Quadratic

Inequalities
There are 3 common methods to solve quadratic
Solve quadratic inequalities.
inequalities. Therefore, students sometimes
are confused to select the fastest and the best solving
method. Generally explain below these
3 methods and then compare them through selected
examples.
Solving a quadratic inequality, in standard form f(x) =
ax^2 + bx + c > 0 (or < 0), means finding all the values
of x that make the inequality true.
These values of x constitute the solution set of the
inequality.
The solution set of a quadratic inequality are
expressed in the form of intervals.
 STEPS IN SOLVING QUADRATIC INEQUALITIES
In general, there are 4 common steps.
Step 1. Transform the inequality into standard form: f(x) = ax^2 + bx + c < 0 (or > 0).

Example. Solve: x(4x -3) > 7.

In first step, transform the inequality into standard form:
f(x) = 4x^2 – 3x – 7 > 0.

Step 2. Solve the quadratic equation f(x) = 0. You may use one of the 4
existing common methods (factoring ac method, completing the square,
quadratic formula, graphing) or the new Diagonal Sum Method
Before starting, find out if the equation has 2 real roots. How? Roughly
estimate the Discriminant D’s value. You don’t need to calculate its
exact value, unless you want to apply the quadratic formula. Just use
mental math to see if D is positive (> 0) or negative (< 0).
Step 3. Solve the given quadratic inequality f(x) < 0 (or > 0),
based on the 2 values x1 and x2, found in Step 2. You may
choose one of the 3 common methods to solve quadratic
inequalities described below.
Step 4. Express the solution set of the quadratic inequality in
terms of intervals. You must know how to correctly use the
interval symbols. Examples:
(2, 7): open interval between 2 and 7. The 2 end (critical)
points are not included in the solution set.[-3, 5]: closed
interval. The 2 end points -3 and 5 are included in the solution
set.[2, +infinity): half-closed interval; only the end point 2 is
included in the solution set
(-infinity, -1]: half closed interval; only the end point is
included in the solution set.
Examples of solving by the test point method.
Example. Solve: x^2 – 15x < 16.
Solution. First step, write the inequality in standard form
f(x) = x^2 – 15x – 16 < 0.
Second step, solve f(x) = 0. The 2 real roots are -1 and 16.
Third step, solve the inequality f(x) < 0. Plot the 2 real
roots -1 and 16 on a number-line. The origin O is located
inside the segment (-1, 16). Use the origin O as test point.
Substitute x = 0 into the inequality. We get -16 < 0. It is
true, then the origin O is located on the true segment.
Step 4, express the solution set in the form of open
interval (-1, 16). The 2 endpoints -1 and 16 are not
included in the solution set.
 The algebraic method.
This solving method is popular in Europe. It is based on a theorem about
the sign status of a trinomial f(x) = ax^2 + bx + c, with a not zero, and D =
b^2 – 4ac

The concept of this method is simple. When the parabola

graph of the trinomial f(x) is above the x-axis, the trinomial
f(x) is positive, and vice-versa.You don’t need to accurately
graph the parabola. Based on the 2 real roots obtained by
solving f(x) = 0, you may just draw a rough sketch of the
parabola.Pay only attention to if the parabola is upward or
downward, by considering the sign of
a. After graphing, you get the solution set by looking at the
graph of the parabola. Last, express the solution set in the
form of intervals. By this graphing method, you may solve a
system of two, or even three, quadratic inequalities, by
graphing them on the same coordinate grid
 EXAMPLES OF SOLVING QUADRATIC INEQUALITIES

Example. Solve:f(x) = -5x^2 + 6x – 10 > 0.

Solution. D = 36 – 200 < 0. There are no

real roots. Use the Theorem to solve. The
trinomial f(x) is always negative (< 0),
same sign as a = -5, regardless of x. The
equation is always not true.
Solve quadratic inequalities.

Quadratic Inequality
A quadratic inequality can be written in the form

ax2 + bx + c < 0 or ax2 + bx + c > 0,

ax2 + bx + c ≤ 0 or ax2 + bx + c ≥ 0,

where a, b, and c are real numbers, with a ≠ 0.

Slide 9.7- 8
 CLASSROOM Solving Quadratic Inequalities by Graphing
EXAMPLE 1
Use the graph to solve each quadratic inequality.
x2 + 6x + 8 > 0
Solution:

Find the x-intercepts.

x2 + 6x + 8 = 0
(x + 2)(x + 4) = 0
x-values for x-values for
x + 2 = 0 or x+4=0 which y > 0 which y > 0

x = 2 or x = 4

Notice from the graph that x-values less than 4 or greater than 2
result in y-values greater than 0.

The solution set is  , 4    2,  .

Slide 9.7- 9
 CLASSROOM Solving Quadratic Inequalities by Graphing (cont’d)
EXAMPLE 1
Use the graph to solve each quadratic inequality.
x2 + 6x + 8 < 0
Solution:

Find the x-intercepts.

x2 + 6x + 8 = 0
(x + 2)(x + 4) = 0
x + 2 = 0 or x + 4 = 0
x = 2 or x = 4
Notice from the graph that x-values between 4 and 2 result in
y-values less than 0.

The solution set is  4, 2 .

 Solving a Quadratic Inequality Using Test Numbers

Solve and graph the solution set.

2 x  3x  2
2

Solution:

Use factoring to solve the

2 quadratic equation.
2 x  3x  2  0
(2 x  1)( x  2)  0
2x 1  0 or x  2  0
1
x or x  2
2

Interval Interval Interval

A B C
The numbers divide a number line into three intervals.
-5 -4 -3 -2 -1 0 1 2 3 4 5

Slide 9.7- 11
 CLASSROOM
Solving a Quadratic Inequality Using Test Numbers (cont’d)
EXAMPLE 2
Choose a number from each interval
2 x 2  3x  2
to substitute in the inequality.

Interval A: Let x = 3.

2(3)2 + 3(3)  2 True

18 – 9  2
92

Interval B: Let x = 0.
False

2(0)2 + 3(0)  2
0+0 2
 CLASSROOM
Solving a Quadratic Inequality Using Test Numbers (cont’d)
EXAMPLE 2
Interval C: Let x = 1. 2 x  3x  2
2

2(1)2 + 3(1)  2
2+32
True
52

The numbers in Intervals A and C are solutions. The numbers –2 and ½ are
included because of the .

Solution set:
 , 2   12 ,  
] [
-5 -4 -3 -2 -1 0 1 2 3 4 5
Solve quadratic inequalities.

Slide 9.7- 14
 CLASSROOM Solving Special Cases
EXAMPLE 3
Solve.
Solution:

(3x – 2)2 > –2

The square of any real number is always greater than or equal to 0,
so any real number satisfies this inequality. The solution set is the set
of all real numbers, (, ).

The
(3x –square
2)2 < –2of a real number is never negative, there is no solution
for this inequality. The solution set is .

Slide 9.7- 15
OBJECTIVE 2

Solve polynomial inequalities of

degree 3 or greater.

Slide 9.7- 16
 CLASSROOM Solving a Third-Degree Polynomial Inequality
EXAMPLE 4
Solve and graph the solution set.
(2x + 1)(3x – 1)(x + 4) > 0
Solution:

Set each factored polynomial equal to 0 and solve the equation.

(2x + 1)(3x – 1)(x + 4) = 0

1 1
2x + 1 =x0 or
 3x – 1 = 0x or x + 4 = 0x  4
2 3
Interval A Interval B Interval Interval D
C

-5 -4.5 -4 -3.5 -3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
-5

Slide 9.7- 17
 CLASSROOM Solving a Third-Degree Polynomial Inequality (cont’d)
EXAMPLE 4
Substitute a test number from each interval in the original inequality.

Interval Test Number Test of Inequality True or False?

A 5 144 > 0 False
B 2 42 > 0 True
C 0 4 > 0 False
D 1 30 > 0 True

The numbers in Intervals B and D, not including the endpoints are solutions.

Solution set:  4, 21    13 ,  

-5
( ) (
-5 -4.5 -4 -3.5 -3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5

Slide 9.7- 18
OBJECTIVE 3

Solve rational inequalities.

Slide 9.7- 19
Solve rational inequalities.

Solving a Rational Inequality

Step 1 Write the inequality so that 0 is on one side and there is a

single fraction on the other side.

Step 2 Determine the numbers that make the numerator or

denominator equal to 0.

Step 3 Divide a number line into intervals. Use the numbers from
Step 2.

Step 4 Find the intervals that satisfy the inequality. Test a

number from each interval by substituting it into the original
inequality.

Step 5 Consider the endpoints separately. Exclude any values

that make the denominator 0.
Slide 9.7- 20
 CLASSROOM Solving a Rational Inequality
EXAMPLE 5
Solve and graph the solution set.
2
3
x4
Solution:

Write the inequality so that 0 is on one side.

2
3 0
x4
2 3( x  4)
 0
x4 x4 The number 14/3 makes the numerator
0, and 4 makes the denominator 0.
2  3 x  12
0 These two numbers determine three
x4 intervals.
3 x  14
0
x4
Slide 9.7- 21
 CLASSROOM Solving a Rational Inequality (cont’d)
EXAMPLE 5
Test a number from each interval. 2
3
x4
Interval Test Number Test of True or False?
Inequality
A 0 -1/2 < 3 True
B 13/3 6<3 False
C 5 2<3 True

The solution set includes numbers in Intervals A and C, excluding

endpoints.
Solution set:
 , 4    143 ,  
Interval
Interval A Interval C
B
-2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 3 3.5
)4 4.5
( 5 5.5 6

Slide 9.7- 22
 CLASSROOM Solving a Rational Inequality
EXAMPLE 6
Solve and graph the solution set.
x2
5
x 1
Solution:

Write the inequality so that 0 is on one side.

x2
5  0
x 1
x  2 5( x  1)
 0
x 1 x 1
x  2  5x  5
0
x 1 The number 7/4 makes the
numerator 0, and 1 makes the
4 x  7 denominator 0. These two numbers
0
x 1 determine three intervals.

Slide 9.7- 23
 CLASSROOM Solving a Rational Inequality (cont’d)
EXAMPLE 6
Test a number from each interval. x2
5
x 1
Interval Test Number Test of Inequality True or False?
A 0 –2 ≤ 5 True
B 3/2 7≤5 False
C 2 4≤5 True

The numbers in Intervals A and C are solutions. 1 is NOT in the

solution set (since it makes the denominator 0), but 7/4 is.

Solution set:
 ,1   74 ,  
Interval
Interval A Interval C
B
) [
-2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6

Slide 9.7- 24