System of Inequalities

Flashcard
•
Mathematics
•
9th Grade
•
Hard
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15 questions
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1.
FLASHCARD QUESTION
Front
What is a system of inequalities?
Back
A system of inequalities is a set of two or more inequalities that share the same variables. The solution is the set of all ordered pairs that satisfy all inequalities in the system.
2.
FLASHCARD QUESTION
Front
How do you determine if a line is solid or dashed when graphing inequalities?
Back
A solid line is used when the inequality is 'greater than or equal to' (≥) or 'less than or equal to' (≤). A dashed line is used when the inequality is 'greater than' (>) or 'less than' (<).
3.
FLASHCARD QUESTION
Front
What does it mean to shade above a line in a graph of an inequality?
Back
Shading above a line indicates that the solutions to the inequality are all the points where the y-value is greater than the value of the line at that x-value.
4.
FLASHCARD QUESTION
Front
What does it mean to shade below a line in a graph of an inequality?
Back
Shading below a line indicates that the solutions to the inequality are all the points where the y-value is less than the value of the line at that x-value.
5.
FLASHCARD QUESTION
Front
How do you graph the inequality y > 2x - 4?
Back
To graph y > 2x - 4, first graph the line y = 2x - 4 using a dashed line, then shade above the line to represent all points where y is greater than 2x - 4.
6.
FLASHCARD QUESTION
Front
What is the significance of the boundary line in a system of inequalities?
Back
The boundary line separates the coordinate plane into two regions, one where the inequality holds true and one where it does not. The line itself may or may not be included in the solution set, depending on whether it is solid or dashed.
7.
FLASHCARD QUESTION
Front
How can you determine the solution set of a system of inequalities graphically?
Back
To determine the solution set graphically, graph each inequality on the same coordinate plane, then identify the region where the shaded areas overlap. This overlapping region represents the solution set.
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