Student A: “If you use pizza, I actually pay attention”
Student B: “Did you factor in gas money into the price of the pizza?”
I think that is what we are all after. Kids with responses that have to do with the activity.
This was kinda hard:
(Well, interesting, at least)
They ended up making unit rates and pricing pizza per square inch. They even compared the first two in terms of pi to determine that the second was a better deal based upon the “number of pi’s”. Then I wrinkled it with composite area and a different price. It was way better than blackline.