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solve the inequation (x-2)/(x +5) gt2....

solve the inequation `(x-2)/(x +5) gt2.`

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To solve the inequation \(\frac{x-2}{x+5} > 2\), we will follow these steps: ### Step 1: Rearrange the Inequation Start by moving all terms to one side of the inequality: \[ \frac{x-2}{x+5} - 2 > 0 \] ### Step 2: Combine the Terms To combine the terms, we need a common denominator. The common denominator here is \(x + 5\): \[ \frac{x-2 - 2(x + 5)}{x + 5} > 0 \] ### Step 3: Simplify the Numerator Now, simplify the numerator: \[ x - 2 - 2x - 10 = -x - 12 \] So, we rewrite the inequality: \[ \frac{-x - 12}{x + 5} > 0 \] ### Step 4: Factor Out the Negative Sign We can factor out \(-1\) from the numerator: \[ \frac{-(x + 12)}{x + 5} > 0 \] This can be rewritten as: \[ \frac{x + 12}{x + 5} < 0 \] ### Step 5: Find Critical Points Now, we need to find the critical points where the expression is equal to zero or undefined. Set the numerator and denominator to zero: 1. \(x + 12 = 0 \Rightarrow x = -12\) 2. \(x + 5 = 0 \Rightarrow x = -5\) ### Step 6: Test Intervals We will test the intervals determined by these critical points: \((-∞, -12)\), \((-12, -5)\), and \((-5, ∞)\). 1. **Interval \((-∞, -12)\)**: Choose \(x = -13\) \[ \frac{-13 + 12}{-13 + 5} = \frac{-1}{-8} > 0 \quad \text{(Positive)} \] 2. **Interval \((-12, -5)\)**: Choose \(x = -10\) \[ \frac{-10 + 12}{-10 + 5} = \frac{2}{-5} < 0 \quad \text{(Negative)} \] 3. **Interval \((-5, ∞)\)**: Choose \(x = 0\) \[ \frac{0 + 12}{0 + 5} = \frac{12}{5} > 0 \quad \text{(Positive)} \] ### Step 7: Determine the Solution We are looking for where the expression is less than zero. From our tests, we found that the expression is negative in the interval \((-12, -5)\). ### Step 8: Write the Final Answer Since the inequality does not include equality, we exclude the endpoints: \[ x \in (-12, -5) \]

To solve the inequation \(\frac{x-2}{x+5} > 2\), we will follow these steps: ### Step 1: Rearrange the Inequation Start by moving all terms to one side of the inequality: \[ \frac{x-2}{x+5} - 2 > 0 \] ...
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