• Put greater numbers in the numerator and lesser numbers in the denominator.
• Use the Wild possibility to their advantage.

• “¿Para qué números fue más fácil decidir dónde ponerlos en el tablero de juego? ¿Por qué?” // “Which numbers were easiest to choose where to put on the gameboard? Why?” (When I got an 8 or 9, I knew to put it in the numerator to make a greater fraction. When I got a 1 or 2, I knew to put it in the denominator to get the greatest possible fraction.)
• “¿Para qué números fue más difícil decidir dónde ponerlos en el tablero de juego? ¿Por qué?” // “Which numbers were hardest to choose where to put on the game board? Why?” (The middle numbers like 4, 5, and 6. I did not want them in the denominator because they make the fraction pretty small. But I did not want them in the numerator because they won’t give a very big fraction unless the denominator is 1 or 2.)
• “¿Cómo usaron el ‘comodín’ cuando les salió?” // “How did you use the ‘wild’ when you spun it?” (I put a 1 in the denominator where I had an 8 in the numerator.)

The purpose of this activity is for students to practice multiplying fractions. The structure of the activity is identical to the previous one except that the goal is to have the least product. Monitor for students who identify the common structure with the previous game and place the greater numbers in the denominator and the lesser ones in the numerator (MP8).

• “¿En qué se parece este juego a la versión anterior de ‘Comparemos multiplicaciones de fracciones’?” // “How was this game the same as the earlier version of Fraction Multiplication Compare?” (I knew where to put greater numbers like 8 and 9 and lesser numbers like 1 and 2. It was hard to know where to put the middle numbers like 4 or 5.)
• “¿Cómo cambió su estrategia al intentar formar el menor producto?” // “How did your strategy change when trying to make the least product?” (It was the opposite of the first game. I tried to put the greatest numbers in the denominator and the least numbers in the numerator).