"Teaching mathematics from a sense-making perspective entails more than solving non-routine problems" (NCTM 2007, p. 85). When teachers want students to see mathematics as something that makes sense, they must furnish opportunities for them to solve problems in their own way and use structures that nurture their reasoning and sense making. The Bring, Do, Leave instructional planning guide reminds teachers to think through these structures in advance of the lesson so they can be more responsive to student thinking and reasoning during the lesson.