Think about the Fish Derby problem, and answer one or two of the
following questions: - How does this problem call on both
procedural tasks and conceptual understanding? - Many teachers
did not have experience with optimization problems in their own
high school coursework. Did you? If not, did this problem help
you understand the new content? Why or why not? - Can you see
connections and applications of this problem-solving approach?
For instance, could you make a problem for which a graph of this
kind would be helpful? - Could you find an alternate strategy
for solving this problem? - Did you have difficulty
understanding this problem? Do you anticipate that your students
would have similar difficulties if you presented it? If so, at
what points? Watch a class tackle this problem