Differential Calculus

Unit 1. Real numbers

Ing. Ana María Palma Tirado

NATIONAL TECHNOLOGICAL INSTITUTE OF MEXICO

IN CELAYA
 REAL NUMBERS 1
DIFFERENTIAL CALCULUS

1. REAL NUMBERS 2
1.1. The real numbers. 2
1.1.1. Natural numbers. 2
1.1.2. Integers. 3
1.1.3. Rational numbers. 4
1.1.4. Irrational numbers. 11
1.2. Axioms of real numbers. 14
1.2.1. Field axioms. 14
1.2.2. Order Axioms: 16
1.2.3. Axioms of completeness. 16
1.2.4. Graphing of real numbers. 17
1.3. Intervals and their graphical representation. 18
1.3.1. Intervals (bounded intervals). 19
1.3.2. Semirays (unbounded intervals). 19
1.3.3. Operations with intervals. 21
1.4. Absolute value and its properties. 25
1.4.1. Properties of absolute value. 26
1.5. Properties of inequalities. 27
1.6. Solving first and second degree inequalities. 28
1.6.1. Solution to linear inequalities by graphical analysis. 29
[Link]. Solution to inequalities applying properties. Analytical method 30
[Link]. Inequalities of formax+ b cx+ d ex+ f . 31
1.6.2. Second degree inequalities. 35
[Link]. Testing point strategy. 35
[Link]. Graphic analysis. 39
1.7. Solving inequalities that include absolute value. 43

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 REAL NUMBERS 2
Differential Calculus

REAL NUMBERS
Competition:
Apply the properties of real numbers, first and second degree inequalities with a
unknown, as well as absolute value inequalities to represent the solutions graphically and
analytics

1.1. Real numbers.

The set of real numbers is denoted by , it

surely the most important set to study in this Knowledge
course, let's comment on something about the history of real numbers. In previous
In some cases, a numerical system is built from a
initial set of numbers and of an equation that cannot
to resolve on said initial set. For example, if we start from
the natural numbers , we can construct the integers a 1. Definition of sets
starting from the equationx +1 = 0 that has no solution in . To him/her [Link] with sets
llama−1to the solution of this equation and from it we [Link] with fractions
[Link] y stay of
build adding the corresponding negatives
rational expressions
elements of Moreover, the set has its own
5. Multiplication of
formal construction, which has to do with the notion of
rational expressions
cardinality that is studied in Set Theory. This
[Link] and radicals
last escape from the objectives of this course, so not
7. Factorization of
we will comment more on this, we will start by defining the
quadratic
sets of numbers that form the set and some of their
[Link] numbers
properties.
positives and negatives

The set of real numbers that is denoted by it is surely the most important set that
studying in this course, let's discuss something about the history of real numbers. In some cases, a system
numeric is built from an initial set of numbers and an equation that cannot
to be resolved on said initial set. For example, if we start from the natural numbers we can
build the integers from the equationx +1 = 0 that has no solution in It is called −1 to the
solution of this equation and from it is constructed adding the corresponding negatives
the elements of Moreover, the set has its own formal construction, which is related to
with the notion of cardinality studied in Set Theory. The latter goes beyond the objectives
of this course, so we will not comment further on it, we will start by defining the sets
numbers that make up the set and some of its properties.

[Link] numbers.
It is a subset of the real numbers, intuitively we think of natural numbers as the
set that contains the number 1 and its successors: 1,1+1,1+1+1,... so that 1 is a natural number and if
n it is a natural number, n +1 also.

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 DIFFERENTIAL CALCULATION REAL NUMBERS 3

Characteristics of natural numbers:

➢ Every natural number has a predecessor,n −1except for the one.
➢ Every natural number has a successor,n +1 .
➢ The set of natural numbers is discrete, because there is no number between two natural numbers.
there is always a finite number of natural numbers.
➢ The set of natural numbers ( ) it is an ordered set, a natural number is less
What other number is placed to the left of it on the number line? For example, 3 is less than
what 5, what is written in symbols like3 5 In the same way, a natural number is
greater than another if it is placed to the right of it on the number line. To denote
symbols that 9 is greater than 7, is written as9 7 .
➢ it is an infinite set that has a first element, but no last.

Definition 1.1. Natural numbers

Natural numbers are those that we use to count the number of elements of a
non-empty set, are represented with .
= 1,2,3,4,5,...

1.1.2. Integers.
They are those that allow you to count both objects that are owned and objects that are owed, these
numbers allow us to count, among many other situations, both what we possess and what
that is owed.
Integers are an extension of the natural numbers:
➢ Natural numbers are considered positive integers.
➢ Negative integers are preceded by the negative sign.
➢ Zero is an integer, but it is neither negative nor positive.
➢ Like the natural numbers, the integers form an ordered, infinite, and discrete set.
The difference is that it does not have a first element, and every integer has a predecessor and a successor.
whole

Definition 1.2. Integers

It is the set of natural numbers (positive integers), their opposites (negative integers), and zero.
they are represented with .
= ...,− 3− 2,−1,0,1,2,3,...

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1.1.3. Rational numbers.

a
The numbers that can be represented as the quotient (or ratio) of two integers , it is
b
to say, a common fraction with numerator (a ) and a denominator ( b ) , different from zero. The term
"Rational" refers to a fraction or part of a whole, as seen in Figure 1.1.

Figure 1.1 Parts of a whole, fraction.

Definition 1.3. Rational numbers

They are the numbers that can be expressed as a quotient of integers where the denominator
must be different from 0, they are represented by the letter .
a
= a,b ;b 0
b

Fractions can be:

• Proper fraction is one in which the numerator is less than the denominator, its quotient is
4 3 8
a number less than one, for example: = 0.8= 0.75 = 0.666...
5 4 12
• Improper fraction is one in which the numerator is greater than or equal to the denominator and its
the quotient is an equal number greater o than unity, for example:
11 9 10
= 1.375; = 2.25= 1.666...
8 4 6
To obtain the decimal form of a fraction or rational number, the numerator is divided by the denominator.
denominator, for example:

5
= 0.5
10

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 REAL NUMBERS 5
Differential Calculus

429
= 4.29
100

43
= 7.166..= 7.16
6

According to the type of decimal expression obtained in the quotient of the division, rational numbers are
classify:

➢ Integer, when the quotient of the division has no decimal part and the remainder is zero, that is,
9 20 2
= 3−;
the division is whole (without decimal places and zero remainder). For example: = −5= 2
3 4 1

➢ Decimal number, when there is a decimal digit in the quotient, according to the number of decimal digits
distinguish:
i. Exact decimal number: It has a finite number of decimal places, that is, when performing the
the division between the numerator and the denominator yields a remainder of zero. For example
1 3 2 3
= 0.5= 0.75= 0.4 = 0.06
2 4 4 50

ii. Recurring decimal numbers: The quotient of the division has an infinite number of digits.
decimals, but there is a block of them called a period that repeats indefinitely and
which is represented by the symbol “ ”; that is, when dividing the numerator by
the denominator never has a remainder of zero, and therefore, the division never ends.
They can be:
• Pure recurring decimal, the period appears immediately after the
decimal point. For example:

1 3 93
= 0.3333...= 0.3 = 0.428571428571...= 0.428571 = 2.8181...= 2.81
3 7 33
period= 3 period= 428571 period= 81

• Mixed periodic decimal number, the period does not appear immediately after
of the decimal point. In this case, the part before the decimal is called the anteperiod.
period, that is, the numbers that are between the decimal point and the period. By
example:

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1 7 937
= 0.1666...= 0.16 = 0.58333...= 0.583 = 3.02121...= 3.021
6 12 330
period= 6 period= 3 period= 21
Anteperiod= 1 Anteperiod= 58 Anteperiod= 0

Ejemplo [Link] la forma decimal de la fracción y clasifica la expresión decimal en exacta, periódica
pure or mixed periodic.

Fractional form Decimal form Exact decimal Recurring decimal Repeating decimal
pure mixed
3
4
14
11
13
6

Solution.
To obtain the decimal form of the fraction, you must perform the division of each fraction and then classify.
depending on the decimal extension obtained.

Fractional form Decimal form Exact decimal Recurring decimal Recurring decimal
pure mixed
3 0.75 YES NO NO
4
14 1.2727...=1.27 NO YES NO
11
13 2.1666...= 2.16 NO NO YES
6
End

Example 1.2 Convert the number2.6the fraction.

Solution. To convert the pure periodic decimal extension, it is necessary to find a way to obtain another
number with the same decimal extension, for this the number will be multiplied by["ten","one hundred","one thousand"], etc.,

Process Transformation

1. The number is expressed in infinite form to 2.6= 2.666...

fraction.

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A letter is assigned to the number x= 2.666...

Based on the first number, another one is created. 10x= 26.666...
with the same extension (that covers the
first period), multiplying it by 10
4. To delete the extension, a 10x= 26.666...
subtract the numbers from step 2 and 3.
−x= 2.666
9x= 24
5. The clearing and simplification are carried out, if 24 8
it is possible. x= =
9 3
in

Example 1.3 Convert the number 0.324 the fraction.

Solution.

Process Transformation

The number is expressed in infinite form 0.324= 0.324324...

A letter is assigned to the number x= 0.324324...
Based on the first number, it is created 1000x= 324.324...
otro con la misma extensión, multiplicando
this by 1000 so that it covers the first
period.
4. To remove the extension, a 1000x= 324.324...
subtract the numbers from steps 2 and 3.
−x= 324.324
999x= 324
5. The clearing and simplification are carried out if 324 12
it is possible. x= =
999 37
End

Mixed repeating decimal.

Example 1.4 Convert the number0.15the fraction.

Solution. To convert this type of number to a fraction is similar to the previous process, only that it requires
find the way to obtain the same decimal extension, for this the number will be multiplied by
10,100,1000, etc., depending on the previous period, and the subtraction will be made as in the previous case.

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Process Transformation

The number is expressed in infinite form. 0.15= 0.1555...

A letter is assigned to the number. x= 0.1555...
3. Based on the first number, another one is created. 100x=15.555...
with the same extension, multiplying this
by 100, because that's where it reaches
first digit of the period.
4. Based on the first number, another one is created. 10x=1.555...
with the same extension. Multiplying this
for 10, because that is as far as it goes
anteperiod
5. To remove the extension, a 100 times= 15.555...
subtract the numbers from steps 3 and 4.
−10x= 1.555...
90x= 14
6. The clearing and simplification are carried out if 14 7
it is possible. x= =
90 45
End

Example 1.5 Convert 0.252 a fraction.

Solution.

Process Transformation

The number is expressed in infinite form 0.252= 0.25222...

A letter is assigned to the number. x= 0.25222...
3. Based on the first number, it is created 1000x= 252.222...
another with the same extension, multiplying
this for 1000, because that's as far as it goes
the first figure of the period.
4. Based on the first number, another is created. 100x= 25.222...
with the same extension. Multiplying this
for 100, because that’s as far as it goes.
anteperiod
5. To remove the extension, a is performed. 1000x= 252.222...
subtract the numbers from steps 3 and 4.
−100x= 25.222...
900x= 227

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6. The clearing and simplification is carried out, if 227

It is possible. x=
900
End

Actividad 1.2. Expansión decimal de números racionales.

p 1
Given a rational number of the form = p where its decimal expansion is given by
q q
1
the factor q decimal expansion is finite or infinite and periodic.
determine for which values of The
q
Consider the formation of sets given the following general form:
1
Why= x x= first
qn
Where to stopq = 2
1
P2= x x = , n n
2
Contest:
For which values of q n Does the rational number have a finite decimal expansion?
2. For what values ofq n Does the rational number have an infinite decimal expansion?
1
3. If we take toq= 6 , what is the decimal expansion of ?
6n
1
4. What is the decimal expansion of ?
10n
5. Based on the observations made, what rational numbers exhibit expansion?
infinite decimal?
Solution suggestion in GeoGebra.
• Take 15 decimal places to represent the numbers. This is done in the main menu.
Options/Rounding.
• Build decimal number sets for the first 5 powers of the numbers.
cousins

For example:
P3=Sequence[1/3^n, n, 1, 5].

End

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Operations with rational numbers.

Addition and subtraction of fractions with the same denominator. The addition (or subtraction) of fractions with the same denominator
It is another fraction with the same denominator and whose numerator is the sum (or subtraction) of the numerators.

1 5 9
Example 1.6. Perform the sum of fractions: − + .
4 4 4

Solution. We directly add the numerators and the denominator of the fraction is the same.
1 5 9 1− 5 + 9 5
− + = =
4 4 4 4 4
Cn

Addition and subtraction of fractions with different denominators. To add (or subtract) fractions with different
denominator, we find the l.c.m. (least common multiple) and then we divide l.c.m. by the
the denominator of the first fraction and multiply it by the numerator, the same procedure is performed
with each of the fractions.

1 2 7
Example 1.7.7 Calculate − + .
4 3 5

Solution.
First, you must find them.c.m.(4,3,5)
m.c.m.(4,3,5)= 60
We proceed to carry out the operation with fractions:
1 2 7( )(1) 15( )( 2) 20
( )( )7 15−
12 40+ 84 59
− + = − + = =
4 3 5 60 60 60 60 60
End

Multiplication of fractions. The product of two or more fractions is another fraction whose numerator is the
the product of all the numerators and the denominator is the product of all the denominators.
a c a c
=
b d b d
1−3 2
Example 1.8. Calculate .
4 6 5

Solution. To find the result of the multiplication of fractions, you just need to multiply.
numerator by numerator and denominator by denominator and we simplify the resulting fraction.

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1−3) 2
1−3 2( )( )( 3 1
= =−=−
4 6 5 ( 4)( 6)( 5 ) 60 20
end

Division of fractions. The division of fractions is another fraction whose numerator is the product of
numerator of the first by the denominator of the second fraction, and whose denominator is the product
of the denominator of the first fraction by the denominator of the second.
a ca d
=
b db c
3 2
Example 1.9.99 Calculate .
4 7

Solution.
3 2 3 7 21
= =
4 7 4 2 8

End

1.1.4. Irrational numbers.

The concept of irrational numbers comes from the Pythagorean school, which discovered the existence of
incommensurable lengths, when applying the Pythagorean theorem to find the length of the diagonal
of a square with sides of length one, they found that the length of the hypotenuse is not
could be represented by rational numbers.

2 it is not a rational number, that is, there do not exist

a
two integers =2 .
b

An irrational number has an unlimited number of digits, therefore, it is impossible to write its exact value.
To handle these numbers, approximations are used; increasing the number of digits reduces the error.
decreasing. Some irrational numbers can be represented exactly on a line.
numerical through geometric procedures using ruler and compass.

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Definición 1.4. Números irracionales

The set of irrational numbers ( ') are those numbers that cannot be expressed as the
The quotient of two integers, its decimal extension is infinite and non-repeating.

1+ 5
' = 2,e, , = , 3, 5,... = x|x
2

Activity 1.2Representation on the number line of the set of irrationals

x I x= first cousin= 2, 3, 5, 7....
Instructions:
Considerx= pthen x 2= p
by the Pythagorean theoremx 2= a 2+ b 2 from which it is deduced that p= a 2+ b 2

For p= 2 it has2= 12+12and therefore 2= 12+12 , which represents a triangle with

legs of a unit and hypotenuse with length 2.
If we build a triangle with one leg on the number line and use a circle of radius 2
to trace a circumference, the intersection of the circumference with the line is 2 and is located at the
irrational.
1. How would you represent 3 , 5 , 7 , 11 using the Pythagorean theorem?
2. What other irrationalities do you find in the process and need to represent in order to locate in the
straight 3 , 5 , 7 , 11 ?
End

With the definitions studied above, it is clear that so that we can

define the set of real numbers as:

Definition 1.5. Real numbers

The set of real numbers is the union of the set of rationals and irrationals.
= '

Los números reales es un conjunto ordenado, continuo y denso que junto con las operaciones de
Addition and multiplication satisfy the properties known as the axioms of the Reals.

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Figure 1.2. Classification of real numbers

Example 1.10 Complete the table with (belongs) or (does not belong) as applicable.

Set
Natural Rational Integer Irrational Real
Number
1.8

−25
3
27

Solution. The operation has to be performed where necessary and determine the type of number that is present.

Set
Natural Enter Rational Irrational Real
Number
18
1.8=
10
−25= 5i

27= 3
3

End

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Example 1.11 Identify the elements of set A and classify them according to the set they belong to.

1 4 2
A= ,e 0 , − 81,− ,
121 25 3

Solution. The operations are carried out to identify the set to which the elements belong.
of set A.
1 1 1
= =
121 121 11
e =1
0

− 81= −9
4 4
− =−
25 5
2
= 0.4714045208...
3
Having the results of the operations, the elements of set A are classified according to the subset.
the set to which each element belongs.
1 4 2
= e0 , = e0 ,− 81 , = e0 , − 81 ,− , '=
121 25 3
End

1.2. Axioms of real numbers.

There is a set that we will denote by non-empty, whose elements will be called real numbers,
in which the binary operations are defined: addition ( + ) , multiplication ( ) .

1.2.1. Field axioms.

In two operations are defined: addition and multiplication, which are

they represent by the symbols ( + )(y , ) , and that meet the following properties:

For the sum:

Lock property:
For everythinga,b it is fulfilled that: a+ b

Associative property:
For everythinga,b,c it is fulfilled that: ( c= )a+ (b+ c
a+ b+ )
Commutative property:

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For everythinga,b it is fulfilled that: a+ b = b + a

Additive neutral element:

For everythinga 0 that:
, it exists such a+ 0= 0 + a= a

Additive inverse element:

For everythinga , exists−a such that: a+ (−a=
( ) −a+
) a= 0
Distributive property:
For everythinga,b,c it is fulfilled that:
a ( b+ c=
) a( b+) a ( c )

For multiplication.
Lock property:
For everythinga,b it is fulfilled that: a b

Associative property:
For everythinga,b,c it is fulfilled that: a ( b )c= (a b) c

Commutative property:
For everythinga,b it is fulfilled that: a b= b a

Multiplicative neutral element:

For everythinga, exists1 such that: ( ) (1a=
a1= ) a
Multiplicative inverse element:
For everythinga ,a 0, existsa −1 such that: a a(−1=( )a −1)a= 1

Distributive property:
For everythinga,b,c it is fulfilled that: a ( b + c=
) a( b+) a ( c )

Example 1.12 Name the property that is illustrated in each of the following cases.
a)3+ 7= 7 + 3
( 5=)2
b) 28+ 8+ 2 5
c) ( −4)(1=) −4
Solution. We observe the field properties to identify the property being represented.
in each case.
a)3+ 7= 7 + 3 Commutative property of addition
( 5=)2
b) 28+ 8+ 2 5 Distributive property

c) ( −4)(1=) −4 Existence of the multiplicative identity element

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End

1.2.2. Order Axioms:

The order in the reals satisfies the following properties:

P.O.1 Trichotomy: Dice a y b For real numbers, exactly one of the following holds true.
affirmations:
a b , a b , a= b .
Say that a being positive means saying thata 0 ; and whatb is negative is equivalent to saying thatb 0 .
P.O.2 Transitivity. Ifa byb c soa c .
That is, if a is to the left of b y b is to the left of c then is to thea left of c
.
b y c is any integer, thena+ c b + c
P.O.3 Relationship with the sum. Ifa .
P.O.4. Multiplication by a positive number. Ifa b y c 0 soac bc .
P.O.5. Multiplication by a negative number. Ifa b y c 0, thenac bc .

[Link] of completeness.

To state the completeness axiom, it is advisable to review the following definitions.

Definition 1.6. Upper bound

A set A A non-empty set of real numbers is upper bounded if and only if there exists a real number.
M what is greater than or equal to all the elements of the set , that is toAsay:
ExistsM , for everyonex Asuch thatM x
The numberM it is called the upper bound of A.

Any number greater than M it is also an upper bound of A.

Definición 1.7. Supremo

It is said that a set A it has a supremum, if there exists a real number S that satisfies the following two
conditions:
i. S it is an upper bound of A .
ii. S it is the least of the upper bounds of A.

And it is denoted as S= SupA( )

Example 1.13 Let A= x |x 3 find the upper bound and the supremum.

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Solution.
If we graph the set on the real line, observe the figure.

Numbers greater than 3, including 3 itself, are upper bounds of the set. A of all the
upper bounds 3 is the lowest of the bounds, so ( )3
SupA=
End

Definition 1.8. Lower bound

A set A A non-empty set of real numbers is lower bounded if and only if there exists a real number.
m that is less than or equal to all the elements of the set , that is to say:
A
Existsm , for everyonex Aso thatm x
The numberm it is called the lower bound of A.

Any number less than m it is also a lower bound of A.

Every non-empty set belonging to the real numbers has a supremum if it is bounded above.
As a consequence of the completeness axiom, it can also be stated.

The completeness axiom or supremum axiom indicates that the set of real numbers is
complete, that is, between two real numbers there is an infinite amount of numbers, without gaps in between
they, the above gives the idea of continuity.

Definition 1.9. Infimum

It is said that a set A has infimum, if there exists a real number m that satisfies the following two
conditions:
iii. s it is a lower bound of A .
iv. s it is the greatest of the lower bounds of A .

And it is denoted as (
s = InfA )

1.2.4. Graphing of real numbers.

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The set of real numbers is an ordered, dense, and continuous set, therefore, the model
The geometric representation that best reflects such properties is a line known as the real line.
Starting from the notion of order, the real line is constructed by drawing a line segment where it is drawn
an arbitrary point called the origin, represented by zero. To the right of zero, there
they will locate all positive real numbers(a 0, and) to +the left of zero, the real numbers
−
negatives(a 0, as)shown in Figure 1.2. Each point on the line represents a number and
only one real number and each real number occupies one and only one point on the line. The relationship between these two
Mathematical objects are known as injective or one-to-one.

Figure 1.3. Representation of integers on the number line.

The first numbers to be located are the integers. From zero to the right, a mark is made.
arbitrary unit of measure, to which the number one is assigned, the following positive integers are
They place points to the right of zero that are as far from the origin as the number represents.
whole; and each negative integer is placed in points to the left of zero that are as far away as
units represent the integer number.
p
The rational numbers, they are represented by dividing the unit or units into equal partsq and are taken
q
p parts.
Among the rationals, it is known that irrationals can be found, as is the case of 2 , which has already been discussed
and whose representation is done with a ruler and compass.
Real numbers can be represented on the real line, either exactly, or with
as much approximation as we want.

1.3. Intervals and their graphical representation.

The order of real numbers allows us to talk about sets of numbers comprised between two.
determined numbers.
Definición 1.10. Intervalos
If we take two real numbers, such that the first is less than the
seconda,b ; a bthere is an infinity of real numbers within
this interval,x such asa x b, those numbers form subsets
de los reales llamadosintervalos. Según si se incluyen o no los extremos
ayb the intervals can be: closed, open, or semi-open
semi-arid.

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1.3.1. Intervals (bounded intervals).

Given real numbers a y b witha bwe define the following sets:

Name Symbol Meaning and representation

( a,b ) x |a x b
All real numbers between a y b ,not including
to the numbera to the numberb .
Interval
open

Interval a,b x |a x b
closed
All real numbers included between a y b including
numberayb .

Interval ( a,b x |a x b
semi-open or
All numbers between a y b not including
semicclosed.
number a and including the b.
number

a,b ) x |a x b
All the numbers between a y b including the number
a not including the number b.

By the continuity axiom of , the representation of the sets shown above are segments.
of the real line, this representation is the 'graph of the interval', a y b they are the ends of the interval.
If the endpoint belongs to the set, square brackets are used in interval notation and in the
we use a point for graphic representation "•" at the end of the segment. If the end a o b no
they belong to the set we use a parenthesis and in the graphical representation they are represented with a point
hollow " " .

1.3.2. Half-lines (unlimited intervals).

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If we have a real number a we define the following sets:

Name Symbol Meaning and representation

(− ,a) x |x a
All numbers less than a not including the number a .

(− , a x |x a
All numbers less than a including the number a .

Semirrecta
(a ) x |a x
All numbers greater than a not including the number a .

a ) x |a x
All numbers greater than a including the number a.

The four cases shown at the top only have one end. a the representation
The graph is a ray.

Example 1.14. Graph the interval on the real line.( −2.3 .

Solution: First we represent the left end which is open by −2 (this can be)
represent with a parenthesis or an open point); then the right end is represented which is closed
for 3 (this endpoint can be represented with a bracket or a dot), as shown in Figure
1.4

Figure 1.4. Interval representation.

End

Example 1.15 Represent the set on the real line A= (−1, ).

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Solution: We represent on the real line the left endpoint which is open by −1 there is no extreme
right (it is an unbounded set) when the sets are unbounded the extreme always
it will be represented as open, as seen in Figure 1.5.

Figure 1.5. Representation of the interval

End

1.3.3. Operations with intervals.

Definition 1.11. Union of intervals

The union of two sets A y B is defined as the set of all

elements that are in the set A in the set sedentary
B as
A B, ( It is read ) .
A B= x |x A x B

Example1.16 Determine A BA=x

yes | −5 x 2 (
y B= 2.9 , graph the solution on the line
real.

Solution. We represent the sets on the real [Link] .

We apply the definition of union: A B= −5.2 ) 2.9

( ) , as can be seen on the real line of the
Figure 1.6 and applying the union defines which are all the real numbers that are in the set Ay
B is all real numbers from
the real numbers that are in the set so the solution
−5including the end of−5because it is closed, until 9 not including the endpoint because
9 it is
open, we must also remove number 2 since this number is not included in either of the two.
sets, and as observed on the real line in Figure 1.6 there is a gap, which means that there is no
it will be in the union of these two sets.

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Differential Calculus

A B= −5.2 ) 2.9=
( −5.9−
) 2 )

Figure 1.6. Representation of the union of.A B= −5.2 ) 2.9=

( −5.9−
) 2 )
End

Definition 1.12. Intersection of intervals

A yasBthe set of all
The intersection of two sets is defined
the elements that are in the set A I have the set , sedenota
B
how A B, ( it is read and )
A B= x |x A x B

Example 1.17. Perform the intersectionA=

of x | −5 x 3 with B= x 3 x 8 and graph
the result on the real line.

Solution. If we graph both sets on the real line, and apply the definition of intersection we can
observe which elements are in the set A and in the set B elements that
repeat)

The graph shows that the only element that appears in both sets is the number 3.

End
Definition 1.13. Subtraction of intervals
The difference between two setsA,Bany, is the set that is
form with elements that belong to the first set, but do not
they find in the second set. The difference is a non-operation
commutative because A − B B− A.

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A − B= x |x A,x B
B− A= x |x B,x A

Example 1.18 DadosA= x 1 x 4 , B= x −3 x 2findA − Bgraph it

solution on the real line.

Solution. We graph the set on the real line. A y B , we apply the definition of the difference between
sets, since this operation is not commutative we must be very careful in applying it
definition, in this example are all the elements that are in set a , but do not belong A
to the set , soBwe took away from the set A all the elements of B.

A − B= 1,4−) −3.2= 2.4

) )

End

Definition 1.14. Complement

Sea A any set such that A , the complement of A
denoted by A it is the set of elements of
c
that are not in A.

Ac= − A= x |x A

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Example 1.19. If the universal set is the set of real numbers, determine
3
( Ac B) Cand graph the solution on the real line, yesA= 0.2 ;B= 1;5;C=( ,3) 2
.

Solution. We will start by finding the Ac , if we graph the set A and we apply the definition of
we observe that A the real numbers will be from
c
( ,0) with the extreme of zero
−
open and2,( ) both ends open (both ends are open since both elements are
with
part of the set ), A

Now we will plot the sets on the real line. Ac and to the set B to find the intersection,

Lastly, we will findAc B ( Cwe will

) graph on the real line the result of the operation
Ac B , then the set will be graphed. C to make the union between these two sets, how can it be done
3
it can be observed in the figure that the result is all real numbers from (closed extreme) up to 5
2
(open end)

End

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Topics:
1.1 Real numbers.
1.2 Axioms of real numbers.
1.3 Intervals and their graphical representation.

1. Express as an interval and graph on the real line the following sets.

a)x x −2yx 7 1 c)x x −1ox 3

b) x x
5
2. Data A= x −2 x 3 , B= x 0 x 6 ,
1
C= x x 7 and the universe all real numbers. Make the
3
operations of each item, represent the solution on the real line, as an interval and
set.

a) Bc C b) Ac− B c) (A ) Cc
B−

1.4. Absolute value and its properties.

The absolute value of a real number is defined as:

x if x 0
x=
−x yes x 0

For example:
3= 3 well3 0
(
−6= − −6 ) , well−6 0 in fact −6= 6
=

As can be seen in the examples and from the definition of the absolute value of a real number is
always a non-negative number. The absolute value of a certain number can be interpreted
geometrically on the number line as the distance from the corresponding point of that number to the
origin.

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For example−4= 4, this indicates to us that −4 is located at a distance of 4 units of

origin.

Figure 1.7 Absolute value as a concept of distance

1.4.1. Properties of absolute value.

P.V.1 x 0for allx

P.V.2 x= −x for allx
P.V.3 xy= x y for everyonex,y

x x
P.V.4 = x,y y y 0
y y
2
P.V. 5x = x 2= x 2

P.V.6 x + y x+ y for all x,y

P.V. 7x 2= x
P.V. 8 x a −a x a
If x common 0 so −a xa , the points that satisfy that the distance to the origin is less
what a is found to the right of −a and to the left of a .

Figure 1.8 Absolute value as a concept of distance

P.V. 9 x a x a o x −a
Yes x thenx a o x −a , the points whose distance from the origin is greater than a they are the ones that

they are to the right of or athose that are on the left of a.

Figure 1.9 Absolute value as a concept of distance

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Example 1.20. Solvex− 3= 4, providing a geometric interpretation and an algebraic form.

Solution..
From a geometric point of view, we ask for "all the values of x that are 4 units away from the
point 3. We plot point 3 on the real line and move 4 units to the right, we will arrive at x= 7
If we move 4 units to the left from point 3, we will arrive atx= −1 Therefore, the solution of the
the equation will be:x = −1;x= 7 , as seen in Figure 1.9

From an algebraic point of view and applying the definition of absolute value:

x− 3 yes x 3
x− 3=
− (x− 3 ) yes x 3

The equations can be written:x − 3= 4− x+ 3= 4, solving the equations:

x− 3= 4 − x+ 3= 4
x= 4+ 3 x = 3− 4
x= 7 x= −1
This coincides with the result obtained geometrically.
End

For simple inequalities with absolute value, we can use the geometric interpretation or we can
Using the properties shown at the top, in objective 1.7 this type will be resolved.
inequalities.

1.5. Properties of inequalities.

Given the numbers a y b an inequality is an expression of the form: a b,a b inequalities

In this way, they are called strict inequalities, which read 'is less than.' a a
b is greater
b respectively.
"what"
The inequalities of the forma b,a bthey are called non-strict inequalities and are read as 'is less than' a
or the same asb "y" isagreater than or equal to b respectively. An inequality that has the least a
variable is called equation.

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Definition 1. 10 inequality
An inequality is a relation in which there is one or more unknown quantities (variables) and only
it is verified for certain values of the unknowns.
Solving an inequality means finding the values of the unknown that satisfy it, that is, those
values that when substituted into the inequality make it a true proposition, to this
we will call the set of values solution set.

Properties of inequalities.

The order properties of real numbers studied in objective 1.2 are those that
we will use to find the solution set of the inequalities. From these axioms, we also
they verify in the case of inequalities: , , Some consequences of these four axioms, which are
useful in solving inequalities are the following:

ifa,b , thena b − a −b
1 1
b) Yesa 0,thena −1= 0 Ifa 0 so 0 .
a a
c) Yesa,b , so ab 0 a 0yb ( ) ( 0
0o a 0yb )
d) Yesa,b , so ab 0 a (
0yb 0o a ) ( 0
0yb )

1.6. Solving first and second degree inequalities.

In the solution of inequalities, there is no unique path to find the solution set. In fact
In a large number of them, one can proceed differently to reach the same result. The
what is intended here is to illustrate some of the strategies used in the solution of inequalities and by
supposedly, any procedure is correct as long as it adheres to the basic rules of the
inequalities and their consequences.

Linear inequalities.
Definition 1.15. Linear inequality with one variable.

A linear inequality in one variable is one that can be written as

formax+ b 0 , where a,bthey are constants,a 0 It is evident that the
expressionax+ b 0it can appear with any of the signs , , ,
.
Solving an inequality is finding all the values of for which x
Inequality is real.

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1.6.1. Solution to linear inequalities by graphical analysis.

To find the solution of a linear inequality, a graphical analysis can be performed as follows
show below.

Figure 1.10 Graph of a line ( y= ax+ b )

It can be observed that:

b b
➢ The point P of the line y= ax+ b divide by the axis x two segments:− , −
in y −, .
a a
b
➢ The values of x of the interval of− , − by substituting them into the equation of the liney= ax+ b
a
negative values will be obtained from y (y 0 ) , and this part of the line will be below the axis x
.
b
➢ The values of of xthe segment− , make a part of the line y= ax+ b be above
a
x so that, when substituting these values into the equation of the line, values will be obtained
of the axis,
positives of y (y 0) .
➢ When graphing the line in the Cartesian plane, it is possible to find the set by simple inspection.
solution of the linear inequality.

Example 1.21. Perform the graphical analysis to find the solution set of the inequality.2 − 2x 12
.

Solution.
Step 1. First, we apply the properties of inequalities to obtain a linear inequality.
2− 2x−12 12−12 P.O.3
( −1−) 2x−10 (
0 −1 )
2x+10 0 P.O.4(ii)
Step 2: We graph the equation of the line on the Cartesian plane.

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In the graph, we can observe that the axis x is divided into two segments of (− , −5) where
the part of the liney= 2x+10it is below the axis x , when replacing any value that is found
y
within this interval will make the value of be negative. In the interval of ( −5 ) the line
y= 2x+10is above the axis x and by substituting any number within the interval, it will give a value
positive of y .
To find the solution of the linear inequality2x+10 0 we just have to answer the
x that the values of they are negative (that
next question What are the values of , that satisfy y
Is the line below the axis? x
Therefore, the solution to this linear inequality is: S= (− , −5 , the end is closed due to
What is a non-strict inequality.

[Link]. Solution to inequalities applying properties. Analytical method

A strategy we can follow to find the solution set of a linear inequality is

apply the properties until isolating the unknown.
Group the terms with unknowns on one side of the inequality and the independent terms on the other side.
On the other hand, this is achieved by applying the axioms of inequalities (P.O.3 and P.O.4).
2. Perform the operations, when the unknown is isolated we will have the solution of the
inequality and will only challenge to represent the solution set in different forms.

in

Ejemplo [Link] la solución de la desigualdad x+ 2 .5

Solution:
Step 1: Group the terms of the expression (leave the terms with variables on the left side and on the
right independent terms
x+ 2 − 2 5 − 2P.O.3
x 3

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Step 2: Perform the indicated operations on both sides of the inequality, and express the solution in the
different forms:
x 3

S= x (3 )
S= x |x 3
Fin

Geometric strategy:

Example 1.23. Find the solution of the inequality 3 (2x+ 6 )4− 21+ 5x
( ).

Solution:
First, we will perform the necessary algebraic operations to simplify the expression:
3 (2x− 6 )4− 21+ 5x
( ) Carry out operations
6x− 18+ 18+10x 4 − 2 − 10x+ 10x+18 P.O.3
6x+10x 4 − 2 +18
Perform the operations and isolate the unknown.
6x+10x 4− 2+18 Reduce similar terms
1 1
16x 20 P.O.4
16 16
5
x
4
Interpretation of the solution set.

5
S= x − ,
4
5
S= x |x
4
End

[Link]. Inequalities of formax+ b cx+ d ex+ f .

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This type of inequalities equivalent a two inequalities simultaneous

ax+ b cx + dycx+ d ex+ fto find the solution set of this type of inequalities, one must
Solve each of these inequalities obtaining a solution set for the first one.S Aand a
solution set for the second SBAs the two inequalities are presented simultaneously, they
they must satisfy for the same values of x So the solution set of the inequalities of this
the shape is the intersection of the two sets.
ax+ b cx+ dycx+ d ex+ d
SA SB

S= S A SB

3−x− 5
Example 1.24. Find the solution set of the inequality 2.
5 3

Solution. Since the simultaneous expressions have constants on both sides of the inequality we can
directly apply the properties of inequalities to find the solution set, without separating
the inequalities:
3−x− 5
2
5 3
3−x− 5
( 3) ( 3) 2 (3 ) P.O.3
5 3
9
+ 5 −x−5+5 6+ 5 P.O.3
5
( −1) 34 −x−1 ( ) 11−1P.O.4
( )
5
34
− x −11
5
34
−11 x −
5
34
S= −11,−
5
End

Example 1.25. Find the solution set of the inequality.4x− 2 5x+ 3 4x− 4 .

Solution. We separate into two simultaneous inequalities:

4x− 2 5x+ 3 4x− 4
4x− 2 5x+ 3 5x+ 3 4x− 4
We apply the properties of inequalities to solve and find the solution set.

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4x−2+2 5x+ 3+ 2P.O.3 5x+3−3 4x− 4 − 3P.O.3

4x− 5x 5x− 5x+ 5P.O.3 5x− 4x 4x− 4x− 7P.O.3
( −1−
() x) 5−1 P.O.4 x −7
x −5
SA= (− , −5 ) S=
B (
−7, )
S= S A S= B− (,−5 )
−7 ( )
S= (−7,−5 )

End

Application problems with inequalities.

Some applied problems can be solved with inequalities. The variety of these problems is
immense, before that, we will see an example of a general problem to illustrate a recommended method
to solve problems using inequalities. In general, the steps are as follows:

• Define the main variable, and express any additional variables in terms of the main one.
• Write the inequality required by the problem.
• Express each side of the inequality until writing it in terms of the unknown.
• Solve the resulting inequality.
• Answer the question posed in the problem.

Example 1.26. A father and his son are exactly 22 years apart. Determine during what period of their lives the age.
The father's age exceeds more than 6 years the double of the son's age.
Solution.
1. Define the main variable, and write additional variable in terms of the main one.
x:Edad del padre
y: Age of the son
y= x− 22
2. Write the inequality required by the problem.
x 2y+ 6
3. Express each side of the inequality until it is written in terms of the variable.
x ( 22+)6
2x−
4. Solve the resulting inequality.

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x ( 22+)6
2x−
x 2x− 44+ 6
x− 2x −38
( −1−
() x) −38−1
x 38
5. Answer the question posed in the problem.
y= x− 22= 38− 22= 16 that corresponds to the age of the son. The son was born when the father was
22 years, so it should bex 22So if we consider the years as integer numbers
positive responses will be from 22 to 38 (not including 38), therefore for it to be
according to the mathematical model, the father's age will be in the range of (22, 37), the son's age
it will be from when they turn 1 year old until they are 16 years old (not including 16), the child's age will be (1, 15).

in

Topics
1.4 Absolute value and its properties.
1.5 Properties of inequalities.
1.6.1 Solving first degree inequalities

1. State in words the geometric interpretation of the following expressions,

represent on the real line.

a) x+ 2= 5 b) x− 3 5

2. Write the following sets in mathematical notation.

a) The set of numbers whose distance to -3 is less than or equal to 4.

b) The set of numbers whose distance to -1 is 7.

3. Apply the properties of inequalities and find the solution set of the
inequalities of linear inequalities.
a) −2x− ( 3 ) 4x+ 7
1
b) (1− 2x−) 3 2− x
2
1
c) x− 4 2x+ x+ 2
3
4. The profit of a company that sells table tennis paddles is given by
G(x)= 5 (3x− 7−)8x+10
( ) , being x the number of units sold. ¿A
From how many units sold does the company start to make a profit?

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1.6.2. Second-degree inequalities.

Definition 1.16. Second degree inequality.

A quadratic inequality in one variable is one that can be written

in the formax2+ bx+ c 0 , where a,b,c are constant,a 0. It is
evident that the expressionax + bx+ c
2
0can appear with any of
the signs , , , .
Solving an inequality is finding all the values of x that satisfy
the relationship.

[Link]. Test point strategy.

To solve quadratic inequalities, we will use the test point strategy.

Step 1: Find the roots of the quadratic expressionax2+ bx+ cyou can do this through factorization,
completing squares or general formula.
( r(x+1) r(
ax2+ bx+ c= x+ 2 )
Step 2: Graph the roots of the quadratic expression on the real line, if the inequality we want to solve
If it is strict, the roots will have an open point; if it is a non-strict inequality, the roots will have a point.
full. In this explanation we will find the solution set of the inequalityax2+ bx+ c 0, like
it is a strict inequality the roots will carry a hollow point, as seen in Figure 1.11.

Figure 1.11 Graph of the roots of the quadratic expression on the real line.

Step 3: Separate into test intervals, which are the segments in which the real line is divided, such as
it is shown in Figure 1.12

Figure 1.12 Representation of the test intervals.

Step 4: Define a test number for each interval, this number must be found within each
test interval, see Figure 1.13.

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Figure 1.13 Selection of the test points.

Step 5: Substitute the test number into the linear factors of the expression to determine the sign of the
product within the test interval, as shown in Figure 1.14.

Figure 1.14 Product sign in the test interval.

Step 6. Choose the solution set: for the inequality ( x+ r1)( x+ r 2 ) 0 the values of thatx satisfy
that the multiplication is negative is in the interval ( r,r1 2 ) , so this is the solution set, see
figure

Example 1.27. Find the solution set of the inequalityx 2+ x− 6 0 .

Solution.
Step 1. Find the roots of the quadratic expression.

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x 2+ x− 6= 0 Factorize
( x+ 3x−
)( 2= 0)
x1= −3x2= 2 Roots
Step 2: Graph the roots on the real line and identify the test intervals.

Step 3: Separate into test intervals, these are the segments in which the real line is divided.

Step 4: Define a test number for each interval, this number must be within each
test interval.

Step 5: Substitute the test number into each linear factor to determine the sign of the factors.
determine the sign of the mathematical expression within the test interval.

For the interval− ( , −3 : ) (

For the interval−3.2 ) For interval 2, ( )
We substitute the value:− 4 We replace the value= 0 We substitute the value: 3
( −4 + 3−4
)( − 2 ) ( 0+ 3 )(0− 2 ) ( 3 + 33−
)( 2 )
= (−1 (−6)
) = (+3−2)( ) = (+6+1)( )
= +6 = −6 = +6

Step 6: Make the choice of the solution set.

x2 + x − 6 0
( x+ 3x−
)( 2 )0
−

Since the inequality is less than zero, we choose the interval where the product of the factors is
negative, so the solution is the interval of S= (−3.2 ) .
in

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Example: 1.27 Find the solution set of the inequalityx 2− 4x−1 0 .

Solution.
Since the quadratic expression is not factorable, we apply the general formula to find the roots.
−(−4) ( −4−)2 4 1−1
( )( ) 4 16+ 4 4 20
x1,2= = =
2 (1) 2 2

x1=
4+ 2 5 2 2+ 5
=
( ) ;x = 4− 2 5 2 4− 5
=
( )
2
2 2 2 2
x1= 2+ 5 ; x=
2 2− 5

Graph on the real line and identify the test intervals.

Replace a value that is within the interval in each linear factor to determine the sign of the
factor and identify the sign of the quadratic expression.

(
For the interval− , 2 − 5 : ) For the interval 2− 5.2+ 5
We substitute the value: 1 We replace the value= 0
(1+ 2 − 5 1−)( 2+ 5 ) ( 0 + 2 − 5 )(0− 2+ 5 )
= ( + )( )( +)
+ = = ( − )( ) ( −)
+ =
For the interval 2+ 5 ( )
We substitute the value: 5

(5 + 2− 55−)(2+ 5 )
= ( + )( ) ( +)
+ =
Choose the solution set.
x 2− 4x−1 0
( x+ 2 − 5x−)(2 + 5 0 )
+
Since the inequality is greater than or equal to zero, we choose the interval where the product of the factors is
positive, so the solution is the interval ofS= − ,2− 5 ( 2+ 5 ).
in

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[Link]. Graphic analysis.

To find the solution set of a quadratic inequality, we can do so by performing an analysis.

(
graph, let us remember that a quadratic equation graphs a parabolaax 2+ bx+ c = 0, where )
the sign of the quadratic term a it will indicate the orientation of this on the Cartesian plane, when
a 0 the parabola opens upwards as seen in Figure 1.15. If the quadratic term is
a 0the parabola will open downwards as seen in Figure 1.16.
To find the roots or solutions of quadratic equations, the general formula can be used:
−b b2− 4ac
x1,2 =
2a
• Where: = b 2− 4acit is called the "discriminant" of the equation.
Then, from the general formula, we have:
−b+ −b−
x1= x2=
2a 2a
What are the two solutions or roots of the quadratic equation.

Analysis of the nature of the roots of a quadratic equation.

• If 0 , the rootsx1 y x2they are real, the parabola will cut the axis x in two points.
b
• Yes = 0 , the rootsx1 y x2they will be the same; x1= x2= − then the graph of the parabola is
2a
tangent to the axisx .
• Yes 0, the rootsx1 y x2they are complex and conjugated, therefore the parabola will not intersect the axis
x the parabola will be 'above' the axis ifxthe coefficient in thea quadratic equation is positive;
the coefficient In thea quadratic equation, it is negative.
and will be 'below' the axis if x
Whena 0 :

Figure 1.15 Representation of parabola whena 0 .

Whena 0

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Figure 1.16 Representation of the parabola whena 0 .

Just as the analysis was conducted with linear equations, the points of intersection will be found with
x the sign change of the variable will be analyzed y .
the axis and
in

Example: 1.28. Find the solution set of the inequality−3x2+10x+ 8 0 .

Solution. We find the discriminant to determine the type of root that the parabola has.
( 8=
= b 2− 4ac= 102− 4−3 )( 196
) , since the discriminant is positive, this parabola has two roots.
real, therefore, the parabola intersects the axis inxtwo points:
−b + −10+ 196−10+14 2
x1= = = =
2a ( )
2−3 −6 3
−b− − (10−) 196 −10−14
x2= = = =4
2a ( )
2−3 −6
Since the quadratic term is negative (a 0 the parabola opens downwards, as observed in the
Figure 1.17, so in order to find the solution we will have to answer the following question
What are the values of for xwhich y it is negative (y 0 )?
2
If we observe the graph in Figure 1.17, it can be seen that for values of− , − the values of
3
y 0 , and for values of ( 4, ) also the values ofy 0 , therefore the solution for this inequality
2
es: S= − , 4, (The ends
) are open because the inequality is strict.
3

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Figure 1.17 Graph of the representation of the solution set of the inequality−3x2+10x+ 8 0
in

Example: 1.29. Find the solution set of the inequality2x 2− 3x+ 4 x 2− 5x+ 2 .

Solution. We perform the operations to obtain an equivalent quadratic expression compared to

zero.
2x 2− 3x+ 4 x 2− 5x+ 2
2x 2− 3x+ 4− x 2+ 5x− 2 0
x 2+ 2x+ 2 0

We find the discriminant to determine the type of root that the parabola has.
= b 2− 4ac= 2( −) 4 1 2=
( )(−4)
2
since this is negative, the parabola will have imaginary roots.
the parabola will not cut the axis;x and how a 0 the parabola will open upwards, therefore it will be found by
above the axis,xas seen in Figure 1.18

To find the solution set we must answer the

next question: "What values of they makexthat the y less or
equal to zero?
No value of makesx thaty 0 , therefore, from will make thatx
this proposition is true, this inequality has no
solution.
S=

Figure 1.18

in

Example: 1.30. Find the solution set of the inequality−9x 2+ 24x−16 0 .

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 REAL NUMBERS 42
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Solution. We find the discriminant. ( () )(= 0 the parabola

= b 2− 4ac= 24− 4−9−16
2
) is tangent
b 24 24 4
to the axisx ; x1= x2this parabola touches the axis x inx1= x2= − = − = = , likea 0 (es
2a ( ) 18 3
2−9
negative) opens downwards, as shown in Figure 1.19

To find the solution set we must answer the

next question: "What values of x they make they
greater than or equal to zero?
No value of x makes it y 0y= 0
(positive), but
4
when x= therefore for the proposition to be
3
4
true, it will only be fulfilled in x= .
3
4 4
S= = x |x=
Figure 1.19 3 3

in

Example: 1.31. The number of diagonals of a regular polygon with n sides is given by the expression
1
( n)
D= nn−1− Which polygons have fewer than twenty diagonals?
2
Solution.

Solution. A mathematical model must be proposed that meets the conditions to answer the
problem, the proposed mathematical model is:
D 20
1
n ( n −1−
) n 20
2
Perform the operations to obtain an equivalent expression.
1
n ( n −1−
) n 20
2
n 2− n
− n 20
2
n 2− n− 2n
2
( )
2 20 2( )
n 2− 3n 40
Solve the inequality by applying the test point strategy.

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n 2− 3n− 40 0
( n+ 5n−
)( 85 0)

The solution to this inequality is the interval of −5.8 .

To answer the question of the problem, since the number of sides of a polygon is an integer
positive and the smallest polygons that have diagonals are those with 4 sides, the answer to the problem
they will be the polygons with 4, 5, 6, 7, and 8 sides.
in

1.7. Solving inequalities that include absolute value.

Para encontrar el conjunto solución de las desigualdades con valor absoluto utilizaremos las propiedades
What was studied in topic 1.4.

Example: 1.32. Find the solution set of the inequality 35x+ 4− 21 25 .

Solution. We move the constant terms to the right side to leave the value on the left side.
absolute and to be able to apply the P.V.9 property.
25+ 21
5x+ 4
3
46
5x+ 4
3
We apply the properties of absolute value and solve the inequalities.

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 REAL NUMBERS 44
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46
5x+ 4 P.V.9
3
46 46
5x+ 4 o 5x+ 4 −
3 3
46 46
5x −4 5x
−−4
3 3
34 58
5x 5x −
3 3
34 58
x x −
15 15
34 58
S1= , S 2= − , −
15 15
To find the solution set of the inequality, we take the union of the solution of the
inequalities.
58 34
S= − , − , }
15 15
in

Example: 1.33 Find the solution set of the inequalityx 2− 4 4− 2x .

Solution. We apply the property of absolute value P.V.8.

− (4 − 2x ) x 2− 4 4 − 2x P.V.8
We perform algebraic operations to solve the inequalities:
x 2− 4 − (4 − 2x ) y x 2− 4 4 − 2x
x 2− 4 −4+ 2x x 2− 4 − 4 + 2x 0
x 2− 4 + 4 − 2x 0 x 2+ 2x− 8 0
x 2− 2x 0 ( x+ 4x−
)( 2 )0
x(x− 2 0
We apply the test point strategy to solve inequalities.
x ( x− 2) 0 ( x+ 4x−
)( 2 0)
+ −

The solution set for both inequalities is chosen:

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For inequality x ( x− 2) 0 the part of the positives that is the interval is chosen S=
1 ( ,0 2,
− )
+

.
For inequality ( x+ 4x−
)( 2 0) the part of the negatives that is the interval is chosen S=
2
−4.2 .
−

To find the solution, the intersection of both results is made:

S= (− ,0 2, )−4.2
S= −4.0 2
End

Example: 1.34. In a notebook factory, a quality control committee is formed, as in a

The survey found that consumers believe that the paper is good, but the size of the notebooks
it is not uniform, some are wider than others. The required width is 21.5 cm, and a notebook will pass
the quality control if the error is at most 0.04 cm. What widths can the notebooks have that have
Has the quality control been approved?

Solution.
We will call x the width of a notebook. The defect in the width of the notebook is the difference, if we pose
we have this equation:x− 21.5 .
Since the notebook can be wider or narrower, we then consider the absolute value of the expression.
previously stated and the error can be, at most, 0.04 cm, therefore, the resulting expression will be:
x− 21.5 0.04 .
To solve the obtained inequality, we apply the property of absolute value:
x− 21.5 0.04
−0.04 x− 21.5 0.04
−0.04+ 21.5 x− 21.5+ 21.5 0.04+ 21.5
21.46 x 21.54

We answer the question of the problem: For a notebook to pass quality control, the width of
these must be 24.46 cm and 21.54 cm.
End

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Topics:
1.6.2 Second degree equation with one unknown.
1.7 Solving inequalities that include absolute value

1. Find the solution set of the following quadratic inequalities.

a)−9x 2+ 24x−16 0
b) 3x2+13x−10 0
(
c)x 2+ x− 2x2+ 3x 0 )
2. Find the solution set of the inequalities with absolute value.
2x+ 3
a) 3
2
b) 6x− 5 4x+ 7

3. A rectangle has one side of 25 cm and a perimeter estimated at 75 cm, 5

cm. What is the range of possible values for the second side of the rectangle?

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