A historical review of mathematics textbooks suggests a canonical method to solving equations that teachers often see as "the" way to solve equations. In this paper, we examine data from a nationally-distributed sample of 524 secondary mathematics teachers who responded to scenario-based survey items that represent the instructional situation of solving equations. The items featured scenarios in which students presented non-canonical solution methods and asked participants to share how they would respond. Using a framework that draws on systemic functional linguistics, we describe the linguistic resources teachers used. While closed moves are frequently used to avoid discussion of non-canonical solutions, our results suggest that teachers find ways to make regular use of: (1) closed moves for accommodating non-canonical solutions; and (2) open moves when steering the conversation back to the canonical method. [For the complete proceedings, see ED630060.]