Teachers are continually in search of tasks that balance the dual priorities of rigorous thinking and fluency development. These often-competing priorities are emphasized by national-level organizations as well as by state-level standards and assessments. The National Council of Teachers of Mathematics (NCTM) calls for school mathematics experiences that continuously engage students in reasoning and sense making; rather than treating these processes as isolated "units of instruction," these habits of mind should be infused in students' daily mathematical practices (NCTM 2009, p. 1). To achieve this goal, teachers need access to tasks that challenge students to ask appropriate questions and to determine relationships and concepts for themselves (NCTM 2009). Further, tasks should ideally meet the dual purposes of addressing content standards with proficiency while engaging students in reasoning and sense making. This article reintroduces a versatile task, Two Way, which provides students with opportunities to think and reason while gaining experience with applications of the concepts. It illustrates ways to extend Two Ways into high school mathematics content and advantages of doing so.