Using DESMOS | Linear Programming | NCEA Level 3 Mathematics | NZQA 2020

Описание: In this video, I will go over the Linear Programming processes. We will be using DESMOS graphing calculator to solve problem. It is important to completely understand what is expected of you when asked to apply linear programming in solving problems.

Linear programming is a method to achieve the best outcome in a mathematical model whose requirements are represented by linear relationships. Linear programming is a special case of mathematical programming.

Summary of what is required for Linear Programming assessment:

Solving problems
The problem needs to provide sufficient scope for students to demonstrate and develop their own thinking. If there are parts to the problem, all of the parts need to contribute to the solution. A task with a number of discrete skills-based questions is not appropriate for students to demonstrate evidence of the required levels of thinking.

Students need to make their own decisions about what to do and how to solve problems. An instruction like ‘Sketch the inequality y less than 3x – 2’ is inappropriate. Where an assessment task has a series of instructions that lead students through a sequence of steps towards the solution, it is likely that the opportunity for students to demonstrate all levels of thinking will be compromised.

Expected evidence for Achieved
For Achieved the requirements include selecting and using methods. To be used as evidence a method must be relevant to the solution of the problem.

Expected evidence for Excellence
For a context where the function to be optimised is parallel to a boundary of the feasible region, students are likely to demonstrate extended abstract thinking by justifying that multiple solutions are possible, and finding possible solutions in context.

Communicating solutions
At all grades there is a requirement relating to the communication of the solutions. For example, students need to show evidence of the inequalities, the feasible region and the co-ordinates of relevant vertices.

At Achieved, students need to indicate what the answer represents.

At Merit, students need to clearly indicate what they are finding, and their solutions need to be linked to the context.

At Excellence, the students need to explain any decisions they make in the solution of the problem.