**Teacher:** |
**Who wants to start? Start.** |

**Student1:** |
**Okay, well, the diameter.
If you multiply that by 3.14 you'll get the circumference ** |

**Student1:** |
**Okay, well, the diameter. If you
multiply that by 3.14 you'll get the circumference** |

**Student1:** |
**of the circle, and if
you divide that number by 2, that equals the radius.** |

**Teacher:** |
**Okay, that's enough, it's only fair.
Let's give Stu2 a chance.** |

**Student2:** |
**Yeah, and if you multiply the radius
times pi, you'll get the area of the circle,** |

**Student2:** |
**yeah, the circle.** |

**Teacher:** |
**The radius times pi, okay. ** |

**Student3:** |
**I think, what was the term you gave
that?** |

**Teacher:** |
**The area. ** |

**Student3:** |
**The area, it's radius squared times
pi.** |

**Teacher:** |
**Oh, remember those squares.** |

**Student4:** |
**Yeah, radius-squared times pi...
yeah, 'cause there's...** |

**Teacher:** |
**How many squares were there that
fit into the circle? How many?** |

**Student2:** |
**Four. ** |

**Teacher:** |
**Evenly?** |

**Student1:** |
**No, three and a little.** |

**Teacher:** |
**Three and a little. Remeber when
we were standing up here holding them up?** |

**Teacher:** |
**All those little pieces that we cut
up? We didn't fit a whole 4. We got three whole ones, ** |

**Teacher:** |
**and then there was a little strip
left over. So we would have needed three** |

**Teacher:** |
**and a little more of one of those
radius squares to fit in. And what do we know** |

**Teacher:** |
**about that number that's 3 and a
little bit more? It has a name. What's the name?** |

**Student:** |
**Pi.** |

**Teacher:** |
**Okay. All right. What else did you
learn about circles? Anything else?** |

**Student5:** |
**How to find the circumference. If
you wrap a string around the circle, ** |

**Student5:** |
**you can then take the string and
measure it, and then you have the circumference.** |