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In the first question, there is only one answer -- not only "boring" (to some), but made me kind of nervous about getting it right! In the second one, not only are there different ways to interpret/measure "average", there are infinite correct responses which begs the question of "what was the thinking behind that?"

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Second slide allowed for more creativity. Allowed students to challenge themselves :)

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Second slide allowed for more creativity. Allowed students to challenge themselves :)

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In the second question, we had clarifying questions for you.  We were looking for parameters as we tried to get the "right" answer....  Even though you left it ambiguous intentionally.

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Open tasks (#7) is more inviting and opens up discussion. Closed tasks don't invite discussion but stop it

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One has an exact answer and the other many possible answers and the opportunity to talk about "why"!

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One has an exact answer and the other many possible answers and the opportunity to talk about "why"!

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The first task wasn't really what I would call a "task". It was a computation problem. The second task asked for creativity and deeper thinking.

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The first task wasn't really what I would call a "task". It was a computation problem. The second task asked for creativity and deeper thinking.

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the second task challenges students to grow their brain more.

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Slide 7 allowed for some creativity, and would open up some different conversations about what it means to find the average.

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Slide 7 allowed for some creativity, and would open up some different conversations about what it means to find the average.

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Slide 6 had one answer and it was computational.  Slide 7 allowed for multiple interpretations of average and could lead to some really interesting pattern explorations. 

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Slide 6 had one answer and it was computational.  Slide 7 allowed for multiple interpretations of average and could lead to some really interesting pattern explorations. 

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One made me read the task again and then think more about it.  Very Open Ended.

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One made me read the task again and then think more about it.  Very Open Ended.

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Slide 7 could be used with students learning mean for the first time or extended to students working with negative numbers. There are more opportunities to extend slide 7 for more challenging problems

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Slide 7 could be used with students learning mean for the first time or extended to students working with negative numbers. There are more opportunities to extend slide 7 for more challenging problems

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Slide 7 could lead to discussions about median, outliers, etc.

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Slide 7 could lead to discussions about median, outliers, etc.

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The outcome supports students to see the prompt from "both" sides (the question AND the answer).

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You get one answer for the first one and many answers for the second one.

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You get one answer for the first one and many answers for the second one.

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^^^^^ I agree! So much possible discussion topics!

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^^^^^ I agree! So much possible discussion topics!