Teaching, Learning, and Communicating about Fractions
Part 3Video TranscriptTeacher:  Is there a way we could use two pieces
rather than just one?  Because the way in which
you described it, Rebecca, I have to use either on
the fifths line or the tenths line, but I couldn't
use both.  Is there a way I could start again and
try and use both.Student 2:  You can first go to four-tenths.Teacher:  Four-tenths.  Ok.Student 2:  And that would be half way.Teacher:  Alright.Student 2:  And then you can go to four-fifths.Teacher:  Four-fifths?  Tell me what you are
thinking about that?Student 2:  Since they're both equivalent, so when
you go half way ­Teacher:  But now I moved four-tenths.  Can I move
the whole four-fifths now?Student 2:  Two-fifths.Teacher:  Two-fifths?  Because then if I moved
two-fifths, because two-fifths plus four-tenths
would then equal now much?Student 2:  Eight-tenths.Teacher:  Eight-tenths.
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