Designing and implementing purposefully developed tasks have been linked to students' understanding of mathematical topics. We report on design principles and intentions that guided the development of "inquiry-oriented tasks." Through a qualitative analysis of the tasks, we identified seven themes that encapsulated these design intentions: "Provide Review;" "Introduce New Content;" "Provide Guidance;" "Prompt Graphing" and "Visualisation;" "Prompt Generalisation;" "Foster Mathematical Creativity;" and "Prompt Reflection." In the discussion, we align these themes with existing literature and recognise an intersection between designing inquiry-oriented tasks, creativity-fostering tasks and reflective assignments. We additionally provide some recommendations for practitioners and report on students' feedback on these tasks.