This study aims to examine the importance of oral communication in the math classroom. A study on how three teachers in math communicate medally with tools and focusing on speech in a fractional form. Methodologically, the teachers perspectives of oral communicative competence are explored through interviews and observations. Following questions have driven the study:  ”What are the math teachers' perceptions of the importance of oral communication for students focusing on speech in a fractional form?”, ”What mediating tools, such as metaphors, figures, symbols, pictures and characters use three mathematics teachers in grade five in the preparation of oral communication, and how do they succeed in focusing on speech?”, ”What are the similarities and differences between these three year courses regarding the choice of mediating tools and tools by these three teachers in oral form focusing on speech in a fractional form?”  The theoretical foundation of the study includes the ”Sociocultural perspective” as well as ”Mediation”, ”Perception”, ”The concept of brutal verbs in mathematics teaching”. The results presented here support the positive role of oral communication when teachers communicate medally with tools and focusing on speech in a fractional form in Swedish elementary schools.