An instructor and a boy are sitting at a table. Two rows of crackers lay on the table. They are placed one above the other. There are 6 crackers in each row. The distances between the crackers in both rows are equal.
INSTRUCTOR: Let's pretend these are your animal crackers, and these are my animal crackers.
The instructor points on two rows of crackers.
INSTRUCTOR: Now, tell me something. Do we have the same number of animal crackers? Like if you were going to eat all your animal crackers, and I ate all mine, would we have the same number of animal crackers to eat?
The boy points his finger on the crackers in each row.
BOY: Here-- there's 1, 2, 3, 4, 5, 6, and 1, 2, 3, 4, 5, 6.
INSTRUCTOR: So we have the same. Is that right? OK, now watch what I'm going to do with my crackers. I'm going to do this. Watch me do it. OK, now do we still have the same number of animal crackers, or does one of us have more?
The instructor increases the distance between the crackers in her row of crackers. The boy starts to count.
BOY: Here-- 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12.
INSTRUCTOR: Hmm. So do we have the same number to eat, or does one of us have more?
BOY: One of us has more-- you.
INSTRUCTOR: I have more? Well that's kind of not fair, is it?
BOY: Yeah.
INSTRUCTOR: How can you tell that I have more?
BOY: Because it's a big line, like vrreeow.
INSTRUCTOR: Oh, it's a big line.