Quadratic Inequalities: Free Response
5 questions in parts, 62 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.
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1. Clearing one side before you read the sign . Application, 12 points. Question 1 of 5.
The inequality is not yet compared to , so before any sign chart can be built you first have to move every term onto one side. This question carries that rearrangement through to a complete answer, expressed three different ways.
- Part A.
Move every term of onto one side so it compares to , then factor the resulting quadratic to find its two roots.
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part B.
Using the roots from part A, build the sign chart across the three intervals they create, and state the solution of as an inequality.
Carry your own answer forward Build the sign chart from whichever two roots you found in part A, whatever they turned out to be: the credit here is for the method, not for matching one particular pair of numbers.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Write the solution of in interval notation, and describe how it would look on a number line: which endpoints get open or closed circles, and which direction the shading runs from each one.
Carry your own answer forward Describe the same inequality you reported in part B, using its own boundary numbers, whatever they turned out to be.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Before any sign chart makes sense, the inequality has to compare to . Subtracting the same amount from both sides moves every piece to one side without disturbing the inequality's direction.
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Hint 2 of 4 · Part A
Once the right side is , hunt for two numbers that multiply to the constant term and add to the middle coefficient, exactly as you did for plain quadratic equations.
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Hint 3 of 4 · Part B
A test point only needs to be plugged in and read for its sign. Pick any convenient number strictly inside each of the three intervals your roots created.
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Hint 4 of 4 · Part C
Every closed circle in the picture comes from an inclusive symbol, and the shading always runs toward the intervals your sign chart marked with the sign the inequality is asking for.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
, which factors as ; roots and .
Part B
or .
Part C
; closed circles at both roots, since the symbol is inclusive, with shading running left from and right from , away from the gap between them.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Subtract from both sides so the right side is :
Factor the left side. Two numbers multiplying to and adding to are and :
Setting each factor to gives the roots and .
Part B
The roots and split the number line into three intervals: , , and . Test one point in each.
The quadratic opens upward (), and the test points agree: positive outside the roots, negative between them. The inequality asks for , and the symbol is inclusive, so the roots themselves are kept: or .
Part C
The solution or is two separate rays, so interval notation joins them with a union:
The inclusive symbol means both roots are included, so the number line gets a CLOSED circle at and a CLOSED circle at , matching the square brackets. The shading runs outward from each circle, left from toward and right from toward , leaving the interval between them, where the quadratic is negative, unshaded.
In one line
factors as with roots and ; the sign chart gives or ; and in interval notation that is , with closed circles at both roots and shading running outward.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Moves every term to one side before doing anything else, so the inequality compares directly to . . Worth 2 points.
Factors the resulting quadratic correctly and reads off both roots. . Worth 2 points.
Part B 4 points
Tests a point in each of the three intervals the roots create, rather than reading the sign from only one of them. . Worth 2 points.
Selects the outer intervals to match the direction of the inequality, and includes the endpoints because the symbol is inclusive. . Worth 2 points.
Part C 4 points
Writes the solution as a union of two rays in interval notation, using square brackets to match the inclusive symbol. . Worth 2 points.
Describes the number-line picture correctly: closed circles at both roots, with the shading running outward and the gap between them left unmarked. . Worth 2 points.
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2. Why a repeated root never flips the sign . Foundational, 12 points. Question 2 of 5.
Two distinct roots give a quadratic three intervals and two places where the sign can flip. A repeated root gives only one point that matters, because the curve merely touches the axis instead of crossing it. This question proves why that touch never causes a sign change, and then applies the fact to three inequalities built from the same expression.
- Part A.
Show that is a perfect square, and identify its one repeated root.
Write the expression An equation or an expression is enough here. Show how you built it. 3 points
- Part B.
Prove that for every real number , , for an arbitrary real number . Then explain why this means that for any nonzero constant , the expression never changes sign as increases through , unlike a quadratic with two distinct roots.
Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 5 points
- Part C.
Apply the fact from part B to and state the complete solution set of each of these three inequalities: , , and .
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
A repeated root is fundamentally different from two distinct ones: the curve touches the axis instead of crossing it. This question is about WHY a touch never flips a sign, using nothing more than what a square can and cannot be.
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Hint 2 of 4 · Part A
Compare the trinomial's middle and constant terms to the pattern , and check that both halves of the pattern agree on the same .
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Hint 3 of 4 · Part B
Split into cases on whether itself is positive or negative, and notice that squaring hides that sign before the product with is ever taken.
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Hint 4 of 4 · Part C
Ask, for each of the three symbols, whether itself needs to be included, and remember that a square is never negative anywhere.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
; the repeated root is .
Part B
True: gives , and a nonzero real number squared is positive, so . Multiplying by a fixed never flips that sign as moves; only at does the expression touch , with no interval on either side where the sign changes.
Part C
: all real numbers. : all real numbers except . : only .
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Check whether the trinomial fits the pattern . The middle coefficient is , so , and the constant term should be , which it is:
Setting gives the single repeated root ; the discriminant confirms it, .
Part B
The claim has two parts: a fact about squares, and what that fact implies for a scaled quadratic.
The square is never negative, and only vanishes at . Let be any real number with . Then the real number is itself nonzero, and a nonzero real number is either positive or negative. Squaring either case gives a positive result: a positive times a positive is positive, and a negative times a negative is also positive. So
while at the square is exactly .
No interval where the sign changes. Take any nonzero constant . Since is positive everywhere except at the single point , the product has the SAME sign as at every : multiplying a positive number by never changes which sign carries. Unlike the two-distinct-root case, where crossing or flips exactly one factor negative, here there is no second factor to flip: is squared, so its own sign is erased before the product is ever formed. The curve touches the axis at and returns to the same side, rather than crossing to the other one.
Part C
By part B, is positive everywhere except at the single point , where it equals exactly, and never negative anywhere.
For : a square is never negative, so this holds at every real number, including itself where it is .
For : this excludes exactly the point where the square is , so it holds everywhere except .
For : since the square is never negative, the only way to satisfy is for it to equal exactly, which happens only at . There is no all-reals-or-no-solution split here the way there is with two distinct roots; the single touch point is itself the entire boundary.
In one line
has the repeated root ; for every real , except at , so never changes sign as passes through ; consequently holds for all reals, holds for all reals except , and holds only at .
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Recognizes the trinomial as a perfect square and writes it correctly as a squared binomial. . Worth 2 points.
Identifies the single repeated root and connects it to a zero discriminant. . Worth 1 point.
Part B 5 points
Proves that is positive for EVERY real , covering both and rather than a single example. . Worth 3 points. needs an explanation, not just an answer
Explains why squaring erases the sign that would otherwise flip at a simple root, so keeps the sign of on both sides of instead of changing it. . Worth 2 points. needs an explanation, not just an answer
Part C 4 points
States the solution set of all three inequalities correctly, including that the boundary case is a single point rather than an interval. . Worth 2 points.
Ties each solution set back to the general fact from part B, rather than resolving the three cases separately from scratch. . Worth 2 points.
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3. How wide the tabletop has to be . Application, 11 points. Question 3 of 5.
A furniture maker is designing a rectangular tabletop whose length is centimeters more than its width (also in centimeters). The area needs to be at least square centimeters. This question turns that requirement into a quadratic inequality, solves it, and then asks which part of the algebra actually describes a real tabletop.
- Part A.
Let be the width in centimeters. Write an expression for the area in terms of , translate the requirement 'area at least square centimeters' into an inequality compared to , and factor to find its roots.
Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 4 points
- Part B.
Build the sign chart from the roots in part A and report the full algebraic solution set of .
Carry your own answer forward Build the sign chart from whichever two roots you found in part A, whatever they turned out to be.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
A width cannot be zero or negative. Explain why that fact throws out part of the algebraic solution set from part B, and state the actual set of widths that satisfy the tabletop's requirement.
Carry your own answer forward Use the boundary value you reported in part B, whatever it turned out to be: the reasoning about which ray survives matters more than the specific number.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
This problem is really two problems stacked together: solve the quadratic inequality exactly as you would any other, and then ask which of its answers a real measurement can actually be.
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Hint 2 of 4 · Part A
Multiply length by width to get the area, then turn 'at least 96' into an inequality with on one side before you try to factor anything.
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Hint 3 of 4 · Part B
Pick one convenient test value from each of the three intervals your two roots create, and read the sign of the factored product at that value.
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Hint 4 of 4 · Part C
Ask which sign a width is allowed to have, and check each of your two rays against that requirement separately.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
Area ; the requirement is , which factors as , roots and .
Part B
or .
Part C
Since for any real width, the ray describes no actual tabletop and is discarded on physical grounds; only centimeters is meaningful, so the tabletop must be at least cm wide.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
The tabletop's length is cm more than its width, so with width , the length is , and the area is
'At least ' becomes , and moving everything to one side compares it to :
Factor: two numbers multiplying to and adding to are and :
The roots are and .
Part B
The roots and split the line into three intervals. Testing : . Testing : . Testing : . The upward parabola is positive outside the roots, matching the test points, and the inclusive symbol keeps the endpoints:
Part C
The algebra in part B produced two rays, or , because it never knew that stands for a width. A width is a physical length, so it must satisfy regardless of what the inequality alone allows.
Every value in is negative, so none of them can be an actual width; that whole ray is discarded, not because the algebra was wrong, but because it answered a wider question, 'for which real numbers is ', than the one being asked here.
The ray is entirely positive, so it survives the physical constraint untouched. The set of widths that actually work is
In one line
Area and 'at least ' gives , factoring as with roots and ; the sign chart gives or ; and since a width must be positive, only centimeters describes an actual tabletop.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Translates the situation into an area expression in and an inequality that compares the area requirement to , before attempting to factor it. . Worth 2 points.
Factors correctly and reports both roots. . Worth 2 points.
Part B 3 points
Tests a point in each of the three intervals to confirm the sign pattern rather than assuming it. . Worth 2 points.
Reports both rays with the correct inclusive endpoints. . Worth 1 point.
Part C 4 points
Identifies specifically that the negative ray fails the positivity requirement on a width, not merely that 'something' needs to be discarded. . Worth 2 points.
States the final physically meaningful answer as a single ray, distinct from the full algebraic solution set. . Worth 2 points.
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4. Every line correct, and the conclusion still wrong . Reasoning, 14 points. Question 4 of 5.
Here is a chain of steps that claims to solve .
Multiply both sides by :
Factor:
The parabola opens upward, so it is positive outside its roots:
Every number written in these lines is correct. The conclusion is nevertheless wrong.
- Part A.
Identify the first line, by what it does, where the reasoning stops being fully justified. State exactly what rule was violated there, and rewrite that line as it should have read.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 5 points
- Part B.
Substitute and directly into the ORIGINAL inequality (not the rearranged one), and determine whether each value is an actual solution. Say which of the two candidate answers, the final line above or your corrected version, matches both checks.
Carry your own answer forward Use the corrected inequality from part A to know what the corrected answer should look like, but do the substitutions below directly in the ORIGINAL inequality regardless of how part A came out.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
A test point substituted into the ORIGINAL inequality can never be led astray by an error made somewhere in an intermediate rearrangement. Explain why that is true in general, and connect it to what you found in part A: how did that one mistaken step change which inequality the remaining lines were actually solving?
Justify your claim State the claim, then give the reason it has to be true. 5 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Every number in this chain checks out on its own. What breaks is a RULE about inequalities, applied at exactly one step and nowhere else. Read the lines in order and test each one as its own claim.
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Hint 2 of 4 · Part A
You already know that multiplying or dividing an inequality by a negative number reverses its direction. Find the one step where that rule should have fired and did not.
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Hint 3 of 4 · Part B
Skip the rearranged form entirely for this part. Plug each number straight into and read off true or false.
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Hint 4 of 4 · Part C
A substitution check never passes through the algebra that produced a candidate answer; it only asks the original question. Use that to explain why it cannot be fooled by a step like the one you found.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
The multiply-by- line. Multiplying an inequality by must reverse its symbol, but the symbol was left as . It should read .
Part B
gives , a solution; gives , not a solution. The final line above gets both backwards; the corrected set agrees with both checks.
Part C
Substitution checks the original claim directly, with no dependence on intermediate steps, so a rearrangement error cannot corrupt it. The unflipped symbol effectively solved the REVERSE inequality, instead of , so every later line was correct for that different problem, not for the original one.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Check each line as its own claim, in order.
The first line is simply the inequality as given. The second multiplies both sides by , which is a legal move, but multiplying (or dividing) an inequality by a NEGATIVE number reverses its direction, a rule already established for linear inequalities. The symbol here was left as instead of being flipped to , so that line should have read
Every line after it inherits the wrong direction, even though the factoring and the sign-pattern reasoning that follow are both individually correct.
Part B
Plug each value into the ORIGINAL inequality, not the rearranged form, since that is the one actually being solved.
At :
so IS a solution. The claimed set, or , does not contain , so it wrongly excludes it.
At :
which is not , so is NOT a solution. The claimed set does contain (it is ), so it wrongly includes it.
Both checks land inside the corrected set instead: is inside it, and is outside it. The corrected line, not the original conclusion, matches direct substitution.
Part C
There are two things to establish: why a direct check is trustworthy, and what exactly the flipped-but-not-flipped symbol did.
Why the check is trustworthy. Substituting a specific number into the ORIGINAL inequality asks one question only: is this particular numerical statement true? That question does not pass through any of the algebra in between, so however many steps came before, a wrong one among them cannot make a true statement about the original false, or a false one true. The check answers the original question directly, every time.
What the mistake actually did. Multiplying by produces on the other side, but the DIRECTION has to reverse along with it:
The chain left the symbol as , so the reasoning from that point on correctly solved , a genuinely different inequality from the one given. Every later line is valid algebra for that different problem; it was simply never the problem being asked.
In one line
The multiply-by- step is the first unjustified one: it must flip to , so it should read . Direct checks confirm it: satisfies the original inequality but the claimed set excludes it, and fails the original inequality but the claimed set includes it. A substitution check is reliable because it never depends on the algebra in between, and the unflipped symbol made the remaining lines solve the reverse inequality instead of the original one.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 5 points
Names ONE specific step as the first that is not fully justified, and treats every step before it as sound, rather than pointing at a later step where the error has already propagated. . Worth 2 points.
Attaches a reason to the diagnosis, naming the specific rule that step violated, and rewrites the line so that it is fully justified. . Worth 3 points. needs an explanation, not just an answer
Part B 4 points
Substitutes both values into the ORIGINAL inequality, not the rearranged one, and computes each result correctly. . Worth 1 point.
States which claimed answer each check contradicts, and which one both checks actually support. . Worth 3 points.
Part C 5 points
Explains why a direct substitution into the ORIGINAL inequality cannot be misled by an error made somewhere in an intermediate rearrangement. . Worth 2 points. needs an explanation, not just an answer
Names precisely what the mistaken step changed: that everything after it solved a different, reversed inequality rather than the original one. . Worth 3 points. needs an explanation, not just an answer
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5. Solving for every value of a parameter . Reasoning, 13 points. Question 5 of 5.
For which values of the parameter does hold for every real number ? Answering that turns the whole method back on itself: the condition on that keeps this quadratic entirely above the axis is itself a quadratic inequality, this time in rather than .
- Part A.
A quadratic in with positive leading coefficient is above the axis for EVERY real exactly when it has no real roots. Write the discriminant of in terms of , and simplify the condition 'discriminant negative' to a quadratic inequality in alone.
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part B.
Solve for , using the same method as every other inequality in this lesson.
Carry your own answer forward Solve whichever inequality in you derived in part A, whatever form it actually took.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Substitute into the original quadratic and simplify. Show that the result is a perfect square with a repeated root, and use that to explain why the quadratic cannot stay strictly positive for every real when . Then say what this means for whether belongs in the answer to part B.
Justify your claim State the claim, then give the reason it has to be true. 5 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Nothing here is new mathematics: you are solving a quadratic inequality exactly as before, except the variable doing the inequality this time is the parameter , not .
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Hint 2 of 4 · Part A
A quadratic with positive leading coefficient never dips to or below the axis exactly when its discriminant is negative. Write that discriminant out in terms of before simplifying anything.
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Hint 3 of 4 · Part B
Once you have a quadratic inequality in , it behaves exactly like every other one in this lesson: find its roots, then read the sign from the shape of the parabola in .
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Hint 4 of 4 · Part C
Plugging the excluded boundary value back into the ORIGINAL quadratic in should produce something you have seen before in this lesson: a perfect square.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
Discriminant ; the condition is .
Part B
.
Part C
At : , which touches at instead of staying strictly positive there, so the quadratic fails the strict ' for every ' requirement at that one point; hence is excluded, matching the strict inequality in part B.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
For an upward-opening quadratic in (leading coefficient ), being positive for every real means never touching or crossing the axis, which happens exactly when its discriminant is negative.
With , , :
Requiring this negative, and dividing by the positive constant (which does not flip the direction):
Part B
Factor to find the roots in : two numbers multiplying to and adding to are and :
The roots are and . This is an upward-opening quadratic IN , so it is negative between its roots, and the symbol is strict:
Part C
At , substitute directly:
This is a perfect square with the single repeated root , exactly the boundary case where the discriminant is rather than negative. A square is never negative, so for every , but at it equals exactly, not more than .
The original requirement was that the quadratic stay strictly ABOVE the axis for every , and at it sits ON the axis instead. So fails the requirement by exactly one point, which is why part B's strict inequality correctly leaves it out; the same argument applies at the other boundary, , giving touching zero at .
In one line
The discriminant of is , so requiring it negative gives , which factors as and solves to . At the boundary the quadratic becomes the perfect square , touching zero at rather than staying strictly positive there, which is exactly why (and symmetrically ) must be excluded.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Writes the discriminant of the quadratic in correctly in terms of . . Worth 2 points.
Simplifies the negative-discriminant condition to a quadratic inequality in , dividing by a positive constant without flipping the direction. . Worth 2 points.
Part B 4 points
Factors the quadratic in and finds both roots. . Worth 2 points.
Reads the between-the-roots interval off the upward shape and reports it with strict endpoints. . Worth 2 points.
Part C 5 points
Substitutes into the original quadratic and shows it becomes a perfect square with a repeated root. . Worth 2 points.
Explains why touching the axis at one point violates the strict ' everywhere' requirement, correctly justifying the exclusion of the boundary value. . Worth 3 points. needs an explanation, not just an answer
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