This is normally the practice when such a question is asked but in our case the geometric model illustrated just one case when the captured area had an area at 8. To reaffirm the area was 8, we flipped in the flaps indicated in Figure 6. This provides sufficient evidence for current purposes. If there is a story to be told then it seems the focus here was based on the construction of a net of observable and justifiable connections. There are many more questions, answers, and justifications to be found in such a problem but the important factors are the generation of ideas promoted by collaborative efforts and the understanding needed to connect models used to communicate mathematics.
Some models seem fair but limited.
It is important to recognize limits and extensions when necessary and there must be a willingness to deviate traditional solutions. Maybe, technological tools need to be used as vehicles for illustration and provocation that enrich mathematical solutions. This suggests understanding mathematics based on at least two levels. One level recognizes detail and logic holding a solution together and the second level, suggests a more holistic view. A view that locates a problem solution in a context and illustrates inter and intra relationships between elements of the solution and that context.