2. (a) convert the following lp to canonical form: min z = 2x1 + 3.12 – 5.23 s. t. xi + x2 + x3 = 7 2x1 – 5x2 + x3 > 10 21, x2, x3 > 0 (b) solve the above lp using the two-phase simplex method. 3. the big-m method is an adaptation of the simplex algorithm which is used as an alternative to the two-phase simplex method. the pseudo-code for the big-m method is as follows: algorithm big-m input: an lp in canonical form with objective maxz = f(x) and artificial variables yı, yp output: an optimal solution to the lp or a statement that the lp is infeasible or unbounded 1: let m be a very large constant 2: modify the objective of the lp to max z' = f(x) – m p _, yi 3: employ the standard simplex algorithm to solve the lp with the modified objective. the optimality criterion is satisfied when there are no more negative reduced costs in the columns of the non-artificial variables solve the lp from q2 by using the big-m method (hint: use the symbol m in the simplex tableau and not simply a large number of your choice).

abde or 1,2,4, 5 is the answer

step-by-step explanation:

he has now walked a total of what?

if i know what this is maybe i can

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.

step-by-step explanation:

ratios represent a pattern or relationship that can be scaled.

equivalent ratios are pairs of ratios that represent the same relationship between quantities, and can be generated by multiplying or dividing both quantities in the ratio by the same factor.

in this lesson, students will use double number lines and ratio reasoning to solve ratio problems. by partitioning double number lines into proportionate intervals, students will build an understanding of equivalent ratio relationships as those that are generated by multiplying or dividing two related quantities by the same number. this lesson will build upon students' prior understanding of multiplicative comparisons, number line reasoning and equivalent fractions (while highlighting the difference between equivalent fractions and equivalent ratios); and will build toward future work in this unit on building ratio tables, and work in future grades in proportionality, scaling, and expressing and graphing linear functions.