Solving Inequalities Graphically (DP IB Analysis & Approaches (AA)): Revision Note

Lucy Kirkham

Written by: Lucy Kirkham

Reviewed by: Mark Curtis

Updated on

Solving inequalities graphically

How do I solve inequalities graphically?

  • Consider the inequality f open parentheses x close parentheses less or equal than g open parentheses x close parentheses, where f open parentheses x close parentheses and g open parentheses x close parentheses are functions of x

    • Subtract g open parentheses x close parentheses from both sides to get zero on the right-hand side

      • f open parentheses x close parentheses minus g open parentheses x close parentheses less or equal than 0

  • Solve the equation f open parentheses x close parentheses minus g open parentheses x close parentheses equals 0 to find the x-intercepts of the graph y equals f open parentheses x close parentheses minus g open parentheses x close parentheses

  • Sketch the graph of y equals f open parentheses x close parentheses minus g open parentheses x close parentheses

    • Use your GDC to help

    • Label its x-intercepts

    • The solutions are the range(s) of values of x for which the curve is

      • below the x-axis

      • as f open parentheses x close parentheses minus g open parentheses x close parentheses less or equal than 0

    • Present your solutions as inequalities

      • e.g. 2 less or equal than x less or equal than 10

  • If the inequality in the question had been reversed, f open parentheses x close parentheses greater or equal than g open parentheses x close parentheses

    • then f open parentheses x close parentheses minus g open parentheses x close parentheses greater or equal than 0

      • solutions are the values of x where the curve is above the x-axis

Examiner Tips and Tricks

If the inequalities are "equal to", less or equal than or greater or equal than, then the solutions must be "equal to" (but if they are strict, less than or greater than, the solutions must be strict).

Examiner Tips and Tricks

There are other methods like sketching y equals f open parentheses x close parentheses and y equals g open parentheses x close parentheses separately, but they can be harder on a GDC (as you need larger x and y windows to find all points of intersection).

When do I flip the inequality sign?

  • Remember to flip the sign of the inequality when you multiply or divide both sides by a negative number

    • e.g. negative x squared less than 5 minus x becomes x squared greater than negative 5 plus x when dividing both sides by negative 1

  • Never multiply or divide both sides by a variable as this could be positive or negative

    • e.g. if x greater than negative 2 then x squared greater than negative 2 x is not always true

      • e.g. x equals negative 1 satisfies x greater than negative 2 but not x squared greater than negative 2 x

      • you get 1 greater than 2

    • This means you can only multiply both sides by a terms that are always positive

      • Such as x squared comma space open vertical bar x close vertical bar comma space straight e to the power of x

  • Taking reciprocals of positive values reverses the inequality

    • If x comma space y greater than 0 then x less than y rightwards double arrow 1 over x greater than 1 over y

  • Taking logarithms when the base is 0 less than a less than 1 reverses the inequality

    • 0 less than x less than y rightwards double arrow log subscript a open parentheses x close parentheses greater than log subscript a open parentheses y close parentheses

  • The safest way to rearrange is simply to add and subtract terms to both sides

    • e.g. negative x squared less than 5 minus x becomes 0 less than 5 minus x plus x squared

Worked Example

Use a GDC to solve the inequality 2 x cubed less than x to the power of 5 minus 2 x.

2-8-1-ib-aa-hl-graphical-inequalities-we-solution

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Lucy Kirkham

Author: Lucy Kirkham

Expertise: Head of Content Creation

Lucy has been a passionate Maths teacher for over 12 years, teaching maths across the UK and abroad helping to engage, interest and develop confidence in the subject at all levels.Working as a Head of Department and then Director of Maths, Lucy has advised schools and academy trusts in both Scotland and the East Midlands, where her role was to support and coach teachers to improve Maths teaching for all.

Mark Curtis

Reviewer: Mark Curtis

Expertise: Maths Content Creator

Mark graduated twice from the University of Oxford: once in 2009 with a First in Mathematics, then again in 2013 with a PhD (DPhil) in Mathematics. He has had nine successful years as a secondary school teacher, specialising in A-Level Further Maths and running extension classes for Oxbridge Maths applicants. Alongside his teaching, he has written five internal textbooks, introduced new spiralling school curriculums and trained other Maths teachers through outreach programmes.