Table of contents
- 0. Review of Algebra4h 16m
- 1. Equations & Inequalities3h 18m
- 2. Graphs of Equations43m
- 3. Functions2h 17m
- 4. Polynomial Functions1h 44m
- 5. Rational Functions1h 23m
- 6. Exponential & Logarithmic Functions2h 28m
- 7. Systems of Equations & Matrices4h 6m
- 8. Conic Sections2h 23m
- 9. Sequences, Series, & Induction1h 19m
- 10. Combinatorics & Probability1h 45m
7. Systems of Equations & Matrices
Graphing Systems of Inequalities
8:08 minutes
Problem 53b
Textbook Question
Textbook QuestionIn Exercises 27–62, graph the solution set of each system of inequalities or indicate that the system has no solution. x^2+y^2≤1, y−x^2>0
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Key Concepts
Here are the essential concepts you must grasp in order to answer the question correctly.
Inequalities
Inequalities are mathematical expressions that show the relationship between two values when they are not equal. In this context, the inequalities x² + y² ≤ 16 and y - x² > -4 define regions on a graph. The first inequality represents a circle with a radius of 4, while the second describes a parabolic region above a certain curve. Understanding how to graph these inequalities is crucial for visualizing their solution sets.
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Graphing Systems of Inequalities
Graphing systems of inequalities involves plotting each inequality on the same coordinate plane to find the overlapping region that satisfies all conditions. The solution set is where the shaded areas of the inequalities intersect. This process requires knowledge of how to graph linear and non-linear inequalities, as well as how to determine whether a point lies within the solution set.
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Solution Set
The solution set of a system of inequalities is the collection of all points that satisfy all inequalities in the system. For the given inequalities, the solution set will be the area where the regions defined by x² + y² ≤ 16 and y - x² > -4 overlap. Identifying this area is essential for understanding the constraints imposed by the inequalities and determining if there are any points that meet all conditions.
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