Algebra/Inequalities
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Inequalities, unlike equations, commonly have an infinite number of solutions. Inequalities can be expressed in 1 or more variables.
means that x is greater than A
means that x is less than A
means that x is greater than or equal to A
means that x is less than or equal to A
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[edit] Inequalities in 1 variable
[edit] Solving them
For example, you have the inequality
. You can solve for x just like a normal equation. Adding 3 to both sides yields
.
[edit] Special Cases - A variable on the denominator
For example consider the ineqaulity
In this case one cannot multiply the right hand side by (x-1) because the value of x is unknown. Since x may be either positive or negative, you can't know whether to leave the inequality sign as <, or reverse it to >. The method for solving this kind of ineqaulity involves four steps:
- Find out when the denominator is equal to 0. In this case it's when x = 1.
- Pretend the inequality sign is an = sign and solve it as such:
, so x = 2. - Plot the points x = 1 and x = 2 on a number line with an unfilled circle because the original equation included < (it would have been a filled circle if the original equation included <= or >=). You now have three regions: x < 1, 1 < x < 2, and x > 2.
- Test each region independently. in this case test if the inequality is true for 1<x<2 by picking a point in this region (e.g. x=1.5) and trying it in the orgiinal inequation. For x=1.5 the original inequation dosn't hold. So then try for 1>x>2 (e.g. x=3). In this case the original inequation holds, and so the solution for the original inequation is 1>x>2.
[edit] Inequalities in 2 variables
Linear inequalities in 2 variables are typically in the form of
, where m is the slope of the line and b is the y-intercept.
Graphing an inequality is easy. First, graph the inequality as if it were an equation. If the sign is ≤ or ≥, graph a normal line. If it is > or <, then use a dotted or dashed line. Then, shade either above or below the line, depending on if y is greater or less than mx + b.

