lesson will gather its own flow and groups will not be working on the same problem at the same time. so consider dividing your board into three sections and, as you find groups with 'something to say', encouraging them to record key points on the board. this will support other groups and provide the basis for later discussion about identifying key information in a word problem. it can also be the basis of student reporting of the problems.
where do you think our bored bank teller from yesterday started when she created her three problems? ... do you think she just copied them from a book?
agree that she probably started by 