, ,

DEI' ED ClENTR,~llmRARY
M£RALCO AVE.. PA~)I(i sm

:i$ii, '~' .. --,.'

~f'~ A~~ff~dittafl:i@!I1I ~!Hmd

tEcqp1.00wtmDeirilcy lear!rnsri1[l'J M:.ffi1:heIJ"0£nD

Philippines Nonformal Education Project

(ADS-Assisted)

Bureau of Nonformal Education

DEPARTMENT OF EDUCATION,
CULTURE AND SPORTS
 Unit Conversions (Equivalents)

Length Time

=
1 in 2.54 em 1 day = 8.64 x 104s
1 ern = 0.394 in 1 year = 3.156 x 107s
1 ft = 30.5 em
1 m = 39.37 in = 3.28 ft Mass
1 mi = 5280 ft = 1.61 km
=
1 km 0.621 mi 1 atomic mass unit (u) = 1.6605 x 1O-27kg
1 nautical mile (U.S.) = 1.15 mi = 6076 ft = 1.852 kill 1 kg = 0.0685 slug
I
1 fermi = 1 femtometer (fm) = 10-15 m [1 kg has a weight of 2.20 Ib where g = 9.81 m/s"]
1 light year (ly) = 9.46 X 1015m
1 parsec =
3.261y =
3.09 x 1016m Force

Volume lIb = 4.45 N

1N = 105 dyne = 0.225 lb
1 liter (L) = 1000 mL = 1000 ern' = 1.0 x 10-3 m3 =
1.057 quart (U.S.) = 54.6 in ' Energy and Work
1 gallon (U.S.) = 4 qt (U.S.) = 231 in' = 3.78 L
= 0.83 gal (Imperial) 1J =107 ergs =
0.738 ft·lb = N'rn = 1 kg m/s?
1 m3= 35.31 ft3 1 ft·lb = 1.36 J
1 kcal = 4.18 x 103 J
Speed 1 eV =
1.602 x 10-19J

1 mi/h =
1.47 ftls =
1.609 km/h =
0.447 rnIs Power
1 km/h = 0.278 m/s = 0.621 mi/h
1 ft/s = 0.305 rnIs = 0.682 mi/h 1W = 1 J/s = 0.738 ft· Ibis
1 rnIs =3.28 ft/s =
3.60 krnlh lkW = 1000W
1 knot = 1.151 mi/h =
0.5144 rnIs 1 hp = 550 ft-lb/s = 746 W

Angle Pressure

1 radian (rad) = 57.300 = 57°18' 1 atm =

1.013 bar 1.013 x 105N1m2 = = 14.71b/in2

10 = 0.0l745 rad 1 lb/in? = 6.90 x 10 N/m2

3

1 Pa = 1 N/m2 = 1.45 x LOr'Ib/in?

Newton's Laws of Motion Statistics

Law of inertia range: x highest

- X
lowest

A body continues in its state of rest or of uniform

_ LX
velocity in a straight line unless acted by a non zero mean: X=-
n
net force.

Law of acceleration median: (odd n): middle term

Acceleration of a body is directly proportional to the (even n): sum of the 2 middle terms
net force acting on it, and inversely proportional to its 2
mass
mode: most frequent value
Lf=ma

Laws of action and reaction

standard deviation:
Whenever a body exerts a force on another body, the n -1
second exerts an equal and opposite force on the first.
 OEP ED CENTRAL LIBRARY
HERALCO AVE. PASIG un

Inequalities

Copyright 2001
Bureau of Nonformal Education
DEPARTMENT OF EDUCATION,
CULTURE AND SPORTS

All rights reserved. No part of this module may be reproduced in any form or by any means,
electronic or mechanical, including photocopying, recording or by any information storage
and retrieval system, without the prior written permission from the publisher.

Published in the Philippines by:

Bureau of Non formal Education

Department of Education, Culture and Sports
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Meralco Avenue, Pasig City, Philippines
Tel. No.: (02) 635 - 5189 Fax No.: (02) 635 - 5191
,,
 REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION, CULTURE AND SPORTS
DECS Complex, Meralco Avenue
Pasig City, Philippines

Sarna-Sarna
Office of the Secretary saDECS

Mv dear NFE A&E Learners,

Welcome to the Nonformal Education Accreditation and Equivalency

(NFE A&E) Academic-Focussed Bridging Program of the Department of
Education, Culture and Sports (DECS). The Academic-Focussed Bridging
Program is a new nonformal education approach to learning that offers NFE
A&E Secondary Level test passers who are interested in entering college, an
opportunity to prepare for the intellectual challenges of a university or college
education. The Program was developed by the Bureau of Non formal
Education (BNFE) to strengthen the NFE A&E as a truly alternative system
oflearning to formal schooling by expanding the pathways oflearning and life
opportunities of out-of-school (OSY) and adults.

The Academic-Focussed Bridging Program is built around a special

curriculum comprising skills and competencies felt to be essential for NFE
A&E Secondary Level test passers to cope with the demands and entry
requirements of college education. This includes skills and competencies in
the traditional academic disciplines ofhigher level Mathematics, Advance
Science, and English and Filipino Communication Skills. It also covers non-
traditional college preparation skills such as study skills, report and essay
writing, library and research skills, skills in giving seminar presentations and
other college and university survival skills. Based on this curriculum, we have
prepared a range of self-instructional learning modules. By studying the
modules and completing the various self-assessment activities, and
assignments, we hope that you will be able to prepare for the academic rigors
and requirement of college and university life.

We hope you find the modules interesting, informative and challenging.

They have been specially prepared to help you learn by yourself through
inquiry, investigation, problem solving and application of skills and concepts to
everyday life situations. Studying by using self-instructional modules means
you will need to take on responsibility for your own learning and will require a
high level of commitment, motivation and self-discipline. These, however, are
skills which are essential for you to succeed at higher levels of learning at
college or university.

We hope that through this Academic-Focussed Bridging Program, you

and other qualified out-of-school youth and adults will have an alternative
means to move up a continuous ladder of learning as a pathway to a better
tomorrow.

Good luck and mabuhayi

G<avcJ1.~~
RAUL ROCO
Secretary
 What Is This Module About?

6> 4, m - 5 n > 3 n
7 X + 14 =, 9y < 5 X - Y
Inone ofthe modules in mathematics, the set of real numbers and its properties were
discussed. It was mentioned that the set of real numbers is closed under addition and
multiplication. Moreover, real numbers can be represented by points on a line called a
coordinate or number line. Likewise, points on a coordinate line are labeled with real numbers.
Points to the right ofthe origin on the number line correspond to positive real numbers, while
points to the left ofthe origin correspond to negative real numbers.

Besides these properties, the real number system has other important features that will be
described in this module. They are orderrelations, inequalities and absolute value. You will also
learn how to graph an inequality and solve word problems involving inequalities.

This module contains four lessons. These are:

Lesson 1 - Inequalities and Their Properties

Lesson 2 - Solutions of Linear Inequalities

Lesson 3 - Inequalities Involving Absolute Values

Lesson 4 - Systems of Inequalities

What Will You Learn From This Module?

After studying this module, you should be able to:

• illustrate orderrelations;
• define inequality and sketch a graph of an inequality;

• illustrate and apply the properties of inequalities;

• solve inequalities with one unknown;

• define absolute value;

• solve and graph an absolute inequality;

• solve systems oflinear inequalities by graphing; and

• solve word problems involving inequalities.

• Wait!
Before studying this module, please be sure that you have completed the module entitled
Equations.

I Let's See What You Already Know

Before you start studying this module, take the following test first to find out how much you
already know the topics to be discussed.

1. Which of the following statements is correct?

1
a. > 0 c. -5 = 5
2
1
b. -8<-6 d. - > -
4 3

2. If8 > 2, wmch ofthe following statements is the correct conclusion?

a. 2 is located to the right of 8 on the number line.

b. 2 is located to the left of8 on the number line.

c. 8 is located to the left of2 on the Number line.

d 8,is located to the left of 0 on the number line.

3. An inequality is a mathematical statement involving any of the following symbols

exeept:
a. c. >

b. =1= d. <

4. The graph of the inequality -2 < x < 1 is:

a. ~_"~r r , , I'H F , " ) c. ( III, , T

, , , , , I )

b. (
-4 -3 -2 -1

I I
-4 -3 -2 -1
t
0 1 2 3

I I
0
t
1 2
4

I I I
3 4
) d. <
-4 -3 -2 -1 0

I I
-4 -3 -2 -1
1, , ,
o
1 2 3

1
, I
2 3
,~
4

4
)

5. Which of the following statements illustrates transitive property?

a. If 2 < 3 and 3 < 7 then 2 < 7. c. If2 < 3 then 3 > 2.

b If2 < 3 then 2(3) < 7(3). d. If2 < 3 then 2 + 4 > 3 + 4.

2
 6. If5 < 10 and ifboth sides of the inequality are multiplied by -3, then the conclusion
must be:

a. -15 < -30 c. -15 > -30

b. -15 2: -30 d. -15 < -30

7. The solution set of the inequality 1- 4x < 9 is:

a. x <-2 c. x >-2
b. x 2:-2 d. x..2:-2
8. The absolute value of a number is always __ .

a. the number itself c. the negative of the given number

b. non-negative d. zero

9. The solution set ofthe inequality 15x-11 < 5 is:

a. -4 <x < 6 c. -5 <x < 5

4 6 4
b. --<x<- d. --<x<5
5 5 5

10. The graph ofthe solution set ofthe inequality 12x-11> 3 is:

a. (
I I
-4 -3 -2 -1
r I I
0
r
1 2
I I I
3 4
) c. (
r
-4 -3 -2 -1
I I r I I
0
R1
1 2 3 4
)

b. (
I I r I I
-4 -3 -2-1 0
r
1 2
I I I
3 4
) d. ( IEI I
-4 -3 -2 -1
r I I
0 1 2 3
1Tt 4
)

11. The graph of the inequality 2x < 1 is:

a. (I I I I I I) c. (I y I I I~
-2.0 -1.5 -1.0 -0.5 0 0.5 1.0 1.5 2.0 -2.0 -1.5 -1.0 -0.5 0.5 1.0 1.5 2.0

b. (I
-2.0
f
-1.5 -1.0 -0.5 0.5
1
1.0
1
1.5
~)d. (~ I
2.0 -2.0 -1.5 -1.0 -0.5
~
0.5
1
1.0 1.5
I)
2.0

3
12. The solution set ofthe system of inequalities x + y > 1 andx-2y > 2 is:

a. c.

b. d.
2-

13. Whatisthevalueofxin2x+4 2: x-2?

a. x 2:-6 c. x 2: 2
b. x 2:-2
14. The length of a-rectangle is 5 centimeters (em) longer than the width. How long will the
width be if the perimeter of the rectangle is at least 40 cII?-?
a. x 2: 7.5 c .. x 2: 12.5
b. x s 7.5 d. x ~ 12.5

4
 Well, how was it? Do you think you fared well? Compare your answers with those in the
Answer Key on page 33 to find out.

If all your answers are correct, very good! This shows that you already know much about
the topic. You may still study the module to review what you already know. Who knows, you
might learn a few more new things as well.
If you got a low score, don't feel bad. This means that this module is for you. It will help you
understand important concepts that you can apply in your daily life. If you study this module
carefully, you will learn the answers to all the items in the test and a lot more! Are you ready?
You may go now to the next page to begin Lesson 1.

5
 LESSON 1

Inequalities and Their Properties

We experience and see inequalities around us. There are inequalities in social status, such as
between a king and a beggar; inequalities in knowledge and health, such as between a healthy
schoolchild and sickly street child. There are also inequalities among different objects.
Each of the relations mentioned above can be described using symbols in mathematics.
There are a lot of symbols which show inequality between quantities. Some of these symbols are
:f:., ~, S . The following are examples of relations showing inequalities:

• 5<-2
• x+l>3

• m ~ 8
• t2:f:. 4
You will learn more about such relations in this lesson.

~ Let's Learn

The statement "a is greater than b" (that is, a > b where a and b are real numbers) would
mean that a - b is a positive number.
For example, 5 > 2 means that 5 - 2 = 3, which is positive, meaning it is greater than O.
Similarly, "a is less than b" (that is, a < b where a and b are real numbers) would mean that
a - b is negative.

6
 Moreover, if you have an axis, as in the figure below, on which the positive direction is to the
right and the negative direction is to the left, then the positive value of a - b is to the right ofO.
For example, since 5 - 2 = 3, then 5 is found 3 units to the right of 2.

< I
-6 -5 -4 -3 -2 -1 0
I I I I I I I)
2 3 4 5 6 7

So, the relation 2 < 5 means that 2 is found 3 units to the left of 5 since 2 - 5 = -3.
Just like equations, inequalities have properties, too. They will help you understand better
how to solve problems involving inequalities.

• Trichotomy. Only one of the following is true for any real numbers a and b.

• a> b

• a =b

• a<b
For example, if you say that 5 > 2, then 5 "* 2 and 5 < 2.
• Addition property. The sense of inequality is not changed if the same number is
added to or subtracted from both sides ofthe inequality.
If a > b, then a ± c > b ± c for all values of c.
For example, in the relation:
5>2
Adding (-1) to one side would mean adding the same quantity to the other side, that is:
5+(-1»2+(-1)
4>1
• Multiplication property (where c > 0). The sense of inequality is not changed ifboth
sides of the inequality are multiplied or divided by the same positive number.

a b
If a > b, then (a )( c) > (b)( c) and - > - for any positive number c.
c c
For example, in the relation:
-3 <2

Dividing both sides of the inequality by 3,

2
-1<-
3

7
 • Multiplication property (where c < 0). The sense of an inequality is changed ifboth
sides of the inequality are multiplied or divided by the same negative number.

a b
If a < b, then (a)(c) > (b)(c) and - > -.
c c

For example, in the relation:

4>2

Multiplying both sides of the inequality by -1,

(4)(-1) < (2)(-1)

-4 <-2

Were you able to understand each of the properties of inequalities? Tell which property is
applied in the following.
• If2 < 3, then 6 < 7. _

• Ifx>y,then3x>3y. _

• If7-x<x+3,thenx-7>-x-3. _

• Ifx - 2> 3, then x > 5. _

• If-3x<-6,thenx>2. _

Are your answers the same as these? The relation 6 < 7 was obtained by adding 4 to both
sides of2 < 3. Thus, the addition property was applied.
The relation 3x > 3ywas obtained by multiplying both sides ofx > y by 3. Thus, the
multiplication property by a positive number was applied.
The relation x - 7 > -x - 3 was obtained by multiplying both sides of7 - x < x + 3 by -1.
Thus, the multiplication property by a negative number was applied.
The relation x> 5 was obtained by adding 2 to both sides of x - 2 > 3. Thus, the addition
property was applied.
The relation x > 2 was obtained by dividing both sides of - 3x < -6 by -3. Thus, the
multiplication property by a negative number was applied.
Adding to or multiplying by different quantities each number in an inequality may change the
order of inequality.
For example, in the inequality:
4<5
Adding 6 to the left side and 1 to the right side ofthe inequality will give
4+6<5+1
10 < 6, which is false.

8
~ Let's Review

Tell which property is used in each of the following.

1. If-m > 3,thenm <-3.

---------------------
2. If 4x < 3x - 6, then x < -6. _
3. If 5 + x> 3 + y, then 7 + x > 5 + y.
------------------------
4. Ifx < 3, then 4x < 12. _

5. If 5x < 5, then 5x + y < 5 + y. _

Compare your answers with those in the Answer Key on page 33.

a Let's Study and Analyze

Is it true that if x2 > 4, then x> 2?

-----------------------------
Explain. _

Compare your answer with that in the Answer Key on page 33.

~ Let's See What You Have Learned

Tell what property is shown in each of the following.

1. If3 > -1, then -4 > -8.

2. If 4x + 1 > 1, then 4x > o.

3. If4x+4< 10, then-2x-2>-5.

4. If2x > -1, then 4x > -2.

5. If5x<20, thenx<4.

Compare your answers with those found in the Answer Key on page 33. If you got a
perfect score, congratulations! You understood the lesson well. If you did not, don't worry. Just
review the lesson before moving on to Lesson 2.

9
, Let's Remember

• An inequality is a mathematical statement showing that a quantity is less than, greater

than or not equal to another quantity.
• The properties of inequalities are the following:
• Trichotomy
For all real numbers a and b, one and only one ofthe following is true.
a>b;

a = b; ora < b

• Addition property
For any real number c, if a> b, then a + c > b + c.
For any real number c, if a < b, then a + c < b + c.
• Multiplication property by a positive number c
For any positive real numberc, if a > b, thenac> bc.
For any positive real number c, if a < b, then ac < be.
Multiplication property by a negative number c
For any negative real number c, if a> b, then ac < be.
For any negative real number c, if a < b, then ac > be.
• If you add to or multiply by different quantities each member of an inequality, the
sense or order of the inequality may change.

10
 LeSSON 2

Solutions of Linear Inequalities

You have been exposed to solving linear as well as quadratic equations in one and two
unknowns. In a linear equation in one unknown, the solution is unique (meaning there is only one
solution) while in a linear equation in two unknowns, there may be (a) a unique solution, (b) no
solution or (c) an infinite number of solutions. Similarly, for quadratic equations, you have learned
that solutions may either be real or imaginary.
In this lesson, you will learn the methods of solving linear inequalities.

This lesson will enable you to plot and solve an inequality algebraically as well as solve
problems involving linear equalities.

~ Let's Learn
--=-

The graph of an inequality is similar to that of a linear equation with some modifications. The
following are graphs of some inequalities.
• x < 1 (read as "x is less than 1")

x ( I I I I 1 I I I)
-7 -6 -5 -4 -3 -2 -1 0 2 3 4 5 6 7

Note that the hollow circle means that the point x = 1 is not included in the set of possible
values.

11
• y 2: -3 (read as ''y is greater than or equal to -3")

y < I
-7 -6 -5 -4
r
-3 -2 -1 o
I 2
I I , ,
3 4 5 I·'
6 7 >
Note that the shaded circle means that the point x = -3 is included.
Consider the inequality x + 3 > 7.
We solve this in a way similar to how linear or quadratic equations are solved.
Add (-3) to both sides of the inequality, then
x+3>7
x + 3 + (-3) > 7 + (-3)
x>4
This means that all numbers greater than 4 are possible values ofx.
Drawing the graph of the solution, we have:

x( ,
-4 -3 -2 -1 o
, , r
2 3 4
I , I I IT>
5 678 9 10

To check the solution, take any number on the number line, say 5, then:
x+3>7
5+3>7
8>7
8 is indeed greater than 7. Therefore, the solution and the graph are correct.
Let's try another example.

What if 4x- 3 ~ 1?
• What value should be added to both sides of the inequality to get 4x:s 4?

• To get x :s 1, what property is used? _

• What value has to be added to/multiplied by both sides of the inequality?

• The solution is
-------------------------
Let's solve the inequality4x-3:S 1 together.
Adding 3 to both sides ofthe inequality, you get
4x:s 4

12
 MUltiplying both sides of the inequality by Y4, you get

x:::; 1
Thus, the graph ofthe solution is

x ( 1 I· 1
-6 -5 -4 -3 -2 -1
1 r
01234567
1 1 1 1 1 1 I)
8

To check your solution, take any value in the solution, say -2, then

4x - 3:::; 1

4(-2) - 3:::; 1

-8-3:::;1

-11 < 1

Therefore, the solution and the graph are correct.

-I} Let's Try This

Solve and graph the inequality: 7r - 5 2: 16.

• What property or properties will be used to solve this inequality? Give the value to be
added to or multiplied by the inequality. _

• The solution to the inequality is _

• The graph of the solution is

x <: I I I I I I I I I I I I I I>
-6 -5 -4 -3 -2 -1 0 2345678

Compare your answers with those in the Answer Key on page 34.

13
~g Let's Learn

Just like in the case oflinear and quadratic equations, there are also word problems that
involve linear inequalities. You can deal with these problems in the same way you deal with
problems involving linear and quadratic equations.

Consider the following problems.

PROBLEM 1. Three times a number is at most 27. What numbers are possible?

The word "at most" means the highest or the largest value while the word "at least" means
the lowest or the smallest value.

Thus, the statement "three times a number is at most 27" means that three times a number
has 27 as the largest possible value. This also means that values less than 27 are permissible.

Therefore, if you letx be the number, then the inequality representing the above condition is:

3x S27

Solving for x, you get:

x.s:9
Check if your solution is correct. Take a number less than 9, say 8, and then substitute this
in the inequality.

Thus, 3(8).s: 27

24.s: 27

Therefore, the solution is correct.

PROBLEM 2. Two more than four times a number is between 2 and 18. What numbers
are possible?

Note that when you say that a certain value is between two numbers, a and b, this is another
way of saying that the value is greater than a and less than b. That is;

If a <x< b, then x > a and x < b.

• If you let x be the number, express the following in symbols:

• Four times a number

----------------------------------------
Two more than four times a number
-----------------------------
• The inequality is _

• This inequality can also be written as _

• The solution is ------------------------------------------------

14
 Compare your answers with these:

The inequality representing the problem is:

2 < 4x + 2 < 18

This can be written as:

4x + 2 > 2 and 4x + 2 < 18

Solving each of these ineon» !:~~es,you get:

4x+2>2 and 4x+2<18
4x> 0 4x< 16

x>O and x< 4

Graphing these, you will get the following:

x< If
-6 -5
I I I I t I I I I I I I1>
-4 -3 -2 -1 0 2345678

Since the intersection ofthe graphs is 0 to 4 exclusive of the numbers 0 and 4, the solution

O<x<4

Taking only the intersection of the two inequalities, the fmal graph of the solution will look
like this:

< -5 -4 -3 -2 -1
r0 I 3I
2
1
4
I
5
>
To check, take any value between 0 and 4, say 1, and substitute it in the inequality:
2 < 4x + 2 < 18
2 < 4( 1) + 2 < 18
2 < 4 + 2 < 18

Thus, 2 < 6 < 18

The solution is therefore correct.

15
.. Let's Study and Analyze

Given a > b and c > d, tell whether the following statements are correct or not.
1. Is a + c > b + d? _
Explain. _

2. Isac>bd?
Explain.
-----------------------------
~ _

Compare your answers with those in the Answer Key on page 34.

~ Let's See What You Have Learned

A. Find the solution of each of the following inequalities and plot the graph of the solution.
1. 15:5 3x
2. 2x+1>5

3. 3x-1 < 2x + 4

4. 4x + 3:::: 2x + 11

5. 5x+ 6 <x-2

B. Solve the following:

I. The perimeter of a rectangle must not be greater than 40 em and the length must
be 8 em. What is the set of values for the width?
2. Ifsix is added to a number and the sum is multiplied by two, the product is
greater than 40. What are the possible numbers?
Compare your answers with those in the Answer Key on pages 34 and 35. If you got a
perfect score, that's very good! Ifnot,just review this lesson before moving on to the next.

16
~ Let's Remember

• Linear inequalities are solved the same way linear equations are solved.
• The phrases "at most" and "at least" are oftentimes used in linear inequalities. The
phrase "at most" means" the largest or the highest value is __ " while the phrase "at
least" means" the smallest value is __ "
For example, if "xis at most 3," then the greatest value for x is 3.
• If a> b and c > d, then a + c > b + d. Since these inequalities are ofthe same sense
or order, adding two bigger quantities results in a quantity bigger than the sum of the
lesser values.
For example, if6 > 4 and 8 > 5, then 6 + 8 > 4 + 5.
Thus, 14>9.

• If a> b and c > d, then ac> bd. As mentioned above, multiplying two bigger
quantities results in a product bigger than the product of the lesser values.
For example, if6 >4 and 8 > 5, then (6) (8) > (4) (5).
Thus, 48 > 20.

17
 LESSON 3

Inequalities Involving Absolute Values

Things are becoming
complicated, how will I
solve inequalities
i nvolvi ng absolute
values?

If you are asked to get the distance of an obj ect from another obj ect, how will you do it?
To find the distance between two objects, you try to get any straight-edged object or a
meterstick to measure the distance. Distance is associated with a positive number. Note that no
distance is negative.
Recall that the absolute value of a number a (denoted by laD is geometrically interpreted as
the distance of a point from the origin.
This lesson will enable you to graph and solve absolute inequalities.

~ Let's Learn

The concept of the absolute value of a number serves as a steppingstone in learning the
concept of the absolute inequality.
I'
I

Recall that if you have ~I= 3, then this means that x = 3 or x = -3. This can also be
:1:'
1
interpreted as the distance of a point 3 units away from the origin as shown below.
I:
In the figure, the point which is 3 units away from the origin can be represented as point A,
and the point with a coordinate of -3 can be represented as point B.

< I
-6 -5 -4
+
-3 -2 -1
I
0 2
I ~
3
I
4 5 6 7
I >
Suppose you have ~I< 3. You can interpret this to be the set of all points with a distance
3 units away from the origin and these are the points whose coordinates are between -3 and 3.
That is,
-3 <x < 3
18
 The figure below shows the graph of Ixl < 3.

< I
-6 -5 -4
r
-3 -2 -1 o 2
I 1
3
I I I I )
4 5 6 7

Thus, we say that:

Ixl < a is equivalent to -a < x < a.

Consider the inequality: Ix + 31< 4.

To solve this inequality,

-4<x+3<4

Adding (-3) to all parts ofthe inequality,

-4 + (-3) < x + 3 + (-3) < 4 + (-3)

Simplifying,
-7 <x < 1
The graph of the solution set is:

< I
-9 -8
r
-7 -6 -5 -4 -3 -2 -1
I
0
1
1
I I I )
2 3 4

To check whether the obtained solution set is correct or not, take any value from the set,
say-4, then

1x+31<4

1-4+31<4

1-11<4
1<4

Let's try another example.

Suppose you have Ix - 11 7.s

• Rewrite the inequality without the absolute value sign.

• What value has to be added to/multiplied by all the parts ofthe inequality?

• What is the solution set of the given absolute inequality?

19
 Are your answers the same as these?

~ - 11:s 7 is equivalent to -7:S x-I :s 7.

Add 1 to all the parts of the inequality. Thus,
-6:Sx:sS
The graph is shown below:

< -10 -8 -6 -4 -2
I 2I 4I 6I 8r
0 10 12 14 16
)

.. Let's Try This

Solve the inequality I3x - 41 < 2 and graph the solution.

• The given absolute inequality is equivalent to

• What value should be added to/multiplied by all the parts ofthe inequality? Show the
process.

• The solution set to the absolute inequality is _

• The sketch ofthe graph is:

(I )
Compare your answers with those found in the Answer Key on page 35.

20
~ Let's Learn

Consider the absolute inequality ~12:2.

What does this inequality geometrically mean?
If you answered, "all the points whose distance from the origin is greater than or equal to 2
units," then you are correct.
The graph of the inequality is shown below:

< I~ I
-7 -6 -5 -4 -3 -2 -1
I
0
'111·'1
2 3 4 5 6
)

Thus, if~1 >a, then x > aor x <-a.

If you have the inequality ~ + 31> 4, solving for x will give you:

Ix + 31> 4 is equivalent to x + 3 > 4 or x + 3 <-4.

Thus, adding (-3) to both sides of the inequality,
x + 3 > 4 or x + 3 <-4

x + 3 + (-3) > 4 + (-3) or x + 3 + (-3) < -4 + (-3)

Therefore,
x> I or x <-7

The sketch of the graph is shown below.

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 o 123

To check whether your solution set is correct or not, take any value from the set, say -8,
then
~+ 31>4

1-8 + 31> 4
I-51 >4
5>4
Suppose you are given the absolute inequality 17- 2x12:9.
• This absolute inequality is equivalent to _
• What value( s) must be added to/multiplied by both sides ofthe inequalities?

21 OEP ED CENTRAL L"~RA'"

NERALCO AVE. PAS'G tn,
 • The solution set of the absolute inequality is _

Compare your answers with the following

17- 2xl2: 9 is equivalent to 7 - 2x 2: 9 or 7 - 2x :::;-9

Adding (-7) to both sides of the inequalities, you get:

-2x 2: 2 or -2x S -16

Dividing both sides ofthe inequalities by (-2), the sense of the inequalities changes, thus,

x S --lor x 2: 8

The graph ofthe inequality is shown below:

-10 -9 -8 -7 -6 -5 -4 -3 -2
f
-1 o 2
I I 5I 6I
3 4 7 8 9 10 11

I} Let's Try This

Solve and graph the absolute inequality 15 - 3xl :::;10.

• This absolute inequality is equivalent to _

• What value( s) must be added to/multiplied by each member ofthe inequality?

• The solution set ofthe given absolute inequality is" _

• Graph the absolute inequality:

(I >
Compare your answers with those in the Answer Key on page 36 .

• Let's Study and Analyze

If Ixl > 1, then -1 > x> 1. Is this true or false? _

VVhy? _

Compare your answer with that in the Answer Key on page 36.

22
~ Let's See What You Have Learned

Solve and graph the following absolute inequalities:

1. Ix + 41 < 8
2. Ix + 21 ::: 3
3. 15x - 61 < 1
4. Ix - 31> 2
5. 12- 3xl ~ 10
Compare your answers with those given in the Answer Key on pages 36 and 37. If you got
everything right, that's very good! If not,just review this lesson before moving on to the next
lesson.

, Let's Remember

• The absolute inequalities Ixl > a and Ixl < a are interpreted in the same way as the
absolute value of a number is interpreted. They are geometrically interpreted as the
distance of a point from the origin of a number line.

• The absolute inequality Ixl < a is equivalent to -a <x < a.

• The absolute inequality Ixl > a is equivalent to x> a or x <-a.
• The absolute inequality Ixl > 1 is not equivalent to -1> x> 1 since there is no value
that is less than -1 that is at the same time greater than 1.

23
 LESSON 4

Systems of Inequalities

In this lesson, you will be concerned with the solution sets of simple systems oflinear
equations as well as systems oflinear inequalities in two unknowns or variables, The skills you
developed in Lesson 3 will also be used here in solving for the values of x in the given systems of
linear inequalities.

~ Let's Learn

A pair of inequalities in two variables makes up a system of inequalities. The inequalities,

when graphed on the same coordinate plane, show overlapping regions where you can pick a
coordinate that satisfies both inequalities.
As you go along the study of the systems oflinear inequalities, it is advisable that you recall
some important points about !faphing linear equations.
Consider the system of inequalities: x + 2y - 42: 0
2x-y-32:0
Using the slope-intercept form of a linear equation, first determine the graphs of the
equations: x + 2y - 4 = 0 and 2x - y - 3 = O.

24
 Solving for their slope-intercept forms, you get:

1
y=--x+2 andy=2x-3
2

Hence, to locate the region x + 2y - 4 2: 0, draw the line corresponding to x + 2y - 4 = 0

and then shade the right side ofthe line.

The same procedure has to be done to locate the region corresponding to 2x - y - 3 2: O.

Draw the line whose equation is 2x - y - 3 = 0, then shade the region to the right of the line.
Why is the right side shaded? This is because the relation symbol is >. Note that the
symbol denotes that the boundary line is included in the solution set.
The graphs of the equations are shown below:

2x- y- 3 = 0

Thus, the double-shaded region represents the solution to the given system oflinear
inequalities.
To check, take any point within the intersection (but not on the boundary line), say (6, 2),
then substitute this in the inequalities. That is,
x + 2y - 4 2: 0 and x - y - 3 2: 0
6 + 2 (2) - 4 2: 0 and 6 - 2 - 3 2: 0
Thus, 62:0 and 12:0.
To check further if your solution set is correct, take at least 5 points in the region of
intersection.
Suppose you are given the system: x + y < I and
x-y<3

25
 • Write the slope-intercept form of the boundary lines.

• The region described by x + y < 1 is the region to the ofthe line x + y =

1. Is the boundary line included? _
Why? __

.• The region described by x - y < 3 is the region to the ofthe line x-y = 3.
Is the boundary line included? __
Why? __

Are your answers the same as these?

Writing the slope-intercept form of the equations of the boundary lines, you get:

y=-x + 1

y=x-3

The left sides ofthe lines are to be shaded because the symbol < is used.

Thus, the graph ofthe system of inequalities win look like this:

Note that the boundary lines are dotted. This is to show that they are not to be included in
the solution set.
Three possible points in the intersection are (-2,1), (-3, -2) and (-2, -1).

26
 .
• Let's Try This

Solve and graph the system of inequalities: x + y - 2 < 0 and

x-y-l>O
• Write in slope-intercept form the equations ofthe boundary lines. _
• The region described by x + Y - 2 < 0 is to the _
of the boundary line. Why? _

• The region described by x - y - 1 > 0 is to the _

of the boundary line. Why? _

• Graph the system of linear inequalities.

y

• Name at least 3 points in the region of intersection.

Compare your answers with those in the Answer Key on page 37.

27
(!p Let's Think About This

1. Is it possible for systems oflinear inequalities to have a unique solution?

Explrun. ___

2. Is it possible for systems of linear inequalities to have no solution?

Explain. _

?
I'
Let's See What You Have Learned

Solve the following systems oflinear inequalities using the graphical method.

1. x + Y :S 5 and x - y 2: 4

2. 2x + Y :S -3 and 5x + 1 2: 2y

3. 4y :S 2x - 10 and y - x 2: 6

4. 2x - 3y > -I and x :s y
5. x + 2y:s 7 and 2x + y > -2

Compare your answers with those found in the Answer Key on pages 38 and 39.

, Let's Remember

• Systems oflinear inequalities can be best solved using the graphical method.

• Insolving systems oflinear inequalities, follow these steps:

Express in slope-intercept form the equations of the boundary lines.

Draw the lines corresponding to the boundary lines.

The region to be shaded depends on the relation described by the inequality.

Shade the right side when the" greater than" symbol is used; shade the left side
when the "less than" symbol is used.

Identify at least 5 points in the intersection ofthe regions to check whether

the solution set obtained is correct or not.

28
 • It 'isnot possiblefor a system oflinear inequalities to have a unique solution
because two rectangular regions cannot just meet at a point. However, it is possible for
it to have no solution. This is the case where the shaded regions fall on different sides
of two parallel boundary lines.
You have now reached the end of the module. Congratulations! Did you enjoy studying this
module? Did you learn a lot from it? The following is a summary of its main points to help you
remember them better.

.Pr Let's Sum Up

• An inequality is a mathematical statement showing that a quantity is less than, greater

than or not equal to another quantity.
• When solving for the unknown in a linear inequality, we follow the same steps as in
solving for the unknown in a linear equality.
• ill graphing a system oflinear inequalities we follow these steps:

• Express the equations of the boundary lines in slope-intercept form.

• Graph the boundary lines and shade the regions denoted by the relations in the
inequalities.
Shade the region in which two regions of the boundary lines intersect. This is the
solution set for the system of inequalities.

&. What Have You Learned?

Read each problem carefully then encircle the letter ofthe correct answer.
1. The statement "Ten is greater than negative one" can be written as _
a. 10<-1 c. 10>-1
b. 102:-1 d. 10 *-1
2. Which of the following sets of numbers is arranged in ascending order?
a. -2,0,-3 c. -4, -3,-6

1 3 5
b. d. -1,0,3
2' 4'12
3. Which of the following statements does not define an inequality?
1 5
a. 3> 7 c. 2*6
b. :_2 < 0 d.

29
 4 The graph ofl-3x > 10 is:
0 ..
a. < I
-4 -3 -2 -1
I )
0
c.
< I
-4 -3 -2 -1
I )
0

<• I
If 0
•
b.
< -4
I
-3 -2 -1
I )
0
d.
-4 -3 -2 -1
I )
0

5. If x and yare real numbers, what does the trichotomy property say about the
following?

x<y x=y x>-y

a. At least one is true. c. All are true.

b. Exactly one is true. d. Not one is true.

6. If -6 < -1 and ifboth sides of the inequality are multiplied by 2, the conclusion must
be:
a. -12<-2 c. -12 >-2
b. -12S-2 d. -122-2

7. The solution set ofthe inequality 1 S 2x - 3 S 5 is:

a. 2 SX <4 c. 2 <x < 4

b. 2 <x S 4

8. The absolute value of-_!' is:

2
1 1
a. c.
2 2

b. -2 d. o
9. The solution set of the inequality Ix + 11 < 2 is:

1
a. -3 < x < 1 c. -ISxs--
3
1
b. -3 Sx S 1 d. -1 <x<--
3

10. The graph ofthe solution set ofthe inequality 14x + 31< 1 is:

a.
< -1
I 0
I ) c.
< ---
I
-1
I I
0
I )
0---0
.....
b.
< I
-1
I
0
"7 d.
<I -1
I 0
I >
30
11. The graph of the solution ofthe inequality 3 x - y > 2 is __ .
• ..
l
0
a( I I I I ) c.( I I I I I )
-2 -1 0 1 2 3 -2 -1 0 1 2 3

0lil • ~
I
0
b.( I I I I I ) d.( I I I I )
-2 -1 0 2 3 -2 -1 0 2 3

12. The solution set ofthe system oflinear inequalities 2x -y < 2 and x + 2y < 2 is:

a. c.

b. d.

31
13. The perimeter ofarectangular lot must not be greater that 30 meters (m). If the length
is 8 m, what is the set of possible values for the width?

a. w=7m c. w 2: 7m
b. O~w ~7 d. w~7m
Compare your answers with those in the Answer Key on page 39. If you got a score of:

9-13 Congratulations! You learned a lot from this module. Just review the parts of the
module that you did not understand very well.
6-8 Good! Review the parts you did not understand very well.
0-5 You should study the whole module again.

32
 Answer Key

"
A. Let's See What You Already Know (pages 2-5)

1. b 8. b
2. b 9. b
3. a 10. c
4. b 11. d
5. a 12. b
6. c 13. a
7. c 14. a

B. Lesson 1

Let s Review (page 9)

1. multiplication property by a negative number

2. addition property
3. addition property
4. multiplication property by a positive number
5. addition property
Let s Study and Analyze (page 9)

1. No. It is also possible that x can be a number less than 2, suchas-3, which
also satisfies the inequality x2 > 4.

Let s See What You Have Learned (page 9)

1. addition property
2. addition property
3. multiplication property by a negative number
4. multiplication property by a positive number
5. multiplication property by a positive number

33
C. Lesson 2

Let s Try This (page 13)

• The addition property can be used to solve the inequality.

7r-52:16

7r-5+52: 16+5

7r 2: 21

r2:3

• The solution to the inequality is r 2: 3.

• The graph of the solution is
. .,
<I o
1111>
3

Let s Study and Analyze (page 16)

1. Yes. Adding two bigger quantities will definitely result in a sum that's bigger than
the sum of two lesser quantities.

2. Yes. Multiplying two bigger quantities will result in a product bigger than the
product of the two lesser quantities.

Let s See What You Have Learned (page 16)

A. 1. 15 S 3x
x2:5
• III
< -4
I
-3 -2 -1 0 1 2 3 4
I
5 6 7 8
I )

2. 2x+l>5
2x>4
x>2
0
.,
< I
-3 -2 -1
I
0
I
2 3 4
I )
5

3. 3x - 1 < 2x + 4
x<5

< I
-3 -2 -1 0
I
1 2 3 4
I )
5

34
 4. 4x + 3 2: 2x + 11
2x 2: 8
x2:4

< -4
I
-3 -2 -1 0 1 2 3
•I
4 5
I
6
,>
7

5. 5x + 6 <x- 2
4x<-8
x<-2
... 0

< -5 -4
I
-3 -2 -1 0 1 2 3
)

B. 1.
DW I
P =21+2w
I =8em

21+2w~40em
2(8) + 2w S 40 em
16+ 2wS40em
2w~24 em
w~ 12em

The set of values for the width is w ~ 12 em.

2. x=number
2(x + 6) > 40
2x + 12> 40
2x> 28
x> 14

The possible numbers are x > 14.

D. Lesson 3

Let s Try This (page 20)

• -2 < 3x-4 < 2

• The number 4 should be added to all parts of the inequality.

Thus, -2 + 4 < 3x - 4 + 4 < 2 + 4

2 < 3x < 6
2
• The solution set of the absolute inequalities is "3 < x < 2.

• The graph ofthe inequality is:

<I I
o I
3
I
2
3
2
I)
3

35
Lets Try This (page 22)

• -10 < 5 - 3x ::s 10

• The number (-5) must be added to all the parts of the inequality. Thus,
-1 0 - 5 ::s5 - 3x - 5 ::s 10 - 5
-15 ::s- 3x ::s5
-5
• The solution set ofthe absolute inequality is x::s 3 or x > 5.
• The graph of the solution is
• • _____.
< I
-3 -2 -1
I
0
I I I I I )
2 345 6

Lets Study and Analyze (page 22)

No. There is no number that is less than -1 but is at the same time greater than 1.
Lets See What You Have Learned (page 23)

1. Ix + 41 < 8
-8 <x+ 4 < 8
-12<x<4

( I I I
4
)
-12 0

2. ~ + 21::s3
-3 ::sx + 2 ::s3
-5 ::Sx::S1

( I
-5
I
0 1
>
3. 15x- 61< 1
-1 < 5x- 6 < 1
5 < 5x < 7
7
1 <x<"5
0-0

< -1
II" II"
0
" 1I"2. " 2III" 3I" " 4I )
5

36
 4. ~ -31> 2
x - 3 > 2 or x - 3 <-2
x> 5 or x < 1
o •
( I -1 0
1
5
>
5. -10 2: 2 - 3x 2: 10
-122:-3x 2: 8
8
4>x>--
- - 3

< 111111111111111111111111111111111111
-3-8 -2 -1 0 1 2 3 4
>
3

E. Lesson 4

Let s Try This (page 27)

x + y -2 < 0 and

x-y-1>O
• Slope-intercept forms:

y=x+2
y=x-1
• The region described by x + Y - 2 < 0 is to the left of the boundary line. This is
because the relation is "less than."

• The region described by x - y - 1 > 0 is to the right of the boundary line. This
is because the relation is "greater than."

• Points in the region of intersection include (1.5, -2), (-2,-3) and (-1, --4).

37
Lets See What You Have Learned (page 28)

1. x + y:s 5 and x - y;::: 4 2. 2x + y:s -3 and 5x + 1 ;:::2y

3. 4y:s 2x -10 andy -x> 6

38
 4. 2x- 3y ~-1 and x ~y

5. x + 2y ~ 7 and 2x + y ~-2

F. What Have You Learned? (pages 29-30)

1. e 8. e

2. d 9. a
3. d 10. d
4. a 11. e

5. b 12. d
6. a 13. d
7. d

39
 References

Capitulo, F. M. Algebra: A Simplified Approach. Manila: National Bookstore, 1989.

Sia, Lucy 0., et al. 21st Century Mathematics, Second Year. Quezon City: Phoenix
Publishing House, Inc. 2000.

40
Powersof 10 Arithmetic Sequences

nth term: an = al + (n - l)d

6
10 = 1,000,000 10-' = _!_
10 Geometric Sequences
105 = 100,000
10-2 =_1_
104 =10,000 100 nth term: an = al",-I
3
10 =1,000 10-3 =_1_
Arithmetic Series
2
10 = 100 1,000
10' = 10 10-4 =_1_ Sum of n terms:
10,000

10-5 1
100,000
10-6 = __ 1__ Geometric Series
1,000,000
al (1- rn)
Sum of n terms: S n = 1- r

Pythagorean Theorem Permutations

In a right angle, if a and b are the lenghts

The number of arrangements of n things taken r at a
of the perpendicular sides and c is the
length of the hypotenuse, then .
time
. p( n, r ) = -(--).
IS
n!
n -r .
b
Combinations
Point-Slope Form
The number of ways to chose r elements from a group
If a straight line has slope m and passes through the
poirit(Xl' y,), then an equation of the line is n) n!
y- Yl = m(x -xJ
of n elements is (r ( _ ). I
n r .r.

Slope-Intercept Form
Quadratic Formula
If a linear equation is written as y = mx + b, then m is
theslope of the line and b is the y-intercept,

Distance Formula

The distance between 2 points PI(XI'Y2) and P2(X2'Y2) Trigonometric Identities

is given by
opposite 1
sine cscx=--
hypotenuse sin x
. adjacent cosx
1
Midpoint Formula cosme = --=--- cotx=--=--
hypotenuse tan x sin x

opposite
cos 2 X + sin 2 X =1
If M(x,y) is the midpoint of the line segment from
tangent
PI(~"Y.) to P2(X2'Y2) then adjacent tan 2 X + 1= sec 2 x
sin x = cos x tan x cot 2x + 1 = esc 2 X

z sin x '
cosx=--
tan x
sin x
tanx=--
cosx
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the Year 20100 Uil.HESCO gn~emaltiolr'!al NOMA li~eracy Prize for its

Nonfolrmal Education Accreditation and Equivalency

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~ I

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