D1.5 - Linear programming

Formulation of problems as linear programs.

Use formulation of problems as linear programs to connect the rule to the data and decision in the question.

This matters because formulation of problems as linear programs determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply formulation of problems as linear programs to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: use the formula and units given in the question, show the substitution and interpret the result; the calculation alone is not the conclusion.

Graphical solution of two variable problems using ruler and vertex methods.

Use graphical solution of two variable problems to connect the rule to the data and decision in the question.

This matters because graphical solution of two variable problems determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply graphical solution of two variable problems to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Graphical solution of two variable problems is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Consideration of problems where solutions must have integer values.

Use consideration of problems where solutions must have integer to connect the rule to the data and decision in the question.

This matters because consideration of problems where solutions must have integer determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply consideration of problems where solutions must have integer to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Consideration of problems where solutions must have integer is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.