Jordan, a Math teacher, held up two pouches and shook them. 

“What do you think is in the bags?” 

“Pennies” chorused an excited bunch of children

“Bingo!” said Jordan, and put a pouch on each table.

Jordan asked the students to open them and spread the coins out, heads up. 

“What is the shape of the Pennies?

“ROUND! CIRCLE!” the children loved it! 

“Circle it is! Now listen,” said Jordan, “Surround one penny with the other pennies, so each penny touches the center penny.

All heads got into groups of excited huddles, and in less than a minute, they were calling out for Jordan’s attention.

“Awesome! I have some questions and who’s going to answer them?

The class resounded with “ME” in different sharps and trebles.

“Here you go!” 

1. How many circles are there?
2. How many centers of circles are there?
3. How many circumferences, diameters, and Radii are there?
4. What is the measure of the angle in the center?

He was amazed at how well they collaborated and got the answer. He now decided to challenge them: “Remove the other coins and keep just two coins touching each other.

Let's call the radius R. If we draw a line that connects the center point of the two circles, what would the line’s length be?”

Jordan loved giving puzzles to students, especially while teaching Geometry. He felt that students learn concepts faster and with more clarity when they apply them visually and kinesthetically. It is challenging for students to solve a problem written in words. However, when they visualized it by drawing it or using a model, they displayed natural spatial skills. 

Jordan smiled as he watched the students in excited and animated discussions. He marveled at how the students solved problems differently and their tenacity to get a solution. He felt rewarded when a group of heads tugged at his arm and asked, “ What’s the next puzzle, Jordan?”