1.1.22 · D4Arithmetic & Number Systems

Exercises — Absolute value - modulus — definition, number line interpretation

2,811 words13 min readBack to topic

This page is your self-test range for absolute value. Every problem states the question cleanly, then hides a complete worked solution behind a collapsible callout. Try each one on paper first, then reveal.

We use only tools already built in the parent note. As a reminder of our one core idea:

The difficulty climbs in five steps, and each step reuses everything below it — Recognition feeds Application, which feeds Analysis, and so on, so a slip at a lower level resurfaces higher up. The staircase figure below shows this: each step sits on top of the previous, and the label on each riser names the one new skill that step adds.

Figure — Absolute value  -  modulus — definition, number line interpretation

Read the risers bottom-to-top: nothing is ever dropped — L5 still needs the L1 sign check underneath it.

Here is the number-line picture we will lean on throughout — a point, its mirror, and the "jump" that is its absolute value.

Figure — Absolute value  -  modulus — definition, number line interpretation

Look at the amber point at and the cyan point at : they sit on opposite sides of , yet both jumps to have the same length . That is exactly what " = distance, direction erased" means — keep this image in mind for every exercise below.


Level 1 — Recognition

Goal: read the definition directly. Check a sign, apply the matching case.

Exercise 1.1

Evaluate each: , , , , .

Recall Solution 1.1

Apply the definition: is the inside or ?

  • — already non-negative, keep it.
  • — negative, flip the sign.
  • — zero is its own distance from zero.
  • — negative, flip.
  • first simplify inside the bars (), then take absolute value.

The last one is the whole trap of Level 1: the bars act on the result, not on each piece.

Exercise 1.2

Which of these are true for every real ? (a) (b) (c) (d)

Recall Solution 1.2
  • (a) True. Both branches of the definition output something non-negative.
  • (b) False. Fails for negatives: . It's only true when .
  • (c) True. Reflecting across keeps the same distance. We must check both branches:
    • If : then , so by the definition . And . Equal. ✓
    • If : then , so . And (flip). Equal. ✓
    Both cases give , so it holds for every real .
  • (d) True. Only the point at distance from is itself.

Level 2 — Application

Goal: use as distance, and split into two equations.

Exercise 2.1

Find the distance on the number line between and . Then between and .

Recall Solution 2.1

Distance is , and the order does not matter. Sanity check (first one): from up to is , from up to is ; total . ✓

Exercise 2.2

Solve .

Recall Solution 2.2

Read it as "the distance from to is ." You can sit units to the right of or units to the left.

  • Right: .
  • Left: .

Check: ✓ and ✓. See Solving absolute value equations.

Exercise 2.3

Solve .

Recall Solution 2.3

The bars measure the distance of the whole quantity from ; that distance is , so is or .

  • .
  • .

Check: ✓, and ✓.


Level 3 — Analysis

Goal: absolute value inequalities as intervals, and case-splitting.

Before we start, one idea we will use constantly deserves a full unpacking, because beginners take it on faith and then misuse it.

First, a word we will lean on: a band is simply the stretch of the number line within a fixed distance of a centre — pictured as a shaded strip reaching from to . The figure below shows one such band (top) and its opposite, the two outward rays (bottom).

Figure — Absolute value  -  modulus — definition, number line interpretation

In the top strip, the cyan shading between and is the band of radius around the amber centre : every inside it satisfies ; the open circles mark that the endpoints themselves are excluded. In the bottom strip, the amber shading runs away from the centre in two directions — that is the "outside" region for . Keep the top picture in mind for Exercise 3.1 and the bottom picture for Exercise 3.2.

Exercise 3.1

Solve and describe the solution as an interval.

Recall Solution 3.1

"Distance from to is less than " — so lives inside the band (the top strip of the figure), radius centred at . Using the rule with and : Now add to all three parts of the chain (the same move applied everywhere keeps it valid): Interval: . The centre is , the endpoints are — exactly the two open circles in the figure. See Inequalities.

Exercise 3.2

Solve .

Recall Solution 3.2

"Distance from to is at least " — so is outside (or on the edge of) the band of radius around ; this is the two amber rays in the bottom strip of the figure. By the "outside" rule with , : Solution: . Check an endpoint: : ✓. : ✓.

Exercise 3.3

Solve .

Recall Solution 3.3

Read geometrically: " is equally far from and from ." The point equally distant from two points is their midpoint: Algebra confirms it. Squaring both sides (legal since both are ) removes the bars: Check: and . ✓


Level 4 — Synthesis

Goal: combine cases, piecewise thinking, and the triangle inequality.

Exercise 4.1

Write as a piecewise expression with no bars, and find its minimum value.

Recall Solution 4.1

The two bars "switch" at their inside-zeros: and . These cut the line into three regions. In each, decide the sign of each inside, then apply the definition. See Piecewise functions.

Region A: . Here and , so flip both: Region B: . Here (flip) but (keep). Watch the -terms cancel: The from the flipped first bar exactly kills the from the kept second bar — that is why the function is flat here, not just that it equals . Region C: . Both non-negative, keep both: So Minimum: on region A, decreases toward , reaching . On region C, increases from , starting at . On region B it is constant at . So the minimum value is , achieved for every in .

Meaning: is the total distance from to the two points and . That total is smallest — and equal to the gap between them, — whenever sits between them.

Exercise 4.2

For , compute and , confirm the Triangle inequality, and state exactly when equality would hold instead.

Recall Solution 4.2

Indeed . ✓ Why strict here: and point in opposite directions (one positive, one negative), so they partly cancel — you walked right then left, net displacement but total path . Equality holds only when and have the same sign (or one is ): then nothing cancels, e.g. gives .


Level 5 — Mastery

Goal: prove, generalise, and reason about the whole solution structure.

Exercise 5.1

Solve . Find all real solutions and justify why no others exist.

Recall Solution 5.1

Split on the sign of , since has two faces.

  • Case : , so . It satisfies ✓.
  • Case : , so , impossible. No solution here.

Only solution: . Deeper reason: for , exactly cancels the , so the left side is always — it can never reach . So negative inputs are structurally ruled out. Check: ✓.

Exercise 5.2

Prove that for every real , and identify when equality holds.

Recall Solution 5.2

Two exhaustive cases cover all reals.

  • If : , so holds with equality.
  • If : , which is positive, while is negative. A positive number is greater than a negative one, so (strict).

Together: for all real , with equality iff .

Exercise 5.3

Solve the double condition and simultaneously; give the answer as an interval.

Recall Solution 5.3

Handle each constraint as a set, then intersect. First: means distance from is at most : , i.e. . Second: means distance from exceeds : or , i.e. . Intersect with that: the part of where also is ; the part where is empty. Answer: . Check the edges: : ✓ and ✓. Just above , say : ✓ and ✓. At exactly, fails, so is excluded — hence the open bracket.


Connections

  • Solving absolute value equations — the two-branch method behind L2.
  • Inequalities — the interval/ray logic behind L3.
  • Piecewise functions — the region-splitting of L4.
  • Triangle inequality — proved and used in L4.
  • Distance and metric spaces — every " = distance" reading generalises here.
  • Complex numbers — modulus — the same distance idea, now in the plane.