Teacher:	Okay, well here's another question for you, then.
Teacher:	I've only got two cylinders here, but in order to truly figure out
Teacher:	what the effect of the height versus the radius would be, do you think, perhaps
Teacher:	that we could take those same pieces of paper and generate other cylinders
Teacher:	that had the same area?
Student:	Yeah
Teacher:	How could I do that? How could I take a piece of paper --
Teacher:	I've got a lot of paper here, so we're not going to cut all of it up just yet, but...
Teacher:	Thank you. Thank you. What if I took it, and I said to myself, okay,
Teacher:	here I've got one that's 12 inches tall and 18 inches around,
Teacher:	here I've got one that's 18 inches tall and how many inches around?
Student:	Twelve.
Teacher:	Twelve, and what if I decided to take this and fold it down the middle --
Teacher:	it's close to the middle -- what if I cut it up?