On Dec 31, 2012, at 1:11 AM, GS Chandy <gs_chandy@yahoo.com> wrote:

Of course, that student must arrive at a clear understanding just how those repeating decimals 'go to' the fractions 1/3 and 1/1 respectively.  Given this, the rest of RH's argument makes no sense at all to me.

That's because you didn't view the video.

Bob Hansen