Republic of the Philippines

Province of Cebu
City of Carcar
CARCAR CITY COLLEGE
Luan-luan, Poblacion 1, Carcar City, Cebu
Tel. No.: (032) 564-3052/487-7064

Subject: MATH PROFICIENCY (MPRO) Module No.:

P3-P4

Class Schedule: BSA 1A, 7:00-10:00AM F/ BSA 1B, 10:30-12:00NN TTh

Topic: Introduction to Inequalities

INTENDED LEARNING OUTCOMES/ OBJECTIVES:

At the end of the target sessions, the students should be able to:
 graph the solution set of an inequality;
 solve an inequality and graph the solution set; and
 solve a real-life problem in inequalities and interval notation.

I.ACTIVITY:
1. True or False. When x > 0, x is positive. __________
2. Graph, in a real number line, the inequality: (a) X > 1______________________________
(b) X < 1 __________________________ c) X ≤ 1 _____________________________

II.ABSTRACTION:
Some problems in algebra lead to inequalities instead of equations. An inequality looks
just like an equation, except that in the place of the equal sign is one of the symbols <,
>, ≤, or ≥. An example of an inequality is: 4x + 3 ≤ 15

Reading the inequality symbol. Let’s refresh ourselves on how to read symbols of
inequalities. To help us remember, the “arrowhead” always points toward the smaller
quantity. For instance:

6 < 8 is an inequality, read as “6 is less than 8.”

9 > 5 is an inequality, read as “9 is greater than 5.”
X ≥ 6 is a combination of the two statements X > 6 and X = 6. Read it as “X is
greater than
or equal to 6.”

Solving inequalities. To solve an inequality that contains a variable means to find all
values of the variable that make the inequality true. Unlike an equation, an inequality
generally has infinitely many solutions, which form an interval or a union of intervals on
the real number line. We call the set of all solutions the solution set for the inequality.
Since there are so many solutions, we do not want to try to list them all. We will use the
number line to show the solution set of an inequality.

Example 1. Graph the solution set for the inequality X < 6.

Solution. To graph the solution set, we want to include all real numbers that are “less
than” 6. This means all numbers to the left of 6 on the number line. We start at 6 and
draw an arrow extending left, as shown:

-∞ <—————l—————◦————> ∞
0 6

The open circle at 6 means that we do not include 6 in the solution set (6 is not less
than itself). The colored arrow shows all the numbers in the solution set, with the
arrowhead indicating that the solution set continues indefinitely to the left.
Example 2. Graph the solution set for the inequality X ≥ 3.
Solution. X ≥ 3 is a combination of two statements X > 3 and X = 3. In this case, the
solution set includes 3.

-∞ <——l————•——————> ∞
0 3
The filled-in circle, also called closed circle means that 3 is part of the solution set.
The colored arrow shows all the numbers in the solution set, with the arrowhead
indicating that the solution set continues indefinitely to the right.
At this point, we have learned how to graph the solution sets of some simple inequalities-
similar to the examples we solved. Now, we look at the more complicated inequalities,
such as 3X – 2 < X + 4. This is an example of a linear inequality in one variable. The
methods used to solve this type of inequality are very similar to the methods of solving
linear equations in one variable. To correctly solve inequalities, let’s discuss its
properties.
The Addition Property of Inequality. If a < b then a + c < b + c
In words, adding the same quantity to both sides of an inequality gives an
equivalent inequality. Equivalent inequalities have exactly the same solution sets.

Example 3. Solve and graph the solution set for X – 8 < 7.

Solution. To solve X – 8 < 7, add 8 to both sides of the inequality using the
addition property of inequality.

X–8 < 7
__+ 8 <+8
X < 15 the inequality is now solved. The inequality is solved
when an equivalent inequality has the form X < □, or
X>□.

The graph of the solution set is -∞ <——l—————————○———> ∞

0 15
The addition property allow us to subtract the same quantity from both sides of an
inequality.

Example 4. Solve and graph the solution set for 4X – 2 ≥ 3X + 5

Solution. First, we subtract 3X from both sides of the inequality (this is to isolate
X by combining similar terms).

4X – 2 ≥ 3X + 5
-3X_____-3X___
X–2≥ 5
____+2______+2
X ≥ 7

and the graph of the solution set is -∞ <——l————•—————> ∞

0 7

The Multiplication Property of Inequality.

If a < b then ac < bc , if c >0 and ac > bc, if c < 0

In words, multiplying both sides of an inequality by the same positive number gives an
equivalent inequality. When both sides of an inequality are multiplied by the same
negative number, it is necessary to reverse the direction of the inequality to give an
equivalent inequality. ( When c > 0, c is a positive number. When c < 0, c is negative).

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Since division is defined in terms of multiplication, the multiplication property of
inequality also applies to division. Let us work on some examples to better understand
the multiplication property of inequality.

Example 5. Solve and graph the solution set for 5X < 30.
1 1
Solution. (5X) < (30) Multiply both sides by .
5 5
X<6 the inequality is now solved.
The graph of the solution set is -∞ <———————l————○—————>
∞
0 6

Example 6. Solve and graph the solution set for -4X ≥ 28.
Solution. In this case, isolate X on the left side of the inequality by multiplying both
sides by - ¼.

( - ¼ )(- 4X ) ≤ ( - ¼ )( 28 ) reverse the direction of the inequality

because you are multiplying by a negative
number,

or X ≤ -7 and the graph of the solution set is - ∞ <—————•————l

—————> ∞
-7 0

Example 7. Solve and graph the solution set for 2X + 4 < 5X – 2.

Solution. 2X + 4 < 5X – 2
-5X ____ -5X___ bring the variable terms to the same (left)
side.
-3X + 4 < -2
____- 4_______- 4 simplify.
-3X < -6

1 1
( -3X )( - ¿ > ( - 6 ) )( - ¿ isolate the variable, reverse the direction of the
3 3
inequality sign.
X > 2 the inequality is now solved.

The graph of the solution set is - ∞ <————l———○————> ∞

0 2

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Solving an inequality application. Some applications are solved by using an
inequality instead of an equation. The word problem that follow is an example of an
inequality application.

Example 8. Ali needs a mean score of 92 or higher on four tests to get an A. So far his
scores are 94, 89, and 88. What score on the fourth test will get him an A?
Solution. We will use the letter X to represent the fourth-test score that will get him an
A. To get the mean (or average), we will add the four test scores and then
divide the sum by 4. The mean score must be greater than or equal to 92.

94+ 89+88+ X
≥ 92 multiply both sides by 4
4

94 + 89 + 88 + X ≥ 368 add the test score

271 + X ≥ 368 subtract 271 from both sides

X ≥ 97 Ali needs to score 97 or higher to earn an A.

Before we end our learning session, let’s go back to the previous topic and learn another
way of representing or writing the solution set of an inequality.

Interval Notation. The set of all real numbers X satisfying the inequality a < X ≤ b is
called an interval and can be represented by (a, b]. The number a is called the left
endpoint of the interval, and the symbol “(“ indicates that a is not included in the
interval. The number b is called the right endpoint of the interval, and the symbol “]”
indicates that b is included in the interval. Note that the symbol “∞” read as “infinity” is
not a number. When we write [b, ∞), we are referring to the interval starting at b and
continuing indefinitely to the right. The interval (-∞, ∞) represents the set of all real
numbers R, since its graph is the entire real number line. In interval notation, the smaller
number is always written to the left. Thus, [-3, 5) is the correct way and (5, -3] is not the
right way of writing the interval notation.

Now, let’s apply what we have just learned.

Using example 7, the solution set in interval form is (-2, ∞).

In example 6, the solution set in interval form is (- ∞, -7].
The solution set of the inequality 2 ≤ X ≤ 5 in interval notation is [2, 5].

-END-

References: Baratto and Bergman, 2008, Beginning Algebra, 7 th ed., McGraw-Hill, USA.

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 Stewart, Redlin, and Watson, 2009, College Algebra, 5 th ed., Brooks/Cole,
Cengage Learning

III. ASSESSMENT:

1. Which will correctly describe c ≤ d?

a) c is greater than or equal to d
b) c is less than or equal to d
c) d is less than or equal to c
d) c is less than d

2.Which graph best describe the inequality x ≥ -4?

3.The interval notation [2, ∞), is the solution of which inequality?

a) X - 7 ≥ - 5 b) x + 6 > -5 c) -7 - x > 5 d) 6 - x < -5
4.Which inequality sign is correct for the conditional statement “If x < 5, then x - 3_____
2”?
a) > b) < c) ≤ d) ≥

5. Which statement is true?

a) When x is greater than zero, x is negative.
b) When x is greater than zero, x is an even number.
c) When x is less than zero, x is negative.
d) When x is less than zero, x is positive.

6. What interval on the Fahrenheit scale corresponds to the temperature range 50 ≤ C ≤

95?
(Hint: Use the formula F = 9/5C + 32)
a)122 ≤ F ≤ 203 b) 92 ≤ F ≤ 171 c) 122 ≥ F ≥ 203 d) 92 ≥ F ≥ 171

7.Which is the appropriate symbol for the conditional statement “If x < -3, then -x
_______ 3”?
a) < b) > c) ≤ d) ≥

8.Which of the following will make the statement -4x ≥ 8 true?

a) x ≤ 2 b) x ≤ -2 c) x ≤ 2 d) x ≤ -1/2

9.Which does not belong to the group?

a) > b) < c) ≤ d) =

10.Which is the equivalent inequality for x + 1 < 3?

a) x > 2 b) x > 2 c) x < 4 d) x > 4

IV. APPLICATION:

Solve as directed.

1. Write the equivalent inequality and show in a graph “all real numbers less than or
equal to -1”.
2. You are a real-estate agent and earn a 5% commission for each house you sell. What
range
of house prices will earn you a commission of at least P4,000.00?
3. Work with a partner to plan a macaroni and cheese school lunch that is to contain at
least

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 20 grams of protein. Without the macaroni and cheese, the lunch has 6 grams of
protein.
The macaroni and cheese has 2 grams of protein per ounce. What size servings of
macaroni
and cheese should you plan?

Prepared by:

SABINIANO P. MALINAO
Instructor

Checked by:

ARNOLD C. VALLESER, MS-ANSCI DOLLY ANN D. CARACA, LPT, MAED-ET

Department Head, BSA QA Director/ IMD Coordinator

Approved:

LEONARDO E. LACOSTALES, Ph.D.

Dean for Academic Affairs

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