Here we see a dialogue where students discuss combining limits with arithmetic.
- Devyn
- Riley, I’ve been thinking about limits.
- Riley
- So awesome!
- Devyn
- Think about This is the number that gets nearer and nearer to, as gets nearer and nearer to .
- Riley
- You know it!
- Devyn
- So I think it is the same as
- Riley
- Yeah, that does make sense, since when you add two numbers, say you get
- Riley
- Right! And I think the same reasoning will work for multiplication! So we should be able to say
- Devyn
- Yes, I think that’s right! But what about division? Can we use similar reasoning to conclude
For the next problems, we use to represent large positive numbers, and to represent small positive values near .