In this article, the authors describe the Japanese term "bansho," which refers to the intentional use of board space for facilitating student learning. Bansho offers a structure for sequencing mathematics visually on the board. By purposefully organizing the board space alongside the lesson, teachers can provide students with a framework showing where the lesson starts, the connections within the lesson, and where the lesson is going. Bansho is best suited for problems allowing multiple solutions or representations, and it provides an intentional strategy for fostering mathematical communication in the classroom. A bibliography is included.