Limits and One-Sided Behavior

Distinguish a nearby trend from the value at a point and decide when a two-sided limit exists.

Builds on Domain and Range

The bigger question: What happens as we get close to a point?

On this page

The question a limit answers

Suppose a sensor reports f(x)f(x) as its input approaches a target aa. A limit asks whether the outputs approach one number. The input need not reach aa, and the function need not even be defined there. This distinction is what makes limits useful for holes, instantaneous rates and infinite processes.

We write lim⁡x→af(x)=L\lim_{x\to a}f(x)=L when outputs can be made arbitrarily close to LL by taking inputs sufficiently close to, but different from, aa. A table is evidence, not a proof: a function can behave differently between the sampled inputs.

Approach from both sides

The left-hand limit uses x<ax<a; the right-hand limit uses x>ax>a. A finite two-sided limit exists precisely when both one-sided limits exist and agree. The actual value f(a)f(a) is a separate question.

For finite limits, sums and products follow their corresponding algebraic operations. A quotient limit is the quotient of the limits only when the denominator's limit is nonzero. Substitution into a continuous formula is efficient; substitution yielding 0/00/0 asks for more reasoning, not division by zero.

Worked example: a removable hole

For x≠2x\ne2, factor before taking the limit:

x2−4x−2=(x−2)(x+2)x−2=x+2.\frac{x^2-4}{x-2}=\frac{(x-2)(x+2)}{x-2}=x+2.

Therefore the limit at 22 is 44. Cancellation is valid for nearby inputs because they are not 22. It does not define the original expression at 22. Setting f(2)=99f(2)=99 would leave the limit unchanged; setting f(2)=4f(2)=4 would fill the hole continuously.

Worked example: a jump

Let g(x)=−1g(x)=-1 when x<0x<0, g(0)=0g(0)=0, and g(x)=1g(x)=1 when x>0x>0. Then the left limit is −1-1 and the right limit is 11. There is no two-sided limit, even though g(0)g(0) exists. Averaging the one-sided values does not produce a limit.

Precision and common mistakes

In the formal definition, for every ε>0\varepsilon>0 there must be a δ>0\delta>0 such that 0<∣x−a∣<δ0<|x-a|<\delta implies ∣f(x)−L∣<ε|f(x)-L|<\varepsilon. For f(x)=3x+1f(x)=3x+1 at a=2a=2, choosing δ=ε/3\delta=\varepsilon/3 works because ∣f(x)−7∣=3∣x−2∣|f(x)-7|=3|x-2|. One choice must control all sufficiently nearby inputs, not just a chosen sequence.

Do not treat “undefined at the point” as “no limit.” Conversely, a plotted point does not establish a nearby trend. The graph's vertical scale can also hide a small jump.

Practice

  1. Find lim⁡x→3(x2−9)/(x−3)\lim_{x\to3}(x^2-9)/(x-3).
  2. Find the one-sided limits of ∣x∣/x|x|/x at zero.
  3. A function equals x2x^2 except that f(1)=8f(1)=8. Find its limit at 11 and decide whether it is continuous there.
Show worked solutions
  1. For x≠3x\ne3, cancel x−3x-3 to obtain x+3x+3, so the limit is 66.
  2. On the left the quotient is −1-1; on the right it is 11. The two-sided limit does not exist.
  3. Nearby values follow x2x^2, so the limit is 11. Continuity fails because f(1)=8≠1f(1)=8\ne1.

Explore

Approach the limit

Try this. Reduce the distance toward zero. The left and right outputs approach 4, even though the point at x = 2 is missing.

Approach the limit-6-6-4-4-2-2224466xyLR
f(x) = (x² − 4)/(x − 2), x ≠ 2. From the left: 3.5. From the right: 4.5. Both approach 4; f(2) is undefined.
PAUSE & THINKA quick check, not a grade

Try it yourself.

Choose an answer and explain your reasoning to yourself. Use a hint if you get stuck.

The left-hand limit at a is 2 and the right-hand limit is 5. What about the two-sided limit?

Hint 1 · Find a starting point

Both sides must approach the same value.

Hint 2 · Take the next step

Averaging the one-sided limits is not part of the definition.

Show the reasoning

Answer: It does not exist.

The unequal one-sided limits prevent a two-sided limit, regardless of f(a).

Before moving on: what would make one of the other answers wrong? Saying why is part of understanding.

MAKE IT YOURS

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Can you explain how the visualization connects to this lesson’s goal? If a step still feels uncertain, put this lesson on your review list and try the check again another day.

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