I was excited about it because there are so many different representations of fractions (see Hung-Hsi Wu for a discussion of fractions in the elementary grades), and my students lean pretty hard on procedures and calculators. I think this failed because the answer was instantly clear to everyone, and there was no value in representing it a different way.
Leads me to my first productive rule for conducting number talks:
The purpose of number talks is to give students opportunities to look for and make use of structure and think flexibly about relatively simple problems. However, if the problem presents a trivial solution using a traditional algorithm, the problem is unlikely to be successful in getting students to find structure and alternative approaches.