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