Make sense out of the formal mathematical definition of limit.

• Interpret the formal definition (epsilon-delta) of limit in terms of graphing window dimensions
• Use this interpretation to make judgments of whether a limit exists for particular examples

• Limit of a function

The intent of the lesson is to help students make sense out of the formal mathematical definition of limit. This does not mean that students will be expected to be proficient at writing “epsilon-delta” proofs as a result of this activity, but the activity could serve as an introduction to further work that includes proofs.