In this series of **Math Is Visual Prompts**, students are given the opportunity to wrestle with the idea of **area** – in particular the **area of a circle** – through a “Would You Rather” situation.

As always, the visuals provided as a consolidation are useful AFTER students are given the opportunity to work with these ideas **concretely** and after consolidating in the classroom through student work.

Let’s get started…

## Spark Curiosity: Would You Rather…

Ask students “Would You Rather two 12 inch medium pizzas or one 18 inch large pizza?” to spark curiosity and pause where indicated in this video.

## What If You Want The Most Crust?

After they all share out, challenge them to think about whether they want to change their answer if you were looking for the situation with the **most crust**:

At this point, we want them to start digging in. Be sure to ask them to **convince ****their neighbours** as we want to move beyond just gut shot guesses.

This is a great opportunity for students to “play” with the idea of circumference as it relates to the diameter of a circle. As they may (or may not) be aware, the ratio of the circumference to the diameter is approximately 3.14:1.

Yes, it is Ο:1!

As you see in the video, the **winner **in this case is the 2 medium pizzas.

## What If You Want The Most Pizza?

Next, let’s ask students if they would still stick with 2 mediums if they want the most pizza.

Again, have them convince their neighbours.

When consolidating, you can use two versions. One is purely spatial involving partitioning by creating a parallelogram out of the circles and then “covering it up“:

Now, to show covering it up:

Students can also do this using measurements, noting that half of the circumference of each circle ends up being the “length” of the resulting parallelogram.

In the video, you also see some number sense strategies being used to promote number fluency.

For example, we decompose the slide length of 38 inches to 10 + 10 + 10 + 8 to make multiplication easier without resorting to a standard algorithm or a calculator:

We also use a compensation strategy for the rectangle of the large pizza by multiplying 28.5 inches by 10 inches (instead of 9) and then subtract 1 group of 28.5 inches afterwards:

As you can see, in the end, the large pizza is the winner:

Go ahead, have some FUN with your students as we learn the area of a circle. Remember, it’s all about the rectangle in the end!

## How’d It Go?

Thanks for watching and reading!

Did you use this in your classroom or at home? How’d it go? Post in the comments!

Math IS Visual. Let’s teach it that way.

Is there sound for this video and my computer is just not picking it up? Love the video…….

Hi Robyn! All videos are “silent solution” videos where the facilitator is using the videos to allow learners to notice and wonder. You then get the opportunity to ask the purposeful questions. Never fear, your speakers work! π

You could just calculate the area of the circles instead of all the convoluted shape manipulation.

Of course! Which would require you to use a formula, which was created through the manipulation of circles to more simple shapes like a parallelogram or rectangle!

Awesome visualizations Kyle. These videos are very precious for the students’ to see and then develop their own formule. Thanks

Thanks for stopping by and sharing your feedback! Hoping to keep on creating new visuals to help folks in their journey to conceptualizing mathematics!