Table 2.

Steps in lessons 1 and 2 for teachers and simulated student.

Step		Description	Example and variations
Lesson 1: responding to a correct answer
	T1a: read the problem	The teacher reads the problem clearly and without errors	“You have 5 fishbowls with 4 fish in each bowl. How many fish are there total?”
	S1b: brief student correct answer	The student provides the correct answer without additional detail	“There are 20 fish.” “The answer is 20.”c
	T2: unpack strategy request (correct)	After the student provides the correct answer, the teacher asks the student to explain	“How did you solve this problem?” “Why is that the answer?”
	S2: student unpacks correct strategy	The student describes the appropriate method they used for answer	“I multiplied 5 times 4.” “I took 5 and 4 and multiplied.”
	T3: Praise	The teacher praises the student’s effort	“Good job.” “Nice job, buddy.”
Lesson 2: responding to an incorrect answer
	T1: read the problem	—d	—
	S1: brief student incorrect answer	The student provides an incorrect answer without additional detail	“I don’t know. Nine fish?” “It’s nine fish I think.”
	T2: unpack strategy request (incorrect)	After the student provides an incorrect answer, the teacher asks the student to explain	—
	S2: student unpacks incorrect strategy	The student describes the inappropriate method they used for answer	“I added 5 plus 4.” “I used addition.”
	T3a: underscore task feature (strategy)	The teacher asks why the student used a specific incorrect strategy	“What in the problem made you add?” “Tell me why you used addition.”e
	S3: strategy explication	The student describes why they used an incorrect strategy	“Well, you said there were 5 fishbowls and 4 fish.” “I didn’t know what to do, so I added.”
	T3b: underscore task feature (problem)	The teacher prompts the student to re-examine the problem	“What is the problem asking you to do?”
	S4: feature identification	The student proposes a new approach based on the problem features	“I see. I need to count the fish in all of the bowls.” “I need to add five ‘4s’ together.”
	T4: teacher grouping request	The teacher asks the student to attempt the problem again	“What would your answer be now?” “Can you try solving again?”
	S5: brief student correct answer	The student provides the correct answer without additional detail	“You would have 20 fish then.” “The answer is 20.”
	T5: unpack strategy request (correct)	—	—
	S6: student unpacks correct strategy	—	—
	T6: praise	—	—

^aT: teacher.

^bS: student.

^cTo prevent rote responding, the students provided varied responses for each step. Some examples are not exhaustive.

^dThe content is identical to previous version of the step.

^eVariations for teachers refer to potentially correct examples. Examples are not exhaustive.