If students say the wrong number, say the same number, or speak over each other, they have to start over. For example, the count starts over if there is a numerical mistake (e.g., 42 after 39 is correct, 43 after 39 is incorrect). Make sure to withhold practices and short cuts that would help students achieve the goal right away (i.e. raising their hands before speaking, always speaking counterclockwise in order). This is important so that students discover as they go the rules of the game and resources within themselves to achieve the goal.

Ask students to count to 99 by 3s, each person taking a turn. Make sure to interrupt them and tell them to start over if they break an unspoken rule.

At some point, you'll want to start asking guided questions to help students uncover both the unspoken rules and the practices that can help them achieve their goals. Remember: help students make sense of their thinking process rather than pointing out the correct answer right away. Guiding questions include:

• What is challenging about this activity?

• How do you think you and the group are doing?

• What’s going well and what's not so well?

• What can we do differently in the next attempt?

Once they've reached 99, have students reflect on the whole process of getting to the goal. Use debrief questions to guide students in making sense of and reflecting upon the activity. Debrief questions include:

• During the first few tries, did you feel like it would be possible for the group to succeed?

• Think about the feelings and emotions you had when the group failed, do you feel something similar when you do math problems?

• Were there points where you felt frustrated or wanted to give up? What did you do to overcome that?

• Are there times where you felt frustrated or just want to give up on math? What do you usually do to overcome that?

• What strategies did the group try? Were some more helpful than others? Why do you think that’s the case?

• Think about how we worked as a group for this challenge, what worked well about working as a group? What can we do as a group to support each other?

Finally, ask students how their learning context can empower their strengths and support them as they face challenges. This portion of the activity reinforces that you've heard their responses and that you want to actively support their learning. Discussion questions include:

• What has been helpful when you have a problem about math?

• Who do you talk to when you need help?

• When you feel really stressed out or overwhelmed about math, what helps calm you down?

• What can a tutor do to help you feel supported?