Solve the Quadratic Inequality: When Is x² - 36 Positive?

Quadratic Inequalities with Factoring Methods

Look at the following function:

y=x236 y=x^2-36

Determine for which x x values the following is true:

f(x)>0 f\left(x\right) > 0

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Step-by-step written solution

Follow each step carefully to understand the complete solution
1

Understand the problem

Look at the following function:

y=x236 y=x^2-36

Determine for which x x values the following is true:

f(x)>0 f\left(x\right) > 0

2

Step-by-step solution

To solve this problem, we will perform the following steps:

  • Step 1: Factor the quadratic expression.
  • Step 2: Determine the roots of the function.
  • Step 3: Analyze intervals around the roots to find where the function is positive.

Step 1: The quadratic function given is f(x)=x236 f(x) = x^2 - 36 . We factor it as follows:

f(x)=(x6)(x+6) f(x) = (x - 6)(x + 6)

Step 2: The roots of the quadratic are found by setting the factored form to zero:

x6=0 x - 6 = 0 or x+6=0 x + 6 = 0 , giving roots x=6 x = 6 and x=6 x = -6 .

Step 3: We now analyze the function between the roots to determine the intervals where f(x)>0 f(x) > 0 .

  • Interval 1: x<6 x < -6
    In this region, choose a test point, such as x=7 x = -7 . Substituting into the factored form gives:
    f(7)=(76)(7+6)=(13)(1)=13 f(-7) = (-7 - 6)(-7 + 6) = ( -13)\cdot(-1) = 13 , which is positive.
  • Interval 2: 6<x<6 -6 < x < 6
    Choose a test point, such as x=0 x = 0 . Substituting into the factored form gives:
    f(0)=(06)(0+6)=(6)(6)=36 f(0) = (0 - 6)(0 + 6) = (-6)\cdot(6) = -36 , which is negative.
  • Interval 3: x>6 x > 6
    Choose a test point, such as x=7 x = 7 . Substituting into the factored form gives:
    f(7)=(76)(7+6)=(1)(13)=13 f(7) = (7 - 6)(7 + 6) = (1)\cdot(13) = 13 , which is positive.

The function f(x)=x236 f(x) = x^2 - 36 is positive in the intervals x>6 x > 6 and x<6 x < -6 .

Therefore, the solution to the problem is that the function is positive for x>6 x > 6 or x<6 x < -6 .

Therefore, the answer is: x>6 x > 6 or x<6 x < -6 .

3

Final Answer

x>6 x > 6 or x<6 x < -6

Key Points to Remember

Essential concepts to master this topic
  • Factoring: Rewrite x236 x^2 - 36 as (x6)(x+6) (x-6)(x+6) using difference of squares
  • Test Points: Choose values like x = -7, 0, 7 in each interval
  • Verification: Check that f(7)=13>0 f(-7) = 13 > 0 and f(7)=13>0 f(7) = 13 > 0

Common Mistakes

Avoid these frequent errors
  • Solving the inequality like an equation
    Don't just solve x236=0 x^2 - 36 = 0 and think x = ±6 is the answer! This only gives the boundary points where the function equals zero. Always test intervals between roots to find where the function is actually positive or negative.

Practice Quiz

Test your knowledge with interactive questions

The graph of the function below does not intersect the \( x \)-axis.

The parabola's vertex is marked A.

Find all values of \( x \) where
\( f\left(x\right) > 0 \).

AAAX

FAQ

Everything you need to know about this question

Why do I need to test points in each interval?

+

The roots x=6 x = -6 and x=6 x = 6 divide the number line into three regions. The function's sign (positive or negative) stays the same within each region, but changes at each root.

How do I remember the difference of squares pattern?

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Remember: a2b2=(ab)(a+b) a^2 - b^2 = (a-b)(a+b) . So x236=x262=(x6)(x+6) x^2 - 36 = x^2 - 6^2 = (x-6)(x+6) . The square root of 36 is 6!

What if I get confused about which intervals are positive?

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Always substitute a test point from each interval back into the original function. If you get a positive result, that entire interval makes the function positive. If negative, that interval makes the function negative.

Why isn't the answer just x > 6?

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Look at the graph! This parabola opens upward and crosses the x-axis at both x = -6 and x = 6. It's positive on both ends: when x < -6 AND when x > 6.

Do I include the boundary points -6 and 6?

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No! Since we want f(x)>0 f(x) > 0 (strictly greater than), and f(6)=f(6)=0 f(-6) = f(6) = 0 , we use open intervals: x < -6 or x > 6.

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