Im trying to help my daughter with homework what is the principle of greater than less then and equal?
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> greater  than \ni.e. 6>4\nthe bigger number is on the side with the increased gap\n< less than\ni.e. 4<6\nthe bigger number, once again is on the side with the increased gap.
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smaller=x\nlarger=x+2 (consecutive even integers)\n\nx+2=2x-10\n12=x\n\nsmaller=12\nlarger=14
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draw a foreword slash through the = sign\n This changes the sign to mean "not equal". It is certainly true that 5+5+5 is not equal to 550.\n\nHope she gets the extra credit.
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Let the lesser number be x. The greater number is 2x.\n\nIf the greater number is increased by 18, you get 2x + 18.\n\n4 less than 4 times the lesser number is 4x - 4.\n\nSo this means that 2x + 18 = 4x - 4.\n\nYou did make a good try at it though :D\n\nKeep on trying and you'll do fine.\n\nEDIT:\n\nThe Russian is also right (Da, Tovarisch!)\n\nBut if you recall, the problem also says that the greater number is twice the lesser.\n\nIf you're calling the lesser number y, then your x = 2y.\n\nThe advantage of this is that with the equation having only one variable, you can solve for one of the numbers easily, and then get the second.\n\nWhat you really have is a system of equations:\n\nx = 2y\nx + 18 = 4y - 4.\n\nNotice that you can directly substitute 2y for x.
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x<1/2(x+y)<y can be proved by splitting it in two parts and proving those:\nx<1/2(x+y) is true because 1/2(x+y) > 1/2(x+x) = x\n1/2(x+y)<y is true because 1/2(x+y) < 1/2(y+y) = y
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Do you mean "not equal to"?\n<>\nThat's also still supported in some newer languages, although != is more common nowadays.
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Write two fractions on the board , column A  and  B.\n\nWhich is greater A or B or are they equal.   Choose teams.Keep score.\n\nYou(as the teacher) can easily tell the answer quickly:  \nA .......... C\n--- vs---- -----\nB ...........D\n\nIf AxD is greater the correct answer is A\nifBxC is greater the correct answer is B
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Try this site. Inequalities and absolute value are really easy once you get it. you may also try posting some examples, and we can help you. Good luck on your next test!\n\nhttp://www.purplemath.com/modules/ineqsolv.htm\n\nhttp://www.purplemath.com/modules/absolute.htm
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This is an easy derivation. \n\nMultiplicative Principle: \nOne fundamental principle of counting is that if you have n of one type of object (N) and m of another type of object (M), then the number of ways to pair objects of type one with objects of type two with regard to order is n*m. This is argued by saying that one can first pair one of the N-type objects with all of the M type objects for m pairs, and then do the same for the remaining N type objects, giving m + m + ... + m n times, or n*m pairings. \n\nPermutations:\nSuppose you have k objects and you want to know how many ways you can order them in a line. You have k ways to choose the first object, k - 1 ways of choosing the second object, and so forth until you run out of objects. By the fundamental principles of counting, this makes the number of possible orderings k*(k - 1)*...*1 = k! which we will call P(k).\n\nCombinations:\nSuppose the number of combinations of k objects out of n objects without respect to order chosen is C(n, k). If we wanted to count order, we would multiply each combination by the number of ways it could be permuted (by the fundamental principles of counting). Let P(k) be the number of ways of ordering k objects (this is just k! = k*(k-1)*...*1 ). Thus P(k)*C(n, k) is the number of ways one could choose k people out of n people with regard to order. \nBut we can easily count this number another way. The number of possible choices for the first person is n, for the second person n-1, and so on until we reach n - k + 1. Thus, we get the equation P(k)*C(n, k) = n*(n - 1)*...*(n - k + 1) = n!/(n - k)!. Solving for C(n, k), we get C(n, k) = n!/[P(k)(n - k)!] = n!/[k!(n - k)!].
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x > 5\n\n- - - - - -s-
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This is called an inequality. First, find the zeros (in this case, -4 and 9). Next, make a number line:\n<------(-4)----------(9)----->\nNow, determine where inside and outside the zeros the inequality will be true or false. Finally, express your answer in terms of the inequality.\nExample: x+12 > 0\nAnswer: x > -12
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look at a few examples and it will make sense\n\nfor example \n\n02 (where the 2 is small)   -> _ O    (the _ is where a number goes)  (2)
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One easy way is to plug in a number for x.  From there, find numbers for y that work with that x.\n\nStart with x = 0 and find a y that works for both inequalities.\nx - 6y < 6\n-x + y < 4\n\nx - 6y < 6\nPlugging in 0 for x, we get\n-6y < 6\ny > -1\n\n-x + y < 4\nPlugging in 0 for x, we get\ny < 4\n\nWhen x is 0, y has to be greater than -1 and less than 4.\nThat gives us four solution points already.\n(0,0), (0,1), (0,2), (0,3)
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when we set a condition to a linear equation i.e. > , = , < , >=,<=\nthen that inequality is called a linear equality
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The absolute value of a number greater than or equal to zero is just that number.\nTo find the absolute value of a negative number just switch it to positive.
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You use cross multiplication.\n1/2, 5/8, 6/*, 3/4 \n\nYou multiply the numerator of one fraction to the denominator of the other fraction you're comparing it with. For example, you cross multiply 1/2 and 5/8.\n\n1*8 = 8 so lets say 1/2 got 8\n5*2= 10 so 5/8 got 10. Therefore, 5/8 is greater than 1/2
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x+2>9\n .-2 .-2\n____\n|x>7|\n```````\nx-18<35\n +18 +18\n_____\n|x<53|\n`````````\n 30+x<16\n-30 . . -30\n_______\n|x < -14|\n```````````\nx-9.5<9.5\n +9.5 +9.5\n_____\n|x<19|\n`````````\nAnd when you graph the inequalities, just draw a number line and draw a dot(open) on the mark that shows your number. Then, if the variable is greater than your number, draw an arrow to the right, and if the variable is less than your number, draw an arrow to the left.\nLike, x<3 is:\n . -1 . . 0 . . 1 . . .2 . . .3 . . 4 . . .5. . .6 . . .7\n< =l===l===l===l===o---- l-------l-------l-------l-->\nThe "=====" is the graphing part, and the "----" is just the original number line. Make the "===" darker so you know where you drew the line. this only work is the inequality is "greater than" or "less than". If the inequality is "greater than or equal to" or "less than or equal to", than the dot should be closed, or solid.