4.3 Solving Compound Linear Inequalities, Exercises of Mathematics

This will make writing the interval notation very easy. Now, if we take the intersection of the two graphs above (or the. “overlap”), we get the following final ...

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4.3 Solving Compound Linear Inequalities
The words that we use can be very powerful and in fact, even the small
words, like “and” and “or” can change the entire meaning of a phrase
significantly when they are interchanged. Before we apply this to
mathematics, you can see it clearly in everyday language:
“Would you like to go to the beach or to the movies?”
“Would you like to go to the beach and to the movies?”
The only word that was changed in those two question was “or” to
“and”, but how would your response change? For the first question, you
might answer “the beach”. For the second question, you might answer
“yes”. They mean something different.
Here is another example:
“It is sunny and it is raining.”
“It is sunny or it is raining.”
Once again, the only word that has changed is the connecting word
“and” to “or”, but for the first statement to be true, both things have to
be true at the same time. It has to be sunny and it also has to be raining.
But for the second statement to be true, only one of them needs to be
true. If it is sunny, but not raining, the second statement is still true.
These statements mean something different.
These words are actually logical connectors and when applied to
statements, they form compound statements. In mathematics, when we
use them to join inequalities, we get compound inequalities. Now, let’s
apply this to mathematics. The thing to keep in mind is that “and”
means both have to be true and “or” means at least one of them is true.
For this reason, when we apply this to inequalities, the “and” means to
take the intersection or “overlap” since that is where both inequalities
will be true.
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4.3 Solving Compound Linear Inequalities

The words that we use can be very powerful and in fact, even the small

words, like “and” and “or” can change the entire meaning of a phrase

significantly when they are interchanged. Before we apply this to

mathematics, you can see it clearly in everyday language:

“Would you like to go to the beach or to the movies?”

“Would you like to go to the beach and to the movies?”

The only word that was changed in those two question was “or” to

“and”, but how would your response change? For the first question, you

might answer “the beach”. For the second question, you might answer

“yes”. They mean something different.

Here is another example:

“It is sunny and it is raining.”

“It is sunny or it is raining.”

Once again, the only word that has changed is the connecting word

“and” to “or”, but for the first statement to be true, both things have to

be true at the same time. It has to be sunny and it also has to be raining.

But for the second statement to be true, only one of them needs to be

true. If it is sunny, but not raining, the second statement is still true.

These statements mean something different.

These words are actually logical connectors and when applied to

statements, they form compound statements. In mathematics, when we

use them to join inequalities, we get compound inequalities. Now, let’s

apply this to mathematics. The thing to keep in mind is that “and”

means both have to be true and “or” means at least one of them is true.

For this reason, when we apply this to inequalities, the “and” means to

take the intersection or “overlap” since that is where both inequalities

will be true.

Where are both inequalities true? What values are both greater than -

and smaller than 3 at the same time? Visually, we see it as the “overlap”

of the solutions – where there are two blue lines instead of just one.

Taking this “overlap” or intersection, we arrive at the following final

graph:

Now, let’s turn our attention to the word “or”. If we have two

inequalities with an “or” between them, then the statement will be true if

either inequality is true. This means that any value that satisfies either

inequality should be a part of the solution set, since that value will make

the statement true. For this reason, we take all solutions of either

inequality to be a part of the solution of the compound inequality.

Looking at the graph, you can think of it as taking everything the graph

covers:

So we keep both pieces for our final graph in this example.

The symbol ∪ means union, so we should take everything that 𝐴

and 𝐵 have and put it together on one set.

Do the same thing here for the sets 𝐶 and 𝐷.

Take the intersection of the sets 𝐶 and 𝐷:

The examples that we just did are called “discrete” examples because we

are working on sets with members that can be counted rather than on

intervals. We did these first because they help us to get a more concrete

idea of what the union and the intersection really mean. We will now

apply these concepts to intervals which happen to be solutions of linear

inequalities.

Examples

Solve each of the following compound inequalities, graph the

solution set on a number line, and write the solution set in interval

notation.

First, we will solve each inequality:

5(𝑥 + 1) ≤ 4(𝑥 + 3)^ and 𝑥 + 5 > −

So we have the solution “ 𝑥 ≤ 7 and 𝑥 ≥ −8 ”.

Before writing this in interval notation, we should graph both

inequalities together on the same number line and take their

intersection (since this what “and” means). This will make writing

the interval notation very easy.

Now, if we take the intersection of the two graphs above (or the

“overlap”), we get the following final graph:

Now graph both inequalities together on the same number line and

take their union (since this what “or” means). This will make

writing the interval notation very easy.

Now, if we take the union of the two graphs above (or “everything

covered”), we get the following final graph:

Now, it is easy to read the graph from left to right to get the

interval notation: (−∞, ∞). Notice that everything on the number

line gets covered by the union of these two intervals.

Once again, if we wrote the pieces separately in interval notation,

which would look like this (−∞, 7] ∪ [−8, ∞), we would not be

writing it in the most simplified form. We need to actually take the

union " ∪ " to finish the problem.

4𝑥 < −12 or

So we have the solution “ 𝑥 < −3 or 𝑥 > 8 ”.

Now graph both inequalities together on the same number line and

take their union.

Now, it is easy to read the graph from left to right to get the

interval notation: (−∞, 3) ∪ (8, ∞). Here we have no choice but

to write this union as two separate pieces since the pieces are

“disjoint” or completely separated. We cannot simplify it any

more.

If example 3 had an “and” instead of an “or”, how would your

answer be different? The process of solving the inequalities would

be the same, but when you look at the two separate pieces on the

graph and take the intersection, you would see that there is none.

These pieces do not overlap. Therefore your answer would be “No

solution” or the empty set 0.

5(𝑥 − 2) ≥ 0 and −3𝑥 < 9

Now graph both inequalities together on the same number line and

take their union (since this what “or” means).

Now, if we take the union of the two graphs above (or “everything

covered”), we get the following final graph:

The interval notation for this graph is : [−6, ∞).

Once again, if we wrote the pieces separately in interval notation,

which would look like this [−6, ∞) ∪ (7, ∞), we would not be

writing it in the most simplified form. We need to actually take the

union " ∪ " to finish the problem, and the graph helps us to do this.

What if the example we just finished had been an “and” problem

instead of an “or” problem? In that case, when we look at the two

intervals on the first graph, we would have to take the overlap of

the two, which would be the piece from 7 to infinity: (7, ∞). That

little word makes a big difference in the answer!

2𝑥 > 𝑥 + 3 and −

So we have the solution “ 𝑥 > 3 and 𝑥 > 2 ”.

Graphing both inequalities together on the same number line:

Now, if we take the intersection of the two graphs above (or the

“overlap”), we get the following final graph:

The interval notation for this graph is: (3, ∞).

The last two examples involve double sided inequalities, which we have

not really seen except in the first chart introducing interval notation.

The interval notation is also very easy to read from this form. You

can see that we need a bracket on −3 and a parentheses on −

from looking at the symbols next to each of them in the inequality.

The interval notation is as follows: [−3, −1)

We could also have viewed this problem as a compound inequality

and approached it as follows:

−1 ≤ 2𝑥 + 5 < 3 means the same thing as the compound

inequality "2𝑥 + 5 ≥ −1 𝑎𝑛𝑑 2𝑥 + 5 < 3"

Solve each inequality:

2𝑥 + 5 ≥ − 1 and 2𝑥 + 5 < 3

So we have the solution “ 𝑥 ≥ −3 and 𝑥 < −1 ”.

Now, if we take the intersection of the two graphs above (or the

“overlap”), we get the following final graph:

Interval notation: [−3,1).

You can see that both methods will yield the same answer, but the

first method is much more efficient for double sided inequalities.

Using the first method above for double-sided inequalities: