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Linear Inequalities

What inequalities are

Solve simple linear inequalities and state the solution set in the given number system.

An inequality compares two numbers or expressions with one of four signs:

  • < (less than) and > (greater than) are strict: equality is not allowed.
  • ≤ (less than or equal to) and ≥ (greater than or equal to) are slack: equality is allowed.

A linear inequality in one variable looks like ax + b < 0 (or with >, ≤, ≥), with a ≠ 0. A solution is any value of x that makes it true.

Here is the big difference from equations. x + 5 = 4 has exactly one solution, x = –1. But x + 5 > 4 is true for x = 0, x = 1, x = 1.1, x = 100 ...: it has infinitely many solutions, all the numbers greater than –1. Some inequalities have no solution at all.

We solve inequalities almost like equations, with two rules:

  • Rule 1: you may add or subtract the same number on both sides (move a term across with its sign changed). The inequality sign stays.
  • Rule 2: you may multiply or divide both sides by the same number. If it is positive, the sign stays; if it is negative, the sign reverses.

Why reverse? Start from 3 > 2, which is true, and multiply both sides by –1. You get –3 and –2, and on the number line –3 is to the left of –2, so –3 < –2. Keeping '>' would be false.

Examples:

  • 3x + 7 > 1: subtract 7, 3x > –6; divide by 3 (positive), x > –2.
  • –4x ≥ 20: divide by –4 (negative) and reverse, x ≤ –5.

The answer also depends on which numbers x may be:

  • 5x < 24 gives x < 4.8. If x must be a natural number, the solution set is {1, 2, 3, 4}. If x may be any integer, it is {..., –1, 0, 1, 2, 3, 4}. If x is real, it is the interval (–∞, 4.8).
  • x ≤ –5 has no natural-number solutions at all, but in the integers it is {..., –7, –6, –5}.

Interval notation is handy for real solutions: a round bracket leaves the end out and a square one keeps it, and ∞ always takes a round bracket. So x ≤ –5 is (–∞, –5], and x > –2 is (–2, ∞).

Same rules as equations, except: negative multiplier, flip the sign.

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