How to solve inequalities with fractions

how to solve inequalities with fractions

Solving Inequalities

Solving Inequalities With Fractions When solving inequalities with fractions, remember that inequality means that there is a "less than" or "greater than" part to the question. Look for common denominators when solving inequalities with fractions Example: 2/3 + 1/3 To solve an inequality use the following steps: Step 1 Eliminate fractions by multiplying all terms by the least common denominator of all fractions. Step 2 Simplify by

Enter expression, e. Enter a set of expressions, e. Enter equation to solve, e. Enter equation to graph, e. Number of equations to solve: 2 3 4 5 6 7 8 9 Sample Problem Equ. Enter inequality to solve, e. Enter inequality to graph, e. Number of inequalities to solve: 2 3 4 5 6 7 8 9 Sample Problem Ineq.

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In cases where you have help with algebra and in particular with how to solve inequalities with fractions or power come visit us at We have a ton of really good reference information on topics starting from mathematics i to First step: = 1/2x + 1 -1; 10=1/2x. Second step: 10 (2) = 1/2x (2) ; 20 = x. You can see the first step removes the constant from the side with the variable, and the second step completely Treat the fractions the same way that fractions would be solved in an equation. Fraction do not change the way inequalities are solved remember to reverse the direction of the inequality whenever the inequality is multiplied or divided by a negative sign. Negative means to do the opposite a ? ? ? = + a ? ? + = ?

In chapter 2 we established rules for solving equations using the numbers of arithmetic. Now that we have learned the operations on signed numbers, we will use those same rules to solve equations that involve negative numbers. We will also study techniques for solving and graphing inequalities having one unknown. Using the same procedures learned in chapter 2, we subtract 5 from each side of the equation obtaining.

Always check in the original equation. First remove parentheses. Then follow the procedure learned in chapter 2. Upon completing this section you should be able to: Identify a literal equation. Apply previously learned rules to solve literal equations.

An equation having more than one letter is sometimes called a literal equation. It is occasionally necessary to solve such an equation for one of the letters in terms of the others. The step-by-step procedure discussed and used in chapter 2 is still valid after any grouping symbols are removed. At this point we note that since we are solving for c, we want to obtain c on one side and all other terms on the other side of the equation.

Thus we obtain. Remember, abx is the same as 1abx. We divide by the coefficient of x, which in this case is ab. Compare the solution with that obtained in the example. Sometimes the form of an answer can be changed. In this example we could multiply both numerator and denominator of the answer by - l this does not change the value of the answer and obtain.

The advantage of this last expression over the first is that there are not so many negative signs in the answer. Multiplying numerator and denominator of a fraction by the same number is a use of the fundamental principle of fractions. The most commonly used literal expressions are formulas from geometry, physics, business, electronics, and so forth.

Example 4 is the formula for the area of a trapezoid. Solve for c. A trapezoid has two parallel sides and two nonparallel sides. The parallel sides are called bases.

Removing parentheses does not mean to merely erase them. We must multiply each term inside the parentheses by the factor preceding the parentheses. Changing the form of an answer is not necessary, but you should be able to recognize when you have a correct answer even though the form is not the same. Example 5 is a formula giving interest I earned for a period of D days when the principal p and the yearly rate r are known.

Find the yearly rate when the amount of interest, the principal, and the number of days are all known.

The problem requires solving for r. Notice in this example that r was left on the right side and thus the computation was simpler. We can rewrite the answer another way if we wish. Upon completing this section you should be able to: Use the inequality symbol to represent the relative positions of two numbers on the number line. Graph inequalities on the number line. We have already discussed the set of rational numbers as those that can be expressed as a ratio of two integers.

There is also a set of numbers, called the irrational numbers, , that cannot be expressed as the ratio of integers. This set includes such numbers as and so on. The set composed of rational and irrational numbers is called the real numbers. Given any two real numbers a and b, it is always possible to state that Many times we are only interested in whether or not two numbers are equal, but there are situations where we also wish to represent the relative size of numbers that are not equal.

The symbols are inequality symbols or order relations and are used to show the relative sizes of the values of two numbers. We usually read the symbol as "greater than.

What positive number can be added to 2 to give 5? In simpler words this definition states that a is less than b if we must add something to a to get b. Of course, the "something" must be positive. If you think of the number line, you know that adding a positive number is equivalent to moving to the right on the number line. This gives rise to the following alternative definition, which may be easier to visualize. Example 4 - 6 The mathematical statement x As a matter of fact, to name the number x that is the largest number less than 3 is an impossible task.

It can be indicated on the number line, however. To do this we need a symbol to represent the meaning of a statement such as x The symbols and used on the number line indicate that the endpoint is not included in the set.

Note that the graph has an arrow indicating that the line continues without end to the left. This graph represents every real number greater than 4. This graph represents every real number greater than If we wish to include the endpoint in the set, we use a different symbol, :. We read these symbols as "equal to or less than" and "equal to or greater than.

What does x. The symbols [ and ] used on the number line indicate that the endpoint is included in the set. You will find this use of parentheses and brackets to be consistent with their use in future courses in mathematics. This graph represents the number 1 and all real numbers greater than 1. This graph represents the number 1 and all real numbers less than or equal to - 3. Example 13 Write an algebraic statement represented by the following graph.

Example 14 Write an algebraic statement for the following graph. This graph represents all real numbers between -4 and 5 including -4 and 5. Example 15 Write an algebraic statement for the following graph.

This graph includes 4 but not Example 16 Graph on the number line. This example presents a small problem. How can we indicate on the number line? If we estimate the point, then another person might misread the statement. Could you possibly tell if the point represents or maybe? Since the purpose of a graph is to clarify, always label the endpoint. A graph is used to communicate a statement.

You should always name the zero point to show direction and also the endpoint or points to be exact. The solutions for inequalities generally involve the same basic rules as equations. There is one exception, which we will soon discover. The first rule, however, is similar to that used in solving equations. If the same quantity is added to each side of an inequality , the results are unequal in the same order.

Note that the procedure is the same as in solving equations. We will now use the addition rule to illustrate an important concept concerning multiplication or division of inequalities.

Remember, adding the same quantity to both sides of an inequality does not change its direction. To obtain x on the left side we must divide each term by - 2. Notice that since we are dividing by a negative number, we must change the direction of the inequality. Notice that as soon as we divide by a negative quantity, we must change the direction of the inequality.

Take special note of this fact. Each time you divide or multiply by a negative number, you must change the direction of the inequality symbol.

This is the only difference between solving equations and solving inequalities. When we multiply or divide by a positive number, there is no change. When we multiply or divide by a negative number, the direction of the inequality changes. Be careful-this is the source of many errors. Once we have removed parentheses and have only individual terms in an expression, the procedure for finding a solution is almost like that in chapter 2.

Let us now review the step-by-step method from chapter 2 and note the difference when solving inequalities. First Eliminate fractions by multiplying all terms by the least common denominator of all fractions. No change when we are multiplying by a positive number. Second Simplify by combining like terms on each side of the inequality. No change Third Add or subtract quantities to obtain the unknown on one side and the numbers on the other. No change Fourth Divide each term of the inequality by the coefficient of the unknown.

If the coefficient is positive, the inequality will remain the same. If the coefficient is negative, the inequality will be reversed.

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