MATHEMATICS IN THE MODERN WORLD

Lesson 6.1. Linear Inequalities

An equation is a mathematical statement that two algebraic

expressions are equal; while an inequality states that two algebraic
expressions are not equal in a particular way. The inequality is expressed
in terms of the symbols <, >, ≤ 𝑜𝑟 ≥.
The domain of a variable in an equality is the set of real numbers for
which the both sides of the inequality are defined. There are instances that
the members in the domain of a variable in an inequality may not result to
a true inequality when supposition to the variable is done. This is so due to
the fact that the domain is only concerned with the expressions being
defined and not the truth of the inequality. Any member of the domain of a
variable for which the inequality is true after substitution into the variable
is a solution of the inequality, and the set of all solutions is called the
solution set of the inequality. When we are tasked to “solve the inequality”,
it is implied to find the solution set of the inequality.
When solving linear inequalities, we use the same concepts that we
use when solving linear equations. Basically, we still want to get the
variable on one side and everything else on the other side by using inverse
operations. The difference is, when a variable is set equal to one number,
that number is the only solution. But, when a variable is less than or
greater than a number, there are an infinite number of values that would
be a part of the answer.

Inequality Signs
(Read left to right)
 a<b a is less than b
a≤b a is less than or equal to b
 a>b a is less than b
a≥b a is less than or equal to b

Rules on Inequalities

1. Adding the same quantity to each side of an inequality gives an

equivalent inequality.
𝑎 ≤𝑏 ⟺ 𝑎+𝑐 ≤𝑏+𝑐 or 𝑎 ≥ 𝑏 ⟺ 𝑎 + 𝑐 ≥ 𝑏 + 𝑐.
2. Subtracting the same quantity from each side of an inequality gives
an equivalent inequality.

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𝑎 ≤𝑏 ⟺ 𝑎−𝑐 ≤𝑏−𝑐 or 𝑎 ≥ 𝑏 ⟺ 𝑎 − 𝑐 ≥ 𝑏 − 𝑐.
3. Multiplying each side of an inequality by the same positive quantity
gives an equivalent inequality.
If 𝑐 > 0, then 𝑎 ≤ 𝑏 ⟺ 𝑎𝑐 ≤ 𝑏𝑐 or 𝑎 ≥ 𝑏 ⟺ 𝑎𝑐 ≥ 𝑏𝑐.
4. Multiplying each side of an inequality by the same negative quantity
reverses the direction of the inequality.
If 𝑐 < 0, then 𝑎 ≤ 𝑏 ⟺ 𝑎𝑐 ≥ 𝑏𝑐 or 𝑎 ≥ 𝑏 ⟺ 𝑎𝑐 ≤ 𝑏𝑐.
5. Taking reciprocals of each side of an inequality involving positive
quantities reverses the direction of the inequality.
1 1 1 1
If 𝑎 > 0 𝑎𝑛𝑑 𝑏 > 0 then 𝑎 ≤ 𝑏 ⟺ ≥ or 𝑎 ≥ 𝑏 ⟺ ≤ .
𝑎 𝑏 𝑎 𝑏

6. Inequalities can be added.

If 𝑎 ≤ 𝑏 𝑎𝑛𝑑 𝑐 ≤ 𝑑 then 𝑎 + 𝑐 ≤ 𝑏 + 𝑑.
Or if 𝑎 ≥ 𝑏 𝑎𝑛𝑑 𝑐 ≥ 𝑑 𝑡ℎ𝑒𝑛 𝑎 + 𝑐 ≥ 𝑏 + 𝑑.

Example 1.

Solve the inequality 2𝑥 < 9𝑥 + 7.

2𝑥 < 9𝑥 + 7 Given inequality

2𝑥 − 9𝑥 < 9𝑥 + 7 − 9𝑥 Subtract 9x
−7𝑥 < 7 Simplify
1 1 1
(− 7) (−7𝑥 ) > (− 7) (7) Multiply by (− 7)
𝑥 > −1 Simplify

Therefore, the solution set consists of all real numbers greater than -1.
That is the solution of the in equality is the interval (−1, ∞).

Linear Inequalities in two variables.

To understand the idea of linear inequality in two variables, we need to
bridge together two concepts. Linear inequality in one unknown as
previously discussed and lines. A linear equation in two variables is an
equality like 𝑦 = 3𝑥 + 5, whose graph is a line in the xy-plane. Looking at a
linear inequality in two variables is analogous to simply changing the = into
an inequality sign.

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Graphing a Linear Inequality in Two variables
Step 1: Change the inequality sign, <, >, ≤ 𝑜𝑟 ≥ to an equal sign (=).

Step 2: Draw the line that corresponds to the resulting equation in step 1.
 If the inequality is strict < 𝑜𝑟 >, use a dashed line.
 If the inequality is not strict ≤ 𝑜𝑟 ≥, use a solid line.
Step 3: Test a point.
 Select a point in one half-plane and test to see whether it
satisfies the inequality. If it does, so do all the points in that
region (half-plane). If not, then none of the points in that half-
plane satisfy the inequality.
 Repeat this step for the other half-plane.
Step 4: Shade. Shade the half plane that satisfies the inequality.

Note:
When we graph a line in the coordinate plane, we may use the
intercepts of the line. Using the equation we set x = 0 then solve for y and
set y = 0 then solve for x. The two points would determine the line.
The solution to a linear inequality includes all the points in one half of
the plane. We can tell which half by looking at the inequality sign:

Inequality Sign Solution Set

> The solution set is the half plane above the line.
The solution set is the half plane above the line
≥
and also all the points on the line.
< The solution set is the half plane below the line.
The solution set is the half plane below the line
≤
and also all the points on the line.

Illustrative Examples

1. Graph the solution of the inequality y ≤ 2x-1.

a. Find the intercepts

Y = 2x - 1 x y
Y = 2(0) -1 0 -1
0= 2x - 1 1/2 0
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b. Plot the points and draw the line. Since the inequality is not strict then a
solid line is used.
y

(1/2 , 0)

(0 , -1)

-2 -1.5 -1 -0.5 0.5 1 1.5 2 2.5 x

c. Test a point.

Given, y ≤ 2x-1, let (-1, 1) be a point on the upper half. Thus, 1 ≤ 2(-1) – 1.
Simplifying 1 ≤ – 3; which is not true. Then we could say that any point on
the upper half does not satisfy the inequality.

We may set (2, 1); 1 ≤ 2(2) – 1 giving us 1 ≤ 3; which is true. Therefore, all
points on the other half satisfy the inequality.

-2 -1.5 -1 -0.5 0.5 1 1.5 2 2.5 x

-1

-1..5

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2. Graph the solution set of the inequality 2x + 3y ≥ 6

a. Find the intercepts of the line 2x + 3y = 6.

2x + 3y = 6 x y
2(0) + 3y = 6 0 2
2x + 3(0) = 6 3 0

b. Plot the points.

0
X
-3 -2 -1-1 1 2 3 4 5

-2
-3
-4
-5

c. Test points.

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B. Linear programming and the Graphical Method

Linear programming is a problem-solving approach developed to help managers

make decisions. A lot of applications of linear programming can be found in today’s
competitive business environment.

Problem formulation:
Problem formulation is the process of translating a verbal statement of a problem
into a mathematical statement. This mathematical statement is referred to as a
mathematical model.

The Linear Programming model has three basic components:

1. Decision variables that we seek to determine.
2. Objective (goal) that we need to optimize (maximize or minimize).
3. Constraints that the solution must satisfy.

Guidelines for developing a mathematical model.

1. Understand the problem. The proper definition of the decision variables is very essential
in the development. The decision variables are the controllable inputs of the problem.

2. Construct the Objective function. This is the goal of the problem, an instance of
maximizing or minimizing. We usually denote z as the objective function and it is the relation
of the decision variables. The linear function (equal sign) representing cost, profit, or some
other quantity to be maximized or minimized subject to the constraints.

3. Constraints are the limitations of the goal. They are written in terms of the decision
variables. They are usually stated in the story problem. An implicit restriction is that the
decision variables must be nonnegative values. The linear inequalities x ≥ 0 and y ≥ 0 are
non-negativity constraints. These are included because x and y are usually the number
of items produced and you cannot produce a negative number of items, the smallest
number of items you could produce is zero. These are not (usually) stated, they are
implied.

Properties of Linear Programming

1. Proportionality: This property requires the contribution of each variable
in both the objective function and the constraints to be directly proportional
to the value of the variable.
2. Additivity: This property requires the total contribution of all variables in
the objective function and the constraints to be the direct sum of the
individual contributions of each variable.
3. Certainty: All the objective and constraint coefficients of the LP model is
deterministic. This means that they are known constants.

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Graphical LP solution

The graphical solution includes two steps:

1. Determination of the feasible solution space.

2. Determination of the optimum solution from among all the feasible points in the solution
space.

Illustrative Examples:

1. A small factory produces two types of souvenir wooden toys: genius dice
and animal puzzle blocks. In the manufacturing process two
departments are used: the fabrication and the assembly. The
accompanying table shows the length of time needed for each toy.

Animal Puzzle
Block

Toy Fabrication Assembly

Animal Puzzle Block 2 2
Genius Dice 1 3
Fabrication department operates for 16 hours a day and there are two
assembly areas that can each operate for 12 hours a day. Each animal puzzle
gives a profit of ₱160 and each genius dice gives a profit of ₱140. Formulate
and solve a linear programming problem so that the factory maximizes its
profit.
a. Formulate the problem
Let x be number of animal puzzle block made
Let y be number of genius dice made
b. Objective Function: Maximize Profit (z)
z = 160x + 140y
c. Subject to constraints
2x + y ≤ 16 (fabrication)
2x + 3y ≤ 24 (assembly)
Note: 2 assembly areas X 12 hours of operation = 24
x, y ≥ 0
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d. Intercepts

Equation Intercepts
2x + y = 16 (0, 16) ; (8,0)
2x + 3y = 24 (0, 8) ; (12,0)

e. Graph and show the feasible region

f. Now, to verify the solution non-geometrically we use algebraic approach.

Since we know the optimal solution has to occur at one or more corner
points, we make a table listing all the corner points and evaluate the
objective function at those points.
Corner Points Profit = 160x + 140y
0,0 ₱0
8,0 ₱1280
0,8 ₱1120
6,4 ₱1640

2. Suppose a local shoemaker makes two types of shoes: sandal and boots.
Suppose each pair of sandals requires 8 hours of design and sewing work
and 4 hours of assembly and finishing. Each pair of boots requires 8 hours
of for design and sewing and 12 hours of assembly and finishing.
Furthermore, the total number of hours allocated for design and sewing
work is 160 and the total available hours for assembly and finishing work
is 180 hours. Finally, to ensure quality of the shoes, the pairs of shoes
produced must be less than or equal to 15. How many pairs of sandals and
how many pairs of boots can be made under these conditions? Suppose
the selling price on each pair of sandal is ₱1,500 and the selling price for
each pair of boots is ₱2,000. How many each of each type of shoes should
the manufacturer make to earn the greatest sales revenue?

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