The present study aimed to describe teachers' instructional flows when implementing a mathematical problem-posing task using scriptwriting technique. With matchsticks, a growing pattern that increases by a constant unit was created and presented to the teachers as a problem-posing situation. We analyzed the instructional flows in 50 scripts, taking into account situations recognized in the problem-posing field as critical for integrating problem posing into mathematics classrooms. We determined three instructional flows in the scripts: pose and solve cycle-based, observation-based, and problem-solving based, the first being the most common. We presented a new problem-posing instructional model and discussed its potential benefits for student learning.