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Integer and Practical Constraints | Lesson 8 of 10

Integer and Practical Constraints

Lesson 8 of 10

In this lesson:

  • Recognise when a fractional optimum is not physically realisable
  • Find the integer optimum by checking nearby integer points
  • Add and apply practical constraints to an LP system
Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

What You Will Learn Today

By the end of this lesson, you should be able to:

  1. Recognise when a fractional optimum is not physically realisable
  2. Find the integer optimum by checking integer candidates near the fractional corner
  3. Add practical constraints and re-identify corners
Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Hook: The Fractional Corner Problem

From LP-06, the cafeteria optimum was at .

"Serve 7.5 cups of rice and 4.5 cups of beans."

Is 7.5 cups of rice a real answer? It depends on the variable.

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Continuous Variables vs. Integer-Required Variables

Continuous (fractional ok) Integer-required (whole numbers only)
Cups, kilograms, hours Tables, chairs, vehicles
Hectares, litres, metres Students, animals, crates
Temperatures, concentrations People, rooms, batches

Ask: "Can this variable take a fractional value in the real world?"

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

The Diagnostic Question Before Every Answer

Before writing any LP answer, ask:

"Are these variables required to be whole numbers?"

  • Yes → apply integer search
  • No → accept the algebraic answer

LP-05 and LP-07 were lucky — their optima happened to be integer.

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Check-In: Integer-Required or Continuous Variable?

Classify each variable:

  1. Buses purchased
  2. Hours worked
  3. Chickens raised
  4. Litres of milk produced

Write I (integer) or C (continuous) for each.

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Workshop: Algebraic Optimum Is Fractional

Tables , stools . Maximize .

  • (hours); (wood)
  • must be whole numbers

Algebraic corner: ,

Can't make 8.1 tables — apply integer search.

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Stage 5 Extended: The Fractional Corner

Workshop feasible region with fractional corner (8.1, 2.6) marked; four candidate integer points (8,2), (8,3), (7,2), (7,3) shown nearby

Four candidate integer points near :

  • , , ,

Check each against ALL constraints.

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Integer Search Procedure: Four Candidates Checked

Procedure — for each candidate:

  1. Check
  2. Check
  3. If both pass → evaluate
  4. If either fails → discard

The largest feasible P is the integer optimum.

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Checking (8, 2): Feasible — P = 280

✓ (hours)

✓ (wood)

Both constraints pass → is feasible.

280

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Checking (8, 3): Infeasible — Discard

✓ (hours)

✗ (wood)

Second constraint fails → is infeasible.

Do not evaluate P — this candidate is eliminated.

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Checking (7, 3) and Comparing

Summary candidate table: (8,2) feasible P=280, (8,3) infeasible, (7,2) feasible P=250, (7,3) feasible P=270; winner (8,2) highlighted

  • : ✓; ✓ →
  • : ✓; ✓ →

Integer optimum: with

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Integer Optimum Is Never Better

Algebraic optimum: at

Integer optimum: at

Restricting to integers can only reduce or equal the algebraic answer — never improve it.

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Check-In: Find the Integer Optimum

From the candidate table for a fresh scenario:

  • : , feasible
  • : infeasible
  • : , feasible
  • : , feasible

Which candidate is the integer optimum? Write the interpreted answer.

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Practical Constraints: Common Wording and Forms

Beyond resource limits — common patterns:

  • "At least 3 tables" →
  • "No more than 5 chairs" →
  • "Twice as many tables as chairs" →
  • "Total at least 10 items" →
Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Practical Constraint Added: x ≥ 4

Workshop system plus new constraint: at least 4 tables ()

Workshop region before and after adding x≥4; region shrinks visibly; corner (0,8) eliminated; new corner at (4,0) appears

  • is now infeasible ()
  • New corner: where meets x-axis
Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Adding a Constraint Can Only Shrink

Structural rule:

Adding any constraint to an LP system can only shrink or maintain the feasible region — never expand it.

  • The new optimum ≤ the old optimum (for maximization)
  • Some prior corners become infeasible

Constraints remove options — they never add new ones.

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Check-In: Add a Practical Constraint

Add constraint to the workshop system.

Corner list before: , , ,

  • Which corners survive ?
  • Where does create new corners?

Identify surviving and new corners before advancing.

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Variant: What If Variables Are Continuous?

What if x and y are continuous (no integer requirement)?

The algebraic optimum is the final answer: with .

No integer search needed. No rounding.

The diagnostic question determines which path you take.

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Three Mistakes That Cost Marks

⚠️ Watch out:

  • Round without checking feasibility — (8,3) looked close but was infeasible
  • Only round inward — the integer optimum may be at any of the four candidates
  • Integer constraint applied to continuous variables — ask the diagnostic question per variable
Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Check-In: Complete the Integer Search

Fractional optimum at . Variables are integer-required.

Four candidates: , , , .

Check each against the constraints. Evaluate P at feasible candidates. State the integer optimum.

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

The Integer Check: Always Last

After every LP solution, ask one final question:

"Are these variables required to be whole numbers?"

If yes → apply the four-candidate integer search.
If no → accept the algebraic answer.

This question belongs in your solution routine — not as an afterthought.

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Reading Checklist: Catch Every Constraint

Read the problem twice before forming the system:

  1. Every resource limit (≤ and ≥)
  2. Every practical constraint (at least, at most, ratio)
  3. Each variable's type (integer or continuous)
  4. Fractional optima: apply diagnostic question

Missed constraint → wrong system → wrong answer.

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Key Takeaway: One Extra Step After Stage 5

✓ Ask the diagnostic question before finalizing any LP answer

✓ Integer search: check four candidates — verify all constraints, compare P

✓ Integer optimum ≤ algebraic optimum — always

✓ Adding constraints shrinks the region — never expands it

Grade 10 Mathematics | S4 Topic 3: Linear Programming
Integer and Practical Constraints | Lesson 8 of 10

Coming Up: Design Your Own LP Problem

You can now solve LP problems end to end, including integer constraints.

Lesson 9 — Learner-Created LP Tasks:

  • You design a context, define variables, and write constraints
  • Integer classification is one of your design decisions
  • Peer review ensures the problem is solvable
Grade 10 Mathematics | S4 Topic 3: Linear Programming