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Stage 2 General Mathematics
Assessment Type 2: Mathematical Investigation
Linear Programming
Introduction
Linear programming is a technique in algebra that uses linear equations to determine how
to arrive at an optimal situation (maximum or minimum).
Your unique information:
The teacher will fill in your unique information for producing two different food products for
sale.
Constraint 1: Constraint 2: Constraint 3: Profit
__________ ___________ ___________
Item 1:
____________
Item 2:
___________
Amount
available
Key information about predictions RC5:
Students are required to make and test at least two predictions based on the mathematics
that they are using to consider scenarios.
In the process of forming and testing predictions, students will need to:
State the prediction
Test the prediction mathematically
Discuss the outcome of testing the prediction.
To reach the A grade band for RC5, students need to form and test more than one
appropriate prediction.
Part A
Consider the unique linear programming problem provided to you. Use it to demonstrate
your knowledge with respect to linear programming.
Concepts to include
Creating constraints ( Ax+ By ≥ C )
Draw a labelled graph of the constraints, including shading the feasible region
Finding vertices
Creating the objective function (Profit or Cost)
Use the objective function to find and state the optimal solution (minimise or
maximise)
Calculate the wastage or oversupply for the optimal solution
Display the depth of your understanding of all associated concepts of linear programming
and how they have been used to minimise or maximise the profit function.
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OFFIStage 2 General Mathematics AT2 - Topic 1: Linear Programming
Ref: A1501696 (updated December 2024)
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Part B
Consider changes to your linear programming problem from Part A. Include a prediction of
what will happen to both the profit and wastage. Give a complete interpretation of the
impact of each change.
Concepts to include:
Changing the objective function
Changing the resources amount available (C )
Changing the number of resources needed ( A and B)
Addition or Removal of a constraint
What changes would occur to result in multiple solutions
What to do when non discrete vertices occur
Explain what might cause changes to A, B, C of the constraints or the profit function.
Assumptions and limitations of your results
Part C
Create your own different real life scenario where you are able to incorporate all of the
above, in context discussion.
Predict and analyse complex changes that have impacts to showcase your knowledge and
comment on the reasonableness of each outcome. Relate your predictions back to the
outcomes in part B.
Business implications should be addressed. Be sure to comment on any limitations of the
model in this investigation that could influence your results.
Scenario ideas
determining a combination of two food items for a week when there are minimum or
maximum dietary requirements
constructing two different products for sale (consider woodwork/metalwork or craft
items)
providing a car cleaning service with two sized vehicles.
The investigation report should be a maximum of 12 single-sided A4 pages if
written (minimum font size 10), or the equivalent in multimodal form.
Report Format
The report may take a variety of forms, but would usually include the following:
- an outline of the problem and context
- the method required to find a solution, in terms of the mathematical model or
strategy used
- the application of the mathematical model or strategy, including
o relevant data and/or information
o mathematical calculations and results using appropriate representations
o discussion and interpretation of results, including consideration of the
reasonableness and limitations of the results
- the results and conclusions in the context of the problem.
A bibliography and appendices, as appropriate, may be used.
The format of an investigation report may be written or multimodal.
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Performance Standards for Stage 2 General Mathematics
- Concepts and Techniques Reasoning and Communication
A Comprehensive knowledge and understanding of Comprehensive interpretation of mathematical results
concepts and relationships. in the context of the problem.
Highly effective selection and application of Drawing logical conclusions from mathematical
mathematical techniques and algorithms to find results, with a comprehensive understanding of their
efficient and accurate solutions to routine and reasonableness and limitations.
complex problems in a variety of contexts.
Proficient and accurate use of appropriate
Successful development and application of mathematical notation, representations, and
mathematical models to find concise and accurate terminology.
solutions.
Highly effective communication of mathematical
Appropriate and effective use of electronic technology ideas and reasoning to develop logical and concise
to find accurate solutions to routine and complex arguments.
problems.
Formation and testing of appropriate predictions,
using sound mathematical evidence.
B Some depth of knowledge and understanding of Mostly appropriate interpretation of mathematical
concepts and relationships. results in the context of the problem.
Mostly effective selection and application of Drawing mostly logical conclusions from
mathematical techniques and algorithms to find mathematical results, with some depth of
mostly accurate solutions to routine and some understanding of their reasonableness and
complex problems in a variety of contexts. limitations.
Attempted development and successful application of Mostly accurate use of appropriate mathematical
mathematical models to find mostly accurate notation, representations, and terminology.
solutions.
Mostly effective communication of mathematical
Mostly appropriate and effective use of electronic ideas and reasoning to develop mostly logical
technology to find mostly accurate solutions to arguments.
routine and some complex problems.
Formation and testing of mostly appropriate
predictions, using some mathematical evidence.
C Generally competent knowledge and understanding Generally appropriate interpretation of mathematical
of concepts and relationships. results in the context of the problem.
Generally effective selection and application of Drawing some logical conclusions from mathematical
mathematical techniques and algorithms to find results, with some understanding of their
mostly accurate solutions to routine problems in reasonableness and limitations.
different contexts.
Generally appropriate use of mathematical notation,
Application of mathematical models to find generally representations, and terminology, with reasonable
accurate solutions. accuracy.
Generally appropriate and effective use of electronic Generally effective communication of mathematical
technology to find mostly accurate solutions to ideas and reasoning to develop some logical
routine problems. arguments.
Formation of an appropriate prediction and some
attempt to test it using mathematical evidence.
D Basic knowledge and some understanding of Some interpretation of mathematical results.
concepts and relationships.
Drawing some conclusions from mathematical results,
Some selection and application of mathematical with some awareness of their reasonableness.
techniques and algorithms to find some accurate
solutions to routine problems in context. Some appropriate use of mathematical notation,
representations, and terminology, with some
Some application of mathematical models to find accuracy.
some accurate or partially accurate solutions.
Some communication of mathematical ideas, with
Some appropriate use of electronic technology to find attempted reasoning and/or arguments.
some accurate solutions to routine problems.
Attempted formation of a prediction with limited
attempt to test it using mathematical evidence.
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- Concepts and Techniques Reasoning and Communication
E Limited knowledge or understanding of concepts and Limited interpretation of mathematical results.
relationships.
Limited understanding of the meaning of
Attempted selection and limited application of mathematical results, their reasonableness or
mathematical techniques or algorithms, with limited limitations.
accuracy in solving routine problems.
Limited use of appropriate mathematical notation,
Attempted application of mathematical models, with representations, or terminology, with limited
limited accuracy. accuracy.
Attempted use of electronic technology, with limited Attempted communication of mathematical ideas,
accuracy in solving routine problems. with limited reasoning.
Limited attempt to form or test a prediction.
Page 4 of 4 Stage 2 General Mathematics AT2 - Topic 1: Linear Programming
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