chapter 6: solving linear inequalities - tutorcharlotte.net · 316c chapter 6 solving linear...

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Pacing suggestions for the entire year can be found on pages T20–T21. Solving Linear Inequalities Chapter Overview and Pacing Solving Linear Inequalities Chapter Overview and Pacing PACING (days) Regular Block Basic/ Basic/ Average Advanced Average Advanced Solving Inequalities by Addition and Subtraction (pp. 318–323) 1 1 0.5 0.5 Solve linear inequalities by using addition. Solve linear inequalities by using subtraction. Solving Inequalities by Multiplication and Division (pp. 324–331) 2 1 1 0.5 Preview: Use algebra tiles to solve inequalities. (with 6-2 (with 6-2 Solve linear inequalities by using multiplication. Preview) Preview) Solve linear inequalities by using division. Solving Multi-Step Inequalities (pp. 332–337) 1 1 1 0.5 Solve linear inequalities involving more that one operation. Solve linear inequalities involving the Distributive Property. Solving Compound Inequalities (pp. 339–344) 2 2 1 1 Solve compound inequalities containing the word and and graph their solution sets. Solve compound inequalities containing the word or and graph their solution sets. Solving Open Sentences Involving Absolute Value (pp. 345–351) 2 2 1 1 Solve absolute value equations. Solve absolute value inequalities. Graphing Inequalities in Two Variables (pp. 352–358) 2 2 1 1.5 Graph inequalities on the coordinate plane. (with 6-6 (with 6-6 Solve real-world problems involving linear inequalities. Follow-Up) Follow-Up) Follow-Up: Use a graphing calculator to investigate graphs of inequalities. Study Guide and Practice Test (pp. 359–363) 1 1 1 0.5 Standardized Test Practice (pp. 364–365) (with 6-6 Follow-Up) Chapter Assessment 1 1 0.5 0.5 TOTAL 12 11 7 6 LESSON OBJECTIVES 316A Chapter 6 Solving Linear Inequalities

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Page 1: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

Pacing suggestions for the entire year can be found on pages T20–T21.

Solving Linear InequalitiesChapter Overview and PacingSolving Linear InequalitiesChapter Overview and Pacing

PACING (days)Regular Block

Basic/ Basic/ Average Advanced Average Advanced

Solving Inequalities by Addition and Subtraction (pp. 318–323) 1 1 0.5 0.5• Solve linear inequalities by using addition. • Solve linear inequalities by using subtraction.

Solving Inequalities by Multiplication and Division (pp. 324–331) 2 1 1 0.5Preview: Use algebra tiles to solve inequalities. (with 6-2 (with 6-2• Solve linear inequalities by using multiplication. Preview) Preview)• Solve linear inequalities by using division.

Solving Multi-Step Inequalities (pp. 332–337) 1 1 1 0.5• Solve linear inequalities involving more that one operation. • Solve linear inequalities involving the Distributive Property.

Solving Compound Inequalities (pp. 339–344) 2 2 1 1• Solve compound inequalities containing the word and and graph their solution sets. • Solve compound inequalities containing the word or and graph their solution sets.

Solving Open Sentences Involving Absolute Value (pp. 345–351) 2 2 1 1• Solve absolute value equations. • Solve absolute value inequalities.

Graphing Inequalities in Two Variables (pp. 352–358) 2 2 1 1.5• Graph inequalities on the coordinate plane. (with 6-6 (with 6-6• Solve real-world problems involving linear inequalities. Follow-Up) Follow-Up)Follow-Up: Use a graphing calculator to investigate graphs of inequalities.

Study Guide and Practice Test (pp. 359–363) 1 1 1 0.5Standardized Test Practice (pp. 364–365) (with 6-6

Follow-Up)

Chapter Assessment 1 1 0.5 0.5

TOTAL 12 11 7 6

LESSON OBJECTIVES

316A Chapter 6 Solving Linear Inequalities

Page 2: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

*Key to Abbreviations: GCS � Graphing Calculator and Speadsheet Masters,SC � School-to-Career Masters, SM � Science and Mathematics Lab Manual

Study Guide and Intervention, Skills Practice, Practice, and Parent and Student Study Guide Workbooks are also available in Spanish.

ELL

Chapter 6 Solving Linear Inequalities 316B

Materials

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343–344 345–346 347 348 SC 11 46 6-1 6-1

349–350 351–352 353 354 393 SC 12 47 6-2 6-2 (Preview: algebra tiles,equation mat, self-adhesive notes)

355–356 357–358 359 360 393, 395 48 6-3 6-3 14 graphing calculator

361–362 363–364 365 366 49 6-4 6-4 15

367–368 369–370 371 372 394 79–80, GCS 33 50 6-5 6-5 stopwatch83–84

373–374 375–376 377 378 394 GCS 34 51 6-6 6-6 (Follow-Up: graphing calculator)

379–392, 52396–398

Chapter Resource ManagerChapter Resource Manager

Alge

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CHAPTER 6 RESOURCE MASTERS

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Timesaving Tools

All-In-One Planner and Resource Center

See pages T12–T13.

Page 3: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

316C Chapter 6 Solving Linear Inequalities

Mathematical Connections and BackgroundMathematical Connections and Background

Solving Inequalities by Additionand Subtraction To solve an equation, isolate the variable so that it

has a coefficient of 1 on one side of the equal sign. Aninequality is solved the same way. The Addition Propertyof Inequality is used in the same way as the AdditionProperty of Equality. It states that any number can beadded to each side of an inequality and the result is a trueinequality. The same is true for the Subtraction Propertyof Inequality: a number can be subtracted from each sideof an inequality and the result is a true inequality.

There are infinitely many solutions to an inequal-ity. The solutions to inequalities can be written in setbuilder notation, for example {x | x � 3). This is read asthe set of all numbers x such that x is greater than 3.

The number found when solving an inequality isa boundary that is sometimes included in the solutionand sometimes not. It is included in the solution if theinequality sign is � or �, but it is not included if thesymbol is � or �. If the boundary number is included, asolid dot is placed at that point on the number line. Ifthe number is not included, use an open circle. Thendraw an arrow to the right if the rest of the solution setis greater than the boundary, or to the left if the rest ofthe solution set is less than the boundary.

Solving Inequalities byMultiplication and Division Inequalities that include multiplication or division

of the variable can also be solved. The same principlesas found in the Multiplication and Division Propertiesof Equality are used, with one main difference. If aninequality is multiplied or divided by the same negativenumber on each side, the inequality symbol is reversed.The symbol must be reversed to result in a true inequal-ity. The inequality sign is not reversed if each side ismultiplied or divided by the same positive number. Youmultiply or divide by a negative number only if thecoefficient of the variable is negative.

Solving Multi-Step Inequalities Solve multi-step inequalities using the same

process as for solving multi-step equations. Work back-ward using inverse operations to undo the operations.After each side is simplified using the DistributiveProperty and/or combining like terms, work in theopposite order of the order of operations. The Additionand Subtraction Properties of Inequality are appliedfirst, followed by the Multiplication and DivisionProperties of Inequalities.

Prior KnowledgePrior KnowledgeStudents solved open sentence inequalities inChapter 1. Chapter 2 had them graphingrational numbers and exploring absolutevalue. Solving single-step and multi-step equa-tions was developed in Chapter 3. Students

learned to graph linear equations in Chapter 4.

This Chapter

Future ConnectionsFuture ConnectionsIn future math studies, students solve andgraph inequalities of other types of functions,such as quadratics. They also apply solvingand graphing inequalities in Algebra 2 to linear programming where the maximumprofit for a situation is determined. Inequal-ities are used in many biological areas, suchas determining appropriate parameters forpopulations of species in various regions.

Continuity of InstructionContinuity of Instruction

This ChapterStudents develop the properties for solvinginequalities. They apply the Addition andSubtraction Properties of Inequalities to solveinequalities. They also use the Multiplicationand Division Properties of Inequalities, wherethe sign is sometimes reversed, to solve in-equalities. They solve single-step and multi-step inequalities. Students solve compoundinequalities, as well as equations and inequal-ities that contain absolute values. The chapter

ends with graphing inequalities in two variables.

Page 4: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

Chapter 6 Solving Linear Inequalities 316D

If the solution is an untrue statement, such as 4 � 8, there is no solution. If the solution results in astatement that is always true, such as 5 � 3, then thesolution is the set of all real numbers. A solution canalways be checked by substituting it back into theinequality.

Solving CompoundInequalities In a compound inequality, one variable is

related to two different amounts with two inequalitysigns. The signs may be the same or they may be dif-ferent. If and is written between the inequalities, orthe variable expression is between the two inequalitysigns, the graph is the intersection of the two inequal-ities. This is because the solution must be true forboth inequalities. If or is written between the twoinequalities, the graph is the union of the twoinequalities. This is because the solution can be truefor either inequality.

Solving Open SentencesInvolving Absolute Value An absolute value open sentence can be an

equation or an inequality. The value inside theabsolute value symbols could be positive or negative.The absolute value represents the distance a numberis from zero on a number line. Absolute value equa-tions can be solved by graphing them or by writingthem as a compound sentence and solving alge-braically. To solve algebraically, write the expressioninside the symbol as equal to the given value andthen equal to the opposite of the given value. Solveeach equation. Write both solutions inside one set ofbrackets.

An absolute value inequality is written as acompound inequality. If the absolute value is on theleft and the inequality symbol is � or �, the com-pound sentence is written with and. If the absolutevalue is on the left and the inequality symbol is � or�, the compound sentence is written with or.

To solve the first case, write the expressionfrom inside the absolute value symbol, the � or �,and the value to the right of the sign. Then write theexpression, the opposite inequality sign, and theopposite value. Solve both inequalities and write thesolution set as an intersection. To solve the secondcase you follow the same process, only write the solu-tion set as a union using or before solving bothinequalities.

Graphing Inequalities in Two Variables The solution set of an inequality, like that of

an equation, is all ordered pairs that make the state-ment true. Similar to the solution set of an equationin two variables, the solution set of an inequality intwo variables is graphed on a coordinate plane.However, the solution set of an inequality is not lin-ear. It does have a linear boundary, but it covers aregion called a half-plane.

First graph the inequality as if it contained anequal sign like an equation. This is the boundary line.If the inequality is � or �, then the line is dashed. Asolid line is graphed for � and �. These relate to thecircle and dot on a number line. Select a point ineither half-plane and test it in the inequality. (0, 0) is agood point to use if it is not on the boundary line. Ifthe resulting statement is true, shade the half-planethat contains the point. If the statement is false, shadethe other half plane.

Additional mathematical information and teaching notesare available in Glencoe’s Algebra 1 Key Concepts:Mathematical Background and Teaching Notes, which is available at www.algebra1.com/key_concepts. The lessons appropriate for this chapter are as follows.• Solving Multi-Step Inequalities (Lesson 15) • Solving Compound Inequalities (Lesson 16) • Graphing Inequalities in Two Variables (Lesson 17)

www.algebra1.com/key_concepts

Page 5: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

316E Chapter 6 Solving Linear Inequalities

TestCheck and Worksheet BuilderThis networkable software has three modules for interventionand assessment flexibility:• Worksheet Builder to make worksheet and tests• Student Module to take tests on screen (optional)• Management System to keep student records (optional)

Special banks are included for SAT, ACT, TIMSS, NAEP, and End-of-Course tests.

Key to Abbreviations: TWE = Teacher Wraparound Edition; CRM = Chapter Resource Masters

Ongoing Prerequisite Skills, pp. 317, 323,331, 337, 344, 351

Practice Quiz 1, p. 331Practice Quiz 2, p. 344

AlgePASS: Tutorial Pluswww.algebra1.com/self_check_quizwww.algebra1.com/extra_examples

5-Minute Check TransparenciesPrerequisite Skills Workbook, pp. 79–80, 83–84Quizzes, CRM pp. 393–394Mid-Chapter Test, CRM p. 395Study Guide and Intervention, CRM pp. 343–344,

349–350, 355–356, 361–362, 367–368, 373–374

MixedReview

Cumulative Review, CRM p. 396 pp. 323, 331, 337, 344, 351, 357

ErrorAnalysis

Find the Error, TWE pp. 329, 348Unlocking Misconceptions, TWE pp. 321, 334Tips for New Teachers, TWE pp. 323, 334

Find the Error, pp. 329, 348Common Misconceptions, p. 326

StandardizedTest Practice

TWE pp. 364–365Standardized Test Practice, CRM pp. 397–398

Standardized Test Practice CD-ROM

www.algebra1.com/standardized_test

pp. 323, 328, 329, 331, 337,343, 351, 357, 363, 364–365

Open-EndedAssessment

Modeling: TWE pp. 323, 351Speaking: TWE pp. 337, 357Writing: TWE pp. 331, 344Open-Ended Assessment, CRM p. 391

Writing in Math, pp. 323, 331,337, 343, 351, 357

Open Ended, pp. 321, 328, 334,341, 348, 355

Standardized Test, p. 365

ChapterAssessment

Multiple-Choice Tests (Forms 1, 2A, 2B), CRM pp. 379–384

Free-Response Tests (Forms 2C, 2D, 3), CRM pp. 385–390

Vocabulary Test/Review, CRM p. 392

TestCheck and Worksheet Builder(see below)

MindJogger Videoquizzes www.algebra1.com/

vocabulary_reviewwww.algebra1.com/chapter_test

Study Guide, pp. 359–362Practice Test, p. 363

Additional Intervention ResourcesThe Princeton Review’s Cracking the SAT & PSATThe Princeton Review’s Cracking the ACTALEKS

and Assessmentand AssessmentA

SSES

SMEN

TIN

TER

VEN

TIO

N

Type Student Edition Teacher Resources Technology/Internet

Page 6: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

Chapter 6 Solving Linear Inequalities 316F

Algebra 1Lesson

AlgePASS Lesson

6-3 14 Solving Inequalities

6-4 15 Writing Inequalities

ALEKS is an online mathematics learning system thatadapts assessment and tutoring to the student’s needs.Subscribe at www.k12aleks.com.

For more information on Reading and Writing inMathematics, see pp. T6–T7.

Intervention at HomeParent and Student Study Guide Parents and students may work together to reinforce theconcepts and skills of this chapter. (Workbook, pp. 46–52 or log on to www.algebra1.com/parent_student)

Intervention TechnologyAlgePASS: Tutorial Plus CD-ROM offers a complete, self-paced algebra curriculum.

Reading and Writingin Mathematics

Reading and Writingin Mathematics

Glencoe Algebra 1 provides numerous opportunities toincorporate reading and writing into the mathematics classroom.

Student Edition

• Foldables Study Organizer, p. 317• Concept Check questions require students to verbalize

and write about what they have learned in the lesson.(pp. 321, 328, 334, 341, 348, 355)

• Reading Mathematics, p. 338 • Writing in Math questions in every lesson, pp. 323, 331,

337, 343, 351, 357• Reading Study Tip, pp. 319, 339, 340• WebQuest, p. 357

Teacher Wraparound Edition

• Foldables Study Organizer, pp. 317, 359• Study Notebook suggestions, pp. 321, 324, 328, 334,

338, 341, 348, 355 • Modeling activities, pp. 323, 351• Speaking activities, pp. 337, 357• Writing activities, pp. 331, 344• Differentiated Instruction, (Verbal/Linguistic), p. 320• Resources, pp. 316, 320, 322, 330, 336, 338,

343, 350, 356, 359

Additional Resources

• Vocabulary Builder worksheets require students todefine and give examples for key vocabulary terms asthey progress through the chapter. (Chapter 6 ResourceMasters, pp. vii-viii)

• Reading to Learn Mathematics master for each lesson(Chapter 6 Resource Masters, pp. 347, 353, 359, 365,371, 377)

• Vocabulary PuzzleMaker software creates crossword,jumble, and word search puzzles using vocabulary liststhat you can customize.

• Teaching Mathematics with Foldables provides suggestions for promoting cognition and language.

• Reading and Writing in the Mathematics Classroom• WebQuest and Project Resources• Hot Words/Hot Topics Sections 6.4, 6.6, 6.8

ELL

For more information on Intervention andAssessment, see pp. T8–T11.

Log on for student study help.• For each lesson in the Student Edition, there are Extra

Examples and Self-Check Quizzes.www.algebra1.com/extra_exampleswww.algebra1.com/self_check_quiz

• For chapter review, there is vocabulary review, test practice, and standardized test practice.www.algebra1.com/vocabulary_reviewwww.algebra1.com/chapter_testwww.algebra1.com/standardized_test

Page 7: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

Have students read over the listof objectives and make a list ofany words with which they arenot familiar.

Point out to students that this isonly one of many reasons whyeach objective is important.Others are provided in theintroduction to each lesson.

316 Chapter 6 Solving Linear Inequalities316 Chapter 6 Solving Linear Inequalities

Solving LinearInequalities

Key Vocabulary• set-builder notation (p. 319)• compound inequality (p. 339)• intersection (p. 339)• union (p. 340)• half-plane (p. 353)

Inequalities are used to represent various real-world situations inwhich a quantity must fall within a range of possible values. Forexample, figure skaters and gymnasts frequently want to know what they need to score to win a competition. That score can berepresented by an inequality. You will learn how a competitor can

determine what score is needed to win in Lesson 6-1.

• Lessons 6-1 through 6-3 Solve linearinequalities.

• Lesson 6-4 Solve compound inequalities andgraph their solution sets.

• Lesson 6-5 Solve absolute value equations andinequalities.

• Lesson 6-6 Graph inequalities in the coordinateplane.

316 Chapter 6 Solving Linear Inequalities

NotesNotes

Vocabulary Builder

NCTM LocalLesson Standards Objectives

6-1 2, 6, 8, 9, 10

6-2 2, 6, 8, 9, 10Preview

6-2 2, 6, 8, 9, 10

6-3 2, 6, 8, 9, 10

6-4 2, 4, 6, 8, 9, 10

6-5 2, 4, 6, 8, 9, 10

6-6 2, 6, 8, 9, 10

6-6 2, 6, 8, 9, 10Follow-Up

Key to NCTM Standards: 1=Number & Operations, 2=Algebra,3=Geometry, 4=Measurement, 5=Data Analysis & Probability, 6=ProblemSolving, 7=Reasoning & Proof,8=Communication, 9=Connections,10=Representation

The Key Vocabulary list introduces students to some of the main vocabulary termsincluded in this chapter. For a more thorough vocabulary list with pronunciations ofnew words, give students the Vocabulary Builder worksheets found on pages vii andviii of the Chapter 6 Resource Masters. Encourage them to complete the definition of each term as they progress through the chapter. You may suggest that they addthese sheets to their study notebooks for future reference when studying for theChapter 6 test.

ELL

Page 8: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

This section provides a review ofthe basic concepts needed beforebeginning Chapter 6. Pagereferences are included foradditional student help.

Additional review is provided inthe Prerequisite Skills Workbook,pp. 79–80 and 83–84.

Prerequisite Skills in the GettingReady for the Next Lesson sectionat the end of each exercise setreview a skill needed in the nextlesson.

Chapter 6 Solving Linear Inequalities 317

Make this Foldable to record information about solving linearinequalities. Begin with two sheets of notebook paper.

Solving LinearInequalities

Label each page with a lesson number and

title.

Insert first sheet through second sheet

and align folds.

Foldin half along the

width. Cut along fold between margins.

Foldin half along the

width. Cut along fold from edges to

margin.

Reading and Writing As you read and study the chapter, fill the journal with notes,diagrams, and examples of linear inequalities.

Fold and Cut

Fold

Fold a New Paper and Cut

Label

Prerequisite Skills To be successful in this chapter, you’ll need to masterthese skills and be able to apply them in problem-solving situations. Reviewthese skills before beginning Chapter 6.

For Lessons 6-1 and 6-3 Solve Equations

Solve each equation. (For review, see Lessons 3-2, 3-4, and 3-5.) 6. �19

1. t � 31 � 84 53 2. b � 17 � 23 40 3. 18 � 27 � f �9 4. d � �23

� � �12

� 1�16

5. 3r � 45 � 4r �45 6. 5m � 7 � 4m � 12 7. 3y � 4 � 16 4 8. 2a � 5 � 3a � 4 1

9. �12

�k � 4 � 7 22 10. 4.3b � 1.8 � 8.25 11. 6s � 12 � 2(s � 2) 12. n � 3 � �n �

21

� 71.5 4

For Lesson 6-5 Evaluate Absolute Values

Find each value. (For review, see Lesson 2-1.)

13. �8 8 14. 20 20 15. �30 30 16. �1.5 1.5

17. 14 � 7 7 18. 1 � 16 15 19. 2 � 3 1 20. 7 � 10 3

For Lesson 6-6 Graph Equations with Two Variables

Graph each equation. (For review, see Lesson 4-5.) 21–28. See pp. 365A–365D.

21. 2x � 2y � 6 22. x � 3y � �3 23. y � 2x � 3 24. y � �4

25. x � ��12

�y 26. 3x � 6 � 2y 27. 15 � 3(x � y) 28. 2 � x � 2y

Chapter 6 Solving Linear Inequalities 317

For PrerequisiteLesson Skill

6-2 Multiplication and divisionequations (p. 323)

6-3 Multi-step equations (p. 331)

6-4 Graphing integers on a number line (p. 337)

6-5 Absolute values (p. 344)

6-6 Graphing linear equations (p. 351)

Organization of Data and Journal Writing After students maketheir Foldable journals, have them label each page to correspond toa lesson in the chapter. Students can use their Foldables to takenotes, record concepts, and define terms. They can also use themto record the direction and progress of learning, to describe positiveand negative experiences during learning, to write about personalassociations and experiences, and to list examples of ways in whichnew knowledge has or will be used in their daily life.

TM

For more informationabout Foldables, seeTeaching Mathematicswith Foldables.

Page 9: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

5-Minute CheckTransparency 6-1 Use as a

quiz or a review of Chapter 5.

Mathematical Background notesare available for this lesson on p. 316C.

Building on PriorKnowledge

In Chapter 3, students learned tosolve equations using additionand subtraction. In this lesson,they should recognize thatsolving inequalities by additionand subtraction is a very similarprocess.

are inequalities used todescribe school sports?

Ask students:

• Is the number of schools thatoffer volleyball greater than orless than the number of schoolsthat offer track and field? lessthan

• Suppose 1200 schools addedtrack and field, and 1200 addedvolleyball. Would there be moreschools offering track and field,or volleyball? track and field

• Sports The kinds of sportsoffered in schools often reflectsthe sports that are popular inthe region. Which sports areoffered at your school? Whichhave the most participants?

Addition Property of Inequalities• Words If any number is added to each side of a true inequality, the resulting

inequality is also true.

• Symbols For all numbers a, b, and c, the • Example 2 � 7following are true. 2 � 6 � 7 � 61. If a � b, then a � c � b � c. 8 � 132. If a � b, then a � c � b � c.

SOLVE INEQUALITIES BY ADDITION Recall that statements with greaterthan (�), less than (�), greater than or equal to (), or less than or equal to (�) areinequalities. The sports application illustrates the . Addition Property of Inequalities

Vocabulary• set-builder notation

Solving Inequalities by Addition and Subtraction

318 Chapter 6 Solving Linear Inequalities

are inequalities used todescribe school sports?are inequalities used todescribe school sports?

In the 1999–2000 school year, more high schools offered girls’ track and field than girls’ volleyball.

14,587 � 13,426

If 20 schools added girls’ track and field and 20 schools added girls’ volleyball the next school year, there would still be more schools offering girls’ track and field than schools offering girls’ volleyball.

14,587 � 20 13,426 � 20

14,607 � 13,446

?

Look BackTo review inequalities, see Lesson 1-3.

Study Tip

• Solve linear inequalities by using addition.

• Solve linear inequalities by using

subtraction.

Basketball

Trackand field

VolleyballSoftball Cross

country

16,526

14,587

13,42613,009 11,277

Girls gear up for high school sportsHigh school girls are playing sports in record numbers, almost2.7 million in the 1999-2000 school year. Most popular girlssports by number of schools offering each program:

USA TODAY Snapshots®

By Ellen J. Horrow and Alejandro Gonzalez, USA TODAY

Source: National Federation of State High School Associations

Example 1Example 1

This property is also true when � and � are replaced with and �.

Solve by AddingSolve t � 45 � 13. Then check your solution.

t � 45 � 13 Original inequality

t � 45 � 45 � 13 � 45 Add 45 to each side.

t � 58 This means all numbers less than or equal to 58.

CHECK Substitute 58, a number less than 58, and a number greater than 58.

Let t � 58. Let t � 50. Let t � 60.

58 � 45?� 13 50 � 45

?� 13 60 � 45

?� 13

13 � 13 � 5 � 13 � 15 � 13

The solution is the set {all numbers less than or equal to 58}.

LessonNotes

1 Focus1 Focus

Chapter 6 Resource Masters• Study Guide and Intervention, pp. 343–344• Skills Practice, p. 345• Practice, p. 346• Reading to Learn Mathematics, p. 347• Enrichment, p. 348

Parent and Student Study GuideWorkbook, p. 46

School-to-Career Masters, p. 11

5-Minute Check Transparency 6-1Answer Key Transparencies

TechnologyInteractive Chalkboard

Workbook and Reproducible Masters

Resource ManagerResource Manager

Transparencies

Page 10: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

11

22

Lesson 6-1 Solving Inequalities by Addition and Subtraction 319

2 Teach2 Teach

In-Class ExamplesIn-Class Examples

33

In-Class ExampleIn-Class Example

SOLVE INEQUALITIES BY ADDITION

Solve s � 12 � 65. Thencheck your solution. s � 77 or{all numbers greater than 77}

Solve 12 y � 9. Then graphit on a number line. {y |y � 21}

SOLVE INEQUALITIES BYSUBTRACTION

Solve q � 23 � 14. Thengraph the solution. {q |q � �9}

�12 �11 �10 �9 �8 �7 �6

17 18 19 20 21 22 23

Subtraction Property of Inequalities• Words If any number is subtracted from each side of a true inequality, the

resulting inequality is also true.

• Symbols For all numbers a, b, and c, the • Example 17 � 8following are true. 17 � 5 � 8 � 5 1. If a � b, then a � c � b � c. 12 � 32. If a � b, then a � c � b � c.

Lesson 6-1 Solving Inequalities by Addition and Subtraction 319

The solution of the inequality in Example 1 was expressed as a set. A more concise way of writing a solution set is to use . The solution in set-builder notation is {tt � 58}.

The solution to Example 1 can also be represented on a number line.

47 48 49 6350 51 52 53 54 55 56 57 58 59 60 61 62

The heavy arrow pointing to the left shows that the inequalityincludes all numbers less than 58.

The dot at 58 shows that 58 is included in the inequality.

set-builder notationReading Math{t | t � 58} is read the setof all numbers t suchthat t is less than orequal to 58.

Study Tip

Graph the SolutionSolve 7 � x � 4. Then graph it on a number line.

7 � x � 4 Original inequality

7 � 4 � x � 4 � 4 Add 4 to each side.

11 � x Simplify.

Since 11 � x is the same as x � 11, the solution set is {xx � 11}.

Example 2Example 2

SOLVE INEQUALITIES BY SUBTRACTION Subtraction can also be used tosolve inequalities.

This property is also true when � and � are replaced with and �.

Solve by SubtractingSolve 19 � r � 16. Then graph the solution.

19 � r 16 Original inequality

19 � r � 19 16 � 19 Subtract 19 from each side.

r �3 Simplify.

The solution set is {rr �3}.

�8 �7 �6 8�5 �4 �3 �2 �1 0 1 2 3 4 5 6 7

Example 3Example 3

0 1 2 163 4 5 6 7 8 9 10 11 12 13 14 15

The heavy arrow pointing to the right shows that the inequality includes all numbers greater than 11.

The circle at 11 shows that 11 is not included in the inequality.

www.algebra1.com/extra_examples

Online Lesson Plans

USA TODAY Education’s Online site offers resources andinteractive features connected to each day’s newspaper.Experience TODAY, USA TODAY’s daily lesson plan, isavailable on the site and delivered daily to subscribers.This plan provides instruction for integrating USA TODAYgraphics and key editorial features into your mathematicsclassroom. Log on to www.education.usatoday.com.

PowerPoint®

PowerPoint®

InteractiveChalkboard

PowerPoint®

Presentations

This CD-ROM is a customizableMicrosoft® PowerPoint®presentation that includes:• Step-by-step, dynamic solutions of

each In-Class Example from theTeacher Wraparound Edition

• Additional, Your Turn exercises foreach example

• The 5-Minute Check Transparencies• Hot links to Glencoe Online

Study Tools

Page 11: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

44

55

66

In-Class ExamplesIn-Class Examples

Solve 12n � 4 � 13n. Thengraph the solution. {n |n � �4}

Teaching Tip When studentssolve inequalities with variableson both sides, suggest that theysubtract the term with the lessercoefficient from each side sothe remaining coefficient of thevariable will be positive.

Write an inequality for thesentence below. Then solvethe inequality.

Seven times a number is greaterthan six times that numberminus two.7a � 6a � 2; {a |a � �2}

ENTERTAINMENT Aliciawants to buy season passesto two theme parks. If oneseason pass costs $54.99, andAlicia has $100 to spend onpasses, the second seasonpass must cost no more thanwhat amount? The secondseason pass must cost no morethan $45.01.

Concept CheckSolving Inequalities Askstudents what the one phrase isthat they will never see in averbal inequality problem.Sample answer: equal, or is equal to

�6 �5 �4 �3 �2 �1 0

OlympicsYulia Barsukova of theRussian Federation wonthe gold medal inrhythmic gymnastics at the 2000 SummerOlympics in Sydney, andYulia Raskina of Belaruswon the silver medal.Source: www.olympic.org

Terms with variables can also be subtracted from each side to solve inequalities.

320 Chapter 6 Solving Linear Inequalities

Variables on Both SidesSolve 5p � 7 � 6p. Then graph the solution.

5p � 7 � 6p Original inequality

5p � 7 � 5p � 6p � 5p Subtract 5p from each side.

7 � p Simplify.

Since 7 � p is the same as p � 7, the solution set is {pp � 7}.

�2 �1 0 141 2 3 4 5 6 7 8 9 10 11 12 13

Example 4Example 4

Verbal problems containing phrases like greater than or less than can often besolved by using inequalities. The following chart shows some other phrases thatindicate inequalities.

Write and Solve an InequalityWrite an inequality for the sentence below. Then solve the inequality.

Four times a number is no more than three times that number plus eight.

Four times is no three timesa number more than that number plus eight.

4n � 3n � 8

4n � 3n � 8 Original inequality

4n � 3n � 3n � 8 � 3n Subtract 3n from each side.

n � 8 Simplify.

The solution set is {nn � 8}.

�����Example 5Example 5

Write an Inequality to Solve a ProblemOLYMPICS Yulia Raskina scored a total of 39.548 points in the four events ofrhythmic gymnastics. Yulia Barsukova scored 9.883 in the rope competition, 9.900in the hoop competition, and 9.916 in the ball competition. How many pointsdid Barsukova need to score in the ribbon competition to surpass Raskina andwin the gold medal?

Words Barsukova’s total must be greater than Raskina’s total.

Variable Let r � Barsukova’s score in the ribbon competition.

Barsukova’s total is greater than Raskina’s total.

Inequality 9.883 � 9.900 � 9.916 � r � 39.548

���Example 6Example 6

Inequalities

� � � �

• less than • greater than • at most • at least

• fewer than • more than • no more than • no less than

• less than or • greater thanequal to or equal to

320 Chapter 6 Solving Linear Inequalities

Verbal/Linguistic If students are having difficulty choosing the correctsymbol for the problem’s wording, have them use the chart above towrite the common inequality phrases on index cards and the appro-priate inequality symbol on the back of each card. As students solveverbal problems such as Examples 5 and 6, they can pick the card thathas the same wording as the problem. The back of the card will revealthe appropriate inequality symbol to use.

Differentiated Instruction ELL

PowerPoint®

Page 12: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

Solve the inequality.

9.883 � 9.900 � 9.916 � r � 39.548 Original inequality

29.699 � r � 39.548 Simplify.

29.699 � r � 29.699 � 39.548 � 29.699 Subtract 29.699 from each side.

r � 9.849 Simplify.

Barsukova needed to score more than 9.849 points to win the gold medal.

Concept Check1. Sample answers: y � 1 � �2, y � 1 ��4, y � 3 � 0

Guided Practice

5–10. See pp. 365A–365D.

Application

1. OPEN ENDED List three inequalities that are equivalent to y � �3.

2. Compare and contrast the graphs of a � 4 and a � 4. See margin.

3. Explain what {bb �5} means. The set of all numbers b such that b is greaterthan or equal to �5.

4. Which graph represents the solution of m � 3 � 7? aa. b.

c. d.

Solve each inequality. Then check your solution, and graph it on a number line.

5. a � 4 � 2 {aa � �2} 6. 9 � b � 4 {bb � 5} 7. t � 7 5 {tt � 12}8. y � 2.5 � 3.1 9. 5.2r � 6.7 6.2r 10. 7p � 6p � 2

{yy � 5.6} {rr � 6.7} {pp � �2}Define a variable, write an inequality, and solve each problem. Then check yoursolution. 11–12. Sample answer: Let n � the number.11. A number decreased by 8 is at most 14. n � 8 � 14; {nn � 22}12. A number plus 7 is greater than 2. n � 7 � 2; {nn � �5}

13. HEALTH Chapa’s doctor recommended that she limit her fat intake to no morethan 60 grams per day. This morning, she ate two breakfast bars with 3 grams offat each. For lunch she ate pizza with 21 grams of fat. If she follows her doctor’sadvice, how many grams of fat can she have during the rest of the day?no more than 33 g

0 1 2 3 4 5 6 7 80 1 2 3 4 5 6 7 8

0 1 2 3 4 5 6 7 80 1 2 3 4 5 6 7 8GUIDED PRACTICE KEYExercises Examples

4–10 1–411, 12 5

13 6

Practice and ApplyPractice and Apply

indicates increased difficulty�

Homework HelpFor See

Exercises Examples 14– 39 1– 440– 45 546–55 6

Extra PracticeSee page 833.

Lesson 6-1 Solving Inequalities by Addition and Subtraction 321www.algebra1.com/self_check_quiz

Match each inequality with its corresponding graph.

14. x � 3 �2 d a.

15. x � 7 � 6 f b.

16. 4x � 3x � 1 a c.

17. 8 � x � 9 c d.

18. 5 � x � 6 e e.

19. x � 1 � 0 b f.�4 �3 �2 �1 0 1 2 3 4

�4 �3 �2 �1 0 1 2 3 4

�4 �3 �2 �1 0 1 2 3 4

�4 �3 �2 �1 0 1 2 3 4

�4 �3 �2 �1 0 1 2 3 4

�4 �3 �2 �1 0 1 2 3 4

Lesson 6-1 Solving Inequalities by Addition and Subtraction 321

Rewriting Inequalities An equation such as x � 5 can be rewritten as5 � x because of the Symmetric Property of Equality. Because of thisproperty, students may incorrectly assume that they can rewrite aninequality such as 3 � y as y � 3. Remind students that the inequalitysign always points to the smaller value. In 3 � y, it points to y, so towrite the expression with y on the left, use y � 3.

Unlocking Misconceptions

3 Practice/Apply3 Practice/Apply

Study NotebookStudy NotebookHave students—• add the definitions/examples of

the vocabulary terms to theirVocabulary Builder worksheets forChapter 6.

• write a solution set in set-buildernotation with an explanation ofhow to read it.

• include an explanation of the dif-ference between an inequality graphwith a dot and one with a circle.

• include any other item(s) that theyfind helpful in mastering the skillsin this lesson.

About the Exercises…Organization by Objective• Solve Inequalities by

Addition: 14–51• Solve Inequalities by

Subtraction: 14–51

Odd/Even AssignmentsExercises 14–51 are structuredso that students practice thesame concepts whether theyare assigned odd or evenproblems.

Assignment GuideBasic: 15–31 odd, 41–53 odd,56–76

Average: 15–53 odd, 56–76

Advanced: 14–52 even, 53-68(optional: 69–76)

Answer

2. In both graphs, the line isdarkened to the left. In the graphof a � 4, there is a circle at 4 toindicate that 4 is not included inthe graph. In the graph of a � 4,there is a dot at 4 to indicate that4 is included in the graph.

Page 13: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

Study Guide and Intervention

Solving Inequalities by Addition and Subtraction

NAME ______________________________________________ DATE ____________ PERIOD _____

6-16-1

Less

on

6-1

Solve Inequalities by Addition Addition can be used to solve inequalities. If anynumber is added to each side of a true inequality, the resulting inequality is also true.

Addition Property of InequalitiesFor all numbers a, b, and c, if a � b, then a � c � b � c, and if a � b, then a � c � b � c.

The property is also true when � and � are replaced with and �.

Solve x � 8 � �6.Then graph it on a number line.

x � 8 � �6 Original inequality

x � 8 � 8 � �6 � 8 Add 8 to each side.

x � 2 Simplify.

The solution in set-builder notation is {x|x � 2}.Number line graph:

�4 �3 �2 �1 0 1 2 3 4

Solve 4 � 2a � �a. Thengraph it on a number line.

4 � 2a � �a Original inequality

4 � 2a � 2a � �a � 2a Add 2a to each side.

4 � a Simplify.

a � 4 4 � a is the same as a � 4.

The solution in set-builder notation is {a|a � 4}.Number line graph:

�2 �1 0 1 2 3 4 5 6

Example 1Example 1 Example 2Example 2

ExercisesExercises

Solve each inequality. Then check your solution, and graph it on a number line.

1. t � 12 16 {tt � 28} 2. n � 12 � 6 {nn � 18} 3. 6 � g � 3 {gg � 9}

4. n � 8 � �13 {nn � �5} 5. �12 � �12 � y {yy � 0} 6. �6 � s � 8 {ss � 2}

Solve each inequality. Then check your solution.

7. �3x � 8 � 4x 8. 0.6n 12 � 0.4n 9. �8k � 12 � � 9k{xx � 8} {nn � 12} {kk � 12}

10. �y � 10 � 15 � 2y 11. z � � 12. �2b � �4 � 3b

{yy � 25} �zz � 1 � {bb � �4}

Define a variable, write an inequality, and solve each problem. Then check yoursolution. 13–15. Sample answer: Let n � the number.

13. A number decreased by 4 is less than 14. n � 4 � 14; {nn � 18}

14. The difference of two numbers is more than 12, and one of the numbers is 3.n � 3 � 12; {nn � 15}

15. Forty is no greater than the difference of a number and 2. 40 � n � 2; {nn � 42}

23

4�3

1�3

�4 �2 �1 0 1 2 3�3 4�3�4 �2 �1 0 1 2 3 4�9�10 �8 �7 �6 �5 �4 �3 �2

7 8 9 10 11 12 13 14 1514 1512 13 16 17 18 19 2026 27 28 29 30 31 32 33 34

Study Guide and Intervention, p. 343 (shown) and p. 344

Match each inequality with its corresponding graph.

1. �8 x � 15 b a.

2. 4x � 3 � 5x d b.

3. 8x � 7x � 4 a c.

4. 12 � x � 9 c d.

Solve each inequality. Then check your solution, and graph it on a number line.

5. r � (�5) � �2 {rr � �7} 6. 3x � 8 4x {xx � 8}

7. n � 2.5 �5 {nn � �2.5} 8. 1.5 � y � 1 {yy � 0.5}

9. z � 3 � �zz � �2 � 10. � c � �cc � 1 �

Define a variable, write an inequality, and solve each problem. Then check yoursolution. 11–14. Sample answer: Let n � the number.

11. The sum of a number and 17 is no less than 26.n � 17 � 26; {nn � 9}

12. Twice a number minus 4 is less than three times the number.2n � 4 � 3n; {nn � �4}

13. Twelve is at most a number decreased by 7.12 � n � 7; {nn � 19}

14. Eight plus four times a number is greater than five times the number.8 � 4n � 5n; {nn � 8}

15. ATMOSPHERIC SCIENCE The troposphere extends from the earth’s surface to a heightof 6–12 miles, depending on the location and the season. If a plane is flying at analtitude of 5.8 miles, and the troposphere is 8.6 miles deep in that area, how muchhigher can the plane go without leaving the troposphere? no more than 2.8 mi

16. EARTH SCIENCE Mature soil is composed of three layers, the uppermost being topsoil.Jamal is planting a bush that needs a hole 18 centimeters deep for the roots. Theinstructions suggest an additional 8 centimeters depth for a cushion. If Jamal wants toadd even more cushion, and the topsoil in his yard is 30 centimeters deep, how muchmore cushion can he add and still remain in the topsoil layer? no more than 4 cm

�4 �3 �2 �1 0 1 2 3 4�4 �3 �2 �1 0 1 2 3 4

14

3�4

1�2

13

2�3

�4 �3 �2 �1 0 1 2 3 4�4 �3 �2 �1 0 1 2 3 4

4 52 3 6 7 8 9 10�8 �7 �6 �5 �4 �3 �2 �1 0

2 3 4 5 6 7 810

�8 �7 �6 �5 �4 �3 �2 �1 0

876543210

210�1�2�3�4�5�6

Practice (Average)

Solving Inequalities by Addition and Subtraction

NAME ______________________________________________ DATE ____________ PERIOD _____

6-16-1Skills Practice, p. 345 and Practice, p. 346 (shown)

Reading to Learn Mathematics

Solving Inequalities by Addition and Subtraction

NAME ______________________________________________ DATE ____________ PERIOD _____

6-16-1

Pre-Activity How are inequalities used to describe school sports?

Read the introduction to Lesson 6-1 at the top of page 318 in your textbook.

• Use the information in the graph to write an inequality statement aboutparticipation in two sports. Sample answer:For softball and track and field, 13,009 � 14,587

• Rewrite your inequality statement to show that 40 schools added both ofthe sports. Is the statement still true?Sample answer: 13,049 � 14,627; yes

Reading the LessonWrite the letter of the graph that matches each inequality.

1. x � �1 a.

2. x �1 b.

3. x � �1 c.

4. x � �1 d.

5. Use the chart to write a sentence that could be described by the inequality 3n 2n � 7.Then solve the inequality.

Inequalities

� � � �

less than greater than at most at leastfewer than more than no more than no less than

less than or equal to greater than or equal to

Sample answer: Three times a number is at least two times the numberplus 7; n � 7

Helping You Remember

6. Teaching someone else can help you remember something. Explain how you would teachanother student who missed class to solve the inequality 2x � 4 � 3x.

Subtract 2x from each side. Simplify.

3210�1�2�3c

3210�1�2�3a

�3 �2 �1 0 1 2 3d

�3 �2 �1 0 1 2 3

b

Reading to LearnMathematics, p. 347

Triangle InequalitiesRecall that a line segment can be named by the letters of its endpoints. Line segment AB (written as A�B�) has points A and B forendpoints. The length of AB is written without the bar as AB.

AB � BC m�A � m�B

The statement on the left above shows that A�B� is shorter than B�C�.The statement on the right above shows that the measure of angle Ais less than that of angle B.

These three inequalities are true for any triangle ABC,no matter how long the sides.

a. AB � BC � ACb. If AB � AC, then m�C � m�B.c. If m�C � m�B, then AB � AC.

Use the three triangle inequalities for these problems.

1 List the sides of triangle DEF in order of increasing length

A

B C

Enrichment

NAME ______________________________________________ DATE ____________ PERIOD _____

6-16-1Enrichment, p. 348

42. 30 � n � (�8);{nn � 38}43. 2n � n � 14;{nn � 14}44. n � (� 7) � 18;{nn � 25}

Solve each inequality. Then check your solution, and graph it on a number line.

20. t � 14 18 {tt � 4} 21. d � 5 � 7 {dd � 2} 22. n � 7 � �3 {nn � 4}23. s � 5 � �1 {ss � 4} 24. 5 � 3 � g {gg � 2} 25. 4 � 8 � r {rr � �4}26. �3 q � 7 {qq � 4} 27. 2 � m � 1 {mm � 3} 28. 2y � �8 � y

29. 3f � �3 � 2f {ff � �3} 30. 3b � 2b � 5 {bb � �5}31. 4w 3w � 1

32. v � (�4) � 3 33. a � (�2) � �3 34. �0.23 � h � (�0.13)

35. x � 1.7 2.3 36. a � �14

� � �18

� 37. p � �23

� � �49

38. If d � 5 17, then complete each inequality.

a. d 12 b. d � 20 8 c. d � 5 739. If z � 2 � 10, then complete each inequality.

a. z � 12 b. z � � 5 7 c. z � 4 � 16

Define a variable, write an inequality, and solve each problem. Then check yoursolution. 40–45. Sample answer: Let n � the number.40. The sum of a number and 13 is at least 27. n � 13 � 27; {nn � 14}41. A number decreased by 5 is less than 33. n � 5 � 33; {nn � 38}42. Thirty is no greater than the sum of a number and �8.

43. Twice a number is more than the sum of that number and 14.

44. The sum of two numbers is at most 18, and one of the numbers is �7.

45. Four times a number is less than or equal to the sum of three times the numberand �2. 4n � 3n � (�2); {nn � �2}

46. BIOLOGY Adult Nile crocodiles weigh up to 2200 pounds. If a young Nilecrocodile weighs 157 pounds, how many pounds might it be expected to gain inits lifetime? no more than 2043 lb

47. ASTRONOMY There are at least 200 billion stars in the Milky Way. If 1100 ofthese stars can be seen in a rural area without the aid of a telescope, how manystars in the galaxy cannot be seen in this way? at least 199,999,998,900 stars

48. BIOLOGY There are 3500 species of bees and more than 600,000 species ofinsects. How many species of insects are not bees? more than 596,500 species

49. BANKING City Bank requires a minimum balance of $1500 to maintain freechecking services. If Mr. Hayashi knows he must write checks for $1300 and$947, how much money should he have in his account before writing thechecks? at least $3747

50. GEOMETRY The length of the base of the triangle at theright is less than the height of the triangle. What are thepossible values of x? more than 8 in.

51. SHOPPING Terrell has $65 to spend at the mall. He bought a T-shirt for $18 and a belt for $14. If Terrell still wants to buy a pair of jeans, how much can he spend on the jeans? no more than $33

52. SOCCER The Centerville High School soccer team plays 18 games in theseason. The team has a goal of winning at least 60% of its games. After the firstthree weeks of the season, the team has won 4 games. How many more gamesmust the team win to meet their goal? at least 7 more games

12 in.

4 � x in.

???

???

20–37. See pp.365A–365D.

28. {yy � �8}31. {ww � 1}32. {vv � �1}33. {aa � �5}34. {hh � �0.36}35. {xx � 0.6}

36. �aa � ��18

��37. �pp � 1�

19

��

BiologyOne common species ofbees is the honeybee. Ahoneybee colony may have60,000 to 80,000 bees.Source: Penn State, Cooperative

Extension Service

322 Chapter 6 Solving Linear Inequalities

322 Chapter 6 Solving Linear Inequalities

ELL

Page 14: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

Open-Ended Assessment

Modeling Draw a large numberline on an overhead transparency.Using a washer or a coin, and aribbon or a strip of paper, graphseveral different inequalities onthe overhead. Use the coin toindicate a dot on the number lineand the washer to indicate acircle. The ribbon is the rayrepresenting points greater orless than the starting value. Havestudents identify the inequalitiesyou graph, identifying thesignificance of the circle or dot.

Lesson 6-1 Solving Inequalities by Addition and Subtraction 323

Maintain Your SkillsMaintain Your Skills

53. CRITICAL THINKING Determine whether each statement is always, sometimes, ornever true.

a. If a � b and c � d, then a � c � b � d. alwaysb. If a � b and c � d, then a � c b � d. neverc. If a � b and c � d, then a � c � b � d. sometimes

HEALTH For Exercises 54 and 55, use the following information. Hector’s doctor told him that his cholesterol level should be below 200. Hector’scholesterol is 225.

54. Let p represent the number of points Hector should lower his cholesterol. Writean inequality with 225 � p on one side. 225 � p � 200

55. Solve the inequality. {pp � 25}

56. Answer the question that was posed at the beginning ofthe lesson. See pp. 365A–365D.

How are inequalities used to describe school sports?

Include the following in your answer:

• an inequality describing the number of schools needed to add girls’ track andfield so that the number is greater than the number of schools currentlyparticipating in girls’ basketball.

57. Which inequality is not equivalent to x � 12? Cx � 7 � 5 x � 4 � 16 x � 1 � 13 12 x

58. Which statement is modeled by n � 6 5? AThe sum of a number and six is at least five.

The sum of a number and six is at most five.

The sum of a number and six is greater than five.

The sum of a number and six is no greater than five.D

C

B

A

DCBA

WRITING IN MATH

Mixed Review

StandardizedTest Practice

59. Would a scatter plot for the relationship of a person’s height to the person’sgrade on the last math test show a positive, negative, or no correlation? (Lesson 5-7)

noWrite an equation in slope-intercept form of the line that passes through thegiven point and is parallel to the graph of each equation. (Lesson 5-6)

60. (1, �3); y � 3x � 2 61. (0, 4); x � y � �3 62. (�1, 2); 2x � y � 1y � 3x � 6 y � �x � 4 y � 2x � 4

Find the next two terms in each sequence. (Lesson 4-8)

63. 7, 13, 19, 25, … 64. 243, 81, 27, 9, … 65. 3, 6, 12, 24, …31, 37 3, 1 48, 96

Solve each equation if the domain is {�1, 3, 5}. (Lesson 4-4)

66. y � �2x 67. y � 7 � x 68. 2x � y � 6

PREREQUISITE SKILL Solve each equation.(For review of multiplication and division equations, see Lesson 3-3.)

69. 6g � 42 7 70. �9t� � 14 126 71. �

23

�y � 14 21 72. 3m � 435 145

73. �47

�x � 28 49 74. 5.3g � 11.13 2.1 75. �3a.5� � 7 24.5 76. 8p � 35 4.375

Getting Ready forthe Next Lesson

66. {(�1, 2), (3, �6),(5, �10)}67. {(�1, �8), (3, 4),(5, 2)}68. {(�1, �8), (3, 0),(5, 4)}

Lesson 6-1 Solving Inequalities by Addition and Subtraction 323

4 Assess4 Assess

InterventionStudentsshould alwayscheck theirsolutions, but

they often hurry to finish theirassignments and omit thisstep. Remind students thatchecking solutions is especiallyimportant with inequalitiesbecause the direction of theinequality sign often getschanged when writingsolutions in set-buildernotation.

New

Getting Ready for Lesson 6-2PREREQUISITE SKILL In Lesson 6-2, students learn how to solveinequalities using multiplicationand division. The process isalmost identical to the processfor solving equations usingmultiplication and division. UseExercises 69–76 to determineyour students’ familiarity withsolving these types of equations.

Page 15: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

Study NotebookStudy NotebookYou may wish to have studentssummarize this activity and whatthey learned from it.

AlgebraActivity

Getting StartedGetting Started

TeachTeach

AssessAssess

A Preview of Lesson 6-2

324 Chapter 6 Solving Linear Inequalities

A Preview of Lesson 6-2

You can use algebra tiles to solve inequalities.

Solving Inequalities

Model and AnalyzeUse algebra tiles to solve each inequality.1. �4x � 12 {xx � �3}2. �2x � 8 {xx � �4} 3. �3x �6 {xx � 2} 4. �5x � �5 {xx � 1}5. In Exercises 1–4, is the coefficient of x in each inequality positive or negative? negative6. Compare the inequality symbols and locations of the variable in Exercises 1–4 with those in

their solutions. What do you find? 6–7. See pp. 365A–365D.7. Model the solution for 2x 6. What do you find? How is this different from solving �2x 6?

Solve �2x � 6.

Remove zero pairs. Group the tiles.

x

x

�1 �1

�1 �1

�1

�1

�3 � x or x � �3

Separate the tiles into 2 groups.

�11 �11

�11 �11

�11 �11

x

x

�1 �1

�1 �1

�1 �1

�6 � 2x

Add 6 negative 1 tiles to each side to isolatethe x tiles. Remove the zero pairs.

Model the inequality. Remove zero pairs.

11

11

11

x

�x

x

�x

x x

�2x � 2x � 6 � 2x

Since you do not want to solve for a negative x tile, eliminate the negative x tiles by adding 2 positive x tiles to each side. Remove the zero pairs.

1 1

1 1

1 1

�2x � 6

��x

�x

Use a self-adhesive note to coverthe equals sign on the equation mat. Then write a � symbol on thenote. Model the inequality.

324 Chapter 6 Solving Linear Inequalities

Objective Use algebra tiles tosolve inequalities.

Materialsalgebra tilesequation matself-adhesive notes

• You may wish to do theexample as a demonstration.

• Make sure the inequality signon the self-adhesive note ispointed in the correct directionto match the inequality.

• Once they have isolated the x tiles, remind students toseparate the 1 tiles into equalgroups to correspond to thenumber of x tiles.

• If the x tiles end up on the rightside of the inequality, studentsmay rotate the mat 180 degreesto read the inequality with thevariable on the left side.

Have students work in smallgroups for Exercises 1–7.Observe to determine if they areable to verbalize the activities inExercises 1–4. Students shouldconclude after Exercises 6–7 thatwhen they multiply or divideboth sides of an inequality by anegative number, the direction ofthe inequality sign changes.

Teaching Algebra withManipulatives• pp. 10–11 (master for algebra tiles)• p. 16 (master for equation mat)• p. 115 (student recording sheet)

Glencoe Mathematics Classroom Manipulative Kit• algebra tiles• equation mat

Resource ManagerResource Manager

Page 16: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

5-Minute CheckTransparency 6-2 Use as a

quiz or a review of Lesson 6-1.

Mathematical Background notesare available for this lesson on p. 316C.

Building on PriorKnowledge

The process of solving inequal-ities is identical to the process ofsolving equations except whenmultiplying or dividing by anegative value. Students shouldunderstand that they do nothave to learn a whole newprocess, but just a special rulewhen using negatives.

are inequalities impor-tant in landscaping?

Ask students:

• What is similar about the twowalls? What is different? Bothwalls are 4 rows high. Each row ofbricks is 3 inches high and eachrow of blocks is 12 inches high.

• By what number are both sidesof the inequality 3 � 12multiplied to yield 12 � 48? 4

• After you multiply both sidesof the inequality 3 � 12 by thesame number to yield 12 � 48,is the inequality still true?Explain. Yes; 12 is less than 48.

Lesson x-x Lesson Title 325

Chapter 6 Resource Masters• Study Guide and Intervention, pp. 349–350• Skills Practice, p. 351• Practice, p. 352• Reading to Learn Mathematics, p. 353• Enrichment, p. 354• Assessment, p. 393

Parent and Student Study GuideWorkbook, p. 47

School-to-Career Masters, p. 12

5-Minute Check Transparency 6-2Answer Key Transparencies

TechnologyInteractive Chalkboard

Workbook and Reproducible Masters

Resource ManagerResource Manager

Transparencies

LessonNotes

1 Focus1 Focus

Multiplying by a Positive Number• Words If each side of a true inequality is multiplied by the same positive

number, the resulting inequality is also true.

• Symbols If a and b are any numbers and c is a positive number, the followingare true.If a � b, then ac � bc, and if a � b, then ac � bc.

SOLVE INEQUALITIES BY MULTIPLICATION If each side of an inequalityis multiplied by a positive number, the inequality remains true.

8 � 5 5 � 9

8(2) 5(2) Multiply each side by 2. 5(4) 9(4) Multiply each side by 4.

16 � 10 20 � 36

This is not true when multiplying by negative numbers.

5 � 3 �6 � 8

5(�2) 3(�2) Multiply each side by �2. �6(�5) 8(�5) Multiply each side by �5.

�10 � �6 30 � �40

If each side of an inequality is multiplied by a negative number, the direction of theinequality symbol changes. These examples illustrate the

.of InequalitiesMultiplication Property

??

??

Solving Inequalities by Multiplication and Division

Lesson 6-2 Solving Inequalities by Multiplication and Division 325

are inequalities important in landscaping?are inequalities important in landscaping?

• Solve linear inequalities by using multiplication.

• Solve linear inequalities by using division.

Isabel Franco is a landscape architect. To beautify a garden, she plans to build adecorative wall of either bricks or blocks. Each brick is 3 inches high, and eachblock is 12 inches high. Notice that 3 � 12.

A wall 4 bricks high would be lower than a wall 4 blocks high.

3 � 4 12 � 4

12 � 48

?

3 in.12 in. 12 in.

48 in.

Page 17: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

11

22

33

In-Class ExamplesIn-Class Examples

SOLVE INEQUALITIES BY MULTIPLICATION

Teaching Tip Remind students

that is the same as b. To

isolate b, multiply by the

reciprocal of , which is 7.

Solve � 12. Then check

your solution. {g |g � 36}

Solve � d 6. {d |d � �8}

Write an inequality for thesentence below. Then solvethe inequality. Four-fifths of anumber is at most twenty.

r � 20; {r |r � 25}45

3�4

g�3

1�7

1�7

b�7

Multiplying by a Negative Number• Words If each side of a true inequality is multiplied by the same negative

number, the direction of the inequality symbol must be reversed sothat the resulting inequality is also true.

• Symbols If a and b are any numbers and c is a negative number, the followingare true.If a � b, then ac � bc, and if a � b, then ac � bc.

This property also holds for inequalities involving and � .

You can use this property to solve inequalities.

326 Chapter 6 Solving Linear Inequalities

Multiply by a Positive NumberSolve �

b7

� � 25. Then check your solution.

�7b

� 25 Original inequality

(7)�7b

� (7)25 Multiply each side by 7. Since we multiplied by a positive

b 175

number, the inequality symbol stays the same.

CHECK To check this solution, substitute 175, a number less than 175, and anumber greater than 175 into the inequality.

Let b � 175. Let b � 140. Let b � 210.

�1775

�? 25 �

1470

�? 25 �

217

0�

? 25

25 25 � 20 25 30 25 �

The solution set is {bb 175}.

Example 1Example 1

Multiply by a Negative NumberSolve ��

25

�p � �14.

��25

�p � �14 Original inequality

���52

�����25

�p� � ���52

��(�14) Multiply each side by ��52

� and change � to �.

p � 35 The solution set is {pp � 35}.

Example 2Example 2

Write and Solve an InequalityWrite an inequality for the sentence below. Then solve the inequality.

One fourth of a number is less than �7.

One fourth of a number is less than �7.

�14

� � n � �7

�14

�n � �7 Original inequality

(4)�14

�n � (4)(�7) Multiply each side by 4 and do not change the inequality’s direction.

n � �28 The solution set is {nn � �28}.

� �� � �

Example 3Example 3

CommonMisconceptionA negative sign in aninequality does notnecessarily mean that the direction of the inequality should change. For example, when solving

�6x

� � �3, do not change

the direction of theinequality.

Study Tip

326 Chapter 6 Solving Linear Inequalities

2 Teach2 Teach

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SOLVE INEQUALITIES BY DIVISION

Dividing by a Positive Number• Words If each side of a true inequality is divided by the same positive

number, the resulting inequality is also true.

• Symbols If a and b are any numbers and c is a positive number, the followingare true.

If a � b, then �ac

� � �bc

�, and if a � b, then �ac� � �

bc�.

Lesson 6-2 Solving Inequalities by Multiplication and Division 327

SOLVE INEQUALITIES BY DIVISION Dividing each side of an inequality by the same number is similar to multiplying each side of an equality by the samenumber. Consider the inequality 6 � 15.

Divide each side by 3. Divide each side by �3.

6 � 15 6 � 15

6 � 3 15 � 3 6 � (�3) 15 � (�3)

2 � 5 �2 � �5

These examples illustrate the .Division Property of Inequalities

??

www.algebra1.com/extra_examples

Since each side is divided by apositive number, the direction of theinequality symbol remains the same.

Since each side is divided by anegative number, the direction ofthe inequality symbol is reversed.

Divide by a Positive NumberSolve 14h � 91.

14h � 91 Original inequality

�1144h

� � �9114�

Divide each side by 14 and do not change the

h � 6.5

direction of the inequality sign.

CHECK

The solution set is {hh � 6.5}.

Example 4Example 4

Let h � 6.5. Let h � 7. Let h � 6.

14h � 91 14h � 91 14h � 91

14(6.5) ?� 91 14(7)

?� 91 14(6)

?� 91

91 91 98 � 91 � 84 91

Dividing by a Negative Number• Words If each side of a true inequality is divided by the same negative

number, the direction of the inequality symbol must be reversed sothat the resulting inequality is also true.

• Symbols If a and b are any numbers and c is a negative number, the followingare true.

If a � b, then �ac

� � �bc�, and if a � b, then �

ac� � �

bc�.

This property also holds for inequalities involving and �.

Since dividing is the same as multiplying by the reciprocal, there are two methodsto solve an inequality that involve multiplication.

Lesson 6-2 Solving Inequalities by Multiplication and Division 327

AssessmentChallengestudents toexplain howthey might

already know how to solveinequalities by division.Students should suggest thatsince they know how to solveinequalities by multiplication,and since division is the sameas multiplying by a reciprocal,then they already know how tosolve inequalities by division.

New

44

In-Class ExampleIn-Class ExampleTeaching Tip Point out tostudents that the rules for theDivision Property of Inequalitiesstate that each side of aninequality can be divided by apositive or negative number. Inneither case is zero includedbecause division by zero is anundefined operation.

Solve 12s 60. {s |s � 5}

Kinesthetic Have students write an inequality involving a negativecoefficient of the variable on their paper, using a self-adhesive note forthe inequality symbol, such as �12x � 24. Tell them that they aregoing to change all the signs in the inequality, so everything is itsopposite. The expression becomes �12x � �24. Students now candivide without having to worry about the inequality sign.

Differentiated Instruction

PowerPoint®

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Study NotebookStudy Notebook

55

66

In-Class ExamplesIn-Class ExamplesTeaching Tip Point out tostudents that it may be easier tosolve an inequality using divisionwhen the inequality involveswhole numbers, and easier tosolve using multiplication byreciprocals when the inequalityinvolves fractions.

Solve �8q � 136 using twomethods. {q |q � �17}

Teaching Tip Another way tocheck the solution is to reworkthe problem using a differentmethod.

Which inequality does nothave the solution {x |x � 6}? BA �2x � �12B �6x � �72

C x � 5

D � x � �

Have students—• add the definitions/examples of

the vocabulary terms to theirVocabulary Builder worksheets forChapter 6.

• copy the rules for the MultiplicationProperty of Inequalities and DivisionProperty of Inequalities.

• include any other item(s) that theyfind helpful in mastering the skillsin this lesson.

Answer

1. You could solve the inequality by

multiplying each side by � or

by dividing each side by �7. Ineither case, you must reverse theinequality.

17

3�4

1�8

5�6

328 Chapter 6 Solving Linear Inequalities

Concept Check2. Sample answer:Three fourths of a num-ber is greater than 9.

Test-Taking TipAlways look for the wordnot in the questions. Thisindicates that you arelooking for the oneincorrect answer, ratherthan looking for the onecorrect answer. The wordnot is usually in italics oruppercase letters to drawyour attention to it.

Divide by a Negative NumberSolve �5t � 275 using two methods.

Method 1 Divide.

�5t 275 Original inequality

���

55t

� � �2�755

� Divide each side by �5 and change to �.

t � �55 Simplify.

Method 2 Multiply by the multiplicative inverse.

�5t 275 Original inequality

���15

��(�5t) � ���15

��275 Multiply each side by ��15

� and change to �.

t � �55 Simplify.

The solution set is {tt � �55}.

Example 5Example 5

You can use the Multiplication Property and the Division Property for Inequalitiesto solve standardized test questions.

The Word “not”Multiple-Choice Test Item

Read the Test Item

You want to find the inequality that does not have the solution set {yy � �5}.

Solve the Test Item

Consider each possible choice.

�7y 35 2y � �10

��

7

7

y� � �

�35

7� �

2

2

y� � �

�210�

y � �5 � y � �5 �

�75

�y �7 ��y4

� �54

��57

���75

�y ��57

��(�7) (�4)���y4

�� � (�4)�54

y �5 y � �5 �

The answer is C.

DC

BA

Example 6Example 6

Which inequality does not have the solution {yy � �5}?

�7y 35 2y � �10 �75

�y �7 ��y4

� �54

�DCBA

StandardizedTest Practice

1. Explain why you can use either the Multiplication Property of Inequalities or theDivision Property of Inequalities to solve �7r � 28. See margin.

2. OPEN ENDED Write a problem that can be represented by the inequality �34

�c � 9.

328 Chapter 6 Solving Linear Inequalities

Example 6 Some questions can be answeredwithout solving each equation or inequality given.Have students examine each inequality in Example6 to determine what inequality sign should be

included in the solution set without working it out. For A and D, the signbecomes �. For B, it stays �. C is the remaining choice.

3 Practice/Apply3 Practice/Apply

PowerPoint®

StandardizedTest Practice

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FIND THE ERRORTell students to

look first at the solutions from Ilonia and

Zachary. The only difference isthe inequality symbol. Since thesolution involves division by anegative number, the inequalitysymbol of the solution must bereversed from the originalinequality.

Lesson 6-2 Solving Inequalities by Multiplication and Division 329

3. FIND THE ERROR Ilonia and Zachary are solving �9b � 18.

Who is correct? Explain your reasoning.

4. Which statement is represented by 7n 14? aa. Seven times a number is at least 14.

b. Seven times a number is greater than 14.

c. Seven times a number is at most 14.

d. Seven times a number is less than 14.

5. Which inequality represents five times a number is less than 25? ca. 5n � 25 b. 5n 25 c. 5n � 25 d. 5n � 25

Solve each inequality. Then check your solution.

6. �15g � 75 7. �9t� � �12 8. ��

23

�b � �9 9. 25f 9

{gg � �5} {tt � �108} {bb � 13.5} {ff � 0.36}Define a variable, write an inequality, and solve each problem. Then check yoursolution. 10–11. Sample answer: Let n � the number.10. The opposite of four times a number is more than 12. �4n � 12; {nn � �3}11. Half of a number is at least 26. �

12

�n � 26; {nn � 52}

12. Which inequality does not have the solution {xx � 4}? B

�5x � �20 6x � 24 �15

�x � �45

� ��34

�x � �3DCBA

3. Ilonia; when youdivide each side of an inequality by a negative number,you must reverse the inequality sign.

Guided Practice

www.algebra1.com/self_check_quiz

GUIDED PRACTICE KEYExercises Examples

4, 5, 10, 11 36–9 1, 2, 4, 512 6

Practice and ApplyPractice and Apply

indicates increased difficulty�

StandardizedTest Practice

Homework HelpFor See

Exercises Examples 13–18, 339–4419–38 1, 2, 4, 545–51 6

Extra PracticeSee page 833.

Match each inequality with its corresponding statement.

13. �15

�n � 10 d a. Five times a number is less than or equal to ten.

14. 5n � 10 a b. One fifth of a number is no less than ten.

15. 5n � 10 e c. Five times a number is less than ten.

16. �5n � 10 f d. One fifth of a number is greater than ten.

17. �15

�n 10 b e. Five times a number is greater than ten.

18. 5n � 10 c f. Negative five times a number is less than ten.

Solve each inequality. Then check your solution. 19–34. See margin.19. 6g � 144 20. 7t � 84 21. �14d 84 22. �16z � �64

23. �m5� 7 24. �

1b0� � 5 25. ��

7r

� � �7 26. ��1a1� � 9

27. �58

�y �15 28. �23

�v � 6 29. ��34

�q � �33 30. ��25

�p � 10

31. �2.5w � 6.8 � 32. �0.8s � 6.4 � 33. �1�57c

� � �134� � 34. �

45m� � �

�15

3��

I l on ia

–9b ≤ 18

�––99b

� ≥ �–189�

b ≥ –2

Zachary

–9b ≤ 18

�––

99b

� ≤ �–18

9�

b ≤ –2

Lesson 6-2 Solving Inequalities by Multiplication and Division 329

About the Exercises…Organization by Objective• Solve Inequalities by

Multiplication: 13–50• Solve Inequalities by

Division: 13–50

Odd/Even AssignmentsExercises 13–50 are structuredso that students practice thesame concepts whether theyare assigned odd or evenproblems.

Assignment GuideBasic: 13–29 odd, 35, 39, 41,45, 47, 49, 52, 55–78

Average: 13–51 odd, 52, 53,55–78

Advanced: 14–54 even, 55–72(optional: 73–78)

All: Practice Quiz 1 (1–10)

Answers

19. {g |g � 24}20. {t |t � 12}21. {d |d � �6}22. {z |z � 4}23. {m |m � 35}24. {b |b � 50}

25. {r |r � 49}26. {a |a � �99}27. {y |y � �24}28. {v |v � 9}29. {q |q � 44}30. {p |p � �25}

31. {w |w � �2.72}32. {s |s � �8}

33. �c |c � � �34. �m |m � � �1

4

110

35.

36.0 1 2 3 4 5 6 7 8

�6 �5 �4 �3 �2 �1 0 1 2

Page 21: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

Study Guide and Intervention

Solving Inequalities by Multiplication and Division

NAME ______________________________________________ DATE ____________ PERIOD _____

6-26-2

Less

on

6-2

Solve Inequalities by Multiplication If each side of an inequality is multiplied bythe same positive number, the resulting inequality is also true. However, if each side of aninequality is multiplied by the same negative number, the direction of the inequality mustbe reversed for the resulting inequality to be true.

For all numbers a, b, and c, with c � 0,

1. if c is positive and a � b, then ac � bc;Multiplication Property of Inequalities if c is positive and a � b, then ac � bc;

2. if c is negative and a � b, then ac � bc;if c is negative and a � b, then ac � bc.

The property is also true when � and � are replaced with and �.

Solve � � 12.

� 12 Original equation

(�8)�� � � (�8)12 Multiply each side by �8; change to �.

y � �96 Simplify.

The solution is {yy � �96}.

y�8

y�8

y8

Solve k � 15.

k � 15 Original equation

� � k � � �15 Multiply each side by .

k � 20 Simplify.

The solution is {kk � 20}.

4�3

4�3

3�4

4�3

3�4

34

Example 1Example 1 Example 2Example 2

ExercisesExercises

Solve each inequality. Then check your solution.

1. � 2 2. � � 22 3. h �3 4. � � �6

{yy � 12} {nn � �1100} {hh � �5} {pp � 36}

5. n 10 6. � b � 7. � � 8. �2.51 � �

{nn � 40} �bb � � � �mm � � � {hh � 5.02}

9. �2 10. � � � 11. 5.4 12. �6

{gg � �10} �pp � � {nn � 54} {aa � �21}

Define a variable, write an inequality, and solve each problem. Then check yoursolution. 13–15. Sample answer: Let n � the number.

13. Half of a number is at least 14. n � 14; {nn � 28}

14. The opposite of one-third a number is greater than 9. � n � 9; {nn � �27}

15. One fifth of a number is at most 30. n � 30; {nn � 150}15

13

12

512

2a�7

n�10

9p�5

3�4

g�5

14

12

2h�4

3�20

3m�5

1�3

2�3

1�4

p�6

3�5

n�50

y�6

Study Guide and Intervention, p. 349 (shown) and p. 350

Match each inequality with its corresponding statement.

1. �4n 5 d a. Negative four times a number is less than five.

2. n � 5 f b. Four fifths of a number is no more than five.

3. 4n � 5 e c. Four times a number is fewer than five.

4. n � 5 b d. Negative four times a number is no less than five.

5. 4n � 5 c e. Four times a number is at most five.

6. �4n � 5 a f. Four fifths of a number is more than five.

Solve each inequality. Then check your solution.

7. � � �14 8. �13h � 52 9. �6 10. 39 � 13p

{aa � 70} {hh � �4} {ss � �96} {pp � 3}

11. n � �12 12. � t � 25 13. � m � �6 14. k �10

{nn � �18} {tt � �45} {mm � 10} {kk � �3}

15. �3b � 0.75 16. �0.9c � �9 17. 0.1x �4 18. �2.3 �

{bb � �0.25} {cc � 10} {xx � �40} { jj � �9.2}

19. �15y � 3 20. 2.6v �20.8 21. 0 � �0.5u 22. f � �1

�yy � � � {vv � �8} {uu � 0} �ff � � �Define a variable, write an inequality, and solve each problem. Then check yoursolution. 23�25. Sample answer: Let n � the number.

23. Negative three times a number is at least 57. �3n � 57; {nn � �19}

24. Two thirds of a number is no more than �10. n � �10; {nn � �15}

25. Negative three fifths of a number is less than �6. � n � �6; {nn � 10}

26. FLOODING A river is rising at a rate of 3 inches per hour. If the river rises more than 2feet, it will exceed flood stage. How long can the river rise at this rate without exceedingflood stage? no more than 8 h

27. SALES Pet Supplies makes a profit of $5.50 per bag on its line of natural dog food. If thestore wants to make a profit of no less than $5225, how many bags of dog food does itneed to sell? at least 950 bags

35

23

87

15

7�8

j�4

10�3

3�5

5�9

2�3

s�16

a�5

4�5

4�5

Practice (Average)

Solving Inequalities by Multiplication and Division

NAME ______________________________________________ DATE ____________ PERIOD _____

6-26-2Skills Practice, p. 351 and Practice, p. 352 (shown)

Reading to Learn Mathematics

Solving Inequalities by Multiplication and Division

NAME ______________________________________________ DATE ____________ PERIOD _____

6-26-2

Pre-Activity Why are inequalities important in landscaping?

Read the introduction to Lesson 6-2 at the top of page 325 in your textbook.

• Would a wall 6 bricks high be lower than a wall 6 blocks high? Why?yes; 6(3) � 6(12)

• Would a wall n bricks high be lower than a wall n blocks high? Explain.yes; When one quantity is less than another quantity,multiplying both quantities by the same positive numberdoes not change the truth of the inequality.

Reading the Lesson

1. Write an inequality that describes each situation.

a. A number n divided by 8 is greater than 5. n 8 � 5

b. Twelve times a number k is at least 7. 12k � 7

c. A number x divided by �10 is less than or equal to 50. x (�10) � 50

d. Three fifths of a number n is at most 13. n � 13

e. Nine is greater than or equal to one half of a quantity m. 9 � m

2. Use words to tell what each inequality says.

a. 12 � 6n 12 is less than 6 times a number n.

b. 14 A number t divided by �3 is greater than or equal to 14.

c. 11x � 32 11 times a number x is at most 32.

Helping You Remember

3. In your own words, write a rule for multiplying and dividing inequalities by positive andnegative numbers.

Sample answer: When you multiply or divide each side of a trueinequality by a positive number, the result is true. When you multiply ordivide a true inequality by a negative number, you must reverse thedirection of the inequality sign.

t��3

12

35

Reading to Learn Mathematics, p. 353

The Maya 'I'he Maya were a Native American people who lived from about1500 B.C. to about 1500 A.D. in the region that today encompassesmuch of Central America and southern Mexico. Their manyaccomplishments include exceptional architecture, pottery,painting, and sculpture, as well as significant advances in thefields of astronomy and mathematics.

The Maya developed a system of numeration that was based onthe number twenty. The basic symbols of this system are shown inthe table at the right. The places in a Mayan numeral are writtenvertically—the bottom place represents ones, the place aboverepresents twenties, the place above that represents 20 � 20, orfour hundreds, and so on. For instance, this is how to write thenumber 997 in Mayan numerals.

← 2 � � 800

← 9 � � 180

← 17 � � 17997

1• •_______________

20• • • •_____

400• •

Enrichment

NAME ______________________________________________ DATE ____________ PERIOD _____

6-26-2

0 10

1 11

2 12

3 13

4 14

5 15

6 16

7 17

8 18

9 19 • • • •_______________• • • •_____

• • • _______________• • •_____

• •_______________• •_____

•_______________•_____

____________________

• • • •__________• • • •

• • •__________• • •

• •__________• •

•__________•

__________����

Enrichment, p. 354

43. 0.25n � 90; {nn � 360}

52a. Sample answer:2 � �3, but 4 � 9.52b. Sample answer:�1 � 2 and �3 ��2, but 3 � �4.

35. Solve ��y8

� � �12

�. Then graph the solution. {yy � �4}; See margin for graph.

36. Solve ��m9� � ��

13

�. Then graph the solution. {mm � 3}; See margin for graph.

37. If 2a 7, then complete each inequality.

a. a 3.5 b. �4a � �14 c. a � �21 �638. If 4t � �2, then complete each inequality.

a. t � �0.5 b. –8t � 4 c. t � 14 �28

Define a variable, write an inequality, and solve each problem. Then check yoursolution. 39–44. Sample answer: Let n � the number.39. Seven times a number is greater than 28. 7n � 28; {nn � 4}40. Negative seven times a number is at least 14. �7n � 14; {nn � �2}41. Twenty-four is at most a third of a number. 24 � �

13

�n; {nn � 72}42. Two thirds of a number is less than �15. �

23

�n � �15; {nn � �22.5}43. Twenty-five percent of a number is greater than or equal to 90.

44. Forty percent of a number is less than or equal to 45.0.40n � 45; {nn � 112.5}

45. GEOMETRY The area of a rectangle is less than 85 square feet. The length ofthe rectangle is 20 feet. What is the width of the rectangle?

46. FUND-RAISING The Middletown Marching Mustangs want to make at least$2000 on their annual mulch sale. The band makes $2.50 on each bag of mulchthat is sold. How many bags of mulch should the band sell? at least 800 bags

47. LONG-DISTANCE COSTS Juan’s long-distance phone company charges him 9¢ for each minute or any part of a minute. He wants to call his friend, but hedoes not want to spend more than $2.50 on the call. How long can he talk to hisfriend? no more than 27 min

48. EVENT PLANNING The Country Corner Reception Hall does not charge arental fee as long as at least $4000 is spent on food. Shaniqua is planning a classreunion. If she has chosen a buffet that costs $28.95 per person, how manypeople must attend the reunion to avoid a rental fee for the hall?

49. LANDSCAPING Matthew is planning a circular flower garden with a low fencearound the border. If he can use up to 38 feet of fence, what radius can he usefor the garden? (Hint: C � 2�r) up to about 6 ft

50. DRIVING Average speed is calculated by dividing distance by time. If thespeed limit on the interstate is 65 miles per hour, how far can a person travel

legally in 1�12

� hours? no more than 97�12

� mi

51. ZOOS The yearly membership to the San Diego Zoo for a family with 2 adultsand 2 children is $144. The regular admission to the zoo is $18 for each adultand $8 for each child. How many times should such a family plan to visit thezoo in a year to make a membership less expensive than paying regularadmission? at least 3 times

52. CRITICAL THINKING Give a counterexample to show that each statement is notalways true.

a. If a � b, then a2 � b2. b. If a � b and c � d, then ac � bd.

53. CITY PLANNING The city of Santa Clarita requires that a parking lot can haveno more than 20% of the parking spaces limited to compact cars. If a certainparking lot has 35 spaces for compact cars, how many spaces must the lot haveto conform to the code? at least 175 spaces

less than 4�14

� ft

???

???

330 Chapter 6 Solving Linear Inequalities

More About . . .

ZoosDr. Harry Wegeforthfounded the San Diego Zoo in 1916 with just 50 animals. Today, the zoo has over 3800 animals.Source: www.sandiegozoo.org

at least 139 people

330 Chapter 6 Solving Linear Inequalities

ELL

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Open-Ended Assessment

Writing Have students write aone-paragraph summary of whatthey think is the most importantthing to remember about solvinginequalities by multiplication ordivision. Students will likelysuggest that the most importantthing to remember is to changethe direction of the inequalitysymbol when multiplying ordividing by negative numbers.Ask student volunteers to readtheir paragraphs to the class.

Getting Ready for Lesson 6-3PREREQUISITE SKILL Lesson 6-3presents multi-step inequalities,which builds on what studentshave learned about solvingmulti-step equations. UseExercises 73–78 to determineyour students’ familiarity withsolving multi-step equations.

Assessment Options

Practice Quiz 1 The quizprovides students with a briefreview of the concepts and skillsin Lessons 6-1 and 6-2. Lessonnumbers are given to the right ofthe exercises or instruction linesso students can review conceptsnot yet mastered.

Quiz (Lessons 6-1 and 6-2) isavailable on p. 393 of the Chapter 6Resource Masters.

Practice Quiz 1Practice Quiz 1

Solve each inequality. Then check your solution, and graph it on a number line. (Lesson 6-1)

1. h � 16 � �13 2. r � 3 � �1 3. 4 p � 9 4. �3 � a � 5 5. 7g � 6g � 1{hh � 3} {rr � �4} {pp � �5} {aa � 2} {gg � �1}

Solve each inequality. Then check your solution. (Lesson 6-2) 6–10. See pp. 365A–365D.6. 15z 105 7. �

v5

� � 7 8. ��37

�q � 15 9. �156 � 12r 10. ��25

�w � ��12

Lessons 6-1 and 6-21–5. See pp. 365A–365D for graphs.

Maintain Your SkillsMaintain Your Skills

54. CIVICS For a candidate to run for a county office, he or she must submit apetition with at least 6000 signatures of registered voters. Usually only 85% ofthe signatures are valid. How many signatures should a candidate seek on apetition? at least 7059 signatures

55. Answer the question that was posed at the beginning of the lesson. See margin.

Why are inequalities important in landscaping?

Include the following in your answer:

• an inequality representing a brick wall that can be no higher than 4 feet, and

• an explanation of how to solve the inequality.

56. The solution set for which inequality is not represented by the following graph?

B

��x5

� � 1 �x5

� � �1 �9x � 45 2.5x �12.5

57. Solve ��78

�t � �1145�. C

�tt � �1165�� �tt � �

1165�� �tt � ��

1165�� �tt � ��

1165��DCBA

DCBA

7�4�5 6 9854321�3�2�1�9�8�7�6 0

WRITING IN MATH

StandardizedTest Practice

Solve each inequality. Then check your solution, and graph it on a number line.(Lesson 6-1) 58–60. See margin for graphs.58. s � 7 � 12 {ss � 19} 59. g � 3 � �4 {gg � �7}60. 7 � n � 2 {nn � 5}

61. Draw a scatter plot that shows a positive correlation. (Lesson 5-7)

Write an equation in standard form for a line that passes through each pair ofpoints. (Lesson 5-4)

62. (�1, 3), (2, 4) 63. (5, �2), (�1, �2) 64. (3, 3), (�1, 2)x � 3y � �10 y � �2 x � 4y � �9

If h(x) � 3x � 2, find each value. (Lesson 4-6)

65. h(�4) �10 66. h(2) 8 67. h(w) 3w � 2 68. h(r � 6) 3r � 16

Solve each proportion. (Lesson 3-6)

69. �34

� � �x8

� 6 70. �1t.5� � �

21..46� 2.25 71. �

w �5

2� � �

75

� 5 72. �x3

� � �x

1�5

5� 1�

14

PREREQUISITE SKILL Solve each equation.(To review multi-step equations, see Lessons 3-4 and 3-5.)

73. 5x � 3 � 32 7 74. 4t � 9 � 14 1.25 75. 6y � 1 � 4y � 23 12

76. �14g

6

� 5� � 9 3.5 77. 5a � 6 � 9a � (7a � 18) 78. 2(p � 4) � 7(p � 3)

�8 �5.8

Mixed Review

Getting Ready forthe Next Lesson

Lesson 6-2 Solving Inequalities by Multiplication and Division 331

Seepp. 365A–365D.

Lesson 6-2 Solving Inequalities by Multiplication and Division 331

4 Assess4 Assess

Answers

55. Inequalities can be used to compare theheights of walls. Answers shouldinclude the following.

• If x represents the number of bricksand the wall must be no higher than 4 ft or 48 in., then 3x � 48.

• To solve this inequality, divide each sideby 3 and do not change the direction ofthe inequality. The wall must be 16bricks high or fewer.

58.

59.

60.0 1 2 3 4 5 6 7 8

�7�8 �6 �5 �4 �3 �2 �1 0

15 16 17 18 19 20 21 22 23

Page 23: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

5-Minute CheckTransparency 6-3 Use as a

quiz or a review of Lesson 6-2.

Mathematical Background notesare available for this lesson on p. 316C.

Building on PriorKnowledge

Solving multi-step inequalities isno different from solving multi-step equations except whenmultiplying or dividing by anegative value. Students shouldunderstand that they don’t haveto learn a whole new process,but just a special rule whenusing negatives.

are linear inequalitiesused in science?

Ask students:

• What would the inequality F � �31 represent? Thetemperatures at which chlorine isnot a gas.

• What expression wassubstituted for F to representthe temperature of the boilingpoint of chlorine in degrees

Celsius? C � 3295

Solving Multi-Step Inequalities

332 Chapter 6 Solving Linear Inequalities

When working with inequalities, do not forget to reverse the inequality signwhenever you multiply or divide each side by a negative number.

SOLVE MULTI-STEP INEQUALITIES The inequality �95

�C � 32 � �31

involves more than one operation. It can be solved by undoing the operations in the same way you would solve an equation with more than one operation.

Solve a Real-World ProblemSCIENCE Find the temperatures in degrees Celsius for which chlorine is a gas.

�95

�C � 32 � �31 Original inequality

�95

�C � 32 � 32 � �31 � 32 Subtract 32 from each side.

�95

�C � �63 Simplify.

��59

���95

�C � ��59

��(�63) Multiply each side by �59

�.

C � �35 Simplify.

Chlorine will be a gas for all temperatures greater than �35°C.

Example 1Example 1

Inequality Involving a Negative CoefficientSolve �7b � 19 � �16. Then check your solution.

�7b � 19 � �16 Original inequality

�7b � 19 � 19 � �16 � 19 Subtract 19 from each side.

�7b � �35 Simplify.

���

77b

� � ���

375

� Divide each side by �7 and change � to � .

b � 5 Simplify.

Example 2Example 2

• Solve linear inequalities involving more than one operation.

• Solve linear inequalities involving the Distributive Property.

The boiling point of a substance is the temperature at which the element changes from a liquid to a gas. The boiling point of chlorine is �31°F. That means chlorine will be a gas for all temperatures greater than �31°F. If F represents temperature in degrees Fahrenheit, the inequality F � �31 represents the temperaturesfor which chlorine is a gas.

If C represents degrees Celsius, then F � �95

�C � 32.

You can solve �95

�C � 32 � �31 to find the

temperatures in degrees Celsius for whichchlorine is a gas.

Source: World Book Encyclopedia

Boiling Points

argon

bromine

chlorine

wateriodine

F°303�

F°13�

F°363

F°212

F°831

are linear inequalities used in science?are linear inequalities used in science?

LessonNotes

1 Focus1 Focus

Chapter 6 Resource Masters• Study Guide and Intervention, pp. 355–356• Skills Practice, p. 357• Practice, p. 358• Reading to Learn Mathematics, p. 359• Enrichment, p. 360• Assessment, pp. 393, 395

Parent and Student Study GuideWorkbook, p. 48

5-Minute Check Transparency 6-3Answer Key Transparencies

TechnologyAlgePASS: Tutorial Plus, Lesson 14Interactive Chalkboard

Workbook and Reproducible Masters

Resource ManagerResource Manager

Transparencies

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Solving Inequalities

You can find the solution of an inequality in one variable by using a graphing calculator.On a TI-83 Plus, clear the Y� list. Enter 6x � 9 � �4x � 29 as Y1. (The symbol� is item 5 on the TEST menu.) Press .

Think and Discuss

1. Describe what is shown on the screen. part of the graph of y � 12. Use the TRACE function to scan the values along the graph. What do you

notice about the values of y on the graph? y � 1 if x � 2; otherwise, y � 03. Solve the inequality algebraically. How does your solution compare to the

pattern you noticed in Exercise 2?

GRAPH

A graphing calculator can be used to solve inequalities.

Lesson 6-3 Solving Multi-Step Inequalities 333www.algebra1.com/extra_examples

[10, 10] scl: 1 by [10, 10] scl: 1

CHECK To check this solution, substitute 5, a number less than 5, and a numbergreater than 5.

Let b � 5. Let b � 4. Let b � 6.

�7b � 19 � �16 �7b � 19 � �16 �7b � 19 � �16

�7(5) � 19 ?� �16 �7(4) � 19

?� �16 �7(6) � 19

?� �16

�35 � 19 ?� �16 �28 � 19

?� �16 �42 � 19

?� �16

�16 � �16 �9 � �16 �23 � �16 �

The solution set is {bb � 5}.

Write and Solve an InequalityWrite an inequality for the sentence below. Then solve the inequality.Three times a number minus eighteen is at least five times the number plustwenty-one.

Three times is at five times twentya number minus eighteen least the number plus one.

3n � 18 5n � 21

3n � 18 5n � 21 Original inequality

3n � 18 � 5n 5n � 21 � 5n Subtract 5n from each side.

�2n � 18 21 Simplify.

�2n � 18 � 18 21 � 18 Add 18 to each side.

�2n 39 Simplify.

���

22n

� � ��39

2� Divide each side by �2 and change to � .

n � �19.5 Simplify.

The solution set is {nn � �19.5}.� � �� � � �

Example 3Example 3

3. x � 2; y � 1 forthose values of x forwhich the inequality istrue; y � 0 for thosevalues of x for whichthe inequality is nottrue.

2 Teach2 Teach

11

22

33

In-Class ExamplesIn-Class Examples

SOLVE MULTI-STEPINEQUALITIES

SCIENCE The inequality F � 212 represents thetemperatures in degreesFahrenheit for which water isa gas (steam). Similarly, the

inequality C � 32 � 212

represents the temperaturesin degrees Celsius for whichwater is a gas. Find thetemperatures in degreesCelsius for which water is agas. Water will be a gas for alltemperatures greater than 100�C.

Solve 13 � 11d 79. Thencheck your solution. {d |d � �6}

Teaching Tip Examples 1 and2 were solved in two steps.Example 3 requires three steps.Other problems will requireeven more steps. Remindstudents that when they solvemulti-step inequalities, theyshould always undo operationsin the reverse of the order ofoperations. This means undoingaddition or subtraction first toisolate the variable, thenmultiplying or dividing toeliminate the coefficient.

Write an inequality for thesentence below. Then solvethe inequality. Four times anumber plus twelve is less thana number minus 3.4n � 12 � n � 3; {n |n � �5}

9�5

Solving Inequalities Graphed on a number line, 6x � 9 � �4x � 29 wouldhave a circle at 2, and 6x � 9 � �4x � 29 would have a dot at 2. Since thecalculator does not make this distinction on the graph, have students use theTABLE feature. For an x-value of 2, the table shows that the corresponding y-valueis 0, meaning the graph does not include 2 (which is the same as having a circleat 2).

Lesson 6-3 Solving Multi-Step Inequalities 333

PowerPoint®

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Study NotebookStudy Notebook

44

55

In-Class ExamplesIn-Class Examples

SOLVE INEQUALITIES INVOLVING THE DISTRIBUTIVE PROPERTYWhen solving equations that contain grouping symbols, first use the DistributiveProperty to remove the grouping symbols.

If solving an inequality results in a statement that is always true, the solution is allreal numbers. If solving an inequality results in a statement that is never true, thesolution is the empty set �. The empty set has no members.

334 Chapter 6 Solving Linear Inequalities

1. Compare and contrast the method used to solve �5h � 6 � �7 and the methodused to solve �5h � 6 � �7. See margin.

2. OPEN ENDED Write a multi-step inequality with the solution graphed below.

3. Justify each indicated step.Sample answer: 2x � 4 � 2

3(a � 7) � 9 � 21

3a � 21 � 9 � 21 a. Distributive Property3a � 12 � 21

3a � 12 � 12 � 21 � 12 b. Add 12 to each side.3a � 33

�33a� � �

333� c. Divide each side by 3.

a � 11

?

?

?

7 8�4�5�6�7�8 654321�3 �2 �1 0

Concept Check

Guided PracticeGUIDED PRACTICE KEYExercises Examples

3 1–54–8 2, 4, 5

9 310 1

Distributive PropertySolve 3d � 2(8d � 9) � 3 � (2d � 7).

3d � 2(8d � 9) � 3 � (2d � 7) Original inequality

3d � 16d � 18 � 3 � 2d � 7 Distributive Property

�13d � 18 � �2d � 4 Combine like terms.

�13d � 18 � 13d � �2d � 4 � 13d Add 13d to each side.

18 � 11d � 4 Simplify.

18 � 4 � 11d � 4 � 4 Add 4 to each side.

22 � 11d Simplify.

�2121� � �

1111d

� Divide each side by 11.

2 � d Simplify.

Since 2 � d is the same as d � 2, the solution set is {dd � 2}.

Example 4Example 4

Empty SetSolve 8(t � 2) � 3(t � 4) � 5(t � 7) � 8.

8(t � 2) � 3(t � 4) � 5(t � 7) � 8 Original inequality

8t � 16 � 3t � 12 � 5t � 35 � 8 Distributive Property

5t � 28 � 5t � 27 Combine like terms.

5t � 28 � 5t � 5t � 27 � 5t Subtract 5t from each side.

28 � �27 This statement is false.

Since the inequality results in a false statement, the solution set is the empty set �.

Example 5Example 5

334 Chapter 6 Solving Linear Inequalities

InterventionBefore youintroducesolvinginequalities

involving the DistributiveProperty, review theDistributive Property withstudents. Have volunteersexplain the DistributiveProperty in their own words,and give examples on thechalkboard or overheadprojector.

New

SOLVE INEQUALITIESINVOLVING THEDISTRIBUTIVE PROPERTY

Solve 8 � (c � 3) �6c � 3(2 � c). �c |c � � �Solve �7(s � 4) � 11s 8s � 2(2s � 1). �

Concept CheckDistributive Property Askstudents to identify the first stepthey must do when solvinginequalities that have groupingsymbols. Use the DistributiveProperty to remove the groupingsymbols.

Have students—• copy Example 4 or a similar

problem to show how to solveinequalities using the DistributiveProperty.

• include any other item(s) that theyfind helpful in mastering the skillsin this lesson.

14

Students may incorrectly assume that the solution of all inequalities inwhich the variable has been eliminated is the empty set �. Remindstudents that they must simplify the inequality to see whether it is atrue statement. If the inequality is true, the solution set is all real numbers. Only when the inequality is untrue is the solution set theempty set.

Unlocking Misconceptions

3 Practice/Apply3 Practice/Apply

PowerPoint®

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Answers

1. To solve both the equation and theinequality, you first subtract 6 fromeach side and then divide eachside by �5. In the equation, theequal sign does not change. In theinequality, the inequality sign isreversed because you divided by anegative number.

12a. Multiply each side by �3 andchange � to �.

12b. Add 2m to each side.

12c. Multiply each side by �1 andchange � to �.

13. 4(t � 7) � 2(t � 9)Original inequality

4t � 28 � 2t � 18Distributive Property

4t � 28 � 2t � 2t � 18 � 2tSubtract 2t from each side.

2t � 28 � 18 Simplify.

2t � 28 � 28 � 18 � 28Add 28 to each side.

2t � 46 Simplify.

� Divide each side by 2.

t � 23 Simplify.

{t |t � 23}

462

2t2

Practice and ApplyPractice and Apply

indicates increased difficulty�

Homework HelpFor See

Exercises Examples11–14 1–515–34 2, 4, 535–38 339–52 1

Extra PracticeSee page 834.

Justify each indicated step.

11. �25

�w � 7 � �9 12. m � �15

��

32m

� See margin.

�25

�w � 7 � 7 � �9 � 7 a. (�3)m � (�3)�15

��

32m

� a.

�3m � 15 � 2m

�3m � 2m � 15 � 2m � 2m b.

�m � 15

(�1)(�m) � (�1)15 c.

m � �15

13. Solve 4(t � 7) � 2(t � 9). Show each step and justify your work. {tt � 23}14. Solve �5(k � 4) � 3(k � 4). Show each step and justify your work. {kk � �1}13–14. See margin and pp. 365A–365D for steps and justifications.Solve each inequality. Then check your solution.

15. �3t � 6 � �3 {tt � 3} 16. �5 � 8f � 59 17. �2 � �d5

� � 23

18. �w8

� � 13 � �6 19. 7q � 1 � 2q � 29 20. 8a � 2 � 10a � 20

21. 9r � 15 � 24 � 10r 22. 13k � 11 � 7k � 37 23. �2v

5� 3� 7 {vv � 19}

24. �3a

2� 8� � 10 {aa � 4} 25. �

3w4� 5� 2w {ww � 1} 26. �

5b3� 8� � 3b {bb � 2}

27. 7 � 3t � 2(t � 3) � 2(�1 � t) 28. 5(2h � 6) � 7(h � 7) � 4h

29. 3y � 4 � 2(y � 3) � y � 30. 3 � 3(b � 2) � 13 � 3(b � 6)

31. 3.1v � 1.4 1.3v � 6.7 {vv � 4.5} 32. 0.3(d � 2) � 0.8d � 4.4 {dd � �10}

33. Solve 4(y � 1) � 3(y � 5) 3(y � 1). Then graph the solution. {yy � 11}

34. Solve 5(x � 4) � 2(x � 6) 5(x � 1) � 1. Then graph the solution. {xx � 2}33–34. See pp. 365A–365D for graphs.Define a variable, write an inequality, and solve each problem. Then check yoursolution. 35–38. Sample answer: Let n � the number.35. One eighth of a number decreased by five is at least thirty.

36. Two thirds of a number plus eight is greater than twelve.

37. Negative four times a number plus nine is no more than the number minustwenty-one. �4n � 9 � n � 21; {nn � 6}

38. Three times the sum of a number and seven is greater than five times thenumber less thirteen. 3(n � 7) � 5n � 13; {nn � 17}

?

?

??

16. {ff � �8}17. {dd � �125}18. {ww � 56}

19. �qq � 3�13

��20. {aa � �9}21. {rr � �9}22. {kk � 8}27. {tt � �1}28. {hh � �79}30. {bb is a realnumber.}

35. �18

�n � 5 � 30;

{nn � 280}

36. �23

�n � 8 � 12;

{nn � 6}

11a. Subtract 7 fromeach side.11b. Multiply eachside by �

52

�.

Lesson 6-3 Solving Multi-Step Inequalities 335

Solve each inequality. Then check your solution.

4. �4y � 23 � 19 5. �23

�r � 9 �3 6. 7b � 11 � 9b � 13

7. �5(g � 4) � 3(g � 4) 8. 3 � 5t � 3(t � 1) � 4(2 � t){gg � �1} {tt � 4}

9. Define a variable, write an inequality, and solve the problem below. Then checkyour solution.Seven minus two times a number is less than three times the number plus thirty-two.Sample answer: Let n � the number; 7 � 2n � 3n � 32; {nn � �5}.

10. SALES A salesperson is paid $22,000 a year plus 5% of the amount of salesmade. What is the amount of sales needed to have an annual income greaterthan $35,000? more than $260,000

4. {yy � �10.5}5. {rr � �18}6. {bb � 12}

Application

www.algebra1.com/self_check_quiz

�25

�w � �16

��52

���25

�w � ��52

��(�16) b.

w � �40

?

Lesson 6-3 Solving Multi-Step Inequalities 335

Interpersonal Some students benefit from working with a partner sothat they can talk through the process being used. Group students inpairs to solve inequalities. Once both students agree on the solution,have them test several values to help verify that their solution is correct.

Differentiated Instruction

About the Exercises…Organization by Objective• Solve Multi-Step

Inequalities: 11, 12, 15–26,31, 35–37, 39–42, 45, 48–52

• Solve Inequalities Involvingthe Distributive Property: 13,14, 27–30, 32–34, 38, 43, 44, 47

Odd/Even AssignmentsExercises 11–38 are structuredso that students practice thesame concepts whether theyare assigned odd or evenproblems.

Alert! Exercises 56–58 require agraphing calculator.

Assignment GuideBasic: 11–25 odd, 35, 37, 39–42,46, 53–82

Average: 11–37 odd, 43–46,53–82

Advanced: 12–38 even, 46–73(optional: 74–82)

Page 27: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

Study Guide and Intervention

Solving Multi-Step Inequalities

NAME ______________________________________________ DATE ____________ PERIOD _____

6-36-3

Less

on

6-3

Solve Multi-Step Inequalities To solve linear inequalities involving more than oneoperation, undo the operations in reverse of the order of operations, just as you would solvean equation with more than one operation.

Solve 6x � 4 � 2x � 12.

6x � 4 � 2x � 12 Original inequality

6x � 4 � 2x � 2x � 12 � 2x Subtract 2x from

each side.

4x � 4 � 12 Simplify.

4x � 4 � 4 � 12 � 4 Add 4 to each side.

4x � 16 Simplify.

� Divide each side by 4.

x � 4 Simplify.

The solution is {xx � 4}.

16�4

4x�4

Solve 3a � 15 � 4 � 5a.

3a � 15 � 4 � 5a Original inequality

3a � 15 � 5a � 4 � 5a � 5a Subtract 5a from

each side.

�2a � 15 � 4 Simplify.

�2a � 15 � 15 � 4 � 15 Add 15 to each side.

�2a � 19 Simplify.

�Divide each side by �2

and change � to �.

a � �9 Simplify.

The solution is �aa � �9 �.1�2

1�2

19��2

�2a��2

Example 1Example 1 Example 2Example 2

ExercisesExercises

Solve each inequality. Then check your solution.

1. 11y � 13 �1 2. 8n � 10 � 6 � 2n 3. � 1 � �5

�yy � �1 � �nn � 1 � {qq � �42}

4. 6n � 12 � 8 � 8n 5. �12 � d � �12 � 4d 6. 5r � 6 � 8r � 18

{nn � 2} {dd � 0} {rr � 4}

7. � 12 8. 7.3y � 14.4 � 4.9y 9. �8m � 3 � 18 � m

{xx � �6} {yy � 6} {mm � �3}

10. �4y � 10 � 19 � 2y 11. 9n � 24n � 45 � 0 12. �4

�yy � �14 � {nn � 3} �xx � �4 �Define a variable, write an inequality, and solve each problem. Then check yoursolution. 13–15. Sample answer: Let n � the number.

13. Negative three times a number plus four is no more than the number minus eight.�3n � 4 � n � 8; {nn � 3}

14. One fourth of a number decreased by three is at least two. n � 3 � 2; {nn � 20}

15. The sum of twelve and a number is no greater than the sum of twice the number and �8.12 � n � 2n � (�8); {nn � 20}

14

12

12

4x � 2�5

�3x � 6��2

35

311

q�7

Study Guide and Intervention, p. 355 (shown) and p. 356

Justify each indicated step.

Practice (Average)

Solving Multi-Step Inequalities

NAME ______________________________________________ DATE ____________ PERIOD _____

6-36-3

1. x �

8x � (8) a.

8x � 5x � 128x � 5x � 5x � 12 � 5x b.

3x � �12

� c.

x � �4a. Multiply each side by 8.b. Subtract 5x from each side.c. Divide each side by 3.

2. 2(2h � 2) � 2(3h � 5) � 124h � 4 � 6h � 10 � 12 a.4h � 4 � 6h � 2

4h � 4 � 6h � 6h � 2 � 6h b.�2h � 4 � �2

�2h � 4 � 4 � �2 � 4 c.�2h � �6

� d.

h � 3a. Distributive Propertyb. Subtract 6h from each side.c. Subtract 4 from each side.d. Divide each side by �2 and

change � to �.

?�6��2

�2h��2

?

?

?

?�12�3

3x�3

?

?5x � 12�8

5x � 12�8

Solve each inequality. Then check your solution.

3. �5 � �9 4. 4u � 6 6u � 20 5. 13 � a � 1

{tt � 24} {uu � 7} {aa � 21}6. � �8 {ww � �19} 7. � 7 {ff � 15}

8. h � {hh � �3} 9. 3(z � 1) � 11 � �2(z � 13) {zz � �8}

10. 3e � 2(4e � 2) � 2(6e � 1) {ee � 2} 11. 5n � 3(n � 6) 0 {nn � �9}

Define a variable, write an inequality, and solve each problem. Then check yoursolution. 12–13. Sample answer: Let n � the number.

12. A number is less than one fourth the sum of three times the number and four.

n � ; {nn � 4}13. Two times the sum of a number and four is no more than three times the sum of the

number and seven decreased by four. 2(n � 4) � 3(n � 7) � 4; {nn � �9}

14. GEOMETRY The area of a triangular garden can be no more than 120 square feet. Thebase of the triangle is 16 feet. What is the height of the triangle? no more than 15 ft

15. MUSIC PRACTICE Nabuko practices the violin at least 12 hours per week. Shepractices for three fourths of an hour each session. If Nabuko has already practiced 3 hours in one week, how many sessions remain to meet or exceed her weekly practice goal? at least 12 sessions

3n � 4

4

6h � 3�5

3f � 10�5

w � 3�2

2�3

t�6

Skills Practice, p. 357 and Practice, p. 358 (shown)

Reading to Learn Mathematics

Solving Multi-Step Inequalities

NAME ______________________________________________ DATE ____________ PERIOD _____

6-36-3

Pre-Activity How are linear inequalities used in science?

Read the introduction to Lesson 6-3 at the top of page 332 in your textbook.Then write an inequality that could be used to find the temperatures indegrees Celsius for which each substance is a gas.

Argon: C � 32 � �303 Bromine: C � 32 � 138

Reading the Lesson

1. What does the phrase “undoing the operations in reverse of the order of operations” mean?

Sample answer: First add or subtract to undo subtraction or addition,then multiply or divide to undo division or multiplication.

2. Describe how checking the solution of an inequality is different from checking thesolution of an equation.Sample answer: Instead of substituting one value for the variable, thereare infinitely many values that can be used to check. It is a good idea touse a value that is less than, the value equal to, and a value greater thanthe number in the solution to check an inequality.

3. Describe how the Distributive Property can be used to remove the grouping symbols inthe inequality 4x � 7(2x � 8) � 3x � 5.

Multiply �7 by both 2x and 8.

4. Is it possible to have no solution when you solve an inequality? Explain your answer andgive an example.

Sample answer: Yes; if solving results in an inequality that is never true(and the signs have been reversed if necessary), then there is nosolution. Example: 3(t � 4) � 8 � 3(t � 4) � 8

Helping You Remember

5. Make a checklist of steps you can use when solving inequalities.

(1) Use the Distributive Property to remove any grouping symbols.(2) Combine any like terms.(3) Add or subtract the same variable terms or constants on both sides.(4) Multiply or divide to undo operations.(5) Reverse the direction of the inequality symbol if both sides were

multiplied or divided by a negative number.(6) Be sure the variable is by itself on one side of the final inequality.

95

95

Reading to LearnMathematics, p. 359

Carlos Montezuma During his lifetime, Carlos Montezuma (1865?–1923) was one of themost influential Native Americans in the United States. He wasrecognized as a prominent physician and was also a passionate advocateof the rights of Native American peoples. The exercises that follow willhelp you learn some interesting facts about Dr. Montezuma’s life.

Solve each inequality. The word or phrase next to the equivalent inequality will complete the statement correctly.

1. �2k � 10 2. 5 r � 9 Montezuma was born in the state He was a Native American of the of . Yavapais, who are a people.

a. k � �5 Arizona a. r � �4 Navajo

b. k � �5 Montana b. r �4 Mohawk

c. k � 12 Utah c. r � 14 Mohave-Apache

3. �y � �9 4. �3 � q � 12

??

Enrichment

NAME ______________________________________________ DATE ____________ PERIOD _____

6-36-3Enrichment, p. 360

GEOMETRY For Exercises 39 and 40, use the following information. By definition, the measure of any acute angle is less than 90 degrees. Suppose themeasure of an acute angle is 3a � 15.

39. Write an inequality to represent the situation. 3a � 15 � 9040. Solve the inequality. {aa � 35}

SCHOOL For Exercises 41 and 42, use the following information. Carmen’s scores on three math tests were 91, 95, and 88. The fourth and final test of the grading period is tomorrow. She needs an average (mean) of at least 92 toreceive an A for the grading period. 41. �91 � 95

4� 88 � s�� 92

41. If s is her score on the fourth test, write an inequality to represent the situation.

42. If Carmen wants an A in math, what must she score on the test? at least 94

PHYSICAL SCIENCE For Exercises 43 and 44, use the information at the left andthe information below. The melting point for an element is the temperature where the element changesfrom a solid to a liquid. If C represents degrees Celsius and F represents degrees

Fahrenheit, then C � �5(F �

9

32)�.

43. Write an inequality that can be used to find the temperatures in degreesFahrenheit for which mercury is a solid.

44. For what temperatures will mercury be a solid? temperatures less than �36.4°F

45. HEALTH Keith weighs 200 pounds. He wants to weigh less than 175 pounds. Ifhe can lose an average of 2 pounds per week on a certain diet, how long shouldhe stay on his diet to reach his goal weight?

46. CRITICAL THINKING Write a multi-step inequality that has no solution and onethat has infinitely many solutions.Sample answers: 2x � 5 � 2x � 3; 2x � 5 � 2x � 3

47. PERSONAL FINANCES Nicholas wants to order a pizza. He has a total of$13.00 to pay the delivery person. The pizza costs $7.50 plus $1.25 per topping.If he plans to tip 15% of the total cost of the pizza, how many toppings can heorder? 3 or fewer toppings

LABOR For Exercises 48–50, use the following information. A union worker made $500 per week. His union sought a one-year contract andwent on strike. Once the new contract was approved, it provided for a 4% raise.

48. Assume that the worker was not paid during the strike. Given his raise in salary,how many weeks could he strike and still make at least as much for the next 52weeks as he would have made without a strike? no more than 2 weeks

49. How would your answer to Exercise 48 change if the worker had been making$600 per week? no change

50. How would your answer to Exercise 48 change if the worker’s union providedhim with $150 per week during the strike? up to 2.8 weeks

51. NUMBER THEORY Find all sets of two consecutive positive odd integerswhose sum is no greater than 18. 7, 9; 5, 7; 3, 5; 1, 3

52. NUMBER THEORY Find all sets of three consecutive positive even integerswhose sum is less than 40. 10, 12, 14; 8, 10, 12; 6, 8, 10; 4, 6, 8; 2, 4, 6

more than 12�12

� weeks

43. �5(F �

932)

� � �38

336 Chapter 6 Solving Linear Inequalities

Physical ScienceMercury is a metal that is aliquid at room temperature.In fact, its melting point is�38˚C. Mercury is used inthermometers because itexpands evenly as it isheated.Source: World Book Encyclopedia

336 Chapter 6 Solving Linear Inequalities

ELL

Page 28: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

Open-Ended Assessment

Speaking Have students explainto the class the different methodsthey now know for solvinginequalities, including thoselearned in previous lessons. Askthem to start with the simplestmethods and progress to themore complex. Record studentresponses on the chalkboard oroverhead projector. As eachstudent describes a method, callon another student to give anexample of how to use themethod. Record this examplealong with the correspondingmethod.

Getting Ready for Lesson 6-4PREREQUISITE SKILL Studentswill learn how to solve compoundinequalities and graph them inLesson 6-4. Use Exercises 74–82 todetermine your students’familiarity with graphing sets ofintegers on a number line.

Assessment Options

Quiz (Lesson 6-3) is availableon p. 393 of the Chapter 6Resource Masters.

Mid-Chapter Test (Lessons 6-1through 6-3) is available on p. 395 of the Chapter 6 ResourceMasters.

Lesson 6-3 Solving Multi-Step Inequalities 337

StandardizedTest Practice

Maintain Your SkillsMaintain Your Skills

53. Answer the question that was posed at the beginning ofthe lesson. See margin.

How are linear inequalities used in science?

Include the following in your answer:

• an inequality for the temperatures in degrees Celsius for which bromine is a gas, and

• a description of a situation in which a scientist might use an inequality.

54. What is the first step in solving �y �

9

5� 13? D

Add 5 to each side. Subtract 5 from each side.

Divide each side by 9. Multiply each side by 9.

55. Solve 4t � 2 � 8t � (6t � 10). C{tt � �6} {tt � �6} {tt � 4} {tt � 4}

Use a graphing calculator to solve each inequality.

56. 3x � 7 � 4x � 9 57. 13x � 11 � 7x � 37 58. 2(x � 3) � 3(2x � 2)

{xx � �2} {xx � 8} {xx � �3}

DCBA

DC

BA

WRITING IN MATH

59. BUSINESS The charge per mile for a compact rental car at Great Deal Rentals is$0.12. Mrs. Ludlow must rent a car for a business trip. She has a budget of $50for mileage charges. How many miles can she travel without going over herbudget? (Lesson 6-2) up to 416 mi

Solve each inequality. Then check your solution, and graph it on a number line.(Lesson 6-1) 60–62. See margin for graphs.60. d � 13 22 {dd � 9} 61. t � 5 � 3 {tt � 8} 62. 4 � y � 7 {yy � �3}

Write the standard form of an equation of the line that passes through the givenpoint and has the given slope. (Lesson 5-5)

63. (1, �3), m � 2 64. (�2, �1), m � ��23

� 65. (3, 6), m � 0 y � 62x � y � 5 2x � 3y � �7

Determine the slope of the line that passes through each pair of points. (Lesson 5-1)

66. (3, �1), (4, �6) �5 67. (�2, �4), (1, 3) �73

� 68. (0, 3), (�2, �5) 4

Determine whether each equation is a linear equation. If an equation is linear,rewrite it in the form Ax � By � C. (Lesson 4-5)

69. 4x � 7 � 2y 70. 2x2 � y � 7 no 71. x � 12 yes; x � 0y � 12yes; 4x � 2y � 7

Solve each equation. Then check your solution. (Lesson 3-5)

72. 2(x � 2) � 3x � (4x � 5) 3 73. 5t � 7 � t � 3 2.5

PREREQUISITE SKILL Graph each set of numbers on a number line.(To review graphing integers on a number line, see Lesson 2-1.) 74–82. See pp. 365A–365D.74. {�2, 3, 5} 75. {�1, 0, 3, 4} 76. {�5, �4, �1, 1}

77. {integers less than 5} 78. {integers greater than �2}

79. {integers between 1 and 6} 80. {integers between �4 and 2}

81. {integers greater than or equal to �4}

82. {integers less than 6 but greater than �1}

Mixed Review

Getting Ready forthe Next Lesson

GraphingCalculator

Lesson 6-3 Solving Multi-Step Inequalities 337

4 Assess4 Assess

Answers

53. Inequalities can be used to describe thetemperatures for which an element is agas or a solid. Answers should includethe following.

• The inequality for temperatures indegrees Celsius for which Bromine is

a gas is C � 32 � 138.

• Sample answer: Scientists may useinequalities to describe the temperaturesfor which an element is a solid.

95

60.

61.

62.�7�8 �6 �5 �4 �3 �2 �1 0

5 6 7 8 9 10 11 12 13

5 6 7 8 9 10 11 12 13

Page 29: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

Study NotebookStudy Notebook

ReadingMathematics

Getting StartedGetting Started

TeachTeach

AssessAssess

Discuss the meaning of theadjective compound. Ask studentsthe meaning of the word and togive an example of somethingthat is compound.

Review the polygons listed onthis page. In order to determinewhether compound statementsare true, students must befamiliar with the number ofsides each polygon has.

Sentence Structure Askstudents to recall the definition ofa compound sentence from theirlanguage arts studies. Studentsshould recall that a compoundsentence has two independentclauses that are joined by acoordinating conjunction,punctuation, or both.

Explain that the compoundstatements in this activity arecompound sentences in whichthe two independent clauses arejoined by the coordinatingconjunctions and or or.

Ask students to summarize whatthey have learned about compoundstatements.

English LanguageLearners may benefit fromwriting key concepts from thisactivity in their Study Notebooksin their native language and thenin English.

338 Investigating Slope-Intercept Form

338 Chapter 6 Solving Linear Inequalities

Two simple statements connected by the words and or or form a compound statement.Before you can determine whether a compound statement is true or false, you mustunderstand what the words and and or mean. Consider the statement below.

A triangle has three sides, and a hexagon has five sides.For a compound statement connected by the word and to be true,both simple statements must be true. In this case, it is true that atriangle has three sides. However, it is false that a hexagon has fivesides; it has six. Thus, the compound statement is false.

A compound statement connected by the word or may be exclusiveor inclusive. For example, the statement “With your dinner, you mayhave soup or salad,” is exclusive. In everyday language, or meansone or the other, but not both. However, in mathematics, or isinclusive. It means one or the other or both. Consider the statementbelow.

A triangle has three sides, or a hexagon has five sides.For a compound statement connected by the word or to be true, atleast one of the simple statements must be true. Since it is true thata triangle has three sides, the compound statement is true.

Reading to LearnDetermine whether each compound statement is true or false. Explain youranswer. 1–12. See margin for explanations.

1. A hexagon has six sides, or an octagon has seven sides. true

2. An octagon has eight sides, and a pentagon has six sides. false

3. A pentagon has five sides, and a hexagon has six sides. true

4. A triangle has four sides, or an octagon does not have seven sides. true

5. A pentagon has three sides, or an octagon has ten sides. false

6. A square has four sides, or a hexagon has six sides. true

7. 5 � 4 or 8 � 6 false

8. �1 � 0 and 1 � 5 false

9. 4 � 0 and �4 � 0 true

10. 0 � 0 or �2 � �3 true

11. 5 � 5 or �1 � �4 true

12. 0 � 3 and 2 � �2 false

Compound Statements

Triangle

Square

Pentagon

Hexagon

Octagon

338 Chapter 6 Solving Linear Inequalities

Answers

ELL 1. true or false

2. true and false

3. true and true

4. false or true

5. false or false

6. true or true

7. false or false

8. false and true

9. true and true

10. true or true

11. false or true

12. false and true

Page 30: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

5-Minute CheckTransparency 6-4 Use as a

quiz or a review of Lesson 6-3.

Mathematical Background notesare available for this lesson on p. 316D.

Building on PriorKnowledge

In Lesson 6-1, students learnedto graph inequalities on anumber line. Those same skillswill be used in this lesson tograph two inequalities anddetermine which part(s) of theirgraphs satisfy the givencompound inequality.

are compound inequal-ities used in tax tables?

Ask students:

• What inequality symbolrepresents the term at least,when we say that Mr. Kelley’sincome is at least $41,350?greater than or equal to (�)

• What is the least amount hisincome could be? $41,350

• What is the greatest amounthis income could be? $41,399.99

Solving CompoundInequalities

Vocabulary• compound inequality• intersection• union

Reading MathThe statement 41,350 � c � 41,400 canbe read 41,350 is lessthan or equal to c, whichis less than 41,400.

Study Tip

• Solve compound inequalities containing the word and and graph their solution sets.

• Solve compound inequalities containing the word or and graph their solution sets.

Richard Kelley is completing his income tax return. He uses the table todetermine the amount he owes in federal income tax.

Let c represent the amount of Mr. Kelley’s income. His income is at least $41,350and it is less than $41,400. This can be written as c 41,350 and c � 41,400.When considered together, these two inequalities form a .This compound inequality can be written without using and in two ways.

41,350 � c � 41,400 or 41,400 � c 41,350

compound inequality

Lesson 6-4 Solving Compound Inequalities 339

are compound inequalities used in tax tables?are compound inequalities used in tax tables?

INEQUALITIES CONTAINING AND A compound inequality containing andis true only if both inequalities are true. Thus, the graph of a compound inequalitycontaining and is the of the graphs of the two inequalities. In otherwords, the solution must be a solution of both inequalities.

The intersection can be found by graphing each inequality and then determiningwhere the graphs overlap.

intersection

Graph an IntersectionGraph the solution set of x � 3 and x � �2.

Graph x � 3.

Graph x �2.

Find the intersection.

�4�5 54321�3�2�1 0

�4�5 54321�3�2�1 0

�4�5 54321�3�2�1 0

Example 1Example 1

The solution set is {x�2 � x � 3}. Note that the graph of x �2includes the point �2. The graph of x � 3 does not include 3.

Source: IRS

41,00041,05041,10041,15041,20041,25041,30041,35041,40041,45041,50041,550

41,05041,10041,15041,20041,25041,30041,35041,40041,45041,50041,55041,600

814081548168818281968210822482388252826682808294

615461616169617661846191619962066214622162296236

868987038717873187548759877387878801881588298843

699670107024703870527066708070947108712271367150

2000 Tax TablesIf taxable income is—

Single Marriedfiling jointly

Marriedfiling separately

Head ofa householdAt least Less than

Lesson x-x Lesson Title 339

Chapter 6 Resource Masters• Study Guide and Intervention, pp. 361–362• Skills Practice, p. 363• Practice, p. 364• Reading to Learn Mathematics, p. 365• Enrichment, p. 366

Parent and Student Study GuideWorkbook, p. 49

5-Minute Check Transparency 6-4Real-World Transparency 6Answer Key Transparencies

TechnologyAlgePASS: Tutorial Plus, Lesson 15Interactive Chalkboard

Workbook and Reproducible Masters

Resource ManagerResource Manager

Transparencies

LessonNotes

1 Focus1 Focus

Page 31: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

33

In-Class ExampleIn-Class Example

11

22

In-Class ExamplesIn-Class Examples

INEQUALITIESCONTAINING AND

Teaching Tip The symbol forintersection is �. The inequalityin Example 1 could be writtenas (x � 3) � (x �2).

Graph the solution set of y 5 and y � 12. The solutionset is {y |5 � y � 12}

Teaching Tip Students maybenefit from rewriting thecompound inequality as twoseparate inequalities before theyattempt to solve it.

Solve 7 � z � 2 � 11. Thengraph the solution set. {z |5 � z � 9}

INEQUALITIESCONTAINING OR

TRAVEL A ski resort hasseveral types of hotel roomsand several types of cabins.The hotel rooms cost at most$89 per night, and the cabinscost at least $109 per night.Write and graph a compoundinequality that describes theamount a guest would payper night at the resort. {n |n � 89 or n � 109}, where n isthe amount a guest pays per night

84 90 96 102 108 114

4 5 6 7 8 9 10 11 12 13 14

4 5 6 7 8 9 10 11 12 13 14

PilotPilots check aviationweather forecasts tochoose a route and altitudethat will provide thesmoothest flight.

Online ResearchFor information about a career as a pilot, visit:www.algebra1.com/careers

INEQUALITIES CONTAINING OR Another type of compound inequalitycontains the word or. A compound inequality containing or is true if one or more of the inequalities is true. The graph of a compound inequality containing or is the

of the graphs of the two inequalities. In other words, the solution of thecompound inequality is a solution of either inequality, not necessarily both.

The union can be found by graphing each inequality.

union

340 Chapter 6 Solving Linear Inequalities

Solve and Graph an IntersectionSolve �5 � x � 4 � 2. Then graph the solution set.

First express �5 � x � 4 � 2 using and. Then solve each inequality.

�5 � x � 4 and x � 4 � 2

�5 � 4 � x � 4 � 4 x � 4 � 4 � 2 � 4

�1 � x x � 6

The solution set is the intersection of the two graphs.

Graph �1 � x or x � �1.

Graph x � 6.

Find the intersection.

The solution set is {x�1 � x � 6}.

54 76321�3�2�1 0

54 76321�3�2�1 0

54 76321�3�2�1 0

Example 2Example 2

Write and Graph a Compound InequalityAVIATION An airplane is experiencing heavy turbulence while flying at 30,000 feet. The control tower tells the pilot that he should increase his altitudeto at least 33,000 feet or decrease his altitude to no more than 26,000 feet toavoid the turbulence. Write and graph a compound inequality that describes the altitude at which the airplane should fly.

Words The pilot has been told to fly at an altitude of at least 33,000 feetor no more than 26,000 feet.

Variables Let a be the plane’s altitude.

The plane’s is at 33,000 the is no 26,000 altitude least feet or altitude more than feet.

Inequality a 33,000 or a � 26,000

Now, graph the solution set.

Graph a 33,000.

Graph a � 26,000.

Find the union.

a 33,000 or a � 26,000

25,000 30,000 35,000

25,000 30,000 35,000

25,000 30,000 35,000

� �� � � � �

Example 3Example 3

Reading MathWhen solving problemsinvolving inequalities, • within is meant to be

inclusive. Use � or .• between is meant to be

exclusive. Use � or �.

Study Tip

340 Chapter 6 Solving Linear Inequalities

2 Teach2 Teach

Visual/Spatial Prepare a large number line with two dashed horizontallines above it as a transparency or laminated sheet of paper. Give thestudents a compound inequality written as two statements. Havestudents use a dry-erase marker to plot the solution for each inequalityon one of the dashed lines. If the inequality involves “and,” have themwipe away any parts that are not on both dashed lines. This leaves a clearpicture of what part of the number line should be used for the solution.

Differentiated Instruction

PowerPoint®

PowerPoint®

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44

Study NotebookStudy Notebook

In-Class ExampleIn-Class Example

Teaching Tip The symbol forunion is �. The inequality inExample 4 could be written as( h � �5) � ( h � 3).

Solve 4k � 7 � 25 or 12 � 9k 30. Then graph thesolution set. {k |k � 8 or k � �2}

Have students—• add the definitions/examples of

the vocabulary terms to theirVocabulary Builder worksheets forChapter 6.

• include an example of an inequalitycontaining “and,” and the graph ofthe inequality.

• include an example of an inequalitycontaining “or,” and the graph ofthe inequality.

• include any other item(s) that theyfind helpful in mastering the skillsin this lesson.

Answers

1. A compound inequality containingand is true only if both inequalitiesare true. A compound inequalitycontaining or is true if one of theinequalities is true.

4.

5.

8.

9.

10.

11.3210�7�6�5�4�3�2�1

8765432�2�1 0 1

109876540 1 2 3

109876540 1 2 3

15141312111095 6 7 8

7654321�3�2�1 0

2 3 4 5 6 7 8 9 10

Lesson 6-4 Solving Compound Inequalities 341

Concept Check

Guided Practice

8–11. See margin forgraphs.8. {w3 � w � 8}9. {nn � 2 or n � 8}

Application

Example 4Example 4

1. Describe the difference between a compound inequality containing and and acompound inequality containing or. See margin.

2. Write 7 is less than t, which is less than 12 as a compound inequality. 7 � t � 123. OPEN ENDED Give an example of a compound inequality containing and that

has no solution. Sample answer: x � �2 and x � 3

Graph the solution set of each compound inequality. 4–5. See margin.4. a � 6 and a �2 5. y � 12 or y � 9

Write a compound inequality for each graph.

6. 7.

�3 � x � 1 x � �1 or x � 5Solve each compound inequality. Then graph the solution set.

8. 6 � w � 3 and w � 3 � 11 9. n � 7 � �5 or n � 7 1

10. 3z � 1 � 13 or z � 1 {zz � 4} 11. �8 � x � 4 � �3 {x�4 � x � 1}

12. Define a variable, write a compound inequality, and solve the followingproblem. Then check your solution.Three times a number minus 7 is less than 17 and greater than 5.

13. PHYSICAL SCIENCE According to Hooke’s Law, the force F in pounds required to stretch a certain spring x inches beyond itsnatural length is given by F � 4.5x. If forcesbetween 20 and 30 pounds, inclusive, are applied to the spring, what will be the range of the increased lengths of the stretched spring? 4.44 � x � 6.67

Natural length

Stretchedx inches

x

54 76321�3�2�1 0�4�5 54321�3�2�1 0

GUIDED PRACTICE KEYExercises Examples

4–7 18–12 2, 4

13 3

Solve and Graph a UnionSolve �3h � 4 � 19 or 7h � 3 � 18. Then graph the solution set.

�3h � 4 � 19 or 7h � 3 � 18

�3h � 4 � 4 � 19 � 4 7h � 3 � 3 � 18 � 3

�3h � 15 7h � 21

���

33h

� � ��15

3� �

77h� � �

271�

h � �5 h � 3

The solution set is the union of the two graphs.

Graph h � �5.

Graph h � 3.

Find the union.

Notice that the graph of h � �5 contains every point in the graph of h � 3. So, the union is the graph of h � �5. The solution set is {hh � �5}.

4321�3�4�5�6 �2�1 0

4321�3�4�5�6 �2�1 0

4321�3�4�5�6 �2�1 0

www.algebra1.com/extra_examples

Sample answer: Let n � the number; 5 � 3n � 7 � 17; {n4 � n � 8}.

Lesson 6-4 Solving Compound Inequalities 341

3 Practice/Apply3 Practice/Apply

PowerPoint®

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Answers

14.

15.

16.

17.

18.

19.32 5410�5�4�3�2�1

12111098762 3 4 5

3210�7�6�5�4�3�2�1

109876540 1 2 3

0�10�9�8�7�6�5�4�3�2�1

109876540 1 2 3

342 Chapter 6 Solving Linear Inequalities

28–41. See pp.365A–365D for graphs.28. {k10 � k � 16}29. {f�13 � f � �5}30. {dd � 5 or d � 7}31. {hh � �1}35. {q�1 � q � 6}36. {xx is a realnumber}38. {p 3 � p � 5}42. 5 � n � 8 � 14;{n13 � n � 22}43. �8 � 3n � 4 � 10;{n�4 � n � 2}44. �5n � 35 or �5n � 10;{nn � �7 or n � �2}

45. 0 � �12

�n � 1; {n0 � n � 2}

Practice and ApplyPractice and Apply

indicates increased difficulty�

Homework HelpFor See

Exercises Examples14–27 128–45 2, 446–48 3

Extra PracticeSee page 834.

Graph the solution set of each compound inequality. 14–19. See margin.14. x � 5 and x � 9 15. s � �7 and s � 0 16. r � 6 or r � 6

17. m � 4 or m � 6 18. 7 � d � 11 19. �1 � g � 3

Write a compound inequality for each graph.

20. 21.

22. 23.

24. 25.

26. WEATHER The Fujita Scale (F-scale) is the official classification system for tornado damage. One factor used to classify a tornado is wind speed. Use the information inthe table to write an inequality for the range of wind speeds of an F3 tornado. 158 � w � 206

27. BIOLOGY Each type of fish thrivesin a specific range of temperatures. The optimum temperatures for sharks range from 18°C to 22°C, inclusive. Write an inequality to represent temperatures where sharks will not thrive. t � 18 or t � 22

Solve each compound inequality. Then graph the solution set.

28. k � 2 � 12 and k � 2 � 18 29. f � 8 � 3 and f � 9 �4

30. d � 4 � 3 or d � 4 � 1 31. h � 10 � �21 or h � 3 � 2

32. 3 � 2x � 3 � 15 {x3 � x � 9} 33. 4 � 2y � 2 � 10 {y3 � y � 6}34. 3t � 7 5 and 2t � 6 � 12 � 35. 8 � 5 � 3q and 5 � 3q � �13

36. �1 � x � 3 or �x � �4 37. 3n � 11 � 13 or �3n �12 {nn � 4}38. 2p � 2 � 4p � 8 � 3p � 3 39. 3g � 12 � 6 � g � 3g � 18 �

40. 4c � 2c � 10 or �3c � �12 41. 0.5b � �6 or 3b � 16 � �8 � b

Define a variable, write an inequality, and solve each problem. Then check your solution. 42–45. Sample answer: Let n � the number.42. Eight less than a number is no more than 14 and no less than 5.

43. The sum of 3 times a number and 4 is between �8 and 10.

44. The product of �5 and a number is greater than 35 or less than 10.

45. One half a number is greater than 0 and less than or equal to 1.

46. HEALTH About 20% of the time you sleep is spent in rapid eye movement(REM) sleep, which is associated with dreaming. If an adult sleeps 7 to 8 hours,how much time is spent in REM sleep? between 1.4 and 1.6 hours inclusive

47. SHOPPING A store is offering a $30 mail-in rebate on all color printers. Luisanais looking at different color printers that range in price from $175 to $260. Howmuch can she expect to spend after the mail-in rebate?between $145 and $230 inclusive

76 98543�1 0 1 2�

�9 �8 �7�6 �5�4 �3 �2�1 0 1

�9�10 �8 �7�6 �5�4 �3 �2�1 01716 19181514139 10 11 12

�9�10 �8 �7�6 �5�4 �3 �2�1 0�4�5 54321�3�2�1 0

20. �2 � x � 221. �7 � x � �322. x � 12 or x � 1523. x � �7 or x � �6 24. x � 0 or x � �425. x � 2 or x � 5

F0F1F2F3F4F5

40–72 mph 73–112 mph113–157 mph158–206 mph207–260 mph261–318 mph

F-ScaleNumber Rating

{cc � �5 or c � 4} {bb � �12 or b � �12}

342 Chapter 6 Solving Linear Inequalities

About the Exercises…Organization by Objective• Inequalities Containing

and: 14, 15, 18–21, 26, 28, 29,32–35, 38, 39, 42, 43, 46–48

• Inequalities Containing or:16, 17, 22–25, 27, 30, 31, 36,37, 40, 41, 44, 45

Odd/Even AssignmentsExercises 14–47 are structuredso that students practice thesame concepts whether theyare assigned odd or evenproblems.

Alert! Exercise 53 involvesresearch on the Internet orother reference materials.Exercise 57 requires agraphing calculator.

Assignment GuideBasic: 15–23 odd, 27–37 odd,43–49 odd, 53–80

Average: 15–49 odd, 53–80

Advanced: 14–48 even, 49–72(optional: 73–80)

All: Practice Quiz 2 (1–10)

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Study Guide and Intervention

Solving Compound Inequalities

NAME ______________________________________________ DATE ____________ PERIOD _____

6-46-4

Less

on

6-4

Inequalities Containing and A compound inequality containing and is true only ifboth inequalities are true. The graph of a compound inequality containing and is theintersection of the graphs of the two inequalities. Every solution of the compoundinequality must be a solution of both inequalities.

Graph the solutionset of x � 2 and x � �1.

Graph x � 2.

Graph x �1.

Find the intersection.

The solution set is {x�1 � x � 2}.

�2 �1�3 0 1 2 3

�3 �2 �1 0 1 2 3

�3 �2 �1 0 1 2 3

Solve �1 � x � 2 � 3 usingand. Then graph the solution set.

�1 � x � 2 and x � 2 � 3�1 � 2 � x � 2 � 2 x � 2 � 2 � 3 � 2

�3 � x x � 1

Graph x � �3.

Graph x � 1.

Find the intersection.

The solution set is {x�3 � x � 1}.

�2 �1�4 �3 0 1 2

�3�4 �2 �1 0 1 2

�3�4 �2 �1 0 1 2

Example 1Example 1 Example 2Example 2

ExercisesExercises

Graph the solution set of each compound inequality.

1. b � �1 and b � 3 2. 2 q �5 3. x � �3 and x � 4

4. �2 � p � 4 5. �3 � d and d� 2 6. �1 � p � 3

Solve each compound inequality. Then graph the solution set.

7. 4 � w � 3 � 5 8. �3 � p � 5 � 2{w1 � w � 2} {p2 � p � 7}

9. �4 � x � 2 � �2 10. y � 1� 2 and y � 2 1{x�6 � x � �4} {y�1 � y � 3}

11. n � 2 � �3 and n � 4 � 6 12. d � 3 � 6d � 12 � 2d � 32{n�1 � n � 2} {d�3 � d � 5}

�3 �2 �1 0 1 2 3 4 5�3�4 �2 �1 0 1 2 3 4

�3�4 �2 �1 0 1 2 3 4�7 �6 �5 �4 �3 �2 �1 0 1

0 1 2 3 4 5 6 7 8�3�4 �2 �1 0 1 2 3 4

�3�4 �2 �1 0 1 2 3 4�3�4 �2 �1 0 1 2 3 4�3 �2 �1 0 1 2 3 4 5

�4 �3 �2 �1 0 1 2 3 4�4 �3�6 �5 �2 �1 0 1 2�4 �3 �2 �1 0 1 2 3 4

Study Guide and Intervention, p. 361 (shown) and p. 362

Graph the solution set of each compound inequality.

1. �4 � e � 1 2. x � 0 or x � 3

3. g � �3 or g 4 4. �4 � p � 4

Write a compound inequality for each graph.

5. 6.

x � �3 or x � 3 x � 2 or x � 37. 8.

0 � x � 5 �5 � x � 0

Solve each compound inequality. Then graph the solution set.

9. k � 3 � �7 or k � 5 8 10. �n � 2 or 2n � 3 � 5{kk � �4 or k � 3} {nn � �2}

11. 5 � 3h � 2 � 11 12. 2c � 4 � �6 and 3c � 1 � 13{h1 � h � 3} {c�1 � c � 4}

Define a variable, write an inequality, and solve each problem. Then check yoursolution. 13–14. Sample answer: Let n � the number.

13. Two times a number plus one is greater than five and less than seven.5 � 2n � 1 � 7; {n2 � n � 3}

14. A number minus one is at most nine, or two times the number is at least twenty-four.n � 1 � 9 or 2n � 24; {nn � 10 or n � 12}

METEOROLOGY For Exercises 15 and 16, use the following information.Strong winds called the prevailing westerlies blow from west to east in a belt from 40° to60° latitude in both the Northern and Southern Hemispheres.

15. Write an inequality to represent the latitude of the prevailing westerlies.{w40 � w � 60}

16. Write an inequality to represent the latitudes where the prevailing westerlies are not located. {ww � 40 or w � 60}

17. NUTRITION A cookie contains 9 grams of fat. If you eat no fewer than 4 and no more than7 cookies, how many grams of fat will you consume? between 36 g and 63 g inclusive

�2 �1 0 1 2 3 4 5 6�2 �1�4 �3 0 1 2 3 4

�4 �3 �2 �1 0 1 2 3 4�3�4 �2 �1 0 1 2 3 4

�2�3�4�5�6 �1 0 1 2�2 �1 0 1 2 3 4 5 6

�2 �1 0 1 2 3 4 5 6�4 �3 �2 �1 0 1 2 3 4

�2 �1�4 �3 0 1 2 3 4�3�4 �2 �1 0 1 2 3 4

0�1�2�3�4 1 2 3 4�2 �1�4 �3�6 �5 0 1 2

Practice (Average)

Solving Compound Inequalities

NAME ______________________________________________ DATE ____________ PERIOD _____

6-46-4Skills Practice, p. 363 and Practice, p. 364 (shown)

Reading to Learn Mathematics

Solving Compound Inequalities

NAME ______________________________________________ DATE ____________ PERIOD _____

6-46-4

Less

on

6-4

Pre-Activity How are compound inequalities used in tax tables?

Read the introduction to Lesson 6-4 at the top of page 339 in your textbook.

• Explain why it is possible that Mr. Kelly’s income is $41,370.

$41,370 is greater than or equal to $41,350 and less than $41,400.

• Explain why it is not possible that Mr. Kelly’s income is $41,400.

$41,400 is not less than $41,400.

Reading the Lesson

1. When is a compound inequality containing and true?

It is true when both inequalities are true.

2. The graph of a compound inequality containing and is the of thegraphs of the two inequalities.

3. When is a compound inequality containing or true?

It is true when one or both of the inequalities is true.

4. The graph of a compound inequality containing or is the of thegraphs of the two inequalities.

5. Suppose you use yellow to show the graph of Inequality #1 on the number line. You useblue to show the graph of Inequality #2. Write and or or in each blank to complete thesentence.

a. The part that is green is the graph of Inequality #1 Inequality #2.

b. All colored parts form the graph of Inequality #1 Inequality #2.

Helping You Remember

6. One way to remember something is to connect it to something that is familiar to you.Write two true compound statements about yourself, one using the word and and theother using the word or.

Sample answer: I am 14 and I am a freshman in high school. Afterschool, I will go to football practice or I will go home.

orand

union

intersection

Reading to Learn Mathematics, p. 365

Some Properties of InequalitiesThe two expressions on either side of an inequality symbol aresometimes called the first and second members of the inequality.

If the inequality symbols of two inequalities point in the samedirection, the inequalities have the same sense. For example, a � band c � d have the same sense; a � b and c � d have opposite senses.

In the problems on this page, you will explore some properties of inequalities.

Three of the four statements below are true for all numbers aand b (or a, b, c, and d). Write each statement in algebraicform. If the statement is true for all numbers, prove it. If it isnot true, give an example to show that it is false.

1. Given an inequality, a new and equivalent inequality can becreated by interchanging the members and reversing the sense.If a � b, then b � a.a � b, a � b � 0, �b � �a, (�1)(�b) � (�1)(�a), b � a

Enrichment

NAME ______________________________________________ DATE ____________ PERIOD _____

6-46-4Enrichment, p. 366

Lesson 6-4 Solving Compound Inequalities 343

48. FUND-RAISING Rashid is selling chocolates for his school’s fund-raiser. He can earn prizes depending on how much he sells. So far, he has sold $70 worth of chocolates. How much more does he need to sell to earn a prize in category D?between $51 and $110 inclusive

49. CRITICAL THINKING Write a compound inequality that represents the valuesof x which make the following expressions false.

a. x � 5 or x � 8 x � 5 and x � 8 b. x � 6 and x 1 x � 6 or x � 1

HEARING For Exercises 50–52, use the following information.Humans hear sounds with sound waves within the 20 to 20,000 hertz range. Dogs hear sounds in the 15 to 50,000 hertz range.

50. Write a compound inequality for the hearing range of humans and one for thehearing range of dogs. 20 � h � 20,000; 15 � d � 50,000

51. What is the union of the two graphs? the intersection?

52. Write an inequality or inequalities for the range of sounds that dogs can hear,but humans cannot. 15 � x � 20 or 20,000 � x � 50,000

53. RESEARCH Use the Internet or other resource to find the altitudes in miles of the layers of Earth’s atmosphere, troposphere, stratosphere, mesosphere,thermosphere, and exosphere. Write inequalities for the range of altitudes foreach layer. troposphere: a � 10, stratosphere: 10 � a � 30, mesosphere:30 � a � 50, thermosphere: 50 � a � 400, exosphere: a � 400

54. Answer the question that was posed at the beginning of the lesson. See pp. 365A–365D.

How are compound inequalities used in tax tables?

Include the following in your answer:

• a description of the intervals used in the tax table shown at the beginning of the lesson, and

• a compound inequality describing the income of a head of a householdpaying $7024 in taxes.

55. Ten pounds of fresh tomatoes make between 10 and 15 cups of cooked tomatoes.How many cups does one pound of tomatoes make? A

between 1 and 1�12

� cups between 1 and 5 cups

between 2 and 3 cups between 2 and 4 cups

56. Solve �7 � x � 2 � 4. B�5 � x � 6 �9 � x � 2

�5 � x � 2 �9 � x � 6

57. SOLVE COMPOUND INEQUALITIES In Lesson 6-3, you learned how to use agraphing calculator to find the values of x that make a given inequality true.You can also use this method to test compound inequalities. The words andand or can be found in the LOGIC submenu of the TEST menu of a TI-83 Plus. Usethis method to solve each of the following compound inequalities using yourgraphing calculator. a. {xx � �6 or x � �1} b. {x�2 � x � 8}a. x � 4 � �2 or x � 4 � 3 b. x � 3 � 5 and x � 6 4

DC

BA

DC

BA

WRITING IN MATH

51. 15 � x � 50,000; 20 � x � 20,000

0–2526–60

61–120121–180

180+

ABCDE

Sales ($) Prize

StandardizedTest Practice

GraphingCalculator

www.algebra1.com/self_check_quiz

Lesson 6-4 Solving Compound Inequalities 343

ELL

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Open-Ended Assessment

Writing Have students write aparagraph comparing andcontrasting compoundinequalities containing and withinequalities containing or. Theparagraph should containexamples of the different typesof inequalities and their graphs.

Getting Ready for Lesson 6-5PREREQUISITE SKILL Students willlearn how to solve open sentencesinvolving absolute value inLesson 6-5. A good grasp of whatabsolute value means will helpthem understand how this con-cept applies to expressions inopen sentences. Use Exercises73–80 to determine your students’familiarity with finding absolutevalues.

Assessment Options

Practice Quiz 2 The quizprovides students with a briefreview of the concepts and skillsin Lessons 6-3 and 6-4. Lessonnumbers are given to the right ofthe exercises or instruction linesso students can review conceptsnot yet mastered.

Answers

7.

8.

9.

10.7654321�3�2�1 0

32 5410�5�4�3�2�1

3210�7�6�5�4�3�2�1

109876540 1 2 3

344 Chapter 6 Solving Linear Inequalities

Maintain Your SkillsMaintain Your Skills

58. FUND-RAISING A university is running a drive to raise money. A corporationhas promised to match 40% of whatever the university can raise from othersources. How much must the school raise from other sources to have a total of at least $800,000 after the corporation’s donation? (Lesson 6-3)

at least $571,428.57Solve each inequality. Then check your solution. (Lesson 6-2)

59. 18d 90 60. �7v � 91 61. �1t3� � 13 62. ��

38

�b � 9

{dd � 5} {vv � �13} {tt � 169} {bb � �24}Solve. Assume that y varies directly as x. (Lesson 5-2)

63. If y � �8 when x � �3, find x when y � 6. 2.25

64. If y � 2.5 when x � 0.5, find y when x � 20. 100

Express the relation shown in each mapping as a set of ordered pairs. Then statethe domain, range, and inverse. (Lesson 4-3)

65. 66. 67.

Find the odds of each outcome if a die is rolled. (Lesson 2-6)

68. a number greater than 2 2:1 69. not a 3 5:1

Find each product. (Lesson 2-3)

70. ��56

����25

�� �13

� 71. �100(4.7) �470 72. ��172���

67

�����34

�� �38

PREREQUISITE SKILL Find each value. (To review absolute value, see Lesson 2-1.)

73. �7 7 74. 10 10 75. �1 1 76. �3.5 3.5

77. 12 � 6 6 78. 5 � 9 4 79. 20 � 21 1 80. 3 � 18 15

X Y

325

�7

4298

X Y

5�3

21

712

X Y

6�3

2�3

0�2

53

Mixed Review

65. {(6, 0), (�3, 5), (2, �2), (�3, 3)}; {�3, 2, 6}; {�2, 0, 3, 5};{(0, 6), (5, �3), (�2, 2), (3, �3)}

66. {(5, 2), (�3, 1), (2, 2), (1, 7)}; {�3, 1, 2, 5}; {1, 2, 7};{(2, 5), (1, �3), (2, 2), (7, 1)}

67. {(3, 4), (3, 2), (2, 9), (5, 4) (5, 8), (�7, 2)}; {�7, 2, 3, 5};{2, 4, 8, 9}; {(4, 3), (2, 3), (9, 2), (4, 5), (8, 5), (2, �7)}

Getting Ready forthe Next Lesson

Practice Quiz 2Practice Quiz 2

Solve each inequality. Then check your solution. (Lesson 6-3)

1. 5 � 4b � �23 {bb � 7} 2. �12

�n � 3 �5 {nn � �16}

3. 3(t � 6) � 9 {tt � �3} 4. 9x � 2 � 20 {xx � 2}5. 2m � 5 � 4m � 1 {mm � 3} 6. a � �

2a �3

15� {aa � �15}

Solve each compound inequality. Then graph the solution set. (Lesson 6-4) 7–10. See margin for graphs.7. x � 2 � 7 and x � 2 � 5 {x3 � x � 9} 8. 2b � 5 � �1 or b � 4 �4 {bb � �3 or b � 0}9. 4m � 5 � 7 or 4m � 5 � �9 10. a � 4 � 1 and a � 2 � 1 {a�1 � a � 5}

{mm � 3 or m � �1}

Lessons 6-3 and 6-4

344 Chapter 6 Solving Linear Inequalities

4 Assess4 Assess

Page 36: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

5-Minute CheckTransparency 6-5 Use as a

quiz or a review of Lesson 6-4.

Mathematical Background notesare available for this lesson on p. 316D.

is absolute value usedin election polls?

Ask students:

• With a 3-point margin of error,the percent of people who areagainst the tax levy could behow high and how low? 48%and 42%

• How would you represent thepercent of people, x, who areagainst the tax levy, with anabsolute value? |x � 45| � 3

• Why is it necessary to representthe percent of people who maybe for the tax levy with theabsolute value |x � 47|? Thepercent of people who are for thetax levy could be less than 47.Assume that 46% actually vote forthe levy. Substituting 46 for x in theinequality would yield 46 � 47 � 3.While this inequality is true,because �1 � 3, the margin oferror cannot be negative. Soadding the absolute value symbolsmakes the margin of error positive.

ABSOLUTE VALUE EQUATIONS There are three types of open sentencesthat can involve absolute value.

x � n x � n x � n

Consider the case of x � n. x � 5 means the distance between 0 and x is 5 units.

If x � 5, then x � �5 or x � 5. The solution set is {�5, 5}.

When solving equations that involve absolute value, there are two cases toconsider.

Case 1 The value inside the absolute value symbols is positive.

Case 2 The value inside the absolute value symbols is negative.

Equations involving absolute value can be solved by graphing them on a numberline or by writing them as a compound sentence and solving it.

�4�5�6 654321�3�2�1 0

5 units 5 units

Solving Open SentencesInvolving Absolute Value

Lesson 6-5 Solving Open Sentences Involving Absolute Value 345

is absolute value used in election polls?is absolute value used in election polls?

• Solve absolute value equations.

• Solve absolute value inequalities.

Voters in Hamilton will vote on a new tax levy in the next election. A pollconducted before the election found that 47% of the voters surveyed were forthe tax levy, 45% were against the tax levy, and 8% were undecided. The pollhas a 3-point margin of error.

The margin of error means that the result may be 3 percentage points higher orlower. So, the number of people in favor of the tax levy may be as high as 50%or as low as 44%. This can be written as an inequality using absolute value.

x � 47 � 3 The difference between the actual number and 47 is within 3 points.

60

50

40

30

20

10

0

Tax Levy Poll

For

Vote

rs in

Ham

ilton

(%)

Against Undecided

47% 45%

8%

BALLOTS

Look BackTo review absolute value,see Lesson 2-1.

Study Tip

Lesson x-x Lesson Title 345

Chapter 6 Resource Masters• Study Guide and Intervention, pp. 367–368• Skills Practice, p. 369• Practice, p. 370• Reading to Learn Mathematics, p. 371• Enrichment, p. 372• Assessment, p. 394

Graphing Calculator and Spreadsheet Masters, p. 33

Parent and Student Study GuideWorkbook, p. 50

Prerequisite Skills Workbook, pp. 79–80, 83–84

5-Minute Check Transparency 6-5Answer Key Transparencies

TechnologyInteractive Chalkboard

Workbook and Reproducible Masters

Resource ManagerResource Manager

Transparencies

LessonNotes

1 Focus1 Focus

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11

22

In-Class ExamplesIn-Class Examples

ABSOLUTE VALUEEQUATIONS

Solve |b � 6| � 5. {�1, �11}

Write an equation involvingabsolute value for the graph.

|y � 1| � 5�8 �6 �4 �2 0 2 4 6 8

Solve an Absolute Value EquationSolve a � 4 � 3.

Method 1 Graphing

a � 4 � 3 means that the distance between a and 4 is 3 units. To find a on the

number line, start at 4 and move 3 units in either direction.

The distance from 4 to 1 is 3 units.The distance from 4 to 7 is 3 units.

The solution set is {1, 7}.

Method 2 Compound Sentence

Write a � 4 � 3 as a � 4 � 3 or a � 4 � �3.

Case 1 Case 2

a � 4 � 3 a � 4 � �3

a � 4 � 4 � 3 � 4 Add 4 to each side. a � 4 � 4 � �3 � 4 Add 4 to each side.

a � 7 Simplify. a � 1 Simplify.

The solution set is {1, 7}.

7 86543210

3 units3 units

346 Chapter 6 Solving Linear Inequalities

Example 1Example 1

Write an Absolute Value EquationWrite an equation involving absolute value for the graph.

Find the point that is the same distance from 3 as the distance from 9. The midpoint between 3 and 9 is 6.

The distance from 6 to 3 is 3 units.The distance from 6 to 9 is 3 units.

So, an equation is x � 6 � 3.

CHECK Substitute 3 and 9 into x � 6 � 3.

x � 6 � 3 x � 6 � 3

3 � 6 � 3 9 � 6 � 3

�3 � 3 3 � 3

3 � 3 � 3 � 3 �

7 8 9 10 11654321

3 units3 units

7 8 9 10 11654321

Example 2Example 2

ABSOLUTE VALUE INEQUALITIES Consider the inequality x � n. x � 5 means that the distance from 0 to x is less than 5 units.

Therefore, x � �5 and x � 5. The solution set is {x�5 � x � 5}.

�4�5�6 654321�3�2�1 0

5 units 5 units

Absolute ValueRecall that a � 3means a � 3 or �a � 3.The second equation canbe written as a � �3. So, a � 4 � 3 means a � 4 � 3 or�(a � 4) � 3. These canbe written as a � 4 � 3or a � 4 � �3.

Study Tip

346 Chapter 6 Solving Linear Inequalities

2 Teach2 Teach

Logical Some students may respond better to rewriting absolute valueequations by applying the two situations (positive and negative) to theexpression within the absolute value symbols. For example, | x | � 4 canbe written as x � 4 or �x � 4, which yields x � �4. Example 1 can bewritten as a � 4 � 3 or �(a � 4) � 3. Then students can solve eachequation.

Differentiated Instruction

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33

In-Class ExampleIn-Class Example

ABSOLUTE VALUEINEQUALITIES

Building on PriorKnowledge

Before presenting Example 3,remind students that the twocases presented represent acompound inequality involvingand, which they learned to solvein Lesson 6-4.

Teaching Tip Students may beconfused about why | t � 5| � 9 is rewritten as t � 5 � 9 and t � 5 � �9. Analternative method is to rewritethe inequality as t � 5 � 9 and�(t � 5) � 9. Then multiplyeach side of the secondinequality by �1 to yield t � 5 � �9. This method makesthe switch of the direction ofthe inequality more obvious, asstudents must make the switchwhen they divide each side by �1.

Solve |s � 3 | � 12. Thengraph the solution set. {s |�9 � s � 15}

�15 �10 �5 0 5 10 15

Lesson 6-5 Solving Open Sentences Involving Absolute Value 347

Absolute Value

Collect the Data

• Work in pairs. One person is the timekeeper.• Start timing. The other person tells the timekeeper to stop timing after

he or she thinks that one minute has elapsed. • Write down the time in seconds.• Switch places. Make a table that includes the results of the entire class.

Analyze the Data 1. See students’ work.1. Determine the error by subtracting 60 seconds from each student’s time. 2. What does a negative error represent? a positive error?3. The absolute error is the absolute value of the error. Since absolute value

cannot be negative, the absolute error is positive. If the absolute error is6 seconds, write two possibilities for a student’s estimated time of oneminute. 54 s or 66 s

4. What estimates would have an absolute error less than 6 seconds?5. Graph the responses and highlight all values such that 60 � x � 6.

How many guesses were within 6 seconds? See students’ work.

The Algebra Activity explores an inequality of the form x � n.

2. A negative errorindicates that the timeguessed was less than1 min. A positive errorindicates that the timeguessed was morethan 1 min.4. estimate greaterthan 54 s and lessthan 66 s

www.algebra1.com/extra_examples

Less ThanWhen an absolute value is on the left and theinequality symbol is �

or � , the compoundsentence uses and.

Study Tip

When solving inequalities of the form x � n, find the intersection of these two cases.

Case 1 The value inside the absolute value symbols is less than the positive valueof n.

Case 2 The value inside the absolute value symbols is greater than the negativevalue of n.

Solve an Absolute Value Inequality (�)Solve t � 5 � 9. Then graph the solution set.

Write t � 5 � 9 as t � 5 � 9 and t � 5 � �9.

Case 1t � 5 � 9

t � 5 � 5 � 9 � 5 Subtract 5 from each side.

t � 4 Simplify.

Case 2t � 5 � �9

t � 5 � 5 � �9 � 5 Subtract 5 from each side.

t � �14 Simplify.

The solution set is {t�14 � t � 4}. �12�14�16 6420�2�10�8 �6 �4

Example 3Example 3

Consider the inequality x � n. x � 5 means that the distance from 0 to x isgreater than 5 units.

Therefore, x � �5 or x � 5. The solution set is {xx � �5 or x � 5}.

�4�5�6 654321�3�2�1 0

5 units 5 units

Algebra Activity

Lesson 6-5 Solving Open Sentences Involving Absolute Value 347

Materials: clock or watch that displays seconds• Explain to students that the purpose of this activity is not to see which student

can guess closest to the length of a minute, but to collect data for the rest ofthe activity.

• If students do not understand why the error cannot be negative, refer themto the example involving election poll results at the beginning of the lesson.

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Study NotebookStudy Notebook

3 Practice/Apply3 Practice/Apply

44

In-Class ExampleIn-Class ExampleTeaching Tip Point out tostudents that when they graphabsolute value inequalities, thecircles that indicate the pointson the graph will either be bothopen or both closed.

Solve |3y � 3| � 9. Thengraph the solution set. {y |y � �2 or y � 4}

Concept CheckAbsolute Value Ask studentswhat the values inside the abso-lute value symbols are comparedto in absolute value inequalities.The values inside the inequalities arecompared to n and �n.

Have students—• record the three rules to

remember when solving equationsand inequalities involving absolutevalues.

• include any other item(s) that theyfind helpful in mastering the skillsin this lesson.

FIND THE ERRORSuggest that

students determine whether Leslie and

Holly are considering the correcttwo cases for each absolutevalue. Students should noticethat Holly’s second case, x � 3 �2 is incorrect. It should also benoted that if Holly’s second caseequation was �x � 3 � 2, shewould come up with the correctsolution.

�3 �2 �1 0 1 2 3 4 5

Absolute Value Equations and InequalitiesIf x � n, then x � �n or x � n.

If x � n, then x � n and x � �n.

If x � n, then x � n or x � �n.

When solving inequalities of the form x � n, find the union of these two cases.

Case 1 The value inside the absolute value symbols is greater than the positivevalue of n.

Case 2 The value inside the absolute value symbols is less than the negative value of n.

348 Chapter 6 Solving Linear Inequalities

Concept Check

Greater ThanWhen the absolute valueis on the left and theinequality symbol is �

or , the compoundsentence uses or.

Study Tip Solve an Absolute Value Inequality (�)Solve 2x � 8 � 6. Then graph the solution set.

Write 2x � 8 6 as 2x � 8 6 or 2x � 8 � �6.

Case 12x � 8 6

2x � 8 � 8 6 � 8 Subtract 8 from each side.

2x �2 Simplify.

�22x� �

�22� Divide each side by 2.

x �1 Simplify.

Case 22x � 8 � �6

2x � 8 � 8 � �6 � 8 Subtract 8 from each side.

2x � �14 Simplify.

�22x� � �

�214� Divide each side by 2.

x � �7 Simplify.

The solution set is {xx � �7 or x �1}. �8�9 10�3�7 �6 �5 �4 �1�2

Example 4Example 4

In general, there are three rules to remember when solving equations andinequalities involving absolute value.

These properties are also true when � or � is replaced with or �.

1. Compare and contrast the solution of x � 2 � 6 and the solution of

x � 2 � 6. 1–2. See margin.

2. OPEN ENDED Write an absolute value inequality and graph its solution set.

3. FIND THE ERROR Leslie and Holly are solving x � 3 � 2.

Who is correct? Explain your reasoning. Leslie; see margin for explanation.

Holly

x + 3 = 2 or x + 3 = 2

x + 3 — 3 = 2 — 3 x — 3 + 3 = 2 + 3

x = —1 x = 5

Leslie

x + 3 = 2 or x + 3 = –2

x + 3 – 3 = 2 – 3 x + 3 – 3 = –2 – 3

x = –1 x = –5

348 Chapter 6 Solving Linear Inequalities

Answers

1. The solution of |x � 2| � 6 includes all values that are less than �4 or greater than 8. Thesolution of |x � 2| � 6 includes all values that are greater than �4 and less than 8.

2. Sample answer: |x | � 2

3.You need to consider the case when the value inside the absolute value symbols is positiveand the case when the value inside the absolute value symbols is negative. So x � 3 � 2or x � 3 � �2.

�5 543210�4�3�2�1

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Answers

7.

8.

9.

10.�8 0 1 2�7�6�5�4 �3�2�1

�15 35302520�10�5 0 5 10 15

�10 10864�8�6�4�2 0 2

�14 6420�12�10�8�6�4�2

Lesson 6-5 Solving Open Sentences Involving Absolute Value 349

4. Which graph represents the solution of k � 3? aa. b.

c. d.

5. Which graph represents the solution of x � 4 � 2? ca. b.

c. d.

6. Express the statement in terms of an inequality involving absolute value. Do not solve. g � 832 � 46A jar contains 832 gumballs. Amanda’s guess was within 46 pieces.

Solve each open sentence. Then graph the solution set.

7. r � 3 � 10 {�13, 7} 8. c � 2 � 6 {c�4 � c � 8}9. 10 � w � 15{ww � �5 or w � 25}10. 2g � 5 7 {gg � �6 or g � 1}

For each graph, write an open sentence involving absolute value.

11. 12.

13. MANUFACTURING A manufacturer produces bolts which must have a diameter within 0.001 centimeter of 1.5 centimeters. What are the acceptable measurements for thediameter of the bolts?

1.5 cm

greatest acceptable diameter

least acceptable diameter

87 9 1110 12 133 4 5 610 2 3 4 5 6�3�4 �1�2

10 2 3 4 5 6 7�3 �1�210 2 3 4 5 6 7�3 �1�2

10 2 3 4 5 6 7�3 �1�210 2 3 4 5 6 7�3 �1�2

10 2 3 4 5�3�5 �4 �1�210 2 3 4 5�3�5 �4 �1�2

10 2 3 4 5�3�5 �4 �1�210 2 3 4 5�3�5 �4 �1�2

Guided Practice

7–10. See margin forgraphs.

11. x � 1 � 312. x � 8 � 4

Application 13. {d1.499 � d �1.501}

www.algebra1.com/self_check_quiz

GUIDED PRACTICE KEYExercises Examples

4, 6, 13 35 4

7–10 1, 3, 411, 12 2

Practice and ApplyPractice and Apply

indicates increased difficulty�

Match each open sentence with the graph of its solution set.

14. x � 5 � 3 c a.

15. x � 4 � 4 f b.

16. 2x � 8 � 6 a c.

17. x � 3 �1 b d.

18. x � 2 e e.

19. 8 � x � 2 d f.

Express each statement using an inequality involving absolute value. Do not solve.

20. The pH of a buffered eye solution must be within 0.002 of a pH of 7.3.

21. The temperature inside a refrigerator should be within 1.5 degrees of 38°F.

22. Ramona’s bowling score was within 6 points of her average score of 98.

23. The cruise control of a car set at 55 miles per hour should keep the speed within 3 miles per hour of 55. s � 55 � 3

2 3 4�1 0 1 5 6 7 8 9

10 2 3 4 5�3�4�5 �1�2

2 3 4 5 6 7 8 9 10 11 12

10�3�4�5 �1�2�7�8�9 �6

10 2 3 4 5�3�4�5 �1�2

10 2 3 4 5 6 7 8 9�1

Homework HelpFor See

Exercises Examples 14–19, 1, 3, 424–39,46–5120–23 340 – 45 2

Extra PracticeSee page 834.

20. p � 7.3 � 0.00221. t � 38 � 1.522. s � 98 � 6

Lesson 6-5 Solving Open Sentences Involving Absolute Value 349

About the Exercises…Organization by Objective• Absolute Value Equations:

16, 19, 24–27, 38, 40–41, 55, 57• Absolute Value

Inequalities: 14, 15, 17, 18,20–23, 28–37, 39, 42–54, 58

Odd/Even AssignmentsExercises 14–45 and 48–51 arestructured so that studentspractice the same conceptswhether they are assignedodd or even problems.

Assignment GuideBasic: 15–35 odd, 41–45 odd,46–47, 49, 51–53, 55–79

Average: 15–45 odd, 46–47,51–53, 55–79

Advanced: 14–44 even, 48–54even, 55–73 (optional: 74–79)

Laurie Newton Crossler M.S., Salem, OR

“To help students understand what their solution set to an absolute inequalityrepresents, I have students check their work by testing numbers in all of theregions of the number line prescribed by the inequality. In Example 3, I havethem test a number less than –2, –2 itself, a number greater than –2 andless than 7, 7 itself, and a number greater than 7.”

Teacher to TeacherTeacher to Teacher

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Study Guide and Intervention

Solving Open Sentences Involving Absolute Value

NAME ______________________________________________ DATE ____________ PERIOD _____

6-56-5

Less

on

6-5

Absolute Value Equations When solving equations that involve absolute value, thereare two cases to consider.Case 1: The value inside the absolute value symbols is positive.Case 2: The value inside the absolute value symbols is negative.

Solve x � 4 � 1. Thengraph the solution set.

Write x � 4 � 1 as x � 4 � 1 or x � 4 � �1.

x � 4 � 1 or x � 4 � �1x � 4 � 4 � 1 � 4 x � 4 � �1

x � �3 x � 4 � 4 � �1� 4x � �5

The solution set is {�5, �3}.The graph is shown below.

�8 �7 �6 �5 �4 �3 �2 �1 0

Write an inequalityinvolving absolute value for the graph.

Find the point that is the same distancefrom �2 as it is from 4.

The distance from 1 to �2 is 3 units. Thedistance from 1 to 4 is 3 units.So, x � 1 � 3.

10�1�2�3 2 3

3 units 3 units

4 5

�3 �2 �1 0 1 2 3 4 5

Example 1Example 1 Example 2Example 2

ExercisesExercises

Solve each open sentence. Then graph the solution set.

1. y � 3 {�3, 3} 2. x � 4 � 4 {0, 8} 3. y � 3 � 2 {�5, �1}

4. b � 2 � 3 {�5, 1} 5. w � 2 � 5 {�3, 7} 6. t � 2 � 4 {�6, 2}

7. 2x � 8 {�4, 4} 8. 5y � 2 � 7 ��1, 1 � 9. p � 0.2 � 0.5 {�0.3, 0.7}

10. d � 100 � 50 {50, 150}11. 2x � 1 � 11 {�5, 6} 12. 3x � � 6 ��2 , 1 �

For each graph, write an open sentence involving absolute value.

13. 14. 15.

x � 4 x � 1 � 2 x � 3 � 4�3�4�5�6�7 �2 �1 0 1�3�4 �2 �1 0 1 2 3 40�2�4�6�8 2 4 6 8

�2�3 �1 0 1 2 3 4 5�4�6 �2 0 2 4 6 8 1050 100 150 200

56

16

1�2

�0.8 �0.4 0 0.4 0.8�3�4 �2 �1 0 1 2 3 4�3�4 �2 �1 0 1 2 3 4

45

�8 �6 �4 �2 0 2 4 6 8�8 �6 �4 �2 0 2 4 6 8�6 �5 �4 �3 �2 �1 0 1 2

�8 �7 �6 �5 �4 �3 �2 �1 00 1 2 3 4 5 6 7 8�3�4 �2 �1 0 1 2 3 4

Study Guide and Intervention, p. 367 (shown) and p. 368

Match each open sentence with the graph of its solution set.

1. x � 7 � 3 c a.

2. x � 3 1 a b.

3. 2x � 1 � 5 d c.

4. 5 � x 3 b d.

Express each statement using an inequality involving absolute value. Do not solve.

5. The height of the plant must be within 2 inches of the standard 13-inch show size.h � 13 � 2

6. The majority of grades in Sean’s English class are within 4 points of 85.g � 85 � 4

Solve each open sentence. Then graph the solution set.

7. |2z � 9| � 1 {z 4 � z � 5} 8. |3 � 2r| � 7 {r r � �2 or r � 5}

9. |3t � 6| � 9 {t �5 � t � 1} 10. |2g � 5| 9 {gg � �2 or g � 7}

For each graph, write an open sentence involving absolute value.

11. 12.

x � 6 � 5 x � 4 � 2

13. 14.

x � 3 � 4 x � 2 � 4

15. FITNESS Taisha uses the elliptical cross-trainer at the gym. Her general goal is to burn280 Calories per workout, but she varies by as much as 25 Calories from this amount onany given day. What is the range of the number of Calories burned for Taisha’s cross-trainer workout? {c255 � c � 305}

16. TEMPERATURE A thermometer is guaranteed to give a temperature no more than1.2°F from the actual temperature. If the thermometer reads 28°F, what is the range forthe actual temperature? {t26.8 � t � 29.2}

�2�3 �1 0 1 2 3 4 5 6 7�2�3�4�5�6�7�8 �1 0 1 2

�2�3�4�5�6�7�8 �1 0 1 21 2 3 4 5 6 7 8 9 10 11

�2 �1 0 1 2 3 4 5 6 7 8�5 �4 �3 �2 �1 0 1 2 3 4 5

�5 �4 �3 �2 �1 0 1 2 3 4 5�5 �4 �3 �2 �1 0 1 2 3 4 5

�2�3�4�5 �1 0 1 2 3 4 5

�8�9�10 �7 �6 �5 �4 �3 �2 �1 0

�2 �1 0 1 2 3 4 5 6 7 8

�2�3�4�5 �1 0 1 2 3 4 5

Practice (Average)

Solving Open Sentences Involving Absolute Value

NAME ______________________________________________ DATE ____________ PERIOD _____

6-56-5Skills Practice, p. 369 and Practice, p. 370 (shown)

Reading to Learn Mathematics

Solving Open Sentences Involving Absolute Value

NAME ______________________________________________ DATE ____________ PERIOD _____

6-56-5

Pre-Activity How is absolute value used in election polls?

Read the introduction to Lesson 6-5 at the top of page 345 in your textbook.

• What does the phrase margin of error mean to you?

Sample answer: The number of points a reported result maybe off from the exact result.

• In this poll, the number of people opposed to the tax levy may be as

high as or as low as . This can be written as

the inequality x � � 3.

Reading the Lesson

Complete each compound sentence by writing and or or in the blank. Use theresult to help you graph the absolute value sentence.

Absolute ValueSentence

Compound Sentence Graph

1. 2x � 2 � 8 2x � 2 � 8 2x � 2 � �8

2. x � 5 � 4 x � 5 � 4 x � 5 �4

3. 2x � 3 � 5 2x � 3 � 5 2x � 3 � �5

4. How would you write the compound sentence 3x � 7 5 or 3x � 7 � �5 as an absolutevalue sentence? 3x � 7 � 5

Helping You Remember

5. Recall that x tells you how many units the number x is from zero on the number line.Explain the meaning of x � n, x � n, and x � n by using the idea of the distancefrom x to zero.x � n means x is exactly n units from zero. x � n means x is less than n units from zero. x � n means x is more than n units from zero.

�2�3 �1 0 1 2 3 4 5 6 7or

0 1 2 3 4 5 6 7 8 9 10and

�3�4�5�6 �2 �1 0 1 2 3 4or

4542%48%

Reading to Learn Mathematics, p. 371

Precision of MeasurementThe precision of a measurement depends both on your accuracy inmeasuring and the number of divisions on the ruler you use. Supposeyou measured a length of wood to the nearest one-eighth of an inch and got a length of 6 in.

The drawing shows that the actual measurement lies somewhere

between 6 in. and 6 in. This measurement can be written using

the symbol �, which is read plus or minus. It can also be written as acompound inequality.

6 � in. 6 in. � m � 6 in.11�16

9�16

1�16

5�8

11�16

9�11

5 6 7 8

65–8

5�8

Enrichment

NAME ______________________________________________ DATE ____________ PERIOD _____

6-56-5Enrichment, p. 372

350 Chapter 6 Solving Linear Inequalities

Solve each open sentence. Then graph the solution set. 36. �d�1 � d � 8�13

��24. x � 5 � 8 {�3, 13} 25. b � 9 � 2 {�11, �7}26. 2p � 3 � 17 {�7, 10} 27. 5c � 8 � 12 {�0.8, 4}28. z � 2 � 5 {z�3 � z � 7} 29. t � 8 � 2 {t�10 � t � �6}30. v � 3 � 1 {vv � �4 or v � �2} 31. w � 6 3 {ww � 3 or w � 9}32. 3s � 2 � �7 {ss is a real number.} 33. 3k � 4 8 �kk � �4 or k � 1�

13

��34. 2n � 1 � 9 {n�5 � n � 4} 35. 6r � 8 � �4 �

36. 6 � (3d � 5) � 14 37. 8 � (w � 1) � 9 {w0 � w � 18}

38. �5h

6� 2� � 7 ��8�

45

�, 8� 39. �2 �

53x

� 2 �xx � �2�23

� or x � 4�For each graph, write an open sentence involving absolute value.

40. 41.

42. 43.

44. 45.

HEALTH For Exercises 46 and 47, use the following information. The average length of a human pregnancy is 280 days. However, a healthy, full-termpregnancy can be 14 days longer or shorter. 46. d � 280 � 14

46. Write an absolute value inequality for the length of a full-term pregnancy.

47. Solve the inequality for the length of a full-term pregnancy. {d266 � d � 294}

48. FIRE SAFETY The pressure of a typical fire extinguisher should be within25 pounds per square inch (psi) of 195 psi. Write the range of pressures for safe fire extinguishers. {p170 � p � 220}

49. HEATING A thermostat with a 2-degree differential will keep the temperaturewithin 2 degrees Fahrenheit of the temperature set point. Suppose your homehas a thermostat with a 3-degree differential. If you set the thermostat at 68°F,what is the range of temperatures in the house? {t65 � t � 71}

50. ENERGY Use the margin of error indicated in the graph at the right to find the range of the percent of people who say protection of the environment should have priority over developing energy supplies.

51. TIRE PRESSURE Tire pressure is measured in pounds per square inch (psi). Tires should be kept within 2 psi of the manufacturer’s recommended tire pressure. If the recommendedinflation pressure for a tire is 30 psi, what is the range ofacceptable pressures?

52. CRITICAL THINKING State whether each open sentence is always, sometimes, or never true.

a. x � 3 � �5 neverb. x � 6 � �1 alwaysc. x � 2 � 0 sometimes

�13�12�14�15 �5�11�10�9 �8 �6�72 3 4�1�2�3�4�5 0 1 5

2�1�2�3�4�5�6�7�8 0 12 3 4�1�2�3�4�5 0 1 5

2 3 4�1�2 0 1 5 6 7 82 3 4�1�2�3�4�5 0 1 5

24–39. See pp. 365A–365D for graphs.

40. x � 541. x � 3 � 542. x � 343. x � 3 � 444. x � 1 � 245. x � 10 � 2

50. 49–55%51. {p28 � p � 32}

Environment first

USA TODAY Snapshots®

By Marcy E. Mullins, USA TODAY

Americans say protecting the environment should begiven priority over developing U.S. energy supplies.Preferences:

Source: Gallup Poll of 1,060 adults; March 5-7, 2001.Margin of error: plus or minus 3 percentage points.

Protection ofenvironment

52%

Development ofenergy supplies

36%Equally important6%

No opinion4%

Neither/other2%

Tire PressureAlways inflate your tires tothe pressure that isrecommended by themanufacturer. Thepressure stamped on thetire is the maximumpressure and should onlybe used under certaincircumstances.Source: www.etires.com

350 Chapter 6 Solving Linear Inequalities

ELL

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Open-Ended Assessment

Modeling Draw a number lineon the chalkboard or overheadprojector. Have a studentvolunteer use your number lineto create the graph of anyabsolute value equation orinequality. Then have the rest ofthe class write the equation orinequality that the graph models.

Getting Ready for Lesson 6-6PREREQUISITE SKILL To graphinequalities in two variables, youmust first graph the line that willbe the boundary between shadedand nonshaded regions. Graphingthat line is a prerequisite skill forLesson 6-6. Use Exercises 74–79to determine your students’familiarity with graphing linearequations.

Assessment Options

Quiz (Lessons 6-4 and 6-5) isavailable on p. 394 of the Chapter 6Resource Masters.

Answer

56. Inequalities involving absolutevalue are used to representmargin of error. Answers shouldinclude the following.

• The inequality representing thepeople who are against the taxlevy is |x � 45| � 3. To solvethis inequality, find the union ofx � 45 � 3 and x � 45 � �3.To solve these inequalities, add45 to each side of eachinequality. The solution set is{x |42 � x � 48}.

• The votes for the tax levy can bebetween 44% and 50%. Thevotes against the tax levy canbe between 42% and 48%.Depending on where the actualvotes are in each range, it couldeither pass or fail.

Maintain Your SkillsMaintain Your Skills

Lesson 6-5 Solving Open Sentences Involving Absolute Value 351

53. PHYSICAL SCIENCE During an experiment, Li-Cheng must add 3.0 milliliters of sodium chloride to a solution. To get accurate results, the amount of sodiumchloride must be within 0.5 milliliter of the required amount. How much sodiumchloride can she add and still obtain the correct results? {a2.5 � a � 3.5}

54. ENTERTAINMENT Luis Gomez is a contestant on a television game show. Hemust guess within $1500 of the actual price of the car without going over inorder to win the car. The actual price of the car is $18,000. What is the range of guesses in which Luis can win the vehicle? {p16,500 � p � 19,500}

55. CRITICAL THINKING The symbol � means plus or minus.

a. If x � 3 � 1.2, what are the values of x? {1.8, 4.2}b. Write x � 3 � 1.2 as an expression involving absolute value. x � 3 � 1.2

56. Answer the question that was posed at the beginning ofthe lesson. See margin.

How is absolute value used in election polls?

Include the following in your answer:

• an explanation of how to solve the inequality describing the percent of peoplewho are against the tax levy, and

• a prediction of whether you think the tax levy will pass and why.

57. Choose the replacement set that makes x � 5 � 2 true. B{�3, 3} {�3, �7} {2, �2} {3, �7}

58. What can you conclude about x if �6 � x � 6? C�x 0 x � 0 �x � 6 �x � 6DCBA

DCBA

WRITING IN MATH

Mixed Review

61. �xx � �1�13

��

67. x � �3z �

e2y

Getting Ready forthe Next Lesson

StandardizedTest Practice

59. FITNESS To achieve the maximum benefits from aerobic activity, your heart rate should be in your target zone. Your target zone is the range between60% and 80% of your maximum heart rate. If Rafael’s maximum heart rate is 190beats per minute, what is his target zone? (Lesson 6-4)

between 114 and 152 beats per minSolve each inequality. Then check your solution. (Lesson 6-3)

60. 2m � 7 � 17 61. �2 � 3x 2 62. �23

�w � 3 � 7 {ww � 15}{mm � 5}

Find the slope and y-intercept of each equation. (Lesson 5-4)

63. 2x � y � 4 �2; 4 64. 2y � 3x � 4 �32

�; 2 65. �12

�x � �34

�y � 0 ��23

�; 0

Solve each equation or formula for the variable specified. (Lesson 3-8)

66. I � prt, for r r � �pIt� 67. ex � 2y � 3z, for x 68. �

a �3

5� � 7x, for x

x � �a2�1

5�Find each sum or difference. (Lesson 2-2)

69. �13 � 8 �5 70. �13.2 � 6.1 �19.3 71. �4.7 � (�8.9) 4.2

Name the property illustrated by each statement. (Lesson 1-6)

72. 10x � 10y � 10(x � y) 73. (2 � 3)a � 7 � 5a � 7Distributive Property Substitution Property

PREREQUISITE SKILL Graph each equation.(To review graphing linear equations, see Lesson 4-5.) 74–79. See pp. 365A–365D.74. y � 3x � 4 75. y � �2 76. x � y � 3

77. y � 2x � �1 78. 2y � x � �6 79. 2(x � y) � 10

Physical ScienceThe common name forsodium chloride is salt.Seawater is about 2.5%salt, and salt obtained byevaporating seawater is95% to 98% pure.Source: World Book Encyclopedia

Lesson 6-5 Solving Open Sentences Involving Absolute Value 351

4 Assess4 Assess

Online Lesson Plans

USA TODAY Education’s Online site offers resources andinteractive features connected to each day’s newspaper.Experience TODAY, USA TODAY’s daily lesson plan, isavailable on the site and delivered daily to subscribers.This plan provides instruction for integrating USA TODAYgraphics and key editorial features into your mathematicsclassroom. Log on to www.education.usatoday.com.

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5-Minute CheckTransparency 6-6 Use as a

quiz or a review of Lesson 6-5.

Mathematical Background notesare available for this lesson on p. 316D.

Building on PriorKnowledge

In Chapter 4, students learnedhow to graph equations on thecoordinate plane. In this lesson,they will graph a line and thendecide which side of the linerepresents an inequality.

are inequalities used inbudgets?

Ask students:

• What does the 3 in thequantity 3x represent? heraverage cost of a cafeteria lunch,which is $3

• What does the 4 in thequantity 4y represent? heraverage cost of restaurant lunches,which is $4

• Why can’t this problem berepresented with an inequalitycontaining only one variable?Because the amount Hannahspends on cafeteria lunches and theamount she spends on restaurantlunches are not the same.

GRAPH LINEAR INEQUALITIES Like a linear equation in two variables, thesolution set of an inequality in two variables is graphed on a coordinate plane. Thesolution set of an inequality in two variables is the set of all ordered pairs thatsatisfy the inequality.

Vocabulary• half-plane• boundary

Graphing Inequalities in Two Variables

352 Chapter 6 Solving Linear Inequalities

Ordered Pairs that Satisfy an InequalityFrom the set {(1, 6), (3, 0), (2, 2), (4, 3)}, which ordered pairs are part of thesolution set for 3x � 2y � 12?

Use a table to substitute the x and y values of each ordered pair into the inequality.

The ordered pairs {(3, 0), (2, 2)} are part of the solution set of 3x � 2y � 12. In the graph, notice the location of the two ordered pairs that are solutions for 3x � 2y � 12 in relation to the line.

Example 1Example 1

Hannah allots up to $30 a month for lunch on school days. On most days, she brings her lunch. She can also buylunch at the cafeteria or at a fast-foodrestaurant. She spends an average of $3a day at the cafeteria and an average of$4 a day at a restaurant. How manytimes a month can Hannah buy herlunch and remain within her budget?

Let x represent the number of days she buys lunch at the cafeteria, and let yrepresent the number of days she buys lunch at a restaurant. Then the followinginequality can be used to represent the situation.

The cost of eating the cost of eating is less than in the cafeteria plus in a restaurant or equal to $30.

3x � 4y � 30

There are many solutions of this inequality.

�����

My Monthly BudgetLunch (school days) $30Entertainment $55Clothes $50Fuel $60

• Graph inequalities on the coordinate plane.

• Solve real-world problems involving linear inequalities.

x y 3x � 2y � 12 True or False

1 63(1) � 2(6) � 12

false15 � 12

3 03(3) � 2(0) � 12

true9 � 12

2 23(2) � 2(2) � 12

true10 � 12

4 33(4) � 2(3) � 12

false18 � 12

y

xO

(1, 6)

(4, 3)

(2, 2)

(3, 0)

3x � 2y � 12

are inequalities used in budgets?are inequalities used in budgets?

LessonNotes

1 Focus1 Focus

Chapter 6 Resource Masters• Study Guide and Intervention, pp. 373–374• Skills Practice, p. 375• Practice, p. 376• Reading to Learn Mathematics, p. 377• Enrichment, p. 378• Assessment, p. 394

Graphing Calculator and Spreadsheet Masters, p. 34

Parent and Student Study GuideWorkbook, p. 51

5-Minute Check Transparency 6-6Answer Key Transparencies

TechnologyInteractive Chalkboard

Workbook and Reproducible Masters

Resource ManagerResource Manager

Transparencies

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11

22

In-Class ExamplesIn-Class Examples

GRAPH LINEARINEQUALITIES

From the set {(3, 3), (0, 2), (2, 4), (1, 0)}, which orderedpairs are part of the solutionset for 4x � 2y � 8? {(3, 3), (2, 4)}

Teaching Tip Students mayneed a quick refresher on slope-intercept form before they graphinequalities. Remind studentsthat slope-intercept form is y � mx � b.

Graph 2y � 4x � 6.

x

y

O

Half-Planes and Boundaries• Words Any line in the plane divides the plane into two regions called

half-planes. The line is called the boundary of each of the two half-planes.

• Model

Boundary

Half-Plane

Half-Plane

O

y

x

Lesson 6-6 Graphing Inequalities in Two Variables 353

The solution set for an inequality in two variables contains many ordered pairswhen the domain and range are the set of real numbers. The graphs of all of theseordered pairs fill a region on the coordinate plane called a . An equationdefines the or edge for each half-plane. boundary

half-plane

Consider the graph of y � 4. First determine the boundary by graphing y � 4, the equation you obtain by replacing the inequality sign with an equals sign. Since the inequality involves y-values greater than 4, but not equal to 4, the line should be dashed. The boundary divides the coordinate plane into two half-planes.

To determine which half-plane contains the solution, choose a point from each half-plane and test it in the inequality.

Try (3, 0). Try (5, 6).

y � 4 y � 0 y � 4 y � 6

0 � 4 false 6 � 4 true

The half-plane that contains (5, 6) contains the solution. Shade that half-plane.

y

xO

(5, 6)

(3, 0)

y � 4

Dashed Line• Like a circle on a

number line, a dashedline on a coordinateplane indicates that theboundary is not part ofthe solution set.

Solid Line• Like a dot on a number

line, a solid line on acoordinate planeindicates that theboundary is included.

Study Tip

Graph an InequalityGraph y � 2x � �4.

Step 1 Solve for y in terms of x.

y � 2x � �4 Original inequality

y � 2x � 2x � �4 � 2x Add 2x to each side.

y � 2x � 4 Simplify.

Step 2 Graph y � 2x � 4. Since y � 2x � 4 means y � 2x � 4 or y � 2x � 4, theboundary is included in the solution set. The boundary should be drawnas a solid line.

(continued on the next page)

Example 2Example 2

www.algebra1.com/extra_examples

Lesson 6-6 Graphing Inequalities in Two Variables 353

2 Teach2 Teach

Intrapersonal Before students work Example 3, suggest that they firstexplore the problem and try to write a mathematically correct answer.Students will likely write an inequality in one variable or they may createa table of possible answers. Then work through Example 3 as a class, sostudents can appreciate how the solution is described by the inequalitygraph. Afterward, give students time to compare their original reasoningto the method shown in Example 3.

Differentiated Instruction

PowerPoint®

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33

In-Class ExampleIn-Class Example

SOLVE REAL-WORLDPROBLEMS

Journalism Lee Cooperwrites and edits short articlesfor a local newspaper. Itgenerally takes her an hour towrite an article and about ahalf-hour to edit an article. IfLee works up to 8 hours aday, how many articles canshe write and edit in one day?

One solution is (2, 3), meaningshe could write two articles andedit three articles.

Answers (p. 355)

1. The graph of y � x � 2 is a line.The graph of y � x � 2 does notinclude the boundary y � x � 2,and it includes all ordered pairs inthe half-plane that contains theorigin.

2. Sample answer: x � y

3. If the test point results in a truestatement, shade the half-planethat contains the point. If the testpoint results in a false statement,shade the other half-plane.

y

xO

x � y

x

y

O 2 4 6 8 10 12 14 16 18

18161412108642

SOLVE REAL-WORLD PROBLEMS When solving real-world inequalities,the domain and range of the inequality are often restricted to nonnegative numbersor whole numbers.

354 Chapter 6 Solving Linear Inequalities

Step 3 Select a point in one of the half-planes and test it. Let’s use (0, 0).

y � 2x � 4 Original inequality

0 � 2(0) � 4 x � 0, y � 0

0 � �4 false

Since the statement is false, the half-plane containingthe origin is not part of the solution. Shade the otherhalf-plane.

CHECK Test a point in the other half plane, for example, (3, �3).

y � 2x � 4 Original inequality

�3 � 2(3) � 4 x � 3, y � �3

�3 � 2 �

Since the statement is true, the half-plane containing (3, �3) should be shaded. Thegraph of the solution is correct.

y

xO

(0, 0)

y � 2x � 4

Write and Solve an InequalityADVERTISING Rosa Padilla sells radio advertising in 30-second and 60-second time slots. During every hour, there are up to 15 minutes available for commercials. How many commercial slots can she sell for one hour of broadcasting?

Step 1 Let x equal the number of 30-second commercials. Let y equal the number of 60-second or 1-minute commercials. Write an open sentence representing this situation.

the number of the number of is �12

� min times 30-s commercials plus 1-min commercials up to 15 min.

�12

� � x � y � 15

Step 2 Solve for y in terms of x.

�12

�x � y � 15 Original inequality

�12

�x � y � �12

�x � 15 � �12

�x Subtract �12

�x from each side.

y � 15 � �12

�x Simplify.

Step 3 Since the open sentence includes the

equation, graph y � 15 � �12

�x as a solid

line. Test a point in one of the half-planes,for example (0, 0). Shade the half-plane

containing (0, 0) since 0 � 15 � �12

�(0) is true.

y

xO

x � y �1512

4 8 12 16 20 24 28 32 36

1618

1412

2468

10

�������

Example 3Example 3

Origin as the Test PointUse the origin as astandard test pointbecause the values areeasy to substitute into theinequality.

Study Tip

AdvertisingA typical one-hourprogram on televisioncontains 40 minutes of theprogram and 20 minutes ofcommercials. During peakperiods, a 30-secondcommercial can cost anaverage of $2.3 million.Source: www.superbowl-ads.com

354 Chapter 6 Solving Linear Inequalities

7. 8. 9. y

xO

4 � 2x � �2

y

xO

y � 2x � 3

y

xO

y � 4

PowerPoint®

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Study NotebookStudy NotebookHave students—• complete the definitions/examples

for the remaining terms on theirVocabulary Builder worksheets forChapter 6.

• include any other item(s) that theyfind helpful in mastering the skillsin this lesson.

GUIDED PRACTICE KEYExercises Examples

4, 5 16–10 2

11 3

Concept Check1–3. See margin.

Guided Practice

1. Compare and contrast the graph of y � x � 2 and the graph of y � x � 2.

2. OPEN ENDED Write an inequality in two variables and graph it.

3. Explain why it is usually only necessary to test one point when graphing aninequality.

Determine which ordered pairs are part of the solution set for each inequality.

4. y � x � 1, {(�1, 0), (3, 2), (2, 5), (�2, 1)} {(�1, 0), (3, 2)}5. y � 2x, {(2, 6), (0, �1), (3, 5), (�1, �2)} {(2, 6)}

6. Which graph represents y � 2x 2? ba. b. c.

Graph each inequality. 7–10. See margin.7. y 4 8. y � 2x � 3

9. 4 � 2x � �2 10. 1 � y � x

11. ENTERTAINMENT Coach Riley wants to take her softball team out for pizza and soft drinksafter the last game of the season. She doesn’twant to spend more than $60. Write aninequality that represents this situation andgraph the solution set.12x � 3y � 60; See margin for graph.

y

xO

y

xO

y

xO

Application

Lesson 6-6 Graphing Inequalities in Two Variables 355

Step 4 Examine the solution.

• Rosa cannot sell a negative number of commercials. Therefore, the domain and range contain onlynonnegative numbers.

• She also cannot sell half of a commercial. Thus, only points in the shaded half-plane whose x- and y-coordinates are whole numbers are possible solutions.

One solution is (12, 8). This represents twelve 30-second commercials and eight 60-second commercials in a one hour period.

y

xO

x � y � 1512

4 8 12 16 20 24 28 32 36

1618

1412

2468

10

(12, 8)

Lesson 6-6 Graphing Inequalities in Two Variables 355

3 Practice/Apply3 Practice/Apply

About the Exercises…Organization by Objective• Graph Linear Inequalities:

12–37• Solve Real-World Problems:

38–44

Odd/Even AssignmentsExercises 12–37 are structuredso that students practice thesame concepts whether theyare assigned odd or evenproblems.

Assignment GuideBasic: 13–17 odd, 21–35 odd,38–39, 45–63

Average: 13–37 odd, 38–41,45–63

Advanced: 12–36 even, 40–63

10. 11. y

x1 2 3 4 5 6

162024

1284

5�2�4

O�1

y

xO

1 � y � x

Page 47: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

Study Guide and Intervention

Graphing Inequalities in Two Variables

NAME ______________________________________________ DATE ____________ PERIOD _____

6-66-6

Less

on

6-6

Graph Linear Inequalities The solution set of an inequality that involves twovariables is graphed by graphing a related linear equation that forms a boundary of a half-plane. The graph of the ordered pairs that make up the solution set of the inequalityfill a region of the coordinate plane on one side of the half-plane.

Graph y � �3x � 2.

Graph y � �3x � 2.Since y � �3x � 2 is the same as y � �3x � 2 and y � �3x � 2,the boundary is included in the solution set and the graph should bedrawn as a solid line.Select a point in each half plane and test it. Choose (0, 0) and (�2, �2).

y � �3x � 2 y � �3x � 20 � �3(0) � 2 �2 � �3(�2) � 20 � �2 is false. �2 � 6 � 2

�2 � 4 is true.The half-plane that contains (�2, �2) contains the solution. Shade that half-plane.

Graph each inequality.

1. y � 4 2. x 1 3. 3x � y

4. �x � y 5. x � y 1 6. 2x � 3y � 6

7. y � � x � 3 8. 4x � 3y � 6 9. 3x � 6y 12

x

y

O

x

y

O

x

y

O

1�2

x

y

Ox

y

Ox

y

O

x

y

Ox

y

O

x

y

O

x

y

O

ExampleExample

ExercisesExercises

Study Guide and Intervention, p. 373 (shown) and p. 374

Determine which ordered pairs are part of the solution set for each inequality.

1. 3x � y 6, {(4, 3), (�2, 4), (�5, �3), (3, �3)} {(4, 3), (3, �3)}

2. y x � 3, {(6, 3), (�3, 2), (3, �2), (4, 3)} {(�3, 2)}

3. 3x � 2y � 5, {(4, �4), (3, 5), (5, 2), (�3, 4)} {(3, 5), (�3, 4)}

Match each inequality with its graph.

4. 5y � 2x � 10 d a. b.

5. 3y � 3x � 9 c

6. y � 2x � 3 b

7. x � 2y �6 ac. d.

Graph each inequality.

8. 2y � x � �4 9. 2x � 2y 8 10. 3y � 2x � 3

11. MOVING A moving van has an interior height of 7 feet (84 inches). You have boxes in12 inch and 15 inch heights, and want to stack them as high as possible to fit. Write aninequality that represents this situation. 12x � 15y � 84

BUDGETING For Exercises 12 and 13, use the following information.

Satchi found a used bookstore that sells pre-owned videos and CDs. Videos cost $9 each, andCDs cost $7 each. Satchi can spend no more than $35.

12. Write an inequality that represents this situation. 9x � 7y � 35

13. Does Satchi have enough money to buy 2 videos and 3 CDs?No, the purchases will be $39, which is greater than $35.

x

y

O

x

y

O

x

y

O

x

y

O

x

y

O

x

y

O

x

y

O

Practice (Average)

Graphing Inequalities in Two Variables

NAME ______________________________________________ DATE ____________ PERIOD _____

6-66-6Skills Practice, p. 375 and Practice, p. 376 (shown)

Reading to Learn Mathematics

Graphing Inequalities in Two Variables

NAME ______________________________________________ DATE ____________ PERIOD _____

6-66-6

Pre-Activity How are inequalities used in budgets?

Read the introduction to Lesson 6-6 at the top of page 352 in your textbook.

What do 3 and 4 represent in the terms 3x and 4y?

the average amount spent on a cafeteria lunch and a fast-food lunch

Reading the Lesson

1. Complete the chart to show which type of line is needed for each symbol.

Symbol Type of Line Boundary Part of Solution?

� dashed no

� dashed no

� solid yes

solid yes

2. If a test point results in a false statement, what do you know about the graph?

The half-plane containing the test point is not part of the solution and is not shaded.

3. If a test point results in a true statement, what do you know about the graph?

The half-plane containing the test point is part of the solution and is shaded.

4. When can the origin not be used as a test point?

The origin cannot be used as a test point when it is on the boundary.

Helping You Remember

5. The two-variable inequalities in this lesson can be solved for y in terms of x to get asentence in slope-intercept form. It looks much like a slope-intercept equation, but it hasan inequality symbol instead of an equals sign. For example, 4x � 2y � 5 can be written

as y � �2x � . Explain how to graph an inequality once it is written in slope-intercept

form. Use the idea that greater can mean above and less can mean below.

Draw the boundary line. If the inequality symbol is � or �, make theboundary dashed. If the symbol is � or �, make the boundary line solid.If the symbol in the slope-intercept inequality is � or �, shade below theboundary to indicate smaller values of y. If the symbol is � or �, shadeabove the boundary to indicate greater values of y.

5�2

Reading to Learn Mathematics, p. 377

Using Equations: Ideal WeightYou can find your ideal weight as follows.

A woman should weigh 100 pounds for the first 5 feet of height and 5 additional pounds for each inch over 5 feet (5 feet � 60 inches).A man should weigh 106 pounds for the first 5 feet of height and 6 additional pounds for each inch over 5 feet. These formulas apply topeople with normal bone structures.

To determine your bone structure, wrap your thumb and index fingeraround the wrist of your other hand. If the thumb and finger just touch,you have normal bone structure. If they overlap, you are small-boned.If they don’t overlap, you are large-boned. Small-boned people shoulddecrease their calculated ideal weight by 10%. Large-boned peopleshould increase the value by 10%.

Calculate the ideal weights of these people.

1. woman, 5 ft 4 in., normal-boned 2. man, 5 ft 11 in., large-boned120 lb 189.2 lb

3. man, 6 ft 5 in., small-boned 4. you, if you are at least 5 ft tall

Enrichment

NAME ______________________________________________ DATE ____________ PERIOD _____

6-66-6Enrichment, p. 378

356 Chapter 6 Solving Linear Inequalities

Practice and ApplyPractice and Apply

indicates increased difficulty�

Homework HelpFor See

Exercises Examples12–19 120–37 238–44 3

Extra PracticeSee page 835.

Determine which ordered pairs are part of the solution set for each inequality.

12. y � 3 � 2x, {(0, 4), (�1, 3), (6, �8), (�4, 5)} {(�1, 3), (�4, 5)}13. y � 3x, {(�3, 1), (�3, 2), (1, 1), (1, 2)} {(1, 1), (1, 2)}14. x � y � 11, {(5, 7), (�13, 10), (4, 4), (�6, �2)} {(�13, 10), (4, 4), (�6, �2)}15. 2x � 3y � 6, {(3, 2), (�2, �4), (6, 2), (5, 1)} {(�2, �4), (5, 1)}16. 4y � 8 0, {(5, �1), (0, 2), (2, 5), (�2, 0)} {(0, 2), (2, 5)}17. 3x � 4y � 7, {(1, 1), (2, �1), (�1, 1), (�2, 4)} {(2, �1), (�1, 1)}18. x � 3 y, {(6, 4), (�1, 8), (�3, 2), (5, 7)} {(�3, 2)}19. y � 2 � x, {(2, �4), (�1, �5), (6, �7), (0, 0)} {(6, �7)}

Match each inequality with its graph.

20. 2y � x � 6 c a. b.

21. �12

�x � y � 4 a

22. y � 3 � �12

�x d

23. 4y � 2x 16 b c. d.

24. Is the point A(2, 3) on, above, or below the graph of �2x � 3y � 5? on25. Is the point B(0, 1) on, above, or below the graph of 4x � 3y � 4? above

Graph each inequality. 26–37. See pp. 365A–365D.26. y � �3 27. x 2 28. 5x � 10y � 0 29. y � x

30. 2y � x � 6 31. 6x � 3y � 9 32. 3y � 4x 12 33. y � �2x � 4

34. 8x � 6y � 10 35. 3x � 1 y 36. 3(x � 2y) � �18 37. �12

�(2x � y) � 2

POSTAGE For Exercises 38 and 39, use the following information.The U.S. Postal Service defines a large package as having the length of its longestside plus the distance around its thickest part less than or equal to 108 inches.

38. Write an inequality that represents this situation. � � d � 10839. Are there any restrictions on the domain or range?

Online Research Data Update What are the current postage rates andregulations? Visit www.algebra1.com/data_update to learn more.

SHIPPING For Exercises 40 and 41, use the following information. A delivery truck is transporting televisions and microwaves to an appliance store.The weight limit for the truck is 4000 pounds. The televisions weigh 77 pounds, andthe microwaves weigh 55 pounds.

40. Write an inequality for this situation. 77t � 55m � 400041. Will the truck be able to deliver 35 televisions and 25 microwaves at once?

No, the weight will be greater than 4000 pounds.

y

xO

y

xO

y

xO

y

xO

The solution set is limited to positive numbers.

356 Chapter 6 Solving Linear Inequalities

ELL

Page 48: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

Open-Ended Assessment

Speaking Have students explainwhy, when they use linearinequalities to solve real-worldproblems, the solution is oftennot the entire half-plane. Theexplanations should include anexample.

Assessment Options

Quiz (Lesson 6-6) is availableon p. 394 of the Chapter 6Resource Masters.

Answers

46. The amount of money spent ineach category must be less than orequal to the budgeted amount.How much you spend on individualitems can vary. Answers shouldinclude the following.

• The domain and range must bepositive integers.

• Sample answers: Hannah couldbuy 5 cafeteria lunches and 3restaurant lunches, 2 cafeterialunches and 5 restaurantlunches, or 8 cafeteria lunchesand 1 restaurant lunch.

49.

50.

51.

52.

53.�4�5 �2�3 �1 3 4 50 1 2

�8�10 �4�6 �2 6 8 100 2 4

�7�8 �5�6 �4 �3�2 �1 0 1 2

�18 �14 �10 �2�4�6�8�12�16 0 2

�8�10 �6 �4 �2 0 2 4 6 8 10

A linear inequality can

be used to represent

trends in Olympic times.

Visit www.algebra1.com/webquest to

continue work on your

WebQuest project.

Lesson 6-6 Graphing Inequalities in Two Variables 357

Maintain Your SkillsMaintain Your Skills

FALL DANCE For Exercises 42–44, use the following information.Tickets for the fall dance are $5 per person or $8 for couples. In order to coverexpenses, at least $1200 worth of tickets must be sold.

42. Write an inequality that represents this situation. 5s � 8c � 120043. Graph the inequality. See margin.44. If 100 single tickets and 125 couple tickets are sold, will the committee cover its

expenses? yes

45. CRITICAL THINKING Graph the intersection of the graphs of y � x � 1 and y �x. See margin.

46. Answer the question that was posed at the beginning of thelesson. See margin.

How are inequalities used in budgets?

Include the following in your answer:

• an explanation of the restrictions placed on the domain and range of theinequality used to describe the number of times Hannah can buy her lunch,and

• three possible solutions of the inequality.

47. Which ordered pair is not a solution of y � 2x � �5? D(2, �2) (�1, �8) (4, 1) (5, 6)

48. Which inequality is represented by the graph at the right? B

2x � y � 1 2x � y � 1

2x � y � 1 2x � y 1DC

BA

y

xO

DCBA

WRITING IN MATH

StandardizedTest Practice

Mixed Review49–53. See marginfor graphs.

Solve each open sentence. Then graph the solution set. (Lesson 6-5)

49. 3 � 2t � 11 {�7, 4} 50. x � 8 � 6 51. 2y � 5 3{x�14 � x � �2} {yy � �4 or y � �1}

Solve each compound inequality. Then graph the solution. (Lesson 6-4)

52. y � 6 � �1 and y � 2 � 4 53. m � 4 � 2 or m � 2 � 1

{y�7 � y � 6} {mm � �2 or m � 3}State whether each percent of change is a percent of increase or decrease. Then find the percent of change. Round to the nearest whole percent. (Lesson 3-7)

54. original: 200 55. original: 100 56. original: 53new: 172 decrease; 14% new: 142 increase; 42% new: 75 increase; 42%

Solve each equation. (Lesson 3-4)

57. �d �

32

� � 7 23 58. 3n � 6 � �15 �7 59. 35 � 20h � 100 3.25

Simplify. (Lesson 2-4)

60. ��

464� �16 61. �

2�79c

� �3c 62. �12a

��

214b

� 63. �18y

3

� 9� 6y � 3

�6a � 7bwww.algebra1.com/self_check_quiz

Lesson 6-6 Graphing Inequalities in Two Variables 357

4 Assess4 Assess

43. 45. y

xO

y � �x

y � x � 1c

O 2040

6080

100120

140160

180200

220240

80100120140160

604020

s

Page 49: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

GraphingCalculatorInvestigation

TeachTeach

Getting StartedGetting StartedA Follow-Up of Lesson 6-6

Reset the Calculator Havestudents enter DRAW 1 to clear any stored drawings.You may also need students toreset the viewing windows.Have them enter 6 to thegraph in the standard viewingwindow.

ZOOM

ENTER2nd

358 Chapter 6 Solving Linear Inequalities

A Follow-Up of Lesson 6-6

You can use a TI-83 Plus graphing calculator to investigate the graphs of inequalities.Since graphing calculators only shade between two functions, enter a lower boundaryas well as an upper boundary for each inequality.

Graph y � 3x � 1.• Clear all functions from the Y= list.

KEYSTROKES:

• Graph y � 3x � 1 in the standard window.

KEYSTROKES: 7 10 3

1

The lower boundary is Ymin or �10. The upperboundary is y � 3x � 1. All ordered pairs forwhich y is less than or equal to 3x � 1 lie belowor on the line and are solutions.

Graph y � 3x � 1. • Clear the drawing that is currently displayed.

KEYSTROKES: 1

• Rewrite y � 3x 1 as y 3x � 1 and graph it.

KEYSTROKES: 7 3

1 10

This time, the lower boundary is y � 3x � 1.The upper boundary is Ymax or 10. All orderedpairs for which y is greater than or equal to 3x � 1lie above or on the line and are solutions.

ENTER) ,

X,T,�,nDRAW2nd

DRAW2nd

ENTER) X,T,�,n

,( )DRAW2nd

CLEAR

Graphing Inequalities

Graph two different inequalities on your graphing calculator.

www.algebra1.com/other_calculator_keystrokes

Exercises 2b. Sample answer: {(0, 4), (�1, 7), (2, 6), (4.2, �1.5)}1. Compare and contrast the two graphs shown above. See margin.2. Graph the inequality y �2x � 4 in the standard viewing window.

a. What functions do you enter as the lower and upper boundaries? y � �2x � 4; Ymax or 10b. Using your graph, name four solutions of the inequality.

3. Suppose student movie tickets cost $4 and adult movie tickets cost $8. You would like to buy at least 10 tickets, but spend no more than $80.

a. Let x � number of student tickets and y � number of adult tickets. Write two inequalities, one representing the total number of tickets and the other representing the total cost of the tickets. x � y � 10; 4x � 8y � 80

b. Which inequalities would you use as the lower and upper bounds?

c. Graph the inequalities. Use the viewing window [0, 20] scl: 1 by [0, 20] scl: 1. See margin.d. Name four possible combinations of student and adult tickets. Sample answer: {(8, 5),

(10, 4), (14, 2), (20, 0)}

y � �x � 10; y � �0.5x � 10

358 Chapter 6 Solving Linear Inequalities

• Tell students that when usingthe DRAW function, the firstboundary they enter is alwaysthe lower boundary. Thecomma separates the lowerand upper boundaries.

• An alternative method tographing inequalities is to enterthe function in the Y= table atY1=. Then highlight the symbolin front of the Y= entry andpress until either shadingabove or below appears.

Make sure students understandthat the solutions for theinequalities can be anywhere inthe shaded area of the graph,including the lines themselves.

ENTER

AssessAssess

Answers

1. y � 3x � 1 is shaded below theline y � 3x � 1. y � 3x � 1 isshaded above the line y � 3x � 1.

3c.

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Study Guide and Review

Chapter 6 Study Guide and Review 359

Choose the letter of the term that best matches each statement, algebraicexpression, or algebraic sentence.

1. {ww � 14} f2. If x � y, then �5x �5y. e3. p � �5 and p � 0 d4. If a � b, then a � 2 � b � 2. a5. the graph on one side of a boundary c6. If s t, then s � 7 t � 7. g7. g 7 or g � 2 h8. If m � n, then �

m7� � �

n7

�. b

See pages318–323.

Solving Inequalities by Addition and Subtraction Concept Summary

• If any number is added to each side of a true inequality, the resultinginequality is also true.

• If any number is subtracted from each side of a true inequality, the resulting inequality is also true.

Solve each inequality.

1 f � 9 � �23 2 v � 19 � �16f � 9 � �23 Original inequality v � 19 � �16 Original inequality

f � 9 � 9 � �23 � 9 Subtract. v � 19 � 19 � �16 � 19 Add.

f � �32 Simplify. v � 3 Simplify.

The solution set is { ff � �32}. The solution set is {vv � 3}.

Exercises Solve each inequality. Then check your solution, and graph it on anumber line. See Examples 1–5 on pages 318–320. 9–16. See pp. 365A–365D.

9. c � 51 � 32 10. r � 7 � �5 11. w � 14 � 23

12. a � 6 � �10 13. �0.11 n � (�0.04) 14. 2.3 � g � (�2.1)

15. 7h � 6h � 1 16. 5b � 4b � 5

17. Define a variable, write an inequality, and solve the problem. Then check yoursolution. Twenty-one is no less than the sum of a number and negative two.Sample answer: Let n � the number; 21 � n � (�2); {nn � 23}.

6-16-1

www.algebra1.com/vocabulary_review

Addition Property of Inequalities (p. 318)boundary (p. 353)compound inequality (p. 339)Division Property of Inequalities (p. 327)

half-plane (p. 353)intersection (p. 339)Multiplication Property of

Inequalities (p. 325)

set-builder notation (p. 319)Subtraction Property of

Inequalities (p. 319)union (p. 340)

Vocabulary and Concept CheckVocabulary and Concept Check

a. Addition Property of Inequalities

b. Division Property of Inequalities

c. half-plane

d. intersection

e. Multiplication Property of Inequalities

f. set-builder notation

g. Subtraction Property of Inequalities

h. union

ExamplesExamples

Chapter 6 Study Guide and Review 359

Have students look through the chapter to make sure they haveincluded examples in their Foldable journal for each type ofinequality they learned to solve.Encourage students to refer to their Foldable journal whilecompleting the Study Guide and Review and to use them inpreparing for the Chapter Test.

TM

For more informationabout Foldables, seeTeaching Mathematicswith Foldables.

Lesson-by-LessonReviewLesson-by-LessonReview

Vocabulary and Concept CheckVocabulary and Concept Check

The Vocabulary PuzzleMakersoftware improves students’ mathematicsvocabulary using four puzzle formats—crossword, scramble, word search using aword list, and word search using clues.Students can work on a computer screenor from a printed handout.

Vocabulary PuzzleMaker

• This alphabetical list ofvocabulary terms in Chapter 6includes a page referencewhere each term wasintroduced.

• Assessment A vocabularytest/review for Chapter 6 isavailable on p. 392 of theChapter 6 Resource Masters.

For each lesson,

• the main ideas aresummarized,

• additional examples reviewconcepts, and

• practice exercises are provided.

ELL

MindJogger Videoquizzesprovide an alternative review of conceptspresented in this chapter. Students workin teams in a game show format to gainpoints for correct answers. The questionsare presented in three rounds.

Round 1 Concepts (5 questions)Round 2 Skills (4 questions)Round 3 Problem Solving (4 questions)

MindJogger Videoquizzes

ELL

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Study Guide and Review

360 Chapter 6 Solving Linear Inequalities

Solving Inequalities by Multiplication and Division Concept Summary

• If each side of a true inequality is multiplied or divided by the samepositive number, the resulting inequality is also true.

• If each side of a true inequality is multiplied or divided by the samenegative number, the direction of the inequality must be reversed.

Solve each inequality.

1 �14g � 126 2 �34

�d � 15

�14g 126 Original inequality �34

�d � 15 Original inequality

��

1

1

4

4

g� � �

�12

164

� Divide and change to �. ��43

�� �34

�d � ��43

��15 Multiply each side by �43

�.

g � �9 Simplify. d � 20 Simplify.

The solution set is {gg � �9}. The solution set is {dd � 20}.

Exercises Solve each inequality. Then check your solution.See Examples 1–5 on pages 326–328.

18. 15v � 60 19. 12r � 72 20. �15z �75 21. �9m � 99

22. ��

b12� � 3 23. �

�d13� � �5 24. �

23

�w � �22 25. �35

�p � �15

26. Define a variable, write an inequality, and solve the problem. Then check yoursolution. Eighty percent of a number is greater than or equal to 24. Sample answer: Let n � the number; 0.80n � 24; {nn � 30}.

See pages325–331.

6-26-2

Chapter 6 Study Guide and ReviewChapter 6 Study Guide and Review

18. {vv � 4}19. {rr � 6}20. {zz � 5}21. {mm � �11}22. {bb � �36}23. {dd � 65}24. {ww � �33}25. {pp � �25}

Solving Multi-Step InequalitiesConcept Summary

• Multi-step inequalities can be solved by undoing the operations.

• Remember to reverse the inequality sign when multiplying or dividingeach side by a negative number.

• When solving equations that contain grouping symbols, first use theDistributive Property to remove the grouping symbols.

Solve 4(n � 1) � 7n � 8.

4(n � 1) � 7n � 8 Original inequality

4n � 4 � 7n � 8 Distributive Property

4n � 4 � 7n � 7n � 8 � 7n Subtract 7n from each side.

�3n � 4 � 8 Simplify.

�3n � 4 � 4 � 8 � 4 Add 4 to each side.

�3n � 12 Simplify.

���

33n

� � ��12

3� Divide each side by �3 and change < to >.

n � �4 Simplify.

The solution set is {nn � �4}.

See pages332–337.

6-36-3

ExampleExample

ExamplesExamples

360 Chapter 6 Solving Linear Inequalities

Page 52: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

Study Guide and Review

Answers

36.

37.

38.

39.

40.

41.�1�2 1 20 3 4 5�3�4�5

�1�2 1 20 3 4 5�3�4�5

15 1614131211109 17 18 19

�1�2 1 20 3 4 5�3�4�5

�1�2 1 20 3 4 5�3�4�5

�1�2 1 20 3 4 5�3�4�5

Chapter 6 Study Guide and Review 361

Chapter 6 Study Guide and ReviewChapter 6 Study Guide and Review

See pages339–344.

6-46-4 Solving Compound Inequalities Concept Summary

• The solution of a compound inequality containing and is the intersection ofthe graphs of the two inequalities.

• The solution of a compound inequality containing or is the union of thegraphs of the two inequalities.

Graph the solution set of each compound inequality.

1 x � �1 and x � 3 2 x � 8 or x � 2

x �1 x � 8

x � 3 x � 2

Find the Find theintersection. union.

The solution set is {xx � 3}. The solution set is {xx � 8}.

Exercises Solve each compound inequality. Then graph the solution set.See Examples 1–4 on pages 339–341. 36–41. See margin for graphs.36. �1 � p � 3 � 5 37. �3 � 2k � 1 � 5 38. 3w � 8 � 2 or{ww is a real

{p�4 � p � 2} {k�1 � k � 3} w � 12 � 2 � w number.}39. a � 3 � 8 or 40. m � 8 � 4 and 41. 10 � 2y � 12 and

a � 5 21 3 � m � 5 � 7y � 4y � 9{aa � 11 or a � 16} {yy � �1}

41 2 83 5 96 7

41 2 3 5 96 7 8

41 3 5 96 72 8

�3 �2�2 40 1 2 5

�3 �2 40 1 2

3

3 5

�3 �2 �1 40 1 2 3 5

�1

�1

See pages345–351.

6-56-5 Solving Open Sentences Involving Absolute ValueConcept Summary

• If x � n, then x � �n or x � n.

• If x � n, then x � �n and x � n.

• If x � n, then x � �n or x � n.�n 0 n

�n 0 n

�n 0 n

Exercises Solve each inequality. Then check your solution.See Examples 1–5 on pages 332–334.

27. �4h � 7 � 15 28. 5 � 6n � �19 29. �5x � 3 � 3x � 19

30. 15b � 12 � 7b � 60 31. �5(q � 12) � 3q � 4 32. 7(g � 8) � 3(g � 2) � 4g �

33. 4 {xx � 4} 34. �1 �

5

7n� � 10 {nn � �7}

35. Define a variable, write an inequality, and solve the problem. Then check your solution. Two thirds of a number decreased by 27 is at least 9. Sample answer: Let n � the number; �2

3�n � 27 � 9; {nn � 54}.

27. {hh � �2} 28. {nn � 4} 29. {xx � �2} 30. {bb � 9} 31. {qq � �7}

2(x � 2)�

3

ExamplesExamples

Chapter 6 Study Guide and Review 361

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Study Guide and Review

Answers

42.

43.

44.

45.

46.

47.

48.

49.

54.

55.

56. y

xOy � 5x � 1

Ox

y

x � 2y � 4

y

xO

y � 2x � �3

�1�2�3�4�5�6 21 3 40

�1�2�3�4�5�6�7�8 1 20

�1�2�3�4�5�6�7�8�9 10

�5�6�7�8�9�10�11�12�13�14�15

�1�2�3�4�5�6�7�8�9�10 0

�2�4�6�8�10�12�14�16 2 40

�1�2�3�4�5�6�7�8�9 10

�4�8 4 80 12 16 20 24 28�12

362 Chapter 6 Solving Linear Inequalities

Solve x � 6 � 15.

x � 6 � 15

x � 6 � 15 or x � 6 � �15

x � 6 � 6 � 15 � 6 x � 6 � 6 � �15 � 6

x � 9 x � �21

The solution set is {�21, 9}.

• Extra Practice, see pages 833–835.• Mixed Problem Solving, see page 858.

See pages352–357.

6-66-6

Exercises Solve each open sentence. Then graph the solution set.See Examples 1, 3, and 4 on pages 346–348. 42–49. See margin for graphs.42. w � 8 � 12 43. q � 5 � 2 44. h � 5 � 7 45. w � 8 1

46. r � 10 � 3 47. t � 4 � 3 48. 2x � 5 � 4 49. 3d � 4 � 8

{r�13 � r � �7} {t �7 � t � �1} �x�4�12

� � x � ��12

�� �d�4 � d � 1�13

��

42. {�4, 20}43. {�7, �3}44. {hh � �12or h � 2}45. {ww � �9or w � �7}

Graphing Inequalities in Two Variables Concept Summary

• To graph an inequality in two variables:

Step 1 Determine the boundary and draw a dashed or solid line.

Step 2 Select a test point. Test that point.

Step 3 Shade the half-plane that contains the solution.

Graph y � x � 2.

Since the boundary is included in the solution, draw a solid line.

Test the point (0, 0).

y x � 2 Original inequality

0 0 � 2 x � 0, y � 0

0 �2 true

The half plane that contains (0, 0) should be shaded.

Exercises Determine which ordered pairs are part of the solution set for eachinequality. See Example 1 on page 352.

50. 3x � 2y � 9, {(1, 3), (3, 2), (�2, 7), (�4, 11)} {(�2, 7)}

51. 5 � y 4x, �(2, �5), ��12

�, 7�, (�1, 6), (�3, 20)� {(2, �5), (�1, 6)}

52. �12

�y � 6 � x, {(�4, 15), (5, 1), (3, 8), (�2, 25)} {(�4, 15), (5, 1)}

53. �2x � 8 � y, {(5, 10), (3, 6), (�4, 0), (�3, 6)} {(5, 10), (3, 6)}

Graph each inequality. See Example 2 on pages 353 and 354. 54–57. See margin.54. y � 2x � �3 55. x � 2y 4 56. y � 5x � 1 57. 2x � 3y � 6

y

xO

y � x � 2

ExampleExample

ExampleExample

362 Chapter 6 Solving Linear Inequalities

57. y

xO

2x � 3y � 6

Page 54: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

Practice Test

Assessment Options

Vocabulary Test A vocabularytest/review for Chapter 6 can befound on p. 392 of the Chapter 6Resource Masters.

Chapter Tests There are sixChapter 6 Tests and an Open-Ended Assessment task availablein the Chapter 2 Resource Masters.

Chapter 6 Practice Test 363

Vocabulary and ConceptsVocabulary and Concepts

Skills and ApplicationsSkills and Applications

1. Write the set of all numbers t such that t is greater than or equal to 17 in set-buildernotation. {tt � 17}

2. Show how to solve 6(a � 5) � 2a � 8. Justify your work. See pp. 365A–365D.3. OPEN ENDED Give an example of a compound inequality that is an

intersection and an example of a compound inequality that is a union.

4. Compare and contrast the graphs of x� 3 and x 3. Both graphs have dots at3 and �3. The graph of x � 3 is darkened between the two dots. The graph of x � 3 is darkened to the right of the dot at 3 and to the left of the dot at �3.

Solve each inequality. Then check your solution.

5. �23 g � 6 {gg � �17} 6. 9p � 8p � 18 {pp � �18} 7. d � 5 � 2d � 14 {dd � 9}

8. �78

�w �21 {ww � �24} 9. �22b � 99 {bb � �4.5} 10. 4m � 11 8m � 7{mm � �4.5}

11. �3(k � 2) � 12 {kk � �2} 12. �f�

3

5� � �3 {ff � �4} 13. 0.3(y � 4) � 0.8(0.2y � 2)

14. REAL ESTATE A homeowner is selling her house. She must pay 7% of the{yy � 20}

selling price to her real estate agent after the house is sold. To the nearest dollar, what must be the selling price of her house to have at least $110,000 after the agent is paid? at least $118,280

15. Solve 6 � r � 3. � 16. Solve d � �2. {dd is a real number.}

Solve each compound inequality. Then graph the solution set. 17–22. See pp. 365A–365D for graphs.17. r � 3 � 2 and 4r � 12 {r�1 � r � 3} 18. 3n � 2 17 or 3n � 2 � �1 {nn � �1 or n � 5}

19. 9 � 2p � 3 and �13 � 8p � 3 {p�3 � p � �2} 20. 2a � 5 � 7 {a�1 � a � 6}

21. 7 � 3s 2 �ss � 1�23

� or s � 3� 22. 7 � 5z � 3 {zz � 0.8 or z � 2}

Define a variable, write an inequality, and solve each problem. Then check yoursolution. 23–25. Sample answer: Let n � the number.23. One fourth of a number is no less than �3. �

14

�n � �3; {nn � �12}24. Three times a number subtracted from 14 is less than two. 14 � 3n � 2; {nn � 4}25. Five less than twice a number is between 13 and 21. 13 � 2n � 5 � 21; {n9 � n � 13}

26. TRAVEL Megan’s car gets between 18 and 21 miles per gallon of gasoline. If her car’s tank holds 15 gallons, what is the range of distance that Megan can drive her car on one tank of gasoline? between 270 and 315 mi

Graph each inequality. 27–29. See pp. 365A–365D.27. y 3x � 2 28. 2x � 3y � 6 29. x � 2y � 4

30. STANDARDIZED TEST PRACTICE Which inequality is represented by the graph? B

x � 2 � 5 x � 2 5 x � 2 � 5 x � 2 5DCBA

�9 �8 �7 �6 �5 �4 �3 �2 �1 0 1 2 3 4 5 6 7 8 9

www.algebra1.com/chapter_test

Sample answers: 2 � x � 8; x � 2 or x � 8

Chapter 6 Test Practice 363

Chapter 6 TestsForm Type Level Pages

1 MC basic 379–380

2A MC average 381–382

2B MC average 383–384

2C FR average 385–386

2D FR average 387–388

3 FR advanced 389–390

Introduction In mathematics, there is often more than one way to solvea problem. In order to solve an inequality, for example, you can write asolution set or graph the inequality.Ask Students Find an inequality from your work in this chapter andshow two different ways to solve it. Place your work in your portfolio.

Portfolio Suggestion

MC = multiple-choice questionsFR = free-response questions

Open-Ended AssessmentPerformance tasks for Chapter 6can be found on p. 391 of theChapter 6 Resource Masters. Asample scoring rubric for thesetasks appears on p. A25.

First Semester Test A test forChapters 1–6 can be found onpp. 399–402 of the Chapter 6Resource Masters.

TestCheck andWorksheet Builder

This networkable software hasthree modules for assessment.

• Worksheet Builder to makeworksheets and tests.

• Student Module to take testson-screen.

• Management System to keepstudent records.

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StandardizedTest Practice

Standardized Test PracticeStudent Record Sheet (Use with pages 364–365 of the Student Edition.)

Select the best answer from the choices given and fill in the corresponding oval.

1 4 7

2 5 8

3 6 9

Solve the problem and write your answer in the blank.

For Questions 11 and 14, also enter your answer by writing each number orsymbol in a box. Then fill in the corresponding oval for that number or symbol.

10 11 14

11 (grid in)

12

13

14 (grid in)

15

16

17

Select the best answer from the choices given and fill in the corresponding oval.

18

19

Record your answers for Question 20 on the back of this paper.

DCBA

DCBA

0 0 0

.. ./ /

.

99 9 987654321

87654321

87654321

87654321

0 0 0

.. ./ /

.

99 9 987654321

87654321

87654321

87654321

DCBADCBADCBA

DCBADCBADCBA

DCBADCBADCBA

NAME DATE PERIOD

66

An

swer

s

Part 3 Quantitative ComparisonPart 3 Quantitative Comparison

Part 2 Short Response/Grid InPart 2 Short Response/Grid In

Part 4 Open-EndedPart 4 Open-Ended

Part 1 Multiple ChoicePart 1 Multiple Choice

Standardized Test PracticeStudent Recording Sheet, p. A1

These two pages contain practicequestions in the various formatsthat can be found on the mostfrequently given standardizedtests.

A practice answer sheet for thesetwo pages can be found on p. A1of the Chapter 6 Resource Masters.

Record your answers on the answer sheetprovided by your teacher or on a sheet ofpaper.

1. Which of the following is a correct statement?(Lesson 2-1) B

��93

� � �39

� ��39

� � ��93

��39

� � ��93

� �93

� � �39

2. (�6)(�7) � (Lesson 2-3) D

�42 �13

13 42

3. A cylindrical can has a volume of 5625�cubic centimeters. Its height is 25 centimeters. What is the radius of the can? Use the formula V � �r2h. (Lessons 2-8 and 3-8) C

4.8 cm 7.5 cm

15 cm 47.1 cm

4. A furnace repair service charged a customer$80 for parts and $65 per hour worked. Thebill totaled $177.50. About how long did therepair technician work on the furnace?(Lessons 3-1 and 3-4) B

0.5 hour 1.5 hours

2 hours 4 hours

5. The formula P � �4(220

5� A)� determines the

recommended maximum pulse rate P duringexercise for a person who is A years old.Cameron is 15 years old. What is hisrecommended maximum pulse rate duringexercise? (Lesson 3-8) B

162 164

173 263

6. The graph of the function y � 2x � 1 is shown.If the graph is translated 3 units up, whichequation will best represent the new line?(Lesson 4-2) A

y � 2x � 2 y � 2x � 3

y � 2x � 3 y � 2x � 4

7. The table shows a set of values for x and y.Which equation best represents this set ofdata? (Lesson 4-8) D

y � 3x � 4 y � 3x � 2

y � 2x � 10 y � 4x

8. Ali’s grade depends on 4 test scores. On the first 3 tests, she earned scores of 78, 82,and 75. She wants to average at least 80.Which inequality can she use to find the score x that she needs on the fourth test in order toearn a final grade of at least 80? (Lesson 6-3) B

�78 � 82

3� 75 � x� 80

�78 � 82

4� 75 � x� 80

�78 � 82

4� 75 � x� 80

�78 � 82

4� 75 � x�� 80

9. Which inequality is represented by the graph?(Lesson 6-4) C

�2 � x � 3 �2 � x � 3

�2 � x � 3 �2 � x � 3DC

BA

�3 �2 �1 0 1 2 3 4

D

C

B

A

DC

BA

DC

BA

y

xO

y � 2x � 1

DC

BA

DC

BA

DC

BA

DC

BA

DC

BA

Part 1 Multiple Choice

364 Chapter 6 Solving Linear Inequalities

x �4 �1 2 5 8

�16 �4 8 20 32

x

y

364 Chapter 6 Solving Linear Inequalities

Additional Practice

See pp. 397–398 in the Chapter 6Resource Masters for additionalstandardized test practice.

Log On for Test Practice The Princeton Review offersadditional test-taking tips and

practice problems at their web site. Visitwww.princetonreview.com orwww.review.com

TestCheck andWorksheet Builder

Special banks of standardized testquestions similar to those on the SAT,ACT, TIMSS 8, NAEP 8, and Algebra 1End-of-Course tests can be found onthis CD-ROM.

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Evaluating Open-EndedAssessment Questions

Open-Ended Assessmentquestions are graded by using amultilevel rubric that guides youin assessing a student’sknowledge of a particularconcept.

Goal: Write inequalities todescribe the possible dimensionsof a house.

Sample Scoring Rubric: Thefollowing rubric is a samplescoring device. You may wish toadd more detail to this sample tomeet your individual scoringneeds.

Part 2 Short Response/Grid In

www.algebra1.com/standardized_test Chapter 6 Standardized Test Practice 365

Aligned and verified by

Test-Taking TipQuestions 13 and 14• Know the slope-intercept form of linear

equations: y � mx � b.• Understand the definition of slope.• Recognize the relationships between the slopes

of parallel lines and between the slopes ofperpendicular lines.

Record your answers on the answer sheetprovided by your teacher or on a sheet ofpaper.

10. A die is rolled. What are the odds of rolling a number less than 5? (Lesson 2-6) 4:2 or 2:1

11. A car is traveling at an average speed of 54miles per hour. How many minutes will ittake the car to travel 117 miles? (Lesson 2-4)130

12. The price of a tape player was cut from $48to $36. What was the percent of decrease?(Lesson 3-7) 25%

13. Write an equation in slope-intercept form that describes the graph. (Lesson 5-4)y � �x � 3

14. A line is parallel to the graph of the

equation �13

�y � �23

�x � 1. What is the slope of

the parallel line? (Lessons 5-4 and 5-6) 2

15. Solve �12

�(10x � 8) � 3(x � 1) 15 for x.

(Lesson 6-3) x � 8

16. Find all values of x that make the inequalityx � 3 � 5 true. (Lesson 6-5) x � 8 and x � �2

17. Graph the equation y � �2x � 4 andindicate which region represents y � �2x � 4. (Lesson 6-6) See margin.

Compare the quantity in Column A and the quantity in Column B. Then determinewhether:

the quantity in Column A is greater,

the quantity in Column B is greater,

the two quantities are equal, or

the relationship cannot be determinedfrom the information given.

18.

B (Lesson 2-7)

19. x � 5 or x � �7

�3 � y � 4

A (Lesson 6-4)

Record your answers on a sheet of paper.Show your work.

20. The Carlson family is building a house on alot that is 91 feet long and 158 feet wide.(Lessons 6-1, 6-2, and 6-4)

a. Town law states that the sides of a housecannot be closer than 10 feet to the edgesof a lot. Write an inequality for thepossible lengths of the Carlson family’shouse, and solve the inequality.

b. The Carlson family wants their house tobe at least 2800 square feet and no morethan 3200 square feet. They also wanttheir house to have the maximum possible length. Write an inequality forthe possible widths of their house, andsolve the inequality. Round your answerto the nearest whole number of feet.2800 � 71w � 3200; 39 � w � 45

D

C

B

A

y

xO

Part 3 Quantitative Comparison

Part 4 Open Ended

Column A Column B

�68� 9

x y

� � 91 � 20; � � 71

Chapter 6 Standardized Test Practice 365

Score Criteria4 A correct solution that is supported

by well-developed, accurateexplanations

3 A generally correct solution, butmay contain minor flaws inreasoning or computation

2 A partially correct interpretationand/or solution to the problem

1 A correct solution with nosupporting evidence or explanation

0 An incorrect solution indicating nomathematical understanding of the concept or task, or no solution is given

Answer

17. y

xO

y � �2x � 4

Page 57: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

Page 317, Chapter 6 Getting Started

21. 22.

23. 24.

25. 26.

27. 28.

Pages 321–323, Lesson 6-1

5.

6.

7.

8.

9.

10.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

56. Inequalities can be used to compare the number ofschools participating in certain sports, to compare thenumber of participating schools if sports are added ordiscontinued in a certain number of schools, and todetermine how many schools need to add a certainsport to surpass the number participating in anothersport. Answers should include the following.

• To find how many schools must add girls track andfield to surpass the current number of schoolsparticipating in girls basketball, solve 16,526 � 14,587 � x. More than 1939 schools mustadd girls track and field.

Page 324, Lesson 6-2AAlgebra Activity

6. The symbols in the solutions point in the oppositedirection with relationship to the variable than thesymbols in the original problem.

43210�4�3�2�1

43210�4�3�2�1

43210�4�3�2�1

43210�4�3�2�1

�8 0�7�6�5�4 �3�2�1

43210�4�3�2�1

43210�4�3�2�1

�8 0�7�6�5�4 �3�2�1

�8 0�7�6�5�4�3�2 �1

�8 0�7�6�5�4 �3�2�1

0 1 2 3 4 5 6 7 8

0 1 2 3 4 5 6 7 8

�8 0�7�6�5�4 �3�2�1

0 1 2 3 4 5 6 7 8

0 1 2 3 4 5 6 7 8

0 1 2 3 4 5 6 7 8

0 1 2 3 4 5 6 7 8

0 1 2 3 4 5 6 7 8

43210�4�3�2�1

0 1 2 3 4 5 6 7 8

0 1 2 3 4 5 6 7 8

0 2 4 6 8 10 12 14 16

0 1 2 3 4 5 6 7 8

�8 0�7�6�5�4 �3�2�1

y

xO

2 � x � 2y

y

xO

15 � 3(x � y)

y

xO

3x � 6 � 2y

y

xO

x � � y12

y

xO

y � �4

y

xO

y � 2x � 3

y

xO

x � 3y � �3

y

xO

2x � 2y � 6

365A Chapter 6 Additional Answers

Addit

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Ch

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Page 58: Chapter 6: Solving Linear Inequalities - tutorcharlotte.net · 316C Chapter 6 Solving Linear Inequalities Mathematical Connections and Background Mathematical Connections and Background

7.

There are no negative x-tiles, so the variable remainson the left and the symbol remains .

8. If each side of a true inequality is divided by the samepositive number, the resulting inequality is also true. Ifeach side of a true inequality is divided by the same neg-ative number, the direction of the inequality symbol mustbe reversed so that the resulting inequality is also true.

9. If each side of a true inequality is multiplied by thesame positive number, the resulting inequality is alsotrue. If each side of a true inequality is multiplied bythe same negative number, the direction of theinequality symbol must be reversed so that theresulting inequality is also true.

Page 331, Lesson 6-2

61. Sample answer:

Page 331, Practice Quiz 1

1.

2.

3.

4.

5.

6. {z |z 7}

7. {v |v � 35}

8. {q |q � �35}

9. {r |r � �13}

10. �w |w �

Pages 335–337, Lesson 6-3

14. �5(k � 4) � 3(k � 4) Original inequality

�5k � 20 � 3k � 12 Distributive Property

�5k � 20 � 5k � 3k � 12 � 5k Add 5k to each side.

�20 � 8k � 12 Simplify.

�20 � 12 � 8k � 12 � 12 Add 12 to each side.

�8 � 8k Simplify.

� Divide each side by 8.

�1 � k Simplify.

{k |k � �1}

33.

34.

74.

75.

76.

77.

78.

79.

80.

81.

82.

Pages 342–343, Lesson 6-4

28.

29.

30.

31.

32.

33.

34.

35.7654321�3�2�1 0

32 5410�5�4�3�2�1

109876540 1 2 3

109876540 1 2 3

32 5410�5�4�3�2�1

109876540 1 2 3

�14�13�12�11�10�9�8 �4�7�6�5

1615 181714138 9 10 11 12

6�2�1 0 1 2 3 4 5

3�5�4�3�2�1 0 1 2

3�5�4�3�2�1 0 1 2

80 1 2 3 4 5 6 7

0 1 2 3 4�4�3�2�1

54321�3�2�1 0

210�6�5�4�3�2�1

54321�3�2�1 0

54321�3�2�1 0

�3�4 �2 �1 0 1 2 3 4

5 6 7 8 9 10 11 12 13

8k�8

�8�8

5�4

�3�4 �2 �1 0 1 2 3 4

0 1 2 3 4 5 6 7 8

�7�8 �6 �5 �4 �3 �2 �1 0

�7�8 �6 �5 �4 �3 �2 �1 0

0 1 2 3 4 5 6 7 8

y

xO

x

x

1

1

11

1 1

x � 3

x

x

1

1

11

1 1

2x � 6

Chapter 6 Additional Answers 365B

Additio

nal A

nsw

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for C

hapte

r 6

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36.

37.

38.

39.

40.

41.

54. The tax table gives intervals of income and how mucheach interval must pay in taxes. These intervals canbe expressed as a compound inequality. Answersshould include the following.• The incomes are in $50 intervals.• 41,000 � x � 41,150 represents the possible incomes

of a head of a household paying $7024 in taxes.

Pages 350–351, Lesson 6-524.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

74. 75.

76. 77.

78. 79.

Page 356, Lesson 6-6

26. 27.

28. 29.

30. 31. y

xO

6x � 3y � 9

y

xO

2y � x � 6

y

xO

y � x

y

xO

5x � 10y � 0

y

xO

x � 2

y

xOy � �3

y

xO

2(x � y ) � 10

y

xO

2y � x � �6

y

xO

y � 2x � �1

y

xO

x � y � 3

y

xO

y � �2

y

xO

y � 3x � 4

�5 543210�4�3�2�1

�10 1086420�8�6�4�2

0 2 4 6 8 10 12 14 16 18 20

�1 0 1 2 3 4 5 6 7 8 9

�5 543210�4�3�2�1

�5 543210�4�3�2�1

�5 543210�4�3�2�1

�5 543210�4�3�2�1

0 1 2 3 4 5 6 7 8 9 10

�8 0 1 2�7�6�5�4 �3�2�1

�10 0�1�2�3�4�5�9�8�7�6

�3�2 �1 0 1 2 3 4 5 6 7

�5 543210�4�3�2�1

�8 �6�4�2 0 2 4 6 8 10 12

�13�12�11�10�9�8 �7�6�5 �4�3

�6 1412108�4�2 0 2 4 6

20�18�16�14�12�10�8�6�4�2

32 5410�5�4�3�2�1

32 5410�5�4�3�2�1

109876540 1 2 3

109876540 1 2 3

32 5410�5�4�3�2�1

365C Chapter 6 Additional Answers

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32. 33.

34. 35.

36. 37.

Page 359, Chapter 6 Study Guide and Review

9. {c |c � �19}

10. {r |r � �12}

11. {w |w � 37}

12. {a |a � �4}

13. {n |n � �0.15}

14. {g |g � 0.2}

15. {h |h � �1}

16. {b |b � 5}

Page 363, Chapter 6 Practice Test

2. 6(a � 5) � 2a � 8 Original equation6a � 30 � 2a � 8 Distributive Property

6a � 30 � 2a � 2a � 8 � 2a Subtract 2a from eachside.

4a � 30 � 8 Simplify.

4a � 30 � 30 � 8 � 30 Subtract 30 from eachside.

4a � �22 Simplify.

� Divide each side by 4.

a � �5.5 Simplify.

{a |a � �5.5}

17.

18.

19.

20.

21.

22.

27. 28.

29. y

xOx � 2y � 4

y

xO

2x � 3y � 6

y

xO

y � 3x � 2

�5�4�3�2�1 0 1 2 3 4 5

�3�2�1 0 1 2 3 4 5 6 7

�3�2�1 0 1 2 3 4 5 6 7

�3�4�5�6�7 �2�1 0 1 2 3

�3�2�1 0 1 2 3 4 5 6 7

�3�4�5 �2�1 0 1 2 3 4 5

�22�

44a�4

�1�2 1 20 3 4 5 6 7 8

�1�2 1 20 3 4 5�3�4�5

1 20�1�2

1 20�1�2

�1�2 1 20 3�3�4�5�6�7

4140 42 43 45443938373635

�9 �7 �5�11�13�15

�19 �17 �15�21�23�25

y

xO

(2x � y) � 212

y

xO

3(x � 2y) � �18

y

xO3x � 1 � y

y

xO

8x � 6y � 10

y

xO

y � �2x � 4

y

xO

3y � 4x � 12

Chapter 6 Additional Answers 365D

Additio

nal A

nsw

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for C

hapte

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