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Form 5 · Practice

Linear Programming, Practice Questions

Six original Linear Programming practice questions for SPM Additional Mathematics, attempt each under exam conditions, then check the full worked solution and mark yourself.

How to use these practice questions

The point of practice is not to read solutions but to produce them. Work each of the six Linear Programming questions below with pen and paper first, under something close to exam conditions, write the formula, then the substitution, then the answer, one clear line at a time.

Only then open the worked solution and mark your own script the way an examiner would, awarding yourself a mark for the right method, a mark for correct substitution, and a mark for the final answer. Where your working differs from ours, find the exact line where it went wrong rather than simply copying the correct version.

Because SPM marking is analytic, clear, ordered working protects most of the marks even when a final answer slips, so treat neat layout as part of the practice, not an afterthought.

Six practice questions

Q1[3 marks]

A workshop makes xx tables and yy chairs. Each table needs 1 unit of labour and each chair 1 unit, with at most 10 units of labour.

Each table needs 1 unit of timber and each chair 2 units, with at most 14 units of timber. Write down all the inequalities that model this situation.

Show worked solution

Turn each resource limit into an inequality, and remember that quantities cannot be negative.

x+y10x+y\le 10
x+2y14x+2y\le 14
x0,y0x\ge 0,\quad y\ge 0

These four inequalities together define the feasible region.

Q2[4 marks]

Using the inequalities x+y10x+y\le 10, x+2y14x+2y\le 14, x0x\ge 0, y0y\ge 0, find the coordinates of the vertices (corner points) of the feasible region.

Show worked solution

The corners are where the boundary lines meet. Start with the axes.

Origin gives (0,0)(0,0). On the x-axis (y=0)(y=0), the tighter limit is x+y10x+y\le 10, giving (10,0)(10,0), check x+2y=1014x+2y=10\le 14.

On the y-axis (x=0)(x=0), the tighter limit is x+2y14x+2y\le 14, giving (0,7)(0,7), check x+y=710x+y=7\le 10.

The last corner is where the two sloping lines cross. Subtract x+y=10x+y=10 from x+2y=14x+2y=14:

(x+2y)(x+y)=1410    y=4,x=6(x+2y)-(x+y)=14-10\;\Rightarrow\; y=4,\quad x=6

The vertices are (0,0)(0,0), (10,0)(10,0), (6,4)(6,4) and (0,7)(0,7).

Q3[4 marks]

The profit is P=3x+4yP=3x+4y. Find the maximum profit and the values of xx and yy that give it.

Show worked solution

For a linear objective, the maximum lies at a vertex, so test each corner from Question 2.

P(0,0)=0,P(10,0)=30,P(6,4)=18+16=34,P(0,7)=28P(0,0)=0,\quad P(10,0)=30,\quad P(6,4)=18+16=34,\quad P(0,7)=28

The largest value is 3434, at (6,4)(6,4). So making 6 tables and 4 chairs gives the maximum profit of 3434.

Q4[4 marks]

For a different region defined by x+y8x+y\ge 8, 2x+y102x+y\ge 10, x0x\ge 0, y0y\ge 0, find the minimum value of C=3x+2yC=3x+2y.

Show worked solution

With "greater than or equal" constraints the region is open at the top, but a minimum still sits at a vertex. Find the corners.

On the y-axis the binding line is 2x+y102x+y\ge 10 at (0,10)(0,10); on the x-axis the binding line is x+y8x+y\ge 8 at (8,0)(8,0).

The interior corner is where x+y=8x+y=8 and 2x+y=102x+y=10 cross. Subtract: x=2x=2, then y=6y=6.

C(0,10)=20,C(2,6)=6+12=18,C(8,0)=24C(0,10)=20,\quad C(2,6)=6+12=18,\quad C(8,0)=24

The minimum is 1818, at (2,6)(2,6).

Q5[5 marks]

A tuition centre runs xx small classes and yy large classes each week. It has at most 12 teaching slots (x+y12x+y\le 12) and, to keep quality high, the number of large classes must not exceed twice the number of small classes (y2xy\le 2x); also x2x\ge 2.

Each small class earns 200 and each large class 300. Maximise the weekly earnings E=200x+300yE=200x+300y.

Show worked solution

First find the vertices of the region x+y12x+y\le 12, y2xy\le 2x, x2x\ge 2, y0y\ge 0. The line x+y=12x+y=12 meets y=2xy=2x where x+2x=12x+2x=12, so x=4, y=8x=4,\ y=8.

The line y=2xy=2x meets x=2x=2 at (2,4)(2,4). The line x+y=12x+y=12 meets x=2x=2 at (2,10)(2,10)?

Check y2x=4y\le 2x=4: 10>410>4, so that point is outside; instead the region is bounded by x=2x=2, y=2xy=2x, x+y=12x+y=12 and y0y\ge 0.

The vertices are (2,0)(2,0), (12,0)(12,0), (4,8)(4,8) and (2,4)(2,4). Evaluate E=200x+300yE=200x+300y:

E(2,0)=400, E(12,0)=2400, E(4,8)=800+2400=3200, E(2,4)=400+1200=1600E(2,0)=400,\ E(12,0)=2400,\ E(4,8)=800+2400=3200,\ E(2,4)=400+1200=1600

The maximum is 32003200, running 4 small classes and 8 large classes.

Q6[3 marks]

In Question 5, explain why the answer must use whole numbers of classes, and why testing only the vertices is enough to be sure of the maximum.

Show worked solution

You cannot run a fraction of a class, so xx and yy must be whole numbers; here the optimal vertex (4,8)(4,8) already has whole-number coordinates, so no adjustment is needed. Testing only the vertices is enough because the objective E=200x+300yE=200x+300y is linear: as you move along any edge of the feasible region, EE changes steadily and so its largest value on that edge is always at one of its ends.

The greatest value over the whole region therefore occurs at a corner, which is exactly why the vertex method works.

How to mark yourself like an examiner

An examiner does not just look at your final box, they follow your working and award marks step by step. So when you mark yourself, resist the temptation to tick only right answers.

Ask, for each question: did I state the correct method or formula? Did I substitute the right values?

Is my final answer in the exact form the question asked for, with units where needed? Give yourself the method marks you genuinely earned even when the final number is wrong, and, just as importantly, deny yourself marks where your working was too cramped or jumped a step, because a real marker would.

Keep a short list of the exact slips you repeat across these questions; that list, not the score, is what tells you where to spend your next practice session.

How a teacher helps

Marking your own work is powerful, but a student cannot always see why a method keeps going wrong, that is where a second pair of eyes changes things. Working one-to-one, a teacher watches your Linear Programming working as it happens and catches the exact step that costs the marks, then teaches straight to it, often tracing the real gap back to an earlier idea the question quietly assumes.

Our teachers are experienced; lessons are online and in English, and the first lesson is a one-hour paid class at the teacher's rate, from RM50 an hour. Bring the questions here that you could not fully solve, and an hour aimed at exactly those is worth far more than an hour spent on what you already know.

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Frequently asked questions

Are these real past-year SPM questions?

No. Every question here is original, written in the style of the exam.

We never reproduce real past-year SPM questions.

How should I use the marks shown on each question?

Treat them as a guide to how much working is expected, and mark your own solution method by method, because SPM marking is analytic, you earn marks step by step, not only for the final answer.

What if I get an answer wrong?

Find the exact line where your working and ours diverge, and note the slip. Repeated slips are the fastest thing to fix, and exactly what a one-to-one lesson can target.

Source:SRC-DSKP-EN

Written by the spmaddmath.com.my editorial team.· Last updated 5 September 2026

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