Algebra 1

Section 2.3

Linear Inequalities
Algebraic Inequalities

Often, it is not necessary to be so restrictive that we require two quantities are equal. Terms
such as "at least" or "no more than" express situations where values are greater or less than a respec-
tive minimum or maximum. When we involve variables, these relationships become algebraic. For
example, 5x 3 > 4 is an algebraic inequality. Inequalities add a level of complexity to the processes
we studied with equations.

Solving Linear Algebraic Inequalities

When an algebraic inequality has only one variable, it is possible to solve for that variable by
adding, subtracting, multiplying and dividing both sides of the equation. The goal of solving an in-
equality is to get the variable by itself. The difference with between and equation and an inequality,
however, is that multiple values may solve an inequality. The other important distinction to make
when solving an inequality is that the direction of the inequality flips when one multiplies or divides
both sides by a negative number. That means that > would become < and vice versa, and would
become and vice versa.

For example, with the inequality 4x + 3 < 2x 1, we approach the problem like an equation.
First, subtract 2x from both sides and subtract 3 from both sides to get 2x < 4. Finally, divide both
sides by 2 to find x < 2. Note that it is not acceptable to have x = 2, because 2 = 2, and so 2
is not less than 2 (A shorthand way of saying x is not less than y is x y). However, it is acceptable
to have x = 2.000000000...1, for some arbitrary number of zeros.

Now, consider the inequality 2x + 1 3. First, one must subtract 1 from both sides to get
2x 2. The next step is to divide by 2, but this is a negative number. Thus, the direction of the
inequality must be flipped. This yields x 1.

You may be asked to show the solution to an inequality on a number line. If this is asked of
you, it is important to recognize if the equality is strictly greater than or less than, or if it is greater
than/less than or equal to. If the inequality is strict, use an open circle at the value the variable is
greater than or less than. If the inequality includes an equal-to condition, use a closed circle at this
point. From that point, an arrow is used extending in the direction that correlates with the direction
of the inequality. Examples for x < 2 and x 1 are on the next page.

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x < -2

-2 0

x -1

-1 0

2
Graphing Linear Algebraic Inequalities

Linear algebraic inequalities that have two variables, such as 3y 2 < 6x + 1 can be graphed
in the xy-plane. The easiest form of linear inequalities to graph are those in point-slope form. This
is identical to the point-slope form of an equation, except there is an inequality in place of the equal
sign, such as y < mx + b, y > mx + b, y mx + b, and y mx + b. To graph these inequali-
ties, first draw the line formed by the corresponding equation in the xy-plane. If the inequality is
strict, use a dotted line. Otherwise, use a complete line. Then, shade the half of the xy-plane either
above or below the line, depending upon the direction of the inequality. If it is a greater than or
greater than or equal to inequality, shade above the line. Otherwise, shade below the line. An example
graph of 3y 2 < 6x + 1, which becomes y < 2x + 1 when converted to point-slope form, is given below.

(1,3)

(0,1)

The dotted line indicates that the points on the line do not satisfy the inequality. However, every
value below this line does satisfy the inequality, so that area is shaded.

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Modeling with Linear Algebraic Inequalities

Situations when a quantity does not have to be an exact value, but rather achieve a maximum
or minimum value, are best modeled by algebraic inequalities. Consider, for example, a person who
sells peaches for $5. They buy each peach for $2, and need to make at least $300 profit. If b represents
the number of peaches the person buys and s represents the number of peaches the person sells, then
an inequality can be set up to model the situation. Notice that the person leads to make at least $300.
In fact, making $400 wouldnt be too bad! Thus, an inequality is used rather than an equation. The
proper inequality to model this situation is 5s 2b 300.

When setting up inequalities to model word problems, make sure that the word choice of the
problem is noted. "At least" implies a greater than or equal to inequality. "No more than" implies a
less than or equal to inequality.

The inequalities created to model these situations can also be graphed for a visual representation
of the system bing modeled. Converting the inequality above to point-slope form yields s 52 b + 60.
A graph of this inequality is given below.

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Examples

Here are a few examples to test the concepts provided in this section. Answers can be found on
the following pages.

1. Solve the inequality 3x 1 < 2x + 4 for x.

2. Plot the solution to question 1 on a number line.

3. It costs $1 to print an photograph, Sam sells photographs for $3, and it cost him $5 for a sales
license. Sam wants to make a larger profit than Tom, who made $10 selling photographs. Write
an inequality relating the amount of photographs, p, Sam has to Sell to achieve his goal and the
amount number of photographs Sam buys, b.

4. Graph the inequality found in question 3.

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Solutions

These are the solutions to the questions on the previous page

1. First, we add 2x and 1 to both sides of the equation to get x < 5. Then, we divide by 1,
which requires that we flip the direction of the inequality. This produces x > 5.

2. A number line is provided below. An open circle is used that extends to the right because the
inequality present is a strictly greater than.

x > -5

-5 0

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3. We have to have that the profit, the gains minus the expenses, is greater than Toms profit, $10.
Thus we have 3p b 5 > 10; the 5 on the left hand side comes from the license fee. Converting
this to point-slope form yields p = 3b + 5.

4. A graph is given below using a dotted line as the inequality is strictly greater than.

(3,6)

(0,5)