There were lots of optimization visible in the prototype.

There were iterations moving from the cuboid to the cylinder.

Why does the cylindrical container lead to a larger volume than the cuboid, given that there was less wastage in creating the cuboid?

How was the wall of the cylindrical container built from the base?

For the conical container, were other radii explored?

By making the assumption that the base does not need to be a full piece of paper, they had managed to use the material to create more volume.

An assumption of not wanting a heap is set, so that students will not be focused on squeezing candies in, but rather the Math behind it.

You may form different assumptions in your own classroom that is suitable in your classroom.

There are a few things that you can change about the task, for e.g. from big bars of chocolates to small m&ms - that will create an impact on whether they should or should not squeeze the candies in.

To clarify what a trapezoidal prism with the students

With the new use of excel in this MEA workshop, it is so easy and simple to do computations and that broaden the scope of the things that they can do.

We can refine the task to allow students to consider the limitations more accurately by defining the role of the participants, e.g. buyer? production?

How did we decide as 1.5 cm as the height?

How does the volume change with a variation of the height and base of the cylinder?

Could we add another row for the second layer (stack more than what we assumed)?