# MATH

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Give a response of at least 50 words to the following: Describe the graph of the interval [-4, 3).
• Explain how this differs from the graph of the interval [-4, 3].

From the question above, does the answer below sound right?

The interval notion is a way to express solutions of an inequality. Points a and b are the endpoints of the interval; we can include parentheses and brackets to express the interval notation. (a,b) shows that the endpoints are not included in the graph, whereas [a,b] shows that the brackets are included in the graph. The graph of the interval [-4, 3) includes point -4, but excludes point 3; thus this tells us that -4 is less than or equal to x, and 3 is greater than x whereas [-4, 3] is described as a set of all numbers x for which -4 is less than, or equal to x, and 3 is greater than or equal to x…the brackets tell us that the endpoints are included in the graph.

• MATH -

it is ok.

• MATH/amendment -

I added a few more sentences, does this sound okay, or should I exclude it?

The interval notion is a way to express solutions of an inequality. Points a and b are the endpoints of the interval; we can include parentheses and brackets to express the interval notation; (a,b) shows that the endpoints are not included in the graph, whereas [a,b] shows that the endpoints are included in the graph. The graph of the interval [-4, 3) includes point -4, but excludes point 3; thus this tells us that -4 is less than or equal to x, and 3 is greater than x whereas [-4, 3] is described as a set of all numbers x for which -4 is less than, or equal to x, and 3 is greater than or equal to x…the brackets tell us that the endpoints are included in the graph. Thus [-4,3] differs from [-4,3) because one includes one endpoint[-4.3), and the other contains two endpoints [-4.3]. This tells us that in the graph the number can be anywhere between -4 and 3, for this interval notation [-4, 3], but for this interval notation [-4, 3) the numbers can be equal to or less than -4, but any number greater than 3 can be included.

• MATH -

To me, the second is wordy.

• MATH -

Thanks