A school teacher and a teacher educator studied the use of mathematics problem posing (MPP) for all units in the whole school year of grade three, also the design and set up of tasks, and communications and constructions of knowledge from students’ outcomes. Tasks were developed on multi-digit numbers, multiplication, division, time, length, weights, angles, fractions, adding two decimals, bar charts, cube and cuboid, volume, capacity, and two-step problems. The MPP lesson arrangement was: Teacher’s presentation of problems, discussion, debate, posing, and solving. Data included teacher’s journals, students’ worksheets, math diaries, video recordings, and observation notes. First, for comparison of units, those with extension, multiplicity, and application were more suitable for students to pose problems. Second, the task setup for MPP was considering connections among topics in the curriculum map from grade one to grade three. Third, cases on multiplication and division were used as examples for communication and the construction of knowledge when students learned using this MPP lesson arrangement.