requirement that the limit $L=f(a)$. But it is possible for the limit $L=\lim_{x\to a} f(x)$ to exist and not equal $f(a)$. See the chapter Slope Approximation.

The rest of this chapter can be read lightly in the first instance. The next sections are not needed in the immediately following chapters.

Jumps and Limited Error Control

In some cases unlimited error control is not possible at the point $x=a$. It fails in the following case:

There is an $\epsilon > 0$ such that for every $\delta >0$, there is some $x$ satisfying the condition $|x-a| < \delta$ and $|f(x)-f(a)| > \epsilon$.

This means as the input $x$ to the function $y=f(x)$ becomes a better approximation to the number $a$, there is no guarantee the difference $|f(x)-f(a)|$ will be smaller than the error control target $\epsilon$. This concept is illustrated by functions whose graphs have a few jumps in them. The height of the largest jump near a point $x=a$ indicates how small the target tolerance $\epsilon$ or $\frac12\cdot 10^{-n}$ can be in the discussion of error control.

Again, unlimited error control is possible in the following circumstances:

For each target tolerance $\epsilon > 0$, there is a tolerance $\delta >0$ such that the condition $|x-a| < \delta$ implies $$|f(x)-f(a)| \le \epsilon $$

These circumstances appear when $f(x)$ is continuous at $x=a$.

Computations on machines with finite accuracy precision arithmetic, restrict the number $n$ of decimals places that can be accurately computed. Every computing machine which calculates to finitely many binary or decimal places, suffers from such a limit. Small discontinuities in calculations appear, except in those case where exact arithmetic can be done. For example, on a computing machine which computes to at most $n_0$ decimal places, the existence of a rule of the form \[ |x-a| < \frac 12 \frac 1{10^m} \]

implies

\[] |f(x)-f(a)| < \frac 12 \frac 1{10^n} \]

governing error cannot be guaranteed for $n \ge n_0$ and can be considered improbable for most functions evaluated numerical by a computer. An exception is provided by functions whose numerically values can be represented (or encoded) exactly on a machine.

On a computing machine which computes to at most $n_0$ decimal places, the error control of a single addition and multiplication are guaranteed to only $n_0$ binary (or decimal) places. Digits beyond the $n_0$ place are uncertain. If several such calculations are done, with numbers in one calculation being used in the next, errors accumulate and accuracy is lost. The calculations in question may have to be reorganized to improve accuracy.

Significant Digit Error Control

The question of relative error is related to the unrestricted control of the number of significant digits in computations: For every $n$ { is there} an $m$ such that \[ \frac{ |x-a|}{|a|} < \frac 12 \frac 1{10^m} \]

implies

\[ \frac{|f(x)-f(a)|}{|f(a)|} < \frac 12 \frac 1{10^n} \mbox{ (?)} \]

This question can only be answered when division by zero is avoided. In numerical calculations, circumstances may suggest what is more important (more precisely what is feasible): absolute error control or relative error control.

Various error control (or continuity) questions can be based on different measures of closeness for $x$ and $f(x)$, that is, different measures of closeness on the domain and range of a function $f$. For example, the question of relative error on the domain can also be posed as follows: for every $n$ { is there} an $m$ such that \[ |x-a| < \frac 12 \frac 1{10^m}\]

implies

\[ \frac{|f(x)-f(a)|}{|f(a)|} < \frac 12 \frac 1{10^n} \mbox{ (?)} \]

For addition and subtraction, absolute error control -the first type introduced in this chapter - is more appropriate than relative error or significant digit control. For multiplication and division, relative error and significant digit error control is more appropriate. When there is a mixture of addition or subtraction with multiplication or division, no simple advice can be offered. A course on numerical methods could discuss this topic further.

Limits of Sequences

Cauchy Sequences

In dealing with real numbers, we assume that each finite and infinite decimal expansion defines a real number. When two numbers differ by $\frac 12 \cdot 10^{-k}>0$, their decimal expansions are said to agree to $k$ decimal places. Convergence of a sequence to a limit $L$ can now be expressed in terms of decimal numbers or significant digits: For any whole number $k$, there is a whole number $N$, such that all terms in the sequence after the first $N$ agree with the limit $L$ to $k$ decimal places.

Convergence here corresponds to the ability in principle, if not in practice, to patiently compute a decimal or binary expansion to an unlimited number of places.

Error control in practice requires a rate of convergence estimate to say how large $N$ must be to obtain $k$ decimal places. We may distinguish between convergence arguments which says there is always $N$ and convergence arguments which give $N$ as an easily-computed function of $k$ -- convergence in principle versus the desired situation in which the rate of convergence can be described and computed.

A Cauchy sequence $f(n)$ has the following property: For each whole number $k$, there is a whole number $N$ with the following property: all terms in the sequence after the first $N-1$ agree with each other to at least $k$ decimal places. This property allows us to define and compute in principle an infinite decimal expansion. This expansion is assumed to define a unique real number: the limit $L$ of the Cauchy sequence.

Limit of a Sequence}

Suppose $g(n)$ is a function of whole numbers $n>0$. Then $g(1),g(2),g(3),\ldots, $ form an infinite sequence of points. This sequence is said to converge to a finite limit if and only if there is a real number $L$ such that for every positive number $\epsilon =\frac 12 \frac 1{10^k} > 0$ there is an $N$ such that \[ n>N \mbox{ implies } |g(n)-L| <\epsilon= \frac 12 \frac 1{10^k} \] In the latter case, a limit $L$ is said to exist and we write \[L=\lim_{n\to\infty} g(n)\] The decimal-free equivalent form of the foregoing definition would relax the requirement that $\epsilon= \frac 12 \frac 1{10^k}$.

The precise decimal-based definition of a Cauchy sequence $g(n)$ is as follows.

For every whole number $k>0$, there exist a whole number $N$ such that

\[\mbox{$n\ge N$ and $m\ge N$ implies} |g(n)- g(m)| \le\epsilon =\frac12\frac1{10^k}\cdot\] The equivalent decimal-free description or definition of a Cauchy-Sequence $g(n)$ is given next.

For every positive real number $\epsilon>0$, there exist a whole number $N$ such that \[\mbox{$n\ge N$ and $m\ge N$ implies } |g(n)- g(m)| \le \epsilon.\]

Arithmetic with Infinite Decimal Expansions

Each real number can be regarded as the limit of an infinite decimal expansion. Arithmetic with real numbers now requires a discussion of the addition and multiplication etc of infinite decimal expansions. The latter will involve some limit concepts and/or the discussion of the continuity of arithmetic operations $+,-,\div$ and $\times$. The result of these operations on a pair $a$ and $b$ of real numbers with infinite decimal expansions can be defined as limit of the sequence which results from performing the corresponding operation on the decimal expansions to $n$ decimal places of each real number $a$ and $b$, for $n=1,2,3,\ldots$ and so on. The technical details are omitted here.

They are to be found in the appendices below or in the first chapter in the text Calculus by Lipman Bers, Holt, Rinehart and Winston 1969, SBN 03-065240-5. This text has been mentioned earlier.

The details describe say how an error in the knowledge of two numbers $a$ and $b$ affect the error in say the (decimal) computation of $a+b$, $a-b$, $a\cdot b$, $\frac1b$ and $\frac a{b} =a \cdot \frac 1b$. The omitted details, given in one of the appendices, further imply the algebraic properties of limits.

The omitted details also imply that the addition, subtraction, multiplication and division operations on functions (formulas) continuous at a point yield further functions continuous at a point provided division by zero is avoided. The foregoing implies the continuity of many functions based on the operations involving simpler continuous functions.

Some Old Real Player Videos

  • [Play Video] 4.5 minutes: Algebraic View of Limits. Example involving sums and quotients.
  • [Play Video] 5.5 minutes: Limits and Error Control for Linear Expressions
  • [Play Video] 2.75 minutes: Error Control to N decimal Places, say 5 or 10.
  • [Play Video] 3.25 minutes: Limits as Error Control for an unlimited number of decimal places.

Road Safety Messages and Questions: When and why should you face traffic when walking along a road or cycle path? Is it a good idea to hang limbs outside of cars etc? What gives more protection in a crash: a car, motorbike or bicylce?

Death Penalty: How Texas sent an innocent man to his death - The wrong Carlos.

For home-tutoring or -schooling, or for schools or colleges with course content control: Secondary Mathematics for Ages 11+, A Practical Approach.

May 2012, Composition Starting: Pre-School and Primary Mathematics - Quantitative Skills, An Intellectual View, Feedback Welcome:

The 8 Most Popular Site Inlinks

20 Times Table - the most popular site page - popular pages - unexpected.
Fractions & Ratios - with lesson on raising terms to introduce & justify times, division & comparison as well addition & subtraction
Parent Center - See below
Volume 1, Elements of Reason - Intro to all site books.
What is a Variable - best for ages 13+
Written work formats for Arithmetic and Algebra - a skill method and standard!
Complex Numbers Visually - best for ages 13+
Natural Logs, Exponentials, Powers, Roots

Division of Labour: This site offers advice and directions with pointers to resources elsewhere, if known, when they help or lessen the need to write more.

Parent Center: Help your child or teen learn:

Parent-friendly Work Booklets for ages 3+ to 13 Use these or others to check or build skills. Other booklets are available but these booklets allow parents unsure of themselves in mathematics to help their children. The selection acquired in Canada is published in the USA. So it has a US orientation. In retrospect, the selection shows parents what to check with the booklets or by other ways, the choice is theirs. But in retrospect, the selection does not cover integral and fractions liquid weights and measures - ask the publishers to correct that! For ages 9 to 12 say, parents may compensate by showing boys and girls how to use weights or mass, and further measures in food preparation. Beyond that children may be shown how to measure and calculate angles, lengths and areas [proportional amounts too] directly or by using maps and plans drawns to scale. Learning how to gather and measure all the ingredients, pots and pans for a dish or a meal, along with cleaning up sets the stage for like activities or experiments in science courses, and in developing organizational skills, gives boys and girls a head start. Good luck. At the other extreme, more comprehensive than light, if your motto is McCainian: drill, drill, drill then Toronto mathematician and actor John Mighton's jump math organization has jump math workbooks for at least grades 3 to 8 for at-home and in-school use - training sessions for teachers available. Jump math has been expanding to cover older students. Jump Math Samples: plus Fractions for Grades 3-4 & Grades 5-6 [Read] Free Resources grades 1 to 8 [unread - likely to be good]. and

Mathematics Skills For Ages 3 to 14 - technical!

Skills with take home value - A few ideas

Basic skills include time-date-calendar Matters; money matters; map, plan and scale diagram matters;counting, measuring and figuring; decision making with logic and likelyhood; being careful and being aware of the domino effect of mistakes; reading and writing with precision.

Is your child able to add, subtract and multiply amounts of money, work with fractions, work with clocks and calendars, work with maps and plans, and measure length, weight-mass and volume? Schools may promote your son or daughter without providing basic skills in reading, writing and arithmetic.

Arithmetic and Number Theory Skills

Algebra Starter Lessons

1 Working With Sets
2 Formula Forward Use - Evaluation
3 Solving Linear Equations - Skip first step with students able to solve 1 eqn in 1 unknown.
4 Computation Rules and Function Notation
5 Real Numbers
6 More Less Greater Than Inequalities and Comparison
7 Axioms Logic and Equivalent Equations
8 Unifying Theme For Algebra
9 Proportionality Backwards and Forwards
10 Examples of Algebraic Reasoning
A Origins of Counting and Figuring Methods
B Real Numbers Extrinsic Development


Site coverage of formuala evaluation format, of computation rules and axioms, and of the forward and backward use of formulas and proportionality relations lessens the amount of natural talent needed to understand and explain algebra.

Geometry - maps plans trigonometry vectors

1 Maps Plans Measurement
2 Euclidean Geometry - Constructions + extras
3 Cartesian and Polar Coordinates
4 Lines and Slopes Take 1
5 What is Similarity
6 Trigonometry first steps
7 Complex Numbers
8 Unit-Circle Trigonometry
9 Lines and Slopes Take 2 with tangent function
10 Intersecting Straight Lines and Transversals
11 Parallel Straight Lines and Transversals
12 Function Translating and Rescaling
13 Vectors
14 Degrees to Radians and Radians to Degrees
15 Arc or Inverse Trigonometric Function

Pre-Teen and young teen mastery of skills and practices which should be common with map-plans-diagrams drawn to scale, contour interpretation included, has actual or potential take-home value for daily- and adult-life in solving routine problems. Elevating some practices to principles, axioms or postualates, provides a base for analytic and Euclidean geometry, an analytic view of similarity, and an efficient mastery of trigonometry and complex numbers. Right triangle trigonometry provide an analytic alternative to solving geometric problems by drawing diagrams to scale.

More Algebra

Natural-Logarithms Exponentials Powers Roots
Five Polynomial Operations
Quadratics Geometrically
Functions
5 Factored Polynomial Sign Analysis Examples
Rewriting algebraic substitution as function substitutions

The first topic leads to a full high school level theory for the forward and backward mastery of growth and decay models and for definition, range and domains of radicals, roots and powers. The next two topics make quadratics and polynomials easier to learn and teach. Site coverage of functions turns vertical and horizontal line rules into computation methods for evaluating functions.

70 Calculus Starter Lessons

Calculus Lessons Elsewhere:

  1. How to Ace Calculus: Street Wise Guide - Mostly Text.

  2. Flash Video for Calculus Phobics

They cover basic topics in ways likely to complement your notes, your textbooks and site material. When Goldilocks trespassed in the house of the three bears, she found three bowls of porridge, two not to her liking, and one just right. Different bears have different tastes. As invited guest here and elsewhere, if one or more explanations is not to liking, try another. It may be better or just right.

Unsolicited Advice

Learning to do and high marks if it comes to easy is often deceptive - light rather than deep. For that reason, students with learning difficulties determined not to let it get in their way may go deeper and farther than those with none. High marks, if the come easy, may be deceptive - provide a too light and not a deep mastery. That could have been your problem in secondary school, one that leads to comprehension shock or difficulties in calculus and more generally in the first year of college. Bon Appetite.


Return to Page Top

Location: Site Entrance < Volume 3 Why Slopes - A Calculus Intro Etc << Chapter 14 Limits and Continuity with and sans Decimals

[1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16][17] [18] [19] [20] [21] [22] [23] [24] [25] [26] [27] [28]


Logic-Reason for all
Careful Thinking
Chains of Reason
Mathematical Induction
Responsibility
Bodies-of-Knowledge

Arithmetic - Ages 10+
1. Deciml Place Value - fun
2. Decimals for Tutors
3. Prime Factors - quickly
4. Fractions + Ratios
5. Arith with units - science

Geometry
1 Maps + Plans Use
2 Euclidean Geometry
3 Rct +Polr Coordinates
4 Lines-Slopes [I]
5. What is Similarity
Algebra Starters - the base
1. Better Work Format
2. Solve Linear Eqns
3. Computation Rules
4. Axioms, Item 3 Viewpnt
5. Formulas Backwards
More Algebra
Logarithms-ax & m/nth roots
Five Polynomial Operations
Quadratics Geometrically
Functions || Vectors too
Arith. Skill Check+Answers
Calculus Prep/Preview
What is a Variable
Why study slopes
Why factor polynomials
Complex Numbers
Limits + Continuity

All trademarks and copyrights in this are owned by their respective owners.
Copyright to comments & contributions are owned by the Poster.
The Rest © 1995-2011, by site author, Alan Selby, Ph. D., Montreal,
All Rights Reserved --- Skype or Email to contact.