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
Using the context above,
‘‘large’’ ‘‘small’’ impossible to say
The problem with dividing two small quantities is that you need to know whether
one is smaller than the other in order to make any definitive conclusions.
For example, both and are small, but is much smaller than , so , which
is pretty large! On the other hand, , which is pretty small. In both cases,
we’re considering a situation, but the result could be either large or small
depending on which number is in the numerator and what is in the denominator.