This article describes the use of limits in topics that are usually covered in a high school advanced placement chemistry course or a first-year college chemistry course. Such an approach supplements the interpretation of the graph of an equation since it is usually easier to evaluate the limit of a function than to generate its graph. In addition, the evaluation of the limit of an equation provides another viewpoint, which may solidify students' comprehension of concepts in the form of an equation. (Contains 2 figures.)