("G" is Grayson Wheatley; "S" is the student.)
G – I have a page here and would you tell me which of these show a half? Let’s just talk about…yes…tell me which ones show half.
S – That’s a half, that’s a half, that’s a half….
G – You skipped over this one.
S – Yes.
G – It doesn’t show a half?
S – No
G – Go ahead.
S – Half, half, half
G – OK now. You skipped over this one. You said this one is not t half.
S – Right
G – OK. Why not?
S – Because those are equal and those are equal, but the area of that is not going to be the area of that.
G – I understand. OK, how about his one and why is it not half?
S – It would have been a half if that one was on a slant with it. But, it was straight so…
G – So, this side has more?
S – Yes.
G – OK, let’s look at this one now. I am real interested in why you’d want to…So that does not have a half?
S – Yeah it does. When I glanced at it I didn’t…
G – OK, so tell me how did you decide?
S – If I were to slide the…if I were to translate the blank side over it would make a triangle the same size as that.
G – Oh, so moving that over, it sort of inverted the triangle this way. What about this one?
S – That one….it almost looks like it could be.
G – Any way you could….
S – Cause that’s the square and a square. It is hard to tell that is really…
G – OK
S – It doesn’t look like it if it were just to be that. It looks like that the blank has more area.
G – More area than this piece?
J - Yeah, more area than just his part in there.
G – OK. Now over here you just took the square.
S – Yeah
G- So
S – Well, yeah it does. If there was a line right there. So, that is too.
G – So that is a half also. How about this one?
S – No
G – Why not?
S – Because this side has more area. Because if it were on a slant like that one…or like that , you know.
G – Um hmm. Very helpful. Yes, very nice.