“Today we looked at the value of different multiplication and division expressions involving unit fractions.”

Display the first expressions from the two activities.

“What numbers will make the value of this expression as large as possible?” (I use the 5 and 6 for the numerators and the 1 and 2 for the denominators.)

“What numbers will make it as small as possible?” (I use the 1 and 2 for the numerators and the 5 and 6 for denominators.)

“How are the expressions we wrote for the largest and smallest values the same? How are they different?” (They use the same numbers but they are in the numerator in one expression and in the denominator in the other.)