Yeah

It's j- e-explaining that is it's important mathematically, but if my goal is to get them to understand volume, then it is, um, th- I've just put a barrier in front.

I need them to understand something else before they can understand the volume calculation.

So that's why if you went down to my slides, it just became volume is area times length.

That invites a different question, which is two of them, which is, well, isn't that imprecise? And which area do you mean? Well, the which area do I mean is gonna be pretty intuitive based on the diagrams I'm presenting, and it can only really be one 'cause it's the one that is in a rectangle every time.

Ah, except we started with cuboids, and they're all rectangles.

So that immediately invites maybe the cuboid is a special case, and it should go at the end rather than the beginning.

Yeah.