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I liked the pictures in the Before problem

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more details and gives motivation to the characters

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research necessary for after. Given for before - all teacher led

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After doesn't have a Zillow link, has a chart instead. After verbiage is more about how to benefit Juan. No challenge problem

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Zillow is applicable and kids are familiar with this. 

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Zillow is applicable and kids are familiar with this. 

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Second task is more open-ended since no selling prices are given

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The second problem allows for the student to find the commission amount but also compare it to other amounts

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The background fluff was altered in the 2nd problem. 

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The background fluff was altered in the 2nd problem. 

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One is more thought provoking, the other is more process oriented

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One is more thought provoking, the other is more process oriented

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The before one has one correct answer

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The second problem seems more relatable.

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I wish the Zillow link was still in the after but other than that I like verbiage better in the after

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I'm thinking this problem is much more interesting and leaves room for debate

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More graphics in first picture.  Attention getter

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More graphics in first picture.  Attention getter

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The second problem is easier to understand.

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Is the second one missing some information?

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What are his clients looking for? Too wide open

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the after task provides more opportunities for continuing the process

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the after task provides more opportunities for continuing the process

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Zillow is more relatable, the second is more boring 

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Zillow is more relatable, the second is more boring 

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The picture in the first one.

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love the student lead options in the second

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I think that these problems could be refined to be one cohesive lesson. 

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I think that these problems could be refined to be one cohesive lesson. 

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The second problem has a missing variable....house prices in each of the communities.

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The second problem has a missing variable....house prices in each of the communities.

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Zillow/ imagery, especially for ELLs

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second one is more open-ended

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Students were giving a chance to express their opinions 

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Students were giving a chance to express their opinions 

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Why do two of the cities have the same commission rate?

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Is the second problem requiring students to look up information about each of the neighborhoods?

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Is the second problem requiring students to look up information about each of the neighborhoods?

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I think the "after" problem would lead to more class discussion lead by the students

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The first problem just asked to compute numbers. The second problem is asking them to use critical thinking skills. Both problems should have the visuals

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I would combine aspects from both. A combination of open ended questions and process questions

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I would combine aspects from both. A combination of open ended questions and process questions

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Students need to do a lot more work and get to include their own values

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The images are inviting in the first

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Second problem asks what would be the best option? Not just an option but the BEST option - real life?

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Pictures and Zillow will help students with digesting the word problem.

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Pictures and Zillow will help students with digesting the word problem.

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I like the openness of the 2nd problem, help students critically think

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Love the visuals and background information

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They should have kept zillow link in second picture allow students to use open ended questions to solve

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They should have kept zillow link in second picture allow students to use open ended questions to solve

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The second problem acknowledged the husband David by stating his name.

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the students can converse and approach this many ways

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Students will have to add the 50% of the original cost to the original cost and then find the 11% commission.

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First problem is more attractive and more to go on

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First problem is more attractive and more to go on

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I like the 2nd one because it could lead to group work and them finding houses in those markets on their own

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Second is missing a number, for a price . But I do not think that it will create discussion 

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Second is missing a number, for a price . But I do not think that it will create discussion 

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I still worry that the really low kids won't know where to start, and won't have the motivation to questions/try

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what is the objective?

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I think the process in the before problem is also very important. The after problem seems to eliminate it completely

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I think the process in the before problem is also very important. The after problem seems to eliminate it completely

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Engage in critical thinking while relating it to a real-world examples

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Engage in critical thinking while relating it to a real-world examples

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The after one is open-ended

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The second problem uses a chart that breaks up the percentages

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The second problem uses a chart that breaks up the percentages

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It gives the students more to communicate about

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It gives the students more to communicate about

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I like that it is more thought provoking which can lead into process type questions

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I like that it is more thought provoking which can lead into process type questions

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Students should do the Before problem 1st

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Students should do the Before problem 1st

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Students are able to compare and research the problem

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Students are able to compare and research the problem

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Lesson on % increase - 5 minutes

Lesson and number of 5 bedroom houses with inground pools - 4 hours (don't act like you aren't scrolling zillow dreaming)

Look at home loan interest rates, we can't afford any of these, especially in California. Time to ask about Rent v Own. Time to see when the Feds release the next rate hike.

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Let's students think outside of the box.

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Let's students think outside of the box.

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Explanation shown with some kind of visual

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student that hasn't yet mastered the foundational skills

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we have parents telling us what books to teach or not teach in ELA and what to teach in history classes. This could cause some trouble with parents in my district.

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You can kill with the word and label LOW

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You can kill with the word and label LOW

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I have 90 percents of ESL, it takes them longer to process 

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I have 90 percents of ESL, it takes them longer to process 

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student not performing at grade level ? But do not love the terminology, students can struggle with multiplication but be amazing at solving one variable functions