**Student3:** |
**We decided to extend the graph
and make it continuous because ** |

**Student3:** |
**when you affect anything it effects
everything, and it is a curve, then...** |

**Teacher:** |
**What's the definition of a continuous
graph?** |

**Student3:** |
**A graph that goes on and on and
on.** |

**Student1:** |
**No, it's if it has a dotted line
or a straight line, and we made it a straight line,** |

**Student1:** |
**because if... you can change it
any amount, you can have a half of a centimeter,** |

**Student1:** |
**or a quarter, so it's just always
changing.** |

**Student4:** |
**You could pick any point on the
line and it would have a point on the table.** |

**Student4:** |
**You could pick any point on the
line and it would have a point on the table.** |

**Teacher:** |
**Any point on the line would have...** |

**Student4:** |
**a point on the table, if you divided
it up...** |

**Teacher:** |
**You could make a point on the table?** |

**Student4:** |
**Yeah, you could make a point on
the table for it.** |

**Teacher:** |
**That's a really good way of describing
it. I haven't heard it quite that way before --** |

**Teacher:** |
**that any point on that line would
have a valid point on the table.** |

**Teacher:** |
**Like it could be 2.75 for the radius,
right? Or 2.9?** |

**Teacher:** |
**So, continuous means that all of
those points on that line are valid, right?** |

**Student:** |
**Yes.** |