It is beneficial for students to discover intuitive strategies, as opposed to the teacher presenting strategies to them. Certain proportional reasoning tasks are more likely to elicit intuitive strategies than other tasks. The strategies that students are apt to use when approaching a task, as well as the likelihood of a student's success or failure solving it, are influenced by that task's context and numerical structure (de la Cruz 2013). Thus, teachers can encourage the development of particular strategies by carefully selecting the tasks that students will complete. Furthermore, implementing the Five Practices (Smith et al. 2009) can assist teachers in structuring the whole-class sharing of student-generated strategies in an organized and purposeful way. Considering the effects that task characteristics can have on strategy choices, the authors designed the Better Buy Lesson, which is described in this article.