Introduction

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Introduction Situations in the real world often determine the types of values we would expect as answers to equations and inequalities. When an inequality has one or more variables and contains at least one inequality symbol (<, >, ≤, ≥, or ≠), it is called an algebraic inequality. Sometimes there are limits or restrictions on the values that can be substituted into an equation or inequality; other times, limits or restrictions are placed on answers to problems involving equations or inequalities. These limits or restrictions are called constraints. 1.4.1: Representing Constraints 1

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Introduction Situations in the real world often determine the types of values we would expect as answers to equations and inequalities. When an inequality has one or more variables and contains at least one inequality symbol (, ≤, ≥, or ≠), it is called an algebraic inequality. - PowerPoint PPT Presentation

Transcript of Introduction

Page 1: Introduction

IntroductionSituations in the real world often determine the types of values we would expect as answers to equations and inequalities. When an inequality has one or more variables and contains at least one inequality symbol (<, >, ≤, ≥, or ≠), it is called an algebraic inequality.

Sometimes there are limits or restrictions on the values that can be substituted into an equation or inequality; other times, limits or restrictions are placed on answers to problems involving equations or inequalities. These limits or restrictions are called constraints.

1.4.1: Representing Constraints

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Key Concepts• Many real-world situations can be modeled using an

equation, an inequality, or a system of equations or inequalities. A system is a set of equations or inequalities with the same unknowns.

• When creating a system of equations or inequalities, it is important to understand that the solution set is the value or values that make each sentence in the system a true statement.

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Key Concepts, continued• Being able to translate real-world situations into

algebraic sentences will help with the understanding of constraints.

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Common Errors/Misconceptions• incorrectly translating verbal descriptions to algebraic

sentences

• not including appropriate constraints as related to the situation

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1.4.1: Representing Constraints

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Guided PracticeExample 3A school supply company produces wooden rulers and plastic rulers. The rulers must first be made, and then painted.• It takes 20 minutes to make a wooden ruler. It takes 15 minutes to

make a plastic ruler. There is a maximum amount of 480 minutes per day set aside for making rulers.

• It takes 5 minutes to paint a wooden ruler. It takes 2 minutes to paint a plastic ruler. There is a maximum amount of 180 minutes per day set aside for painting rulers.

Write a system of inequalities that models the making and then painting of wooden and plastic rulers.

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Guided Practice: Example 3, continued1. Identify the information you know.

There is a maximum of 480 minutes for making rulers.• It takes 20 minutes to make a wooden ruler.• It takes 15 minutes to make a plastic ruler.

There is a maximum of 180 minutes for painting rulers.• It takes 5 minutes to paint a wooden ruler.• It takes 2 minutes to paint a plastic ruler.

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Guided Practice: Example 3, continued2. Write an inequality to represent the

amount of time needed to make the rulers.Let w represent the wooden rulers and p represent the plastic rulers.

20w + 15p ≤ 480

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Guided Practice, Example 3, continued3. Write an inequality to represent the

amount of time needed to paint the rulers. Use the same variables to represent wooden and plastic rulers.

5w + 2p ≤ 180

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Guided Practice: Example 3, continued4. Now consider the constraints on this

situation. It is not possible to produce a negative amount of either wooden rulers or plastic rulers; therefore, you need to limit the values of w and p to values that are greater than or equal to 0.

w ≥ 0p ≥ 0

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Guided Practice: Example 3, continued5. Combine all the inequalities related to the

situation and list them in a brace, {. These are the constraints of your scenario.

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1.4.1: Representing Constraints

Guided Practice: Example 3, continued

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http://walch.com/ei/CAU1L4S1ConstraintsRulers
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Guided PracticeExample 4Use the system of inequalities created in Example 3 to give a possible solution to the system.

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Guided Practice: Example 4, continued1. We know from this situation that you

cannot produce a negative amount of rulers, so none of our solutions can be negative.

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Guided Practice: Example 4, continued2. In future lessons, we discuss more

precise ways of determining the solution set to a system. For now, we can use our knowledge of numbers and ability to solve algebraic sentences to find possible solutions.

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Guided Practice: Example 4, continued3. Choose a value for w.

Let w = 0. Substitute 0 for each occurrence of w in the system and solve for p.

20w + 15p ≤ 48020(0) + 15p ≤ 480 Substitute 0 for w.15p ≤ 480 Divide both sides by 15.

For the first inequality, p ≤ 32.5w + 2p ≤ 1805(0) + 2p ≤ 180 Substitute 0 for w.2p ≤ 18 Divide both sides by 2.

For the second inequality, p ≤ 90.

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Guided Practice: Example 4, continued4. Interpret the results.

In 480 minutes, the company can make no more than 32 plastic rulers if 0 wooden rulers are produced.

In 180 minutes, the company can paint no more than 90 plastic rulers if there are no wooden rulers to paint.

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1.4.1: Representing Constraints

Guided Practice: Example 4, continued

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