Student1:	so if you increase one you have to decrease the other to make it multiply to 250.
Teacher :	What did you do to the radius to get the base area?
Student:	Pi-r-squared... ?
Teacher :	What did you do to the radius to get the base area?
Student1:	It's, ah, pi-r-squared, so you...
Teacher :	Pi-r-squared. I want you to think about the x-axis. As the radius goes up by one,
Teacher :	think about radius squared. The radius is one, what's r-squared?
Student:	One
Teacher :	One. If the radius is 2, what's r-squared?
Student:	4
Teacher :	4. So it jumped by...
Student:	3.
Teacher :	If the radius goes up to 3, what's r-squared?
Student:	9.
Teacher:	9. So it jumped by...
Student:	6.
Teacher :	5. So as your radius goes up by 1, your height is changing
Teacher :	because you're squaring the radius. We haven't really had a problem like that before.
Teacher :	But your radius is getting squared, isn't it?
Teacher :	And so it isn't changing by a constant amount, it's squared.
Teacher :	But just to correct you, on the x-axis, is the radius going up by a constant amount?
Student:	Yes.
Teacher :	Yes. The radius goes up by a constant amount...
Teacher :	Yes. The radius goes up by a constant amount...
Teacher :	Yes. The radius goes up by a constant amount...
Student1:	But the base area isn't.
Teacher :	Right. Because of the squaring... Okay, good. Okay, number three,
Teacher :	Right. Because of the squaring... Okay, good.