Research conducted during the Trends in International Mathematics and Science Study (TIMSS) and later (Stigler et al. 1999; Stigler and Hiebert 1999) undertook a thorough analysis of lessons in the United States, Japan, and Germany. This article focuses on certain aspects of mathematics lessons in Russia. Specifically, the attempt is made to analyze classes as a complex system of interactions between mathematical content and pedagogical form. Just as good chess players, making their first move, are already thinking about how best to prepare for the middle and even the end of the game, good teachers construct their lessons as organic and well-thought-out entities. This article examines certain principles of lesson construction and looks at lesson examples.