Students work together to write expressions involving a unit fraction divided by a whole number and a whole number divided by a unit fraction. In both activities, students write multiplication and division expressions, given specific digits to choose from. In the first activity, students are applying what they learned to strategically write expressions that represent the greatest product or quotient. In the second activity, they are trying to write expressions that represent the smallest product or quotient.

How effective were your questions in supporting students’ thinking today? What did students say or do that showed they were effective?