Another helpful question would be, how did you come up with (-∞,1]? There may be some additional issues to be dealt with after you explain your thinking.The answer I came up with was (-∞,1].
Which is wrong...
The correct answer given is (-∞,0)
Why does the answer include 0 when the graph doesn't touch 0?
It is a common mistake when students first see this sort of thing, to focus on integers and think that the numbers less than 0 are just -1, -2, -3, ... . That often happens because the student graphs specific points, rather than imagining the continuous graph, which is a new concept. Changing your perspective just takes a little experience. And your realization is that experience!Ah, I made a typo...
(-∞,-1]
I tried recreating my solution then.
But I just realized that there's -0.5 too.
And -0.33 etc...
I'm dumb.
orz