BMayer@ChabotCollege.edu MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt 1 Bruce Mayer, PE Chabot College Mathematics Bruce Mayer, PE Licensed Electrical & Mechanical.
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BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt1
Bruce Mayer, PE Chabot College Mathematics
Bruce Mayer, PELicensed Electrical & Mechanical Engineer
BMayer@ChabotCollege.edu
Chabot Mathematics
§4.1 Solve§4.1 Solve InEqualities InEqualities
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Bruce Mayer, PE Chabot College Mathematics
Review §Review §
Any QUESTIONS About• §2.5 → Point-Slope Line Equation
Any QUESTIONS About HomeWork• §2.5 → HW-7
2.5 MTH 55
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Bruce Mayer, PE Chabot College Mathematics
Solving InEqualitiesSolving InEqualities
An inequality is any sentence containing
, , , , or . Some
Examples3 2 7, 7, and 4 6 3.x c x
ANY value for a variable that makes an inequality true is called a solution. The set of all solutions is called the solution set. When all solutions of an inequality are found, we say that we have solved the inequality.
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt4
Bruce Mayer, PE Chabot College Mathematics
Linear InEqualitiesLinear InEqualities
A linear inequality in one variable is an inequality that is equivalent to one of the forms that are similar to mx + b
0or0 baxbax
where a and b represent real numbers and a ≠ 0.
0or0 baxbax
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Bruce Mayer, PE Chabot College Mathematics
Example Example Chk InEqual Soln Chk InEqual Soln
Determine whether 5 is a solution to
a) 3x + 2 >7 b) 7x − 31 ≠ 4
SOLUTIONa) Substitute 5 for x to get 3(5) + 2 > 7, or
17 >7, a true statement. Thus, 5 is a solution to InEquality-a
b) Substitute to get 7(5) − 31 ≠ 4, or 4≠ 4, a false statement. Thus, 5 is not a solution to InEquality-b
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt6
Bruce Mayer, PE Chabot College Mathematics
““Dot” Graphs of InEqualitiesDot” Graphs of InEqualities Because solutions of inequalities like
x < 4 are too numerous to list, it is helpful to make a drawing that represents all the solutions
The graph of an inequality is such a drawing. Graphs of inequalities in one variable can be drawn on a number line by shading all the points that are solutions. Open dots are used to indicate endpoints that are not solutions and Closed dots are used to indicated endpoints that are solutions
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt7
Bruce Mayer, PE Chabot College Mathematics
Example Example Graph InEqualities Graph InEqualities
Graph InEqualities: a) x < 3, b) y ≥ −4; c) −3< x ≤ 5
Soln-a) The solutions of x < 3 are those numbers less than 3.• Shade all points to the left of 3
• The open dot at 3 and the shading to the left indicate that 3 is NOT part of the graph, but numbers such as 1 and −2 are
6-3 -1 1 3 5-4 0 4-2-4 2 6-3 -1 1 3 5-4 0 4-2-4 2
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Bruce Mayer, PE Chabot College Mathematics
Example Example Graph InEqualities Graph InEqualities
Graph Inequalities: a) x < 3, b) y ≥ −4; c) −3< x ≤ 5
Soln-b) The solutions of y ≥ −4 are shown on the number line by shading the point for –4 and all points to the right of −4. • The closed dot at −4 indicates that −4 IS
part of the graph
3-6 -4 -2 0 2-7 -3 1-5-7 -1 3-6 -4 -2 0 2-7 -3 1-5-7 -1 3-6 -4 -2 0 2-7 -3 1-5-7 -1
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt9
Bruce Mayer, PE Chabot College Mathematics
Example Example Graph InEqualities Graph InEqualities
Graph InEqualities: a) x < 3, b) y ≥ −4; c) −3< x ≤ 5
Soln-c) The inequality −3 < x ≤ 5 is read “−3 is less than x, AND x is less than or equal to 5.”
5-4 -2 0 2 4-5 -1 3-3-5 1 5-4 -2 0 2 4-5 -1 3-3-5 1 5-4 -2 0 2 4-5 -1 3-3-5 1
• Note the– OPEN dot at −3 → due to −3< x
– CLOSED dot at 5 → due to x≤5
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt10
Bruce Mayer, PE Chabot College Mathematics
Interval NotationInterval Notation
Interval Notation for Inequalities on Number lines can used in Place of “Dot Notation:• Open Dot, ס → Left or Right,
Single Parenthesis
• Closed Dot, ● → Left or Right, Single Square-Bracket
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Bruce Mayer, PE Chabot College Mathematics
Interval vs Dot NotationInterval vs Dot Notation Graph x ≥ 5
[
Dot Graph
Interval Graph
Graph x < 2
)
Dot Graph
Interval Graph
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Bruce Mayer, PE Chabot College Mathematics
Interval Graphing of InEqualitiesInterval Graphing of InEqualities
If the symbol is ≤ or ≥, draw a bracket on the number line at the indicated number. If the symbol is < or >, draw a parenthesis on the number line at the indicated number.
If the variable is greater than the indicated number, shade to the right of the indicated number. If the variable is less than the indicated number, shade to the left of the indicated number.
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt13
Bruce Mayer, PE Chabot College Mathematics
Set Builder NotationSet Builder Notation
In MTH55 the INTERVAL form is preferred for Graphing InEqualities
A more compact alternative to InEquality Solution Graphing is SET BUILDER notation:
3| xxRead as: “x such that x is…
SET BUILDERNotation
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Bruce Mayer, PE Chabot College Mathematics
Compact Interval NotationCompact Interval Notation
Graphed Interval Notation can be written in Compact, ShortHand form by transferring the Parenthesis or Bracket from the Graph to Enclose the InEquality.
Examples• x 13 → (−, 13 ]
• −11< x 13 → (−11, 13]
• −11< x → (−11, )
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Bruce Mayer, PE Chabot College Mathematics
Example Example SetBuilder & Interval SetBuilder & Interval
Write the solution set in set-builder notation and interval notation, then graph the solution set.
a) x ≤ −2 b) n > 3
SOLUTION a)• Set-builder notation: {x|x ≤ −2}
• Interval notation: (−, −2]
• Graph ]
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt16
Bruce Mayer, PE Chabot College Mathematics
Example Example Set Builder Set Builder
Write the solution set in set-builder notation and interval notation, then graph the solution set.
a) x ≤ −2 b) n > 3
SOLUTION b)• Set-builder notation: {n|n > 3}
• Interval notation: (3, )
• Graph (
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Bruce Mayer, PE Chabot College Mathematics
Intervals on the Real No. LineIntervals on the Real No. Line
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Bruce Mayer, PE Chabot College Mathematics
Addition Principle for InEqsAddition Principle for InEqs
For any real numbers a, b, and c:• a < b is equivalent to a + c < b + c;
• a ≤ b is equivalent to a + c ≤ b + c;
• a > b is equivalent to a + c > b + c;
• a ≥ b is equivalent to a + c ≥ b + c;
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt19
Bruce Mayer, PE Chabot College Mathematics
Example Example Addition Principle Addition Principle
Solve & Graph 26 x
Solve (get x by itself)6266 x
4xAddition Principle
Simplify to Show Solution
• Any number greater than −4 makes the statement true.
Graph(
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt20
Bruce Mayer, PE Chabot College Mathematics
Multiplication Principle for InEqsMultiplication Principle for InEqs For any real numbers a and b,
and for any POSITIVE number c:• a < b is equivalent to ac < bc, and
• a > b is equivalent to ac > bc
For any real numbers a and b, and for any NEGATIVE number c:• a < b is equivalent to ac > bc, and
• a > b is equivalent to ac < bc
Similar statements hold for ≤ and ≥
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt21
Bruce Mayer, PE Chabot College Mathematics
Mult. Principle SummarizedMult. Principle Summarized
Multiplying both Sides of an Multiplying both Sides of an Inequality by a NEGATIVE Inequality by a NEGATIVE Number REVERSES the Number REVERSES the DIRECTION of the InequalityDIRECTION of the Inequality• Examples
61833263 xx
101411014 xxxx
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Bruce Mayer, PE Chabot College Mathematics
Example Example Solve & Graph Solve & Graph
Solve & Grapha) b)
Soln-a)
204 y 47
1x
Divide Both Sides by −4
Graph
4
20
4
4
y
Reverse Inequality as the Eqn-Divisor is NEGATIVE5y
The Solution Set: {y|y > −5}
(
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Bruce Mayer, PE Chabot College Mathematics
Example Example Solve & Graph Solve & Graph
Soln-b) 47
1x
Multiply Both Sides by 7
Graph
747
17 x
28x Simplify
The Solution Set: {x|x ≤ 28}
3015 255 2010 303015 255 2010 303015 255 2010 30 3015 255 2010 303015 255 2010 303015 255 2010 30]
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Bruce Mayer, PE Chabot College Mathematics
Example Example Add & Mult Principles Add & Mult Principles
Solve & Graph 1014 xx SOLUTION
110114 xx
94 xx
Add ONE to Both sides
Simplify
94 xxxx Subtract x from Both Sides
933
1x Divide Both Sides by 3
3x Simplify & Show Solution
]
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Bruce Mayer, PE Chabot College Mathematics
Example Example Solve Solve 33xx −− 3 > 3 > xx + 7 + 7
Soln Add 3 to Both Sides
Simplify
The Solution Set: {x|x > 5}
37333 xx103 xx
103 xxxx Subtract x from Both Sides
2
102 xDivide Both Sides by 2
5x Simplify
Graph
8-1 1 3 5 7-2 0 4 82-2 6 8-1 1 3 5 7-2 0 4 82-2 6 8-1 1 3 5 7-2 0 4 82-2 6(
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt26
Bruce Mayer, PE Chabot College Mathematics
Example Example Solve Solve 15.4 15.4 −− 3.2 3.2xx < < −−6.766.76
Soln To Clear Decimals
Dist. in the 100
The Solution Set: {x|x > 6.925}
76.62.34.15100 x
76.61002.31004.15100 x
6763201540 x Simplify
154067632015401540 x Subtract 1540
2216320320
1
x Simplify; Mult. By −1/320
925.6320
2216
x Simplify; note that Inequality REVERSED by Neg. Mult.
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt27
Bruce Mayer, PE Chabot College Mathematics
Example Example Solve & Graph Solve & Graph
Solve 934735 xxx
Soln
91247155 xxxUse Distributive Law to Clear Parentheses
34152 xx Simplify
3343152 xx Add 3 to Both Sides
xx 4122 Simplify
xxxx 421222 Add 2x to Both Sides
6
1612 x Simplify; Divide
Both Sides by 6
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Bruce Mayer, PE Chabot College Mathematics
Example Example Solve & Graph Solve & Graph
Solve 934735 xxx
Soln xx
2
6
1612 From Last Slide
Graph
The Solution Set: {x|x ≤ –2}.
2x Put x on R.H.S.; Note Reversed Inequality
2-7 -5 -3 -1 1-8 -6 -2 2-4-8 0 2-7 -5 -3 -1 1-8 -6 -2 2-4-8 0 2-7 -5 -3 -1 1-8 -6 -2 2-4-8 0]
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt29
Bruce Mayer, PE Chabot College Mathematics
Equation ↔ InequalityEquation ↔ Inequality
EquationReplace
= byInequality
x = 5 < x < 5
3x + 2 = 14 ≤ 3x + 2 ≤ 14
5x + 7 = 3x + 23 > 5x + 7 > 3x + 23
x2 = 0 ≥ x2 ≥ 0
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Bruce Mayer, PE Chabot College Mathematics
Terms of the (InEquality) TradeTerms of the (InEquality) Trade An inequality is a statement that one
algebraic expression is less than, or is less than or equal to, another algebraic expression
The domain of a variable in an inequality is the set of ALL real numbers for which BOTH SIDES of the inequality are DEFINED.
The solutions of the inequality are the real numbers that result in a true statement when those numbers are substituted for the variable in the inequality.
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Bruce Mayer, PE Chabot College Mathematics
Terms of the (InEquality) TradeTerms of the (InEquality) Trade
To solve an inequality means to find all solutions of the inequality – that is, the solution set.• The solution sets are intervals, and we
frequently graph the solutions sets for inequalities in one variable on a number line
• The graph of the inequality x < 5 is the interval (−, 5) and is shown here
x < 5, or (–∞, 5))5
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Bruce Mayer, PE Chabot College Mathematics
Terms of the (InEquality) TradeTerms of the (InEquality) Trade
A conditional inequality such as x < 5 has in its domain at least one solution and at least one number that is not a solution
An inconsistent inequality is one in which no real number satisfies it.
An identity is an inequality that is satisfied by every real number in the domain.
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Bruce Mayer, PE Chabot College Mathematics
THE NON-NEGATIVE IDENTITYTHE NON-NEGATIVE IDENTITY
for ANY real number x
x2 0
Because x2 = x•x is the product of either (1) two positive factors, (2) two negative factors, or (3) two zero factors, x2 is always either a positive number or zero. That is, x2 is never negative, or is always nonnegative
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Bruce Mayer, PE Chabot College Mathematics
Solving Linear InEqualitiesSolving Linear InEqualities1. Simplify both sides of the inequality as needed.
a. Distribute to clear parentheses.b. Clear fractions or decimals by multiplying through
by the LCD just as was done for equations. (This step is optional.)
c. Combine like terms.
2. Use the addition principle so that all variable terms are on one side of the inequality and all constants are on the other side. Then combine like terms.
3. Use the multiplication principle to clear any remaining coefficient. If you multiply (or divide) both sides by a negative number, then reverse the direction of the inequality symbol.
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt35
Bruce Mayer, PE Chabot College Mathematics
Example Example Solve InEquality Solve InEquality
Solve 8x + 13 > 3x − 12 SOLUTION
8x − 3x + 13 > 3x − 3x − 12
Subtract 3x from both sides.
Subtract 13 from both sides.
Divide both sides by 5 to isolate x.
5x + 13 > 0 – 12
5x + 13 –13 > –12 – 13
5x > −25
x > −55
25
5
5 x
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt36
Bruce Mayer, PE Chabot College Mathematics
Example Example Solve InEquality Solve InEquality
Solve 8x + 13 > 3x – 12 SOLUTION Graph for x > −5
SOLUTION SetBuilder Notation
{x|x > −5} SOLUTION Interval Notation
(−5, )
(
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Bruce Mayer, PE Chabot College Mathematics
Example Example AirCraft E.T.A. AirCraft E.T.A. An AirCraft is 150 miles along its path
from Miami to Bermuda, cruising at 300 miles per hour, when it notifies the tower that The Twin-Turbo-Prop is now set on automatic pilot.
The entire trip is 1035 miles, and we want to determine how much time we should let pass before we become concerned that the plane has encountered Bermuda-Triangle trouble
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Bruce Mayer, PE Chabot College Mathematics
Example Example AirCraft E.T.A. AirCraft E.T.A.
Familiarize• Recall the Speed Eqn:
Distance = [Speed]·[time]
• So LET t ≡ time elapsed since plane on autopilot
Translate• 300t = distance plane flown in t hours
on AutoPilot
• 150 + 300t = plane’s distance from Miami after t hours on AutoPilot
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Bruce Mayer, PE Chabot College Mathematics
Example Example AirCraft E.T.A. AirCraft E.T.A.
Translate the InEquality for Worry
Plane’s distance from Miami
Distance from Miami to Bermuda
≥
150 300t 1035
150 300t 150 1035 150
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt40
Bruce Mayer, PE Chabot College Mathematics
Example Example AirCraft E.T.A. AirCraft E.T.A.
Carry Out 300t 885
300t
300
885
300t 2.95
State: Since 2.95 is roughly 3 hours, the tower will suspect trouble if the plane has not arrived in about 3 hours
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt41
Bruce Mayer, PE Chabot College Mathematics
Example Example CellPhone $Budget CellPhone $Budget
You have just purchased a new cell phone. According to the terms of your agreement, you pay a flat fee of $6 per month, plus 4 cents per minute for calls.
If you want your total bill to be no more than $10 for the month, how many minutes can you use?
BMayer@ChabotCollege.edu • MTH55_Lec-14_sec_3-3a_3Var_Sys_Apps.ppt42
Bruce Mayer, PE Chabot College Mathematics
Example Example CellPhone $Budget CellPhone $Budget
Familiarize: Say we use the phone 35 min per month. Then the Expense
month
47
month
min 35
min
040
month
6 .$.$$
Now that we understand the calculation LET• x ≡ CellPhone usage in minutes per month
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Bruce Mayer, PE Chabot College Mathematics
Example Example CellPhone $Budget CellPhone $Budget
Translate:
$10Than Less
Be To
Expense
MinutePlus
Expense
Montly
$100.04$6 x Or, With
0.04 = 4/10010
100
46 x
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Bruce Mayer, PE Chabot College Mathematics
Example Example CellPhone $Budget CellPhone $Budget
CarryOut
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Bruce Mayer, PE Chabot College Mathematics
Example Example CellPhone $Budget CellPhone $Budget
Check: If the phone is used for 100 minutes, you will have a total bill of $6 + $0.04(100) or $10
State: If you use no more than 100 minutes of cell phone time, your bill will be less than or equal to $10.
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Bruce Mayer, PE Chabot College Mathematics
WhiteBoard WorkWhiteBoard Work
Problems From §4.1 Exercise Set• 62 (ppt), 53, 72, 80
Working Thrua LinearInEquality
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Bruce Mayer, PE Chabot College Mathematics
P4.1-62P4.1-62 Write InEquality for Passion greater-than, or equal-to Intimacy
Find Crossing Point
Thus Ans
}{
),[
5
or 50
xx
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Bruce Mayer, PE Chabot College Mathematics
All Done for TodayAll Done for Today
EricHeiden
Won Five Gold Medals and Set Five Olympic Records at the 1980 Winter Olympics
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