My thinking. Work through these examples with students. Ask them to improve the diagrams, explain the statements, remove things that do not make sense. These are worked examples. This technique is strongly supported in the cognitive research.
Fractions make no sense when students cannot create an image for them. That image needs to include diagrams, numberlines and phrases like 1 (one third) 2 (one thirds)
6 tenths or 6 (0.1) or 0.6 How are they the same, how are they different. Yes, they are equal.