In this problem, we engage our students in a consideration of how others might have approached the Pizza Crusts problem, probing them to identify the misconceptions about perimeter and area.

We eventually lead the students to identifying three columns and three rows within the shape to signify the concept of area. That's what we wanted the students to understand. We were trying to get the kids to say it, rather than for us as teachers to just give them the reasoning behind the idea.

We eventually lead the students to identifying three columns and three rows within the shape to signify the concept of area. That's what we wanted the students to understand. We were trying to get the kids to say it, rather than for us as teachers to just give them the reasoning behind the idea.