Item 103 | Teacher: | Don’t lift them up and drag them away. How could you compare with others? |
Item 104 | Student-1: | I’ll use my hand to be measure tool, then try to compare. My hands are about this. |
Item 105 | Teacher: | What is your group’s snake will be used to compare? |
Item 106 | Student-1: | (Student-1 moves to compare with student-3’s snake after the teacher already asked) Let me use my hands to support you to compare. Ah, I will lay down. Wow, I’m equal to the snake. Teacher, it’s equal to me when I was laid down. |
Item 107 | Student-2: | Who do I have to compare with? |
Item 108 | Teacher: | Group of student-1 compares with group of student-2, and group of student-6 compares with group of student-8. |
Item 109 | Student-1: | Snake of student-3 is equal to me, from head to toe equally. I will lay my body down, let see if it’s equal to student-2’s snake. |
Item 110 | Teacher: | Really? What did you choose to be a measure tool? |
Item 111 | Student-1: | Use my body as the measure tool. |
Item 112 | Teacher: | Student-1 use your body as a measure tool. Let me see it again. (Student-1 lay down with a clay-sculpted snake of student-2 again) Everybody sees how the clay-sculpted snake be with the student-1, if it’s equal to student-1, or how? |
Item 113 | Student-3: | Student-1’ feet, it’s over her feet. |
Item 114 | Teacher: | It’s over her feet. How is about the clay-sculpted snake of student-3. |
Item 115 | Student-1: | It’s equal to me. |