Transcript: I've Been Framed...Part 1 | Mar 31, 1999

(music plays)

The opening slate pops up with a countdown timer from 7 seconds and the title “TVO’s Virtual Classroom. Get connected.”
The “V” in “Virtual” is a tick, the “A” in “classroom” is an at sign with an extended loop that turns into a power cord with a plug at the end, and the first “O” in “classroom” is a spinning globe.

When the countdown finishes, Carla appears on screen. She’s in her early thirties and has short dark hair. She wears a blue shirt over a black t-shirt, round-rimmed glasses and pearl earrings.

Carla says GOOD MORNING.
WELCOME TO THE
VIRTUAL CLASSROOM.
TODAY IS GROUNDHOG DAY,
AND DID THE GROUNDHOG
SEE HIS SHADOW?
I DON'T THINK SO.
IT'S PRETTY CLOUDY HERE IN
TORONTO, AND I DON'T THINK THAT
WIARTON WILLIE IS GOING TO BE
ABLE TO SEE HIS SHADOW UNLESS
THE WEATHER IN WIARTON
IS COMPLETELY DIFFERENT
THAN IT IS HERE.
BUT OUR GROUNDHOGS IN TORONTO
DID NOT SEE THEIR SHADOWS THIS
MORNING WHICH MEANS THAT
WINTER IS ALMOST OVER.
SO IF YOU LIKE WINTER,
YOU BETTER GET OUT THERE
AND ENJOY IT.
MAKE SURE YOU GO OUT AT RECESS
AND ENJOY THE COLD WEATHER.
NOW, I'VE GOT SOME STUDENT
WORK THAT I WANT TO SHOW.
YOU SENT ME SOME FAXES, AND
I'D LIKE TO GET TINA TO CALL
ME BECAUSE I'VE GOT TINA'S
HERE AND I WANT HER TO
TELL US ABOUT IT.

As she speaks, Carla shows some faxes with children’s activities. The activity requires filling in a two-column chart titled “Structures than can be used to carry other structures.”
The left column reads “Structures the can be used to carry other structures” and the right column reads “The structures they can carry.”
As Carla mentions the items the children have drawn in the chart, the screen shows the children’s drawings and the words they have written next to them.

Carla continues AND I'VE GOT SOME OTHER
WORK THAT I'LL SHOW IN THE
MEANTIME, BUT IF
TINA COULD CALL ME.
WHERE'S TINA'S?
THERE'S TINA'S THERE.
SO, TINA, IF YOU COULD CALL
ME, THAT WOULD BE GREAT.
DIAL NUMBER SIGN 9 BECAUSE I WANT TO
ASK YOU SOME QUESTIONS
ABOUT YOUR FAX.
AND IN THE MEANTIME, WHILE
I'M WAITING FOR TINA TO CALL,
I'LL SHOW THESE OTHER ONES.
THIS IS FROM DARREN.
OH, TINA'S CALLED ALREADY.
WE'LL LOOK AT DARREN'S.
DARREN HAS A BOOK CAGE.
THESE ARE STRUCTURES THAT CAN
CARRY OTHER STRUCTURES,
SO THIS IS A BOOK CAGE
AND IT CAN CARRY A BOOK.
THAT'S GREAT.
AND THIS IS A LEGO BOX
THAT CAN CARRY LEGO.
OKAY.
WE'RE CONNECTING WITH TINA,
SO I'LL GO TO TINA'S NOW.
HI, TINA.

Tina says HI.

Carla says HOW ARE YOU TODAY?

Tina says GOOD.

As she shows Tina’s drawings, Carla says GOOD.
I WANTED TO ASK
YOU ABOUT YOUR FAX.
THIS IS AN
INTERESTING ONE HERE.
IT SAYS HOT CHOCOLATE
CONTAINER AND PLAY-DOH.
HOW COME THE HOT CHOCOLATE
CONTAINER CARRIES THE PLAY-DOH?
IS THAT WHERE YOU STORE
IT IN YOUR CLASSROOM?

Tina says MM-HMM.

Carla says YEAH?
YOU STORE IT IN THE HOT
CHOCOLATE CONTAINER.
THAT'S A GREAT IDEA.
WHAT ELSE HAVE WE GOT HERE?
WHAT'S THIS ONE HERE?

Tina says A BAG.

Carla says A BAG, AND WHAT
DOES THE BAG CARRY?
WHAT HAVE YOU
GOT ON THIS SIDE?

Tina says MITTENS.

Carla says MITTENS.
DO YOU PUT YOUR MITTENS
IN YOUR BAG WHEN YOU GO?
WHEN YOU LEAVE SCHOOL?

Tina says MM-HMM.

Carla says THAT'S A GOOD IDEA.
HEY, YOU KNOW WHAT'S NEAT?
THE BAG CARRIES THE MITTENS.
WHAT DO THE MITTENS CARRY?
WHAT DO YOU PUT
INSIDE YOUR MITTENS?
WHEN IT'S COLD OUTSIDE.
GIVE YOU A HINT.

Tina says MY HANDS.

Carla says YOUR HANDS, THAT'S RIGHT.
GREAT.
THANKS FOR SENDING THAT IN.
THAT'S EXCELLENT.
AND HERE WE HAVE
ONE FROM KARLY.
KARLY HAS HERE A CUP AND A
CUP CAN CARRY HOT CHOCOLATE.
AND A BAG.
WE GET IT AT THE SUPERMARKET.
IT CARRIES GROCERIES.
AND HERE'S ONE HERE,
TRICK OR TREAT BUCKET.
THAT'S ONE OF THOSE ONES THAT
LOOKS LIKE A JACK-O'-LANTERN,
I THINK.
AND THAT CARRIES CANDY.
THAT'S GREAT.
THANKS VERY MUCH FOR SENDING
ALL THOSE FAXES, AND I LOVE TO
GET FAXES AND PICTURES FROM
YOU, AND ANY OTHER THINGS THAT
YOU WANT TO SEND ME.
HAVE I SHOWN YOU A PICTURE OF
MY DAUGHTER CHARLOTTE LATELY?
I BET YOU I HAVEN'T.
LET'S SHOW A PICTURE
OF CHARLOTTE.
I WANT TO SHOW YOU
HOW BIG SHE'S GETTING.
LOOK AT THAT.

The screen shows a picture of a baby sitting on a red blanket on the grass. She wears a flowery hat, a pink striped sweater and pink trousers. As she looks to her side, she licks a book with the title “MORE, MORE, MORE SAID THE BABY” written in several colours on the cover.

Carla says THIS PICTURE IS NEAT BECAUSE,
YOU KNOW WHAT SHE'S DOING?
SHE'S TASTING THIS BOOK TO
SEE IF SHE WANTS TO READ IT.
SHE ALWAYS TASTES ALL HER
BOOKS BEFORE SHE READS THEM.
SHE WANTS TO MAKE
SURE THEY TASTE GOOD.
YOU KNOW WHAT, I REALLY
LIKE TO HAVE THIS PICTURE.
I LIKE TO HAVE THIS PICTURE OF
CHARLOTTE AND I'D LIKE TO HAVE
IT ON MY DESK.
DON'T YOU THINK THAT WOULD BE
NICE SO I CAN LOOK AT IT ALL
THE TIME AND I CAN SHOW IT TO
OTHER PEOPLE, BUT LOOK AT WHAT
HAPPENS WHEN I TRY TO
SET IT UP ON MY DESK.

Carla tries to make the picture stand on the desk several times but it falls down.

She says THAT'S NO GOOD, IS IT?
IT'S NO GOOD.
I JUST CAN'T FIGURE
OUT WHAT TO DO WITH IT.
IF YOU HAVE AN IDEA OF HOW I
COULD DISPLAY THIS PICTURE ON
MY DESK, WHAT COULD I USE TO
DISPLAY THIS PICTURE ON MY
DESK, WOULD YOU CALL ME?
DIAL NUMBER SIGN 9, TELL ME IF YOU HAVE
AN IDEA OF HOW I COULD DISPLAY
THIS PICTURE ON MY DESK.
OH BOY, LOTS OF
PEOPLE ARE CALLING.
LET'S SEE, I'M SURE SOMEBODY'S
GOING TO HAVE AN ANSWER FOR ME.
OKAY.
WE'RE GOING TO CONNECT TO
A CALLER RIGHT NOW AND SEE
WHO HAS AN IDEA WHAT
I CAN DO WITH THIS.
HI, CASSIDY.

Cassidy says HI.

Carla says WHAT'S YOUR IDEA OF WHAT I
CAN DO WITH THIS PICTURE?

Cassidy says A PICTURE FRAME.

Carla says A PICTURE FRAME.
THAT'S A GREAT IDEA.
IF I PUT IT IN A PICTURE
FRAME, IT WOULD SIT UP NICELY,
WOULDN'T IT?
THANKS VERY MUCH, CASSIDY.
OKAY, I'M GOING TO TAKE
ANOTHER CALL AND SEE IF
ANYBODY HAS ANY OTHER IDEAS.
A PICTURE FRAME IS A GREAT
IDEA FOR HOLDING A PICTURE
ON A DESK.
IS THIS KATHERINE OR JIN?

Katie says KATIE.

Carla says OH, HI, KATIE.
CAN YOU TELL ME YOUR IDEA FOR
HOLDING THIS PICTURE ON A DESK?

Katie says A PICTURE FRAME?

Carla says A PICTURE FRAME, YEAH.
ANY OTHER IDEAS?
HMM.
WHAT IF I HAD A BULLETIN
BOARD, WHAT COULD I DO?

Katie says A PIN.

Carla says A PIN.

Katie says TO PIN IT ON THE
BULLETIN BOARD?

Carla says RIGHT, THAT'S A GREAT IDEA.
THANKS VERY MUCH
FOR YOUR CALL.
OKAY.
WE'VE GOT A COUPLE
OF GREAT IDEAS.
THANKS VERY MUCH,
EVERYONE, FOR CALLING IN.
YOU KNOW WHAT, I THINK
WE'RE GOING TO MAKE SOME
PICTURE FRAMES.
THAT'S A GREAT IDEA FOR
PICTURES AND WE'LL ALL MAKE
PICTURE FRAMES.
DON'T YOU THINK
THAT'S A GREAT IDEA?
WE'LL USE WOOD TO
MAKE PICTURE FRAMES.
NOW, WE'RE GOING TO MAKE
PICTURE FRAMES OUT OF WOOD,
WE'RE GOING TO HAVE TO DO SOME
MEASURING, AND IN THE PAST
WHEN WE'VE MEASURED, WE'VE
USED THINGS LIKE, LET'S SEE,
WHEN YOU MEASURED HOW TALL THE
SNOW BANKS WERE, YOU SAID THEY
WERE HOW MANY
STUDENTS TALL, RIGHT?
YOU SAID THE LENGTH OF A
STUDENT, YOU USED A WHOLE BODY
LENGTH TO MEASURE HOW
BIG THE SNOW BANKS WERE.
AND REMEMBER A FEW WEEKS AGO
WE WERE MEASURING A DOLL AND
SOME BOXES AND WE USED
OUR HANDS, DIDN'T WE?
WE MEASURED HOW MANY
HANDS LONG WAS THE DOLL.
AND HOW MANY HANDS
LONG WERE THE BOXES.
WE CAN USE ALL KINDS OF
THINGS LIKE THAT TO MEASURE.
BUT YOU KNOW, WE GET A BIT OF
A PROBLEM WHEN WE DO THAT,
AND I'LL SHOW YOU WHAT IT IS.
WHAT HAPPENS IF I SAID I WANT
YOU TO MAKE PICTURE FRAMES
THAT WERE ONE HAND HIGH?
WELL, THAT SOUNDS FINE, BUT
TAKE A LOOK AT THE HANDS
I FOUND IN MY HOUSE.
THERE ARE ONLY THREE
PEOPLE IN MY HOUSE.
THERE'S ME, AND MY BABY
CHARLOTTE, AND MY HUSBAND JOE,
AND LOOK AT THE
SIZE OF OUR HANDS.
THEY'RE NOT THE SAME.

The screen shows a piece of paper with the outlines of different hands. Three names are written inside the outlines. They read “Joe,” “Carla,” and “Charlotte.” Next, Carla places her hand over the outlines and compares the sizes.

Carla says JOE'S HAND IS REALLY HUGE.
AND MY HAND IS SOMEWHERE IN
THE MIDDLE, AND CHARLOTTE'S
HAND IS TINY, ISN'T IT?
IT'S REALLY SMALL.
SO IF I SAID I WANT TO MAKE A
FRAME THAT'S ONE HAND HIGH,
WHAT WOULD HAPPEN IF I ASKED
ALL THREE PEOPLE IN MY HOUSE
TO MAKE A FRAME
THAT'S ONE HAND HIGH.
WELL, I DID IT, SO
LET'S TAKE A LOOK.

Now Carla shows three frames in different sizes.

Carla says HERE'S CHARLOTTE'S FRAME,
AND HERE'S MY FRAME...
AND THERE'S JOE'S FRAME.
THEY'RE NOT THE SAME
AT ALL, ARE THERE?
JOE'S IS VERY BIG.
MINE IS IN THE MIDDLE, AND
CHARLOTTE'S IS JUST TINY.
THAT'S NO GOOD.
IF WE WANTED TO MAKE ALL THE
FRAMES THE SAME SIZE AND I
SAID, OKAY, MAKE THEM ONE
HAND HIGH, THEN WE HAVE THREE
DIFFERENT FRAMES.
THAT DOESN'T WORK
AT ALL, DOES IT?
SO WE NEED SOMETHING
TO HELP US.
LET'S DO A TEST RIGHT NOW.
I WANT YOU TO TURN TO YOUR
PARTNER, AND IF YOU DON'T HAVE
A PARTNER, SOMEBODY WHO'S
CLOSE BY, AND COMPARE THE
SIZES OF YOUR HANDS, OKAY?

Now Carla puts her hands one against the other as she explains what to do. Next she looks at a computer screen as she chooses who to call.

Carla says SO PUT YOUR HAND UP AGAINST
YOUR PARTNER'S HAND AND COMPARE
THE SIZE, THEN I'M GOING TO
CALL SOME PEOPLE AND I'LL ASK
YOU HOW YOUR HAND COMPARES
TO YOUR PARTNER'S HAND.
SO LOOK AT IT AND SEE IF YOUR
HAND IS BIGGER THAN YOUR
PARTNER'S OR SMALLER THAN YOUR
PARTNER'S, OR EXACTLY THE SAME
SIZE, AND I'M GOING TO
CALL SOME PEOPLE AND SEE.
HEY, WHAT HAPPENED TO
MY -- OH, THERE WE ARE.
LET'S SEE, WHO AM
I GOING TO CALL?
I HOPE YOU'RE ALL
MEASURING YOUR HANDS.
I'M GOING TO FIND
SOMEBODY TO CALL HERE.
LET'S SEE.
HMM.
OKAY, I'M JUST GOING TO ASK
YOU, I'M CALLING WANJIN AT
FLAMBOROUGH SCHOOL.
I WANT TO KNOW IF YOUR HAND IS
BIGGER OR SMALLER OR THE SAME
AS YOUR PARTNER'S, OKAY?
I HOPE THAT WANJIN
IS THERE TODAY.
HI.
IS THIS WANJIN?

Wanjin says YES.

Carla says HI, IS YOUR HAND BIGGER
OR SMALLER OR THE SAME
AS YOUR PARTNER'S?

Wanjin says SAME.

Carla says IT'S THE SAME,
EXACTLY THE SAME SIZE.

Wanjin says YEAH.

Carla says GREAT, THANKS VERY MUCH.
OKAY, SO WE'VE GOT ONE PAIR
OF STUDENTS HAVE EXACTLY THE
SAME SIZE OF HANDS.
LET'S SEE.
WE'LL CALL SOMEBODY ELSE AND
SEE IF WE CAN SEE HOW BIG
THEIR HANDS ARE.
HMM.
HOW ABOUT I'LL CALL DANIELLE
AND SEE IF HER HAND IS BIGGER
OR SMALLER THAN HER PARTNER'S.
HMM.
REMEMBER, ALL OF OUR
FAMILY WERE ALL DIFFERENT.
SOMEBODY'S -- HI, DANIELLE.

Danielle says HI.

Carla says IS YOUR HAND BIGGER, SMALLER,
OR THE SAME AS YOUR PARTNER'S?

Danielle says THE SAME.

Carla says THE SAME?
HOLY MACKEREL, EVERYBODY IN
YOUR SCHOOL HAS -- IT SEEMS
LIKE EVERYBODY'S HAVING HANDS
THAT ARE THE SAME SIZE.
HMM.
WELL, LET'S JUST SEE.
YOU KNOW WHAT I'M GOING TO DO?
I'M GOING TO ASK YOU ALL TO
CALL, BUT NOT -- JUST WAIT A
SECOND UNTIL I TELL
YOU WHAT TO DO.
I'M GOING TO GET YOU TO CALL,
IF YOUR HAND IS BIGGER THAN
YOUR PARTNER'S THEN PICK UP
THE PHONE AND DIAL NUMBER SIGN 8, OKAY?
NOT NUMBER SIGN 9, BUT NUMBER SIGN 8, AND I'LL
THEN MAKE THE LITTLE FLAG
GO AROUND.
SO I'LL SEE IF ANYBODY OUT
THERE HAS A BIGGER HAND.

A small image appears in the top right corner of the screen. It shows a yellow arrow looping and pointing at a red button.

Carla says DO YOU SEE IT UP
THERE IN THE CORNER?
WELL, LOOKS LIKE SOME PEOPLE
HAVE THEIR HAND IS BIGGER THAN
THEIR PARTNER, SO IT'S NOT THE
SAME SIZE, SO LET ME CLEAR
THAT OFF.
NOW, IF YOUR HAND WAS SMALLER
THAN YOUR PARTNER'S HAND, DIAL
NUMBER SIGN 8 AND WE'LL SEE IF
ANYBODY HAD THAT.
HMM, LET'S SEE, ANYBODY
WHO HAS A SMALLER HAND?

The image with the yellow arrow appears on screen again.

Carla says OH, LOOKS LIKE IT.
A FEW PEOPLE HAVE THEIR
HAND AS SMALLER THAN
THEIR PARTNER'S.
SO IT TURNS OUT THAT NOT
EVERYBODY'S IS THE SAME.
LET'S SEE IF ANYBODY
HAS THE SAME.
WELL, WE KNOW A COUPLE OF
STUDENTS DO BECAUSE WE ALREADY
SPOKE TO THEM.
WELL, LET'S SEE HOW MANY.
OKAY, SO IF YOUR PARTNER'S
HAND IS THE SAME SIZE AS
YOURS, PICK UP THE
PHONE AND DIAL NUMBER SIGN 8.

The image with the yellow arrow appears on screen again.

Carla says AH, LOOKS LIKE THERE'S A FEW
STUDENTS WHO HAVE THE SAME
SIZE HANDS.
SO WE HAVE A WHOLE VARIETY OF
HAND SIZES IN YOUR CLASS, JUST
LIKE I HAVE A WHOLE VARIETY
OF HAND SIZES IN MY HOUSE.
SO WE HAVE TO COME UP WITH A
BETTER WAY OF MEASURING THAN
JUST HANDS, AND LUCKILY
SOMEONE HAS ALREADY DONE THAT
FOR US.
YOU KNOW WHAT WE USE?
WE USE SOMETHING
CALLED A RULER, OKAY?

Now Carla shows a ruler as she speaks. Then she places over a piece of light blue paper for the camera to show the numbers on it.

Carla says I'VE GOT A CLEAR RULER HERE.
IT'S A GREAT BIG ONE.
I DON'T KNOW IF YOU CAN
SEE IT BECAUSE IT'S KIND
OF SEE THROUGH.
BUT IT HAS NUMBERS ON IT,
AND THE NUMBERS ON MY RULER
REPRESENT SOMETHING
CALLED CENTIMETRES.
LET'S TAKE A LOOK AT THAT HERE
SO YOU CAN SEE IT CLOSE UP.
MAYBE WE CAN GO IN REALLY
CLOSE AND SEE WHAT THE NUMBERS
LOOK LIKE ON MY RULER.
OKAY, HERE WE GO.
CAN YOU SEE THOSE NUMBERS?
THERE'S A ZERO THERE, STARTING
THERE, AND THEN THEY GO
1, 2, 3, 4, 5, ALL
THE WAY, KEEP GOING.
MY RULER GOES ALL
THE WAY UP TO 50.
YOUR RULER MAY GO UP TO A
DIFFERENT NUMBER, BUT IT
ALWAYS STARTS AT ZERO, AND
LOOK IT, HERE'S AN IMPORTANT
THING TO NOTICE.
THE ZERO IS NOT RIGHT
AT THE END OF THE RULER,
BUT IT'S IN A LITTLE BIT.
IT'S IMPORTANT TO KNOW
WHERE THE ZERO IS.
SO EACH ONE OF THESE MARKS
REPRESENTS ONE CENTIMETRE.
LOOK IT, ONE CENTIMETRE IS
JUST ABOUT AS WIDE AS MY
FINGER, ISN'T IT?
YEAH.
OKAY.
SO WHAT ARE WE GOING
TO DO WITH THIS RULER?
WELL, THE FIRST THING I WANT
YOU TO DO IS, I WANT YOU TO
MEASURE YOUR HAND.
WE'RE GOING TO TAKE
A BREAK AND YOU CAN
MEASURE YOUR HAND, OKAY?
SO WHAT I WANT YOU TO DO IS
TAKE YOUR HAND AND MAYBE YOU
CAN GET YOUR PARTNER
TO HELP YOU WITH THIS.

Now Carla puts her hand on a piece of paper and draws an outline of it. Next, she measures the length from the middle finger to the line she drew across the bottom of the hand outline.

Carla says DRAW AROUND THE OUTSIDE OF
YOUR HAND, LIKE THAT, OKAY?
AND THEN DRAW ACROSS THE
BOTTOM, SO YOU'VE GOT YOUR
HAND, AND THEN I
WANT YOU TO MEASURE.
AND HOW DO YOU MEASURE?
I'M GONNA TURN IT SIDEWAYS
SO IT'S EASIER TO LOOK AT.
YOU FIND THE LONGEST
FINGER, WHICH IS USUALLY
YOUR MIDDLE FINGER.
AND YOU PUT YOUR RULER ON YOUR
HAND AND YOU START AT ZERO.
PUT THE ZERO MARK RIGHT AT THE
VERY TIP OF YOUR FINGER SO IT
LINES UP THERE, OKAY?
AND THEN YOU GO HMMMUP, RIGHT
TO THE END OF YOUR HAND, AND
YOU FIND OUT WHAT NUMBER
IT MATCHES, AND ON MINE
THE NUMBER THAT
MATCHES IS 20.
NOW SOMETIMES IT WON'T MATCH
EXACTLY, BUT YOU PICK THE
NUMBER THAT CLOSEST.
SO, 20 IS WHERE
MY HAND MEASURES.
20 CENTIMETRES, OKAY?
SO I WANT YOU TO TAKE A FEW
MINUTES RIGHT NOW AND MEASURE
YOUR HANDS.
SO THIS IS A MEASUREMENT BREAK
AND WHEN YOU FINISH MEASURING
YOUR HANDS, DIAL NUMBER SIGN 9 TO LET ME
KNOW THAT YOU'RE FINISHED, OKAY?
SO WE'LL SEE YOU IN
A COUPLE OF MINUTES.
GO AND MEASURE.

A blue slate appears on screen. It shows an idea light bulb and a text that reads “Measurement Break. Draw your hand outline. Measure your hand drawing with a ruler. Write the measurement on the drawing. Dial number sign 9 when you are done.”

While the screen shows the slate, Carla says GOT ABOUT A MINUTE LEFT,
SO GET THOSE HANDS MEASURED.

Now Carla appears back in the studio and says ALL RIGHT.
WE'RE BACK.
I HOPE YOU HAD A
CHANCE TO MEASURE.
IF YOU DIDN'T FINISH MEASURING
YOUR HAND, YOU CAN ALWAYS DO
THAT AFTER THE VIRTUAL
CLASSROOM SESSION.
WHAT ARE WE GOING TO DO NOW?
WELL, WHEN WE DECIDE TO CUT
OUR WOOD, WE'RE GOING TO USE
SOMETHING CALLED
A PATTERN, OKAY?
AND YOU'VE GOT A
PATTERN LIKE THIS.
YOUR TEACHER HAS THESE
AT YOUR SCHOOL, OKAY?
I'LL SHOW YOU THAT
UNDER THIS CAMERA
SO YOU CAN SEE IT BETTER.

The screen now shows a piece of paper with four rectangular narrow figures numbered 1 to 4. Next, she uses the ruler to measure the figures with the help of the callers.

Carla says DO YOU SEE THERE'S FOUR
DIFFERENT RECTANGLES ON HERE
AND EACH ONE OF THOSE
RECTANGLES REPRESENTS ONE
PIECE OF WOOD.
SO I NEED A PIECE OF WOOD
THAT'S THIS BIG AND ONE THAT'S
BIG AND ONE THAT'S THIS BIG,
AND ONE THAT'S THIS BIG,
AND THEN I'M IN GOING TO
ASSEMBLE THEM INTO A FRAME.
BUT, FIRST OF ALL, I NEED
HELP BECAUSE THERE ARE NO
MEASUREMENTS ON THESE, ON THIS
PATTERN, SO I NEED TO MEASURE
THE PATTERN FIRST SO I KNOW
HOW BIG I NEED TO CUT MY WOOD.
SO IF YOU'D LIKE TO HELP ME
MEASURE THE PATTERN, YOU CAN
DIAL NUMBER SIGN 9, AND YOU CAN HELP ME
TO MEASURE MY PATTERN, OKAY?
SO DO THAT NOW.
DIAL NUMBER SIGN 9 IF YOU THINK YOU COULD
HELP ME MEASURE MY PATTERN AND
WE'LL GET EVERYTHING LINED UP
OVER HERE WHILE WE'RE WAITING
FOR YOU TO CALL.
I'VE GOT MY PATTERN.
I'VE GOT MY RULER.
OKAY?
I'LL MOVE THIS UP A BIT SO YOU
CAN SEE THAT ONE A BIT BETTER.
THERE'S MY RULER.
OH, GOOD, PEOPLE
ARE CALLING IN.
PEOPLE WANT TO HELP.
THAT'S GOOD.
YOU'RE A VERY HELPFUL BUNCH.
ALL RIGHT.
SO, WHO'S GOING
TO HELP ME FIRST.
STEPHANIE?

Stephanie says HELLO.

Carla says HI, I'M SORRY,
WHAT'S YOUR NAME?

Stephanie says STEPHANIE.

Carla says IT IS STEPHANIE, OKAY.
STEPHANIE, ARE YOU GOING TO
HELP ME TO MEASURE NUMBER
ONE, THIS ONE RIGHT HERE?
OKAY, WHERE DO I PUT
MY ZERO, FIRST OF ALL?
I'VE GOT MY ZERO.
WHERE SHOULD I PUT IT?

Stephanie says ON THE ZERO.

Carla says I PUT THE ZERO WHERE, SORRY?
CAN YOU SAY THAT AGAIN?

Stephanie says THE ZERO GOES AT
THE FRONT OF IT.

Carla says AT THE FRONT, OKAY, SO RIGHT
DOWN HERE AT ONE END OF THE
RECTANGLE, IS THAT RIGHT?
IS THAT RIGHT THE WAY
I'VE GOT IT THERE?
OKAY.
AND THEN I MEASURE, I LOOK ALL
THE WAY DOWN TO THE OTHER END
AND WHAT'S THE NUMBER?
CAN YOU READ THAT NUMBER?

Stephanie says 13.

Now Carla writes “13 cm” with a red marker next to rectangle number 1.

Carla says 13, SO THEN I WRITE
13 AND I PUT CM.
THAT MEANS CENTIMETRES, OKAY?
CAN EVERYBODY SEE THAT?
GREAT.
THANKS FOR YOUR
HELP, STEPHANIE.
OKAY.
WHO ELSE IS GOING TO HELP ME?
I'LL CONNECT WITH SOMEBODY
ELSE WHO CAN HELP ME,
SO FOR THAT PIECE.

Megan says HI.

Carla says KELLY, HI, KELLY.

Megan says IT'S -- KELLY IS
NOT HERE TODAY.

Carla says OH.

Megan says TODAY IT'S MEGAN CALLING.

Carla says OH, HI, MEGAN.
OKAY, SORRY ABOUT THAT.
WHERE DO YOU WANT ME
TO PUT MY ZERO FIRST?
I'M GOING TO MEASURE THIS ONE.

Megan says AT THE OTHER...
AT THE 2.

Carla says RIGHT DOWN HERE NEAR
THE 2, DOESN'T IT?

Carla places the zero on the ruler at the beginning of rectangle number 2. Next she writes “13 centimetres” next to it with a red marker.

Megan says YES.

Carla says IS THAT THE RIGHT SPOT?

Megan says YES.

Carla says OKAY.
AND THEN WE GO ALL
THE WAY UP HERE...
AND WHAT NUMBER IS THAT?

Megan says 13.

Carla says 13, SO THIS PIECE IS
13 ALSO, 13 CENTIMETRES.
THANKS FOR YOUR HELP.
OKAY.
WHO ELSE IS
GOING TO HELP US?
WE'VE GOT TWO MORE
PIECES TO MEASURE.
LET'S MOVE THAT DOWN.
OKAY.
HI, DILLON.

Dillon says HI.

Carla says CAN YOU HELP ME
MEASURE THIS THIRD ONE?
OKAY, WHERE DO I
PUT MY ZERO FIRST?

Dillon says AT THE 3.

Carla places the zero on the ruler at the beginning of rectangle number 3. Next she writes “10 centimetres” next to it with a red marker.

Carla says RIGHT NEAR THE 3.
RIGHT AT THE END THERE.
IS THAT RIGHT?
AM I IN THE RIGHT SPOT?

Dillon says YEAH.

Carla says OKAY, NOW I GO ALL
THE WAY UP HERE...
AND WHAT NUMBER HAVE I GOT?

Dillon says 10.

Carla says 10, SO THIS ONE
IS 10 CENTIMETRES.
GREAT, THANKS FOR YOUR HELP.
OKAY, ONE MORE STUDENT'S GOING
TO HELP ME DO THIS ONE
AND THEN WE HAVE SOME
IMPORTANT WORK TO DO.
DAVID?
HI, DAVID.

David says HI.

Carla says ARE YOU GOING TO HELP
ME MEASURE NUMBER 4?

David says MM-HMM.

Carla says OKAY, WHERE DO I PUT MY ZERO?

David says AT THE END OF THE BOX.

Carla places the zero on the ruler at the beginning of rectangle number 4. Next she writes “10 centimetres” next to it with a red marker.

Carla says AT THE END OF THE BOX,
GREAT, RIGHT THERE.
AND THEN I GO ZIIIP
AND WHAT'S THAT NUMBER?

David says 10.

Carla says 10, SO THIS ONE IS
ALSO 10 CENTIMETRES.
ALL RIGHT.
THANKS FOR YOUR HELP.
SO NOW I HAVE ALL MY
MEASUREMENTS, 13, 13, 10,
AND 10.
NOW, THE FUN PART IS CUTTING
WOOD, AND WE HAVE TO GO OVER
TO MY WORKBENCH TO DO THAT, SO
ARE YOU GOING TO COME WITH ME?
LET'S GET WORKING.
COME ON.
COME WITH ME.

Carla picks up the paper with the measured rectangles, the ruler, and the marker and walks towards her workbench. Different tools appear on it: a mitre box, a hacksaw, a c-clamp, and safety glasses.

Carla says OKAY, HERE WE ARE.
WE'RE AT THE WORKBENCH
AND WE'VE GOT ALL OUR
MEASUREMENTS, AND WE'VE GOT
SOME TOOLS, AND WE'RE GOING TO
START CUTTING OUR WOOD.
THE FIRST THING WE NEED TO
DO IS, WE NEED TO TAKE THE
MEASUREMENTS THAT WE MEASURED
HERE AND WE NEED TO PUT THEM
ON OUR WOOD, BECAUSE WE NEED
TO MARK WHERE WE NEED TO CUT.

Now Carla picks up several pieces of wood in different sizes and continues NOW, I'VE GOT A PILE OF WOOD
HERE AND I'VE GOT DIFFERENT
SIZED PIECES.
I'VE GOT BIG LONG PIECES AND
I HAVE SOME SHORT PIECES.
NOW, THIS IS JUST A
RECOMMENDATION ABOUT NOT
WASTING WOOD, OKAY?
DON'T ALWAYS TAKE A NEW
PIECE OF WOOD FROM THE PILE.
TAKE SOME LITTLE SHORT PIECES
FIRST AND SEE IF THEY'RE BIG
ENOUGH, OKAY, BECAUSE WE DON'T
WANT TO WASTE ALL KINDS OF NEW
PIECES CHOPPING THEM UP
UNLESS WE REALLY HAVE TO.
NOW, HOW AM I GOING
TO MEASURE MY WOOD?
IT'S A LITTLE BIT DIFFERENT
THAN WHEN I MEASURED MY PATTERN
BECAUSE MY PATTERN IS
ALREADY A CERTAIN LENGTH
AND I JUST HAVE TO
SEE HOW LONG IT IS.
MY WOOD IS REALLY BIG, BUT I
WANT TO MARK THE MEASUREMENT
FOR MY PATTERN ON HERE.
SO LET'S TAKE A LOOK FROM
OVERHEAD SO YOU CAN SEE
WHAT I'M DOING.
I DO IT BASICALLY
THE SAME WAY.
I TAKE MY RULER AND THERE'S MY
ZERO, AND I PUT IT RIGHT ON
THE END OF MY WOOD SO IT LINES
UP RIGHT AT THE END, OKAY?

Now Carla takes a piece of wood, measures the desired length with the ruler, and draws a mark on the wood with the red marker. Next she measures again and shows the mark lines up with number 13 on the ruler.

Carla says AND THEN I LOOK OVER HERE
AND I FIND THE NUMBER 13.
I DON'T GO ALL THE WAY TO
THE END OF THE WOOD BECAUSE
I DON'T CARE HOW
LONG MY WOOD IS.
I GO TO THE NUMBER 13 HERE
BECAUSE THAT'S HOW LONG I WANT
MY WOOD TO BE, AND THEN I MAKE
A LITTLE MARK LIKE THAT WITH
MY MARKER OR PENCIL,
WHATEVER YOU'RE USING.
OKAY?
NOW, HERE'S A VERY IMPORTANT
POINT TO REMEMBER.
AFTER I'VE MEASURED MY WOOD,
YOU KNOW WHAT I HAVE TO DO?
I HAVE TO MEASURE
IT AGAIN, TWICE.
I HAVE TO MEASURE
IT TWICE ALWAYS.
WHY DO I DO THAT?
I WONDER WHY.
IF ANYBODY HAS ANY IDEA WHY I
WOULD MEASURE MY WOOD TWICE,
THEY CAN CALL ME AND SEE IF
THEY CAN TELL US WHY I MIGHT
MEASURE MY WOOD TWICE.
I PUT MY ZERO THERE AGAIN
AND I LOOK, AND I GO 13,
AND THAT'S EXACTLY HOW
LONG I WANTED IT TO BE.
SO NOW I'M READY
TO CUT MY WOOD.
I ALWAYS MEASURE MY WOOD
TWICE BEFORE I START CUTTING,
AND IF YOU THINK YOU KNOW
WHY, YOU CAN CALL ME.

Carla picks up the mitre box and shows it. Then she places it close to the edge of the workbench and shows how a piece of wood nailed under it prevents it from moving further.

Carla says NOW, WE'RE GOING TO USE SOME
TOOLS TO HELP US CUT THE WOOD,
AND ONE IS THIS.
IT'S CALLED A BENCH HOOK MITRE
BOX, AND IT'S CALLED A BENCH
HOOK BECAUSE IT HOOKS ONTO
YOUR BENCH LIKE THAT,
AND IT'S CALLED A MITRE
BOX -- HI, DARREN.

Darren says HI.

Carla says CAN YOU TELL ME WHY I WOULD
MEASURE MY WOOD TWICE?

Darren says 'CAUSE JUST IN CASE
YOU MAKE A MISTAKE.

Carla says THAT'S EXACTLY RIGHT, IN CASE
I MAKE A MISTAKE, BECAUSE I
DON'T WANT TO CUT MY WOOD TO
BE THE WRONG LENGTH, DO I?
IF I MEASURE AFTER I'VE CUT IT
AND I FIND OUT IT'S THE WRONG
LENGTH, THEN I'VE GOT A PIECE
OF WOOD THAT'S THE WRONG LENGTH.
BUT IF I MEASURE BEFORE
I CUT, THAT'S GREAT.
THANKS, DARREN.
THANKS FOR CALLING.
OKAY, SO WE'RE GOING TO USE A
MITRE BOX TO HELP US, AND THE
NICE THING ABOUT A MITRE BOX
IS IT'S GOT A SLOT DOWN HERE
TO PUT THE WOOD INTO.
IT FITS JUST NICELY IN
THERE TO HELP US HOLD IT.
SO LET'S TAKE A LOOK OVERHEAD.

Now Carla places the piece of wood inside a slot in the mitre box and holds the mitre box to the table with the c-clamp. Finally she lines up the red mark on the piece of wood with one of the straight slots in the mitre box.

Carla says THERE'S MY MITRE BOX.
THERE'S THE SLOT THAT I WILL
PUT MY WOOD INTO, AND THERE'S
SOME OTHER LITTLE SLOTS HERE
TO HELP ME WITH MY SAW.
WE'RE GOING TO USE THE
STRAIGHT ONES TODAY.
OKAY?
AND THEN I HAVE SOMETHING
ELSE CALLED A C-CLAMP.
C, AND YOU KNOW WHAT, IT'S
CALLED -- OH, IT'S BACKWARDS
FOR YOU, ISN'T IT?
IT'S A C-CLAMP BECAUSE IT
LOOKS LIKE THE LETTER “C.”
WHICH IS THE FIRST
LETTER IN MY NAME.
SO, WHAT DO WE
USE A C-CLAMP FOR?
WELL, WE USE A C-CLAMP TO
ATTACH OUR MITRE BOX TO THE
DESK TO HOLD IT NICE AND SNUG
ON THE DESK, SO IT DOESN'T
SLIDE AROUND WHEN
WE'RE WORKING.
WE WANT IT TO STAY STILL.
PUT THE MITRE
BOX ON THE BENCH.
CLAMP IT.
IT'S NICE AND STURDY.
THEN WHAT DO WE DO?
WELL, WE CAN PUT OUR
PIECE OF WOOD IN PLACE.
LET'S LOOK OVER THE TOP.
WE TAKE OUR LITTLE LINE HERE
AND WE HAVE TO LINE IT UP WITH
ONE OF THESE SLOTS THAT WE'RE
GOING TO USE TO SAW, OKAY?
SO IT'S ALL LINED UP.
OUR WOOD IS NICELY LINED UP.

Carla puts on the safety glasses and then she picks up a hacksaw to show how to grab its handle. Finally she shows how to stand in front of the mitre box on the table.

Carla says NOW, I NEED TO PUT
MY SAFETY GLASSES ON
BECAUSE I'M GOING
TO USE A SAW.
OKAY?
THESE ONES ARE NICE BECAUSE
THEY FIT RIGHT OVER TOP
OF MY REGULAR GLASSES.
AND I'M GOING TO
USE A HACKSAW.
THIS IS A JUNIOR HACKSAW.
AND AN IMPORTANT THING ABOUT
A HACKSAW IS THAT YOU
HOLD IT PROPERLY.
SO PUT ALL YOUR FINGERS
INSIDE THE HANDLE
AND HOLD IT COMFORTABLY.
DON'T HOLD IT TOO TIGHT.
YOU DON'T HAVE TO SQUEEZE
IT LIKE IT'S A LEMON.
YOU JUST HOLD IT NICE AND
COMFORTABLY IN YOUR HAND.
YOU STAND RIGHT IN
FRONT OF YOUR MITRE BOX.
DON'T STAND OVER HERE.
DON'T SIT DOWN.
YOU HAVE TO STAND IN FRONT AND
PUT YOUR FEET APART SO THEY'RE
NICE AND COMFY, OKAY?
COMFY?
GOOD.
AND THEN YOU HOLD YOUR SAW IN
YOUR HAND WHEN YOU'RE WORKING,
YOU ALWAYS LOOK AT YOUR WORK.
DON'T LOOK AROUND.
AND YOU DO THIS.

Now Carla holds the piece of wood on the slot pressing it with her thumb and begins cutting through the piece of wood with the hacksaw.

Carla says YOU HOLD THE WOOD WITH ONE
HAND, AND MAKE SURE YOUR
FINGERS ARE WAY OVER
HERE OUT OF THE WAY.
DON'T GET THEM TOO CLOSE.
STAY BACK.
YOU SEE, THERE'S WHERE MY SAW
GOES, SO MY FINGERS ARE OUT
OF THE WAY AND I WATCH
WHAT I'M DOING.
NOW, THE FIRST THING I'M GOING
TO DO IS I'M GOING TO PUT
MY SAW IN PLACE AND DRAW
BACK A COUPLE OF TIMES.
NOW, REALLY, THE CUTTING
REALLY HAPPENS WHEN I PUSH
FORWARD, BUT I DRAW BACK A
COUPLE OF TIMES BECAUSE IT
MAKES A LITTLE RIDGE TO
GET MY BLADE IN SO IT STAYS
NICE AND STRAIGHT.
AND THEN I LET THE
SAW DO THE WORK.
I JUST GO GENTLY
BACK AND FORTH.
TAKE YOUR TIME.
THERE'S NO RUSH.
OKAY?
AND EVERY ONCE IN A WHILE YOU
CAN STOP AND CHECK AND SEE
IF YOU'VE SAWED RIGHT THROUGH.
NO, I HAVEN'T SAWED
RIGHT THROUGH YET.
AH, I THINK I'VE
SAWED RIGHT THROUGH.
LET'S TAKE A LOOK.
I'LL PUT MY SAW DOWN.
YES, I HAVE.
GREAT.
I'VE SAWED RIGHT THROUGH.

Now Carla takes out the piece of cut wood from the slot and measures it against the rectangular shape on the paper.

Carla says NOW I WOULD CHECK MY PIECE
OF WOOD AGAINST MY PATTERN
TO MAKE SURE IT'S THE
RIGHT LENGTH... AND IT IS.
IT'S EXACTLY THE RIGHT LENGTH.
THAT'S GREAT.
NOW, I WONDER HOW MANY OF YOU
REMEMBER WHAT WE JUST DID.
MAYBE YOU CAN CALL IN IF YOU
THINK YOU REMEMBER THE FIRST
STEP I NEED IF I WANT
TO CUT A PIECE OF WOOD
FOR MY PICTURE FRAME.
SO I'VE GOT PIECE NUMBER ONE.
I WANT TO CUT PIECE NUMBER TWO.
ALL RIGHT?
SO IF YOU THINK YOU KNOW
HOW TO CUT PIECE NUMBER TWO,
IF YOU CAN TELL ME SOME OF
THE STEPS, THEN YOU SHOULD
CALL ME RIGHT NOW.
ALL RIGHT?
I'M GOING TO SELECT
A PIECE OF WOOD.

Carla picks up a long piece of wood and places it on the mitre box slot.

She says I DON'T HAVE ANY OTHER SCRAP
WOOD, SO WE'RE GOING TO HAVE
TO START WITH A NEW PIECE
THIS TIME, BUT I WOULD HAVE
CHECKED, RIGHT, TO SEE IF
THERE WERE ANY SCRAP PIECES.
HI, KARLY.

Karly says HI.

Carla says DO YOU THINK YOU CAN TELL ME
HOW TO CUT MY PIECE OF WOOD?

Karly says MM-HMM.

Carla says OKAY, WHAT'S THE FIRST
THING I NEED TO DO?

Karly says MEASURE IT.

Carla picks up the ruler and says I NEED TO MEASURE IT.
AND HOW MANY TIMES DO
I HAVE TO MEASURE IT?

Karly says TWO.

Carla says TWO TIMES, RIGHT.

Now Carla measures the desired length with the ruler and draws a mark on the piece of wood with the red marker. Next she measures again and shows the mark lines up with number 13 on the ruler.

Carla says SO, I PUT MY -- I PUT THE ZERO
RIGHT AT THE END OF THE WOOD,
RIGHT?

Karly says YES.

Carla says AND HOW LONG WAS THE PIECE
I'M GOING TO MEASURE?

Karly says 13.

Carla says SO I GO ALL THE
WAY UP HERE TO...?

Karly says 13.

Carla says AND THEN WHAT DO I DO?

Karly says MARK IT.

Carla says I'LL MARK IT WITH MY MARKER,
AND THEN I DO IT AGAIN.
OKAY.
SO I'VE MEASURED
AND IT IS 13.
GREAT, THANKS,
KARLY, FOR YOUR HELP.
OKAY.
WHO REMEMBERS WHAT
THE NEXT STEP IS?
I'VE MEASURED MY WOOD.
I'VE MEASURED IT TWICE.
HI, DILLON.

Dillon says HI.

Carla says WHAT'S MY NEXT STEP?
HMM, WHERE DO I PUT MY WOOD?

Dillon says IN THE SLOT.

Carla says IN THE SLOT.
OKAY, LET'S LOOK OVERHEAD.
ACTUALLY, YOU CAN'T
SEE MY MARK VERY WELL.
IT'S NOT VERY DARK.
OKAY, AND WHAT DO
I DO WITH MY MARK?

Carla draws a thicker mark with her marker. Then she lines up the red mark on the piece of wood with one of the straight slots in the mitre box and continues following the children’s instructions.

Dillon says MEASURE IT WITH
THE OTHER LINE.

Carla says I LINE IT UP WITH THE OTHER
LINE, THAT'S RIGHT, LIKE THAT.
OKAY.
AND THEN WHAT DO I HAVE TO
PUT ON BEFORE I START SAWING?
DO YOU REMEMBER?

Dillon says GLASSES.

Carla says MY SAFETY GLASSES, RIGHT.
PUT MY SAFETY GLASSES ON.
OKAY.
THANKS FOR YOUR CALL.
LET'S SEE IF SOMEBODY CAN
HELP ME WITH THE LAST STEP.
OKAY, AND THEN YOU'LL ALL KNOW
WHAT TO DO WHEN WE GET STARTED
CUTTING WOOD AT
YOUR OWN SCHOOL.
OKAY, WHAT'S THE LAST STEP?
WHO REMEMBERS?
HMM, NICHOLAS, DO YOU REMEMBER
WHAT I HAVE TO DO NEXT?
OKAY, NICHOLAS IS COMING.
NICHOLAS, WE'RE CALLING YOU.
HI, NICHOLAS.

Nicholas says HI.

Carla says HI.
DO YOU REMEMBER WHAT
THE LAST STEP IS?

Nicholas says NO.

Carla goes through the tools on the workbench and points at the hacksaw. Next she continues following Nicholas’s instructions.

Carla says NO?
WELL, LET'S SEE.
LET'S LOOK AT THE DESK AND
SEE WHAT I HAVEN'T DONE YET.
I'VE GOT MY SAFETY GLASSES ON.
GOT MY CLAMP IS ON HERE.
MY WOOD IS IN PLACE.
WHAT'S SOMETHING HERE
THAT I HAVEN'T USED YET?

Nicholas says THE SAW.

Carla says THE SAW.
I PICK UP MY SAW, ALL RIGHT,
AND WHERE DO I PUT MY FINGERS?

Nicholas says IN THE HOLE.

Carla says I PUT ALL OF MY FINGERS
IN THERE, DON'T I,
BECAUSE I WANT TO BE SAFE.
OKAY.
AND THEN PULL BACK A COUPLE OF
TIMES AND THEN WHAT DO I DO,
NICHOLAS?

Nicholas says YOU START SAWING.

Carla says I START SAWING.
AND DO I PUSH REALLY HARD?

Nicholas says YOU KEEP IT LIGHT.

Carla says YEAH, I JUST DO IT LIGHTLY.
I DON'T HAVE TO PUSH HARD
BECAUSE THE SAW DOES ALL THE
WORK FOR ME.
AND WHERE DO I LOOK
WHEN I'M DOING THIS?
DO I LOOK AROUND THE ROOM?

Nicholas says AT THE SAW.

Carla says I LOOK AT THE SAW, RIGHT.
I LOOK EXACTLY
WHERE I'M WORKING.
THANKS FOR MUCH,
NICHOLAS, FOR YOUR HELP.
THANKS, EVERYONE,
FOR YOUR HELP.
AND... THERE, FINISHED.
SO I'VE GOT TWO
PIECES OF WOOD NOW.
THAT'S GREAT, AND I CAN CHECK
THAT ONE ON MY PATTERN.

Carla takes the piece of wood out of the slot and compares it against the measured rectangle on the paper.

Carla says NOW I JUST HAVE TO CUT TWO
MORE PIECES AND THEN I CAN
MAKE MY FRAME.
SO IN THE WEEK THAT'S COMING,
I HOPE THAT YOU'LL HAVE A
CHANCE TO CUT YOUR WOOD PIECES,
AND NEXT WEEK WE'RE GOING TO
LEARN HOW TO ASSEMBLE THEM
TOGETHER TO MAKE THE FRAME.
HOW EXCITING.
AND YOU CAN ALSO START WORKING
ON PICTURES THAT YOU COULD PUT
IN YOUR PICTURE FRAME, SO YOUR
TEACHER HAS ANOTHER PATTERN
THAT SHOWS THE SIZE OF THE
FRAME WHEN IT'S FINISHED AND
YOU CAN USE THAT AS A PATTERN
TO MAKE YOUR PICTURE INSIDE.
ALL RIGHT?
YOU CAN DRAW YOUR PICTURE
INSIDE THAT SO IT'LL BE
THE RIGHT SIZE.
GREAT.
WELL, THAT'S ALL
FOR THIS WEEK.
DON'T FORGET, MEASURE TWICE,
AND I'LL
SAW
YOU LATER.

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Watch: I've Been Framed...Part 1