Understanding Rational Inequalities: Why Can't We Multiply by the Denominator?

In summary, the conversation discusses the process of solving a rational inequality, specifically why multiplying by the denominator may not always be a valid approach. It is explained that this is because the sign of the inequality may change depending on the value of x, and thus other methods such as subtracting 1 from both sides can be used to solve the inequality. The conversation also touches on the concept of the "IF" statement and how it affects the solution set.
  • #1
rambo5330
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0

Homework Statement


Quick question on Rational Inequalities..

Say I have

[tex]\frac{1+x}{1-x}[/tex] [tex]\huge\geq[/tex] 1

Why can we not multiply 1 by denominator (1-x) is this because if x > 1 then (1-x) would be negative in effect changing the sign of the inequality.. but if x<1 then the inequality is preserved? therefore we subtract 1 from either side..setting the inequality equal to zero?

sorry the formatting isn't quite right on that expression but the left hand side is all one expression .. greater than or = 1
 
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  • #2
rambo5330 said:
Why can we not multiply 1 by denominator (1-x) is this because if x > 1 then (1-x) would be negative in effect changing the sign of the inequality.. but if x<1 then the inequality is preserved?

Yes.

rambo5330 said:
therefore we subtract 1 from either side..setting the inequality equal to zero?

You can do this as well.

Alternatively, you can multiply by (1-x)2.
 
  • #3
What you can do is think "IF 1- x> 0, then I can multiply both sides by it and get [itex]1+ x\ge 1- x[/itex]". Add x to both sides and subtract 1 from both sides and you have [itex]2x\ge 0[/itex] which is the same as [itex]x\ge 0[/itex]. Now that was assuming 1- x> 0 which is the same as 1> x. So you have [itex]0\le x< 1[/itex].

Now, IF 1- x< 0, multiplying both sides by a negative number reverses the inequality: [itex]1+ x\le 1- x[/itex]. Again, add x to both sides and subtract 1 from both sides and you have [itex]2x\le 0[/itex] or [itex]x\le 0[/itex]. The "IF" is true as long as 1< x which can't be true if [itex]x\le 0[/itex] so this gives NO new solution.

The algebra gets a bit complicated but, yes, you can subtract 1 from each side: [itex]\frac{x+1}{1-x}- 1= \frac{x+ 1- (1- x)}{1-x}= \frac{2x}{1-x}\ge 0[/itex] which is true as long as the numerator and denominator have the same sign.

That is, both 2x> 0 and 1- x> 0 which gives x> 0 and x< 1 as before, or both 2x< 0 and 1- x< 0 which gives x< 0 and x> 1 which is impossible.
 
  • #4
thanks for the excellent explanation!
 

FAQ: Understanding Rational Inequalities: Why Can't We Multiply by the Denominator?

What is the Ration Inequalities Rule?

The Ration Inequalities Rule is a mathematical concept used to compare two different quantities. It states that if two ratios are equal, then their corresponding fractions are also equal.

How is the Ration Inequalities Rule used in science?

In science, the Ration Inequalities Rule is often used to compare measurements or quantities in experiments. It can also be used to find patterns and relationships between different variables.

What is an example of the Ration Inequalities Rule in action?

One example of the Ration Inequalities Rule is in the study of chemical reactions. Scientists can use the rule to compare the amount of reactants and products in a reaction and determine the ratio between them.

What are the limitations of the Ration Inequalities Rule?

The Ration Inequalities Rule may not always accurately represent real-world situations, as it assumes that the quantities being compared are related in a linear or proportional manner. It also does not take into account any external factors that may affect the relationship between the quantities.

How can the Ration Inequalities Rule be applied to real-life situations?

The Ration Inequalities Rule can be used in various real-life situations, such as calculating ingredient ratios in recipes, determining optimal mixtures in manufacturing, and analyzing financial data to make investment decisions.

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