Summary: This paper justifies the need for, and offers some suggestions on, the selection and implementation of mathematical problems known as dynamic solution exercises (DSEs). The intent of this article is to help provide insight into how mathematics teachers can go about making “vertical articulation" a cooperative and tangible part of the mathematics curriculum. A sample dynamic solution exercise is provided based on research at Metropolitan Community College in Omaha, Nebraska. Some strategies for selecting and building a DSE instructional environment are included. (ERIC)