Inequalities
Solving linear and quadratic inequalities in one variable.
Full topic guide: the detailed syllabus page with worked examples and common mistakes lives at studyvector.co.uk/gcse/maths/algebra/inequalities.
Topic preview: Inequalities
Sample stems from the StudyVector question bank (AQA · Edexcel · OCR) — not generic filler text.
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Coverage and provenance
What this page is based on
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Topic explanation
Inequalities use the symbols <, >, ≤, ≥ instead of =. You solve them like equations, but with one critical rule: when you multiply or divide both sides by a negative number, you must reverse the inequality sign. You can represent solutions on a number line (open circle for < or >, closed circle for ≤ or ≥) and need to solve double inequalities like 3 < 2x + 1 ≤ 9.
Inequalities is easiest to revise when it is treated as a precise exam behaviour, not a loose note-taking category. In GCSE Mathematics, the goal is to recognise how the topic appears in a question, identify the command word, and decide what evidence, method, or vocabulary earns marks. StudyVector keeps this page tied to AQA · Edexcel · OCR language where coverage is available, then routes practice towards the same topic so revision moves from explanation into retrieval.
A strong revision session starts with a short recall check. Write down the rule, definition, process, or method linked to Inequalities before looking at any notes. Then answer one exam-style prompt and compare your answer with the mark-scheme logic: did you make a clear point, support it with the right step, and avoid drifting into a nearby topic? This matters because many lost marks come from almost-correct answers that do not match the expected structure.
Use this guide as the first layer: understand the topic, look at the worked examples, complete the mini quiz, then move into full practice. The full StudyVector practice loop is designed to capture whether mistakes are caused by knowledge, method, language, or timing. That distinction is important. If the error is factual, you need reteaching. If the error is method-based, you need a worked retry. If the error is wording, you need command-word calibration. That is how Inequalities becomes a controlled revision target rather than another page in a folder.
Lost marks → repair task
Why marks are usually lost here
These are the error patterns StudyVector looks for after an attempt. The goal is not a generic explanation; it is one repair move and one follow-up question.
Unit, formula, or method slip
Examiner move: Select the correct method and keep units, substitutions, signs, and rounding visible.
Repair drill: Redo the calculation or method line slowly, naming the formula before substituting values.
Missing chain of reasoning
Examiner move: Show the link between point, method, evidence, and conclusion instead of jumping to the final line.
Repair drill: Write the missing because/therefore step, then retry one isomorphic question.
Timing breakdown
Examiner move: Match answer length to marks and avoid over-writing low-mark questions.
Repair drill: Set a one-mark-per-minute cap and write a compact version before expanding.
Mini quiz
Use these checks before full practice. They test topic recognition, exam technique, and whether you can connect the explanation to a marked response.
1. What should you check first when a Inequalities question appears in GCSE Mathematics?
- A.The command word and the exact topic focus
- B.The longest paragraph in your notes
- C.A memorised answer from a different topic
2. Which revision action gives the strongest evidence that Inequalities is improving?
- A.Rereading the explanation twice
- B.Answering a timed exam-style question and reviewing lost marks
- C.Highlighting every key phrase in the topic notes
Sample questions
Topic-specific public question previews are still being reviewed. We keep them off public pages until the topic match is safe.
Exam tips
- Read the command word carefully — "explain" needs reasons; "state" expects a short fact.
- For Inequalities, show structured working even when you are practising multiple choice — it builds accuracy under time pressure.
- Mark yourself against the mark scheme style: one clear point per mark, in logical order.
- Come back to this topic after a day or two; short spaced reviews beat one long cram.
Worked examples
Example 1
Modelled exam response
Solve -3 < 2x - 1 ≤ 5. Add 1 to all parts: -2 < 2x ≤ 6. Divide all parts by 2: -1 < x ≤ 3. Integer solutions: 0, 1, 2, 3.
Example 2
Identify the task before answering
Question type: a Inequalities prompt asks for a clear response in GCSE Mathematics. Step 1: underline the command word. Step 2: name the exact part of Inequalities being tested. Step 3: decide whether the mark scheme wants a definition, method, explanation, comparison, or calculation. Why it works: most weak answers fail before the content starts because they answer the topic generally rather than the exact exam task.
Example 3
Turn feedback into a repair task
Suppose your answer shows partial understanding but loses marks for precision. First, rewrite the missing mark as a short target: "I need to state the mechanism, unit, reason, or evidence explicitly." Then answer one similar question without notes. Finally, compare the second attempt with the first and check whether the same mark was recovered. Why it works: Inequalities improves faster when feedback creates a specific retry, not another passive reading session.
Next revision routes from this subject
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Common mistakes
- Forgetting to flip the inequality sign when multiplying or dividing by a negative number.
- Using the wrong circle on the number line — open for strict (< or >), filled for inclusive (≤ or ≥).
- Not listing all integer values when the question asks for integers satisfying an inequality.
- Treating a double inequality as two separate problems and losing the connection between the bounds.
FAQs
When do I flip the inequality sign?
Only when you multiply or divide both sides by a negative number. Adding or subtracting negatives does NOT require flipping.
How do I show inequalities on a number line?
Draw an open circle for < or > (not included) and a filled circle for ≤ or ≥ (included). Shade the region between or beyond the circles.
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