If you haven’t read part One yet, you can do so here.
Teacher: Good morning class. We’re starting off today with learning to work out the area of a rectangle.
Alex with his hand up, says, Sir.
Mr T: Yes, Alex.
Alex: Our PE teacher hasn’t taught us that workout yet.
Mr T: *confused face* I’m lost, I don’t understand what you’ve just said.
Nadia: Sir, it’s because you said “work out”. He thinks a rectangle is an exercise!
Mr T: Oh! Thanks Nadia. Alex, by “work out”, I meant calculating the area of a rectangle. Do you know what a rectangle is?
Alex: Yes Sir. It’s a shape with four sides and four right angles.
Mr T: Correct. Well done Alex!
Mr T to the rest of the class: does anyone know how we can calculate its area?
Maddie: Length times width.
Alex: How are rectangles and food, wheat, related?
Class erupts in laughter, leaving Alex confused.
Maddie, spelling it out for him: not w-h-e-a-t, w-i-d-t-h
Alex: Oh! So what does wid-th mean?
Maddie: how wide something is.
Alex: so why isn’t it pronounced wyd-th? It would be easier to understand.
Mr T mutters under breath, shaking head: Lord, have mercy!
Mr T, with his head up, looking exasperated: Thanks for your kind explanation, Maddie. So to find the area of a rectangle, we multiply its length by its width.
Alex: Sir, I’m not sure but I was wondering if length then means how long the rectangle is?
Rest of class: YES!
Benny the bully pipes up: How can someone be so clueless!
James: That’s why his name is Alex, A-less!
Mr T: Benny & James, that’s unfair. You owe Alex an apology.
Benny & James, muttering: Sorry, Alex.
Alex: no problem.
Mr T, to the whole class: How do we work out the area of a rectangle?
Class: multiply the length and the width.