# Clip 4/11: Problem 1 - Part B

## Overview

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.

## Teacher Commentary

When the students respond to this problem, we heavily focused on the visual, asking students to show us. We say, "Can you show it in a picture? Can you prove it?" We wanted both the answer and for students to connect it to a picture. We wanted them to tell us not only that the answer is 9, but where the 9 comes from. We wanted students to see that the 9 comes from the square units inside the geometric shape. We kept asking, "Can you explain your response?"

I remember when we were planning this lesson, we really wanted the class to focus on proof because it was a geometry lesson, and when they get to high school geometry there is a real emphasis on proof. We wanted them to connect the process and the explanation to prepare them for that.