It seems you're referring to a set of values or an interval, possibly involving the variable \( x \) and the real numbers (\( \mathbb{R} \)). Let me clarify your notation:

- \( x \in \mathbb{R} \) usually means \( x \) is a real number.
- The interval notation \( -1 \leq x \leq 1 \) suggests that \( x \) is constrained between -1 and 1 (inclusive).
- It seems that you are using the fraction \( \frac{x}{x} \), which simplifies to 1 for all \( x \neq 0 \) but is undefined when \( x = 0 \).

This could imply you want to describe a function or a set of values over a specific interval. If so, a possible interpretation could be:

- Define a function \( f(x) = \frac{x}{x} \), where \( x \in [-1, 1] \).
- This function is undefined at \( x = 0 \), but it equals 1 for all other values of \( x \) in the interval \( (-1, 0) \cup (0, 1) \).

Let me know if you'd like to refine this, or if there's another context I should consider.

Would you like me to explain more details or clarify the interpretation further?

Here are five related questions you might consider:
1. How would the function behave if \( x = 0 \)?
2. Can you redefine the function to account for \( x = 0 \)?
3. How would the graph of this function look like in the interval \( [-1, 1] \)?
4. What happens if we change the interval to a larger range?
5. How can this function be modified to remain continuous?

**Tip**: When dealing with division by variables, always check if the denominator can be zero, as this leads to undefined values.

Explore the function f(x) = x/x defined over the interval [-1, 1], excluding x = 0. This problem demonstrates key algebraic concepts, including handling undefined values and understanding functions over specific intervals. Ideal for students in Grades 9-11.

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