Matthew Evert 
3.4 - Linear Programming 
Grade Level/Class: /Algebra 2 Honors 
Time Length: 70 minutes 
 
 
Standards (include NCTE/NCSS/NGSS/NCTM/ACTFL): 
 CC.9-12.F.IF.4 
Interpret functions that arise in applications in terms of the context. For a function that
models a relationship between two quantities, interpret key features of graphs and tables
in terms of the quantities, and sketch graphs showing key features given a verbal
description of the relationship. Key features include: intercepts; intervals where the
function is increasing, decreasing, positive, or negative; relative maximums and
minimums; symmetries; end behavior; and periodicity. 
 CC.9-12.F.IF.7a 
Graph linear and quadratic functions and show intercepts, maxima, and minima. 
 
Educational Objectives: 
 The students will be able to properly shade inequalities and identify the vertices
of the feasible region. 
 The students will be able to use vertices correctly with the objective function and
find the point of minimum or maximum profit. 
 
Assessment on Learning: 
 Chapter 3.4 homework assignment 
 
Central Focus 
 The students will focus on graphing inequalities to create feasible regions and the
students will focus on applying the objective function to find the minimum or
maximum point. 
 
Accommodations for students with specific learning needs:   
 There are no accommodations needed. 
 
Academic Language 
Language Function (select 1): 
  
Analyze  Compare/Contrast  Construct  Describe  Evaluate 

Examine  Identify  Interpret  Justify  Locate 

Explain  Prove  Argue  Synthesize   

 
Identify a learning task from your plan that provides students with opportunities to
practice using the language function identified above:  
The students will be able to evaluate the feasible region of inequalities along with the maximum
and minimum points by hand and using a graphing calculator. 
 
Additional Language Demands. Given the language function and learning task identified
above, describe the following associated language demands (written or oral) students need to
understand and/or use: 
The students will have to understand what a feasible region is, what it represents, and how to
apply it in real-world situations.  
 
Vocabulary: 
1. Linear Programming: A method for finding a minimum or maximum value of
some quantity, given a set of constraints (limits). 
2. Feasible Region: The constraints in a linear programming situation form a
system of linear inequalities. The graph of this is the feasible region. 
3. Objective Function: A function that represents the quantity you are trying to
maximize or minimize. 
4. The Vertex Principle: If there is a maximum or minimum value of the linear
objective function, it occurs at one or more vertices of the feasible region. 
 
 
Plus at least one of the following: 
Syntax 
Discourse  
 
Materials: 
Teacher 
Tablet and projector 
White board  
White board markers 
Real life data handouts 
Chapter Three guided notes 
Graphing calculator 
 
Student 
Chapter Three guided notes 
Real life data hangouts 
Algebra 2 Book 
Pencil 
Graphing calculator 
 
Anticipatory Set/ Attention Getter: 
To begin the class the teachers will put a problem up on the board for the students. The question
will read, “You want to spend no more than $50 for at most 15 flower seeds. You want to
maximize the amount of flowers that will bloom.  How many of each should you buy if rose
seeds are $3 with a guaranteed bloom yield of 10 flowers per seed and daisy seeds are $4 with a
guaranteed bloom yield of 12 flowers per seed?” The students will then work with their group to
solve this problem by hand. 
 
Questions to Ask 
1. Where do the maximum and minimum values of linear functions occur? Knowledge 
2. How would you explain the purpose of linear programming? Analysis 
3. How could you express the importance of linear programming in the real
world? Comprehension 
4. Using our warm up activity, what conclusions can be drawn about our maximum and
minimum values found for the flower seeds? Application 
5. How effective is linear programming and will it always be an efficient way to analyze the
maximums and minimums? Evaluation  
 
Sequence of Events (include time needed): 
1. Anticipatory Set/Attention Getter - (10 mins). 
2. Teachers will go through the 3.4 notes. Included in the notes is the Academic Language used
in the section (30 mins). 
3.  Small group station activity - the students will be broken up into small groups of 3-4 and will
go around the room working on practice problems (20 mins). 
4. The students will have the remaining time to get started on their 3.4 homework, while the
teachers walk around and answer questions (10 mins). 
 
Conclusion/Summary: 
In order to check for student understanding and produce higher level thinking, the teacher will
use Bloom’s taxonomy questions. The remaining time will be given to the students to get started
on their homework assignment. As the students work, the teachers will be walking around and
answering any questions. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
ACTIVITY EXAMPLES 
 
Graph each system of constraints. Name all vertices. Then find the values of x and y that
maximize or minimize the objective function. Find the maximum or minimum value.  
 
 
1. { 3x + y ≤ 7 , x + 2y ≤ 9 , x ≥ 0, y ≥ 0 } 
a. Maximum for P = 2x + y 
 
 
 
2. { x + y ≤ 11 , 2y ≥ x , x ≥ 0, y ≥ 0 } 
a. Maximum for P = 3x + 2y 
 
 
 
3. { 5x + y ≥ 10 , x + y ≤ 6 , x + 4y ≥ 12, x ≥ 0, y ≥ 0 } 
a. Minimum for C = 10,000x + 20,000y 
 
 
 
4. { 25 ≤ x ≤ 75 , 8x + 6y ≥ 720 , y ≤ 110 } 
a. Minimum for C = 8x + 5y 
 
 
 
5. { 2x + y ≤ 300 , x + y ≤ 200 , x ≥ 0, y ≥ 0 } 
a. Maximum for P = x + 2y 
 
 
 
6. { 6 ≤ x + y ≤ 13 , x ≥ 3, y ≥ 1 } 
a. Maximum for P = 4x + 3y 
 
 
 
Answer Key powerpoint: 
https://docs.google.com/presentation/d/1lqH682Xo1U57QJPYhjBOKjqxCcTKyoFetdWrqJGJnKs
/edit#slide=id.g7dbfd49674_0_76