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Solving Linear Inequalities

Learning goals

  • Isolate the variable with the same inverse moves as an equation
  • Flip the symbol only when scaling by a negative
  • Collect the variable where its coefficient stays positive
  • Operate on all three parts of an and compound at once
  • Union the pieces of an or compound
  • Read a cancelled variable as all reals or no solution

Isolating the variable, one step at a time

The moves you are allowed to make were settled in the previous lesson. Adding or subtracting the same quantity from both sides keeps the direction. Multiplying or dividing both sides by a positive number keeps the direction. So as long as you only add, subtract, or scale by a positive number, solving an inequality is identical to solving the matching equation. Solving the inequality then means applying inverse operations until the variable is alone, undoing the outermost operation first.

Take the one-step inequality x+7>3x + 7 > 3. Subtract 77 from both sides. Subtraction never disturbs the symbol, so x>4x > -4. The solution set is every number greater than 4-4, which is an open circle on 4-4 with the shading running right, the interval (4,)(-4, \infty). A two-step inequality simply undoes two operations in turn.

Worked example 1 Solve 3x+4<193x + 4 < 19

Undo the operations from the outside in. First subtract 44 from both sides, which does not change the direction:

3x+44<1943x<15.3x + 4 - 4 < 19 - 4 \quad\Longrightarrow\quad 3x < 15.

Now divide both sides by 33. The divisor is positive, so the symbol stays put:

3x3<153x<5.\frac{3x}{3} < \frac{15}{3} \quad\Longrightarrow\quad x < 5.

Read the answer three matching ways. As an inequality it is x<5x < 5. On a number line it is an open circle on 55 (strict, so 55 is excluded) with the shading running left toward the smaller numbers. In interval notation it is (,5)(-\infty, 5).

Number-line graph of x less than 5A number line with an open circle at 5 and shading extending left, representing all numbers less than 5.12345678
The graph of x < 5. The open circle on 5 excludes it, and the shaded ray runs left over every number below 5, matching the interval (-∞, 5).

Confirm the direction by testing one value inside the solution set and one outside it, always against the original inequality. The value x=0x = 0 should be inside, since 0<50 < 5: the original gives 3(0)+4=43(0) + 4 = 4, and 4<194 < 19 is true. The value x=6x = 6 should be outside, since 6<56 < 5 is false: the original gives 3(6)+4=223(6) + 4 = 22, and 22<1922 < 19 is false, exactly as the solution predicts.

The negative flip in action

Everything above stays the same until a step forces you to divide or multiply both sides by a negative number. That single step reverses the symbol. Be precise about the trigger. The flip is caused only by multiplying or dividing both sides by a negative number. It is not caused by a negative sign sitting somewhere in the problem, and it is not caused by adding or subtracting a negative. Subtracting 77, even though it leaves a smaller number behind, never flips anything. Only the sign of the number you scale both sides by matters.

Worked example 2 Solve 53x115 - 3x \ge 11

Start by moving the constant. Subtract 55 from both sides, which does not touch the direction:

53x51153x6.5 - 3x - 5 \ge 11 - 5 \quad\Longrightarrow\quad -3x \ge 6.

Now isolate xx by dividing both sides by 3-3. The divisor is negative, so reverse \ge to \le:

3x363x2.\frac{-3x}{-3} \le \frac{6}{-3} \quad\Longrightarrow\quad x \le -2.

The flip happened at the divide-by-negative step, not at the earlier subtraction. As an inequality the answer is x2x \le -2. On a number line it is a filled circle on 2-2 (inclusive, so 2-2 is included) with the shading running left; in interval notation it is (,2](-\infty, -2].

Number-line graph of x less than or equal to negative 2A number line with a filled circle at negative 2 and shading extending left, representing negative 2 and all numbers below it.-6-5-4-3-2-101
The graph of x is less than or equal to -2. The filled circle on -2 includes it, and the shaded ray runs left, matching the interval (-∞, -2].

Test a value on each side. Inside, x=5x = -5 satisfies x2x \le -2: the original gives 53(5)=5+15=205 - 3(-5) = 5 + 15 = 20, and 201120 \ge 11 is true. Outside, x=0x = 0 fails x2x \le -2: the original gives 53(0)=55 - 3(0) = 5, and 5115 \ge 11 is false. Both checks agree with x2x \le -2.

Why is the flip forced, rather than an arbitrary rule you must simply remember? Because you can always avoid dividing by a negative altogether, and when you do, the flip appears on its own.

Why dividing by a negative reverses the symbol#

Take any inequality whose variable carries a negative coefficient, written in general as kx>c-kx > c with kk a positive number. Instead of dividing by k-k, move the variable term to the other side, where its coefficient will be positive. Add kxkx to both sides. The left side collapses to 00 and the right becomes c+kxc + kx, so the statement now reads 0>c+kx0 > c + kx, which is the same as c+kx<0c + kx < 0 read from the other end. Subtract cc from both sides to get kx<ckx < -c. Because kk is positive, dividing both sides by kk keeps the direction, and this gives

x<ck.x < -\frac{c}{k}.

Now compare that with the shortcut of dividing the original kx>c-kx > c straight through by k-k and flipping the symbol. That produces x<ckx < \dfrac{c}{-k}, and since ck=ck\dfrac{c}{-k} = -\dfrac{c}{k}, it is the identical statement

x<ck.x < -\frac{c}{k}.

The two routes land on exactly the same solution. So the flip is nothing more than a shortcut for moving the variable to the side where its coefficient is positive. That route then divides by the positive number, a move you already trust completely. That is also why the reversal happens exactly once, at exactly the divide-by-a-negative step, and never for an ordinary addition or subtraction.

Check your understanding

Solve 4x+19-4x + 1 \ge 9.

Answer choices

Variables on both sides

When the variable appears on both sides, first gather the variable terms on one side and the constants on the other. Use addition and subtraction for that gathering, then finish by dividing. You have a real choice about which side to collect on, and a smart choice can save you the flip entirely. Move the variable to whichever side leaves its coefficient positive, so the final division is by a positive number. Both choices reach the same solution set, as the proof above guarantees. So if you do end up with a negative coefficient, just flip the symbol and you are still correct.

Worked example 3 Solve 4x3>7x+94x - 3 > 7x + 9, two ways

The variable terms are 4x4x and 7x7x. Collecting on the side with the larger coefficient, the right, keeps that coefficient positive and avoids any flip. Subtract 4x4x from both sides:

4x34x>7x+94x3>3x+9.4x - 3 - 4x > 7x + 9 - 4x \quad\Longrightarrow\quad -3 > 3x + 9.

Subtract 99 from both sides, then divide by the positive number 33:

12>3x4>x,-12 > 3x \quad\Longrightarrow\quad -4 > x,

which reads x<4x < -4 from the other end. No flip was ever needed.

Collecting on the left instead reaches the same place through a flip. Subtract 7x7x from both sides to get 3x3>9-3x - 3 > 9, add 33 to get 3x>12-3x > 12, then divide by 3-3 and reverse the symbol:

3x3<123x<4.\frac{-3x}{-3} < \frac{12}{-3} \quad\Longrightarrow\quad x < -4.

Both routes give x<4x < -4, the interval (,4)(-\infty, -4). A quick check confirms it: x=5x = -5 is inside, and the original reads 4(5)3=234(-5) - 3 = -23 against 7(5)+9=267(-5) + 9 = -26, where 23>26-23 > -26 is true; x=0x = 0 is outside, and 3>9-3 > 9 is false.

Distributing first

If the inequality contains parentheses, clear them with the distributive property first, then collect and isolate as usual. The negative-flip rule still applies only at a multiply-or-divide-by-a-negative step, so watch for it once the parentheses are gone.

Worked example 4 Solve 2(x4)<10-2(x - 4) < 10

Distribute the 2-2 across the parentheses, being careful with signs: 2x=2x-2 \cdot x = -2x and 2(4)=+8-2 \cdot (-4) = +8, so

2x+8<10.-2x + 8 < 10.

Subtract 88 from both sides to get 2x<2-2x < 2. Now divide both sides by 2-2; the divisor is negative, so reverse << to >>:

2x2>22x>1.\frac{-2x}{-2} > \frac{2}{-2} \quad\Longrightarrow\quad x > -1.

The answer is x>1x > -1, an open circle on 1-1 with the shading running right, the interval (1,)(-1, \infty).

Number-line graph of x greater than negative 1A number line with an open circle at negative 1 and shading extending right, representing all numbers greater than negative 1.-4-3-2-10123
The graph of x > -1. The open circle on -1 excludes it, and the shaded ray runs right over every number above -1, matching the interval (-1, ∞).

As a check, x=0x = 0 is inside and gives 2(04)=8-2(0 - 4) = 8, with 8<108 < 10 true, while x=2x = -2 is outside and gives 2(24)=12-2(-2 - 4) = 12, with 12<1012 < 10 false.

Compound inequalities

A compound inequality states two conditions at once. An “and” compound written as a<expression<ba < \text{expression} < b requires the expression to obey both bounds. So you solve that compound by doing the same operation to all three parts at the same time, keeping the variable in the middle. Every rule carries over, including the flip: if you multiply or divide all three parts by a negative number, reverse both symbols. Because that negative number also changes the sign of the two bounds, they swap ends, so rewrite the result with the smaller number on the left.

As a warm-up, solve 12x+3<9-1 \le 2x + 3 < 9. Subtract 33 from all three parts to get 42x<6-4 \le 2x < 6, then divide all three parts by the positive number 22 to reach 2x<3-2 \le x < 3, the interval [2,3)[-2, 3). No flip occurs, because 22 is positive. The next example does need the flip.

Worked example 5 Solve 7<2x+15-7 < -2x + 1 \le 5

Work on all three parts together. First subtract 11 from each part, which does not change either symbol:

71<2x+11518<2x4.-7 - 1 < -2x + 1 - 1 \le 5 - 1 \quad\Longrightarrow\quad -8 < -2x \le 4.

Now divide all three parts by 2-2. The divisor is negative, so reverse both symbols. Dividing 8-8 by 2-2 gives 44, dividing 2x-2x by 2-2 gives xx, and dividing 44 by 2-2 gives 2-2:

4>x2.4 > x \ge -2.

Rewrite it with the smaller number on the left, which is the standard reading:

2x<4.-2 \le x < 4.

On a number line this is a filled circle on 2-2, an open circle on 44, and a shaded band between them; in interval notation it is [2,4)[-2, 4).

Number-line graph of a compound inequality between negative 2 and 4A number line with a filled circle at negative 2, an open circle at 4, and shading covering the numbers between them.-3-2-101234
The graph of -2 ≤ x < 4. A filled circle on -2 and an open circle on 4 bound a shaded band covering the numbers between, matching the interval [-2, 4).

Test the endpoints. At x=2x = -2 the expression is 2(2)+1=5-2(-2) + 1 = 5, and 7<55-7 < 5 \le 5 holds, so 2-2 is in, matching the filled circle. At x=4x = 4 the expression is 2(4)+1=7-2(4) + 1 = -7, and 7<7-7 < -7 is false, so 44 is out, matching the open circle.

An “or” compound is a pair of separate inequalities joined by the word “or”. Solve each one on its own, then combine the two solution sets. A value counts as a solution when it satisfies either piece.

Worked example 6 Solve x+4<3x + 4 < 3 or 2x42x \ge 4

Solve each inequality by itself. The first gives

x+4<3x<1,x + 4 < 3 \quad\Longrightarrow\quad x < -1,

and the second gives

2x4x2.2x \ge 4 \quad\Longrightarrow\quad x \ge 2.

The solution set is every number that is below 1-1 or at least 22. The two pieces do not overlap, so the graph is two separate rays: an open circle on 1-1 shaded left, and a filled circle on 22 shaded right. In interval notation, joined by the union symbol, that is (,1)[2,)(-\infty, -1) \cup [2, \infty).

Number-line graph of x less than negative 1 or x at least 2A number line with an open circle at negative 1 shaded left and a filled circle at 2 shaded right, representing the union of two rays.-4-3-2-10123
The graph of x < -1 or x ≥ 2. An open circle on -1 shaded left and a filled circle on 2 shaded right leave the numbers between -1 and 2 unshaded, matching (-∞, -1) ∪ [2, ∞).

A spot check confirms the reading: x=2x = -2 satisfies the first piece, x=5x = 5 satisfies the second, and x=0x = 0 satisfies neither, so it is correctly left out of the shading.

Check your understanding

Solve the compound inequality 32x1<5-3 \le 2x - 1 < 5 and write the solution as an interval.

Answer choices

When the variable disappears

Once in a while every copy of the variable cancels while you are solving, and what is left is a statement with no variable in it at all. That leftover is either plainly true or plainly false, and it decides the whole problem. If a false statement remains, no value of xx can rescue it, so the inequality has no solution and its solution set is empty. If a true statement remains, the inequality held no matter what xx was, so every real number is a solution.

Worked example 7 Two inequalities where the variable cancels

Solve 2x+5<2x+12x + 5 < 2x + 1. Subtract 2x2x from both sides, and the variable disappears:

5<1.5 < 1.

That leftover is false, and there is no xx left to change it, so the inequality has no solution. This is the shape of x<x1x < x - 1: no number can be less than one below itself.

Now solve 3x43x+23x - 4 \le 3x + 2. Subtract 3x3x from both sides:

42.-4 \le 2.

That leftover is true and free of xx, so the original was true for every value of xx. The solution is all real numbers, the interval (,)(-\infty, \infty). This is the shape of xx+1x \le x + 1: a number is always at most one more than itself.

Check your understanding

Solve x+5<x+2x + 5 < x + 2.

Answer choices

Common mistakes

Practice

Multiple Choice Questions (MCQ)

Progressively harder sets of questions. Each opens on its own page.

Free Response Questions (FRQ)

Longer questions in parts, to be worked out on paper. Progressive hints, the answer on its own so you can check yourself and try again, then the full worked solution, plus a rubric to mark your own work against.

Free response Work it out on paper 5 questions Start →
More practice (optional)

Extra sets, as hard as the Challenge set. Each one opens on its own page.

More resources (optional)

Other explanations of this lesson, if you want a second take.

A bit of history (Optional)

Take two numbers on the line, one of them larger. Multiply both by 2-2 and the larger one is now the smaller. That exchange is this lesson’s flip, and it was once treated as a scandal.

The complaint belongs to Antoine Arnauld. He was a French scholar of the sixteen hundreds, and he wrote on logic, theology and geometry. In 16671667 he brought out a book of geometry. He refused one line of the algebra of his day: the claim that 11 is to 1-1 as 1-1 is to 11.

Read that claim aloud and you can hear what stung him. On the left a larger quantity is compared with a smaller one. On the right a smaller quantity is compared with a larger. A ratio was supposed to record which of the two was which. Here a single ratio described both arrangements at once, so the record looked worthless.

Arnauld was not being slow. He had caught a genuine fact and mistaken it for a contradiction. Comparison does not survive a negative multiplier. His century wanted the order of two numbers to stand untouched by arithmetic. Order is not that durable.

The modern reply is that the reversal is provable rather than embarrassing. Multiplying by a negative reflects the whole line through zero, and a reflection trades left for right.

You proved the same thing here without the mirror. Move the variable to the side where its coefficient stays positive. Divide by that positive number, and the reversed symbol appears on its own. Arnauld’s scandal is your flip, and you now own the reason for it.