With the introduction of the Common Core State Standards (CCSS), teachers must now teach math with an eye on simultaneously meeting the Standards for Mathematical Practice (CCSSI 2010). These Standards "describe varieties of expertise that math educators at all levels should seek to develop in their students" (p. 6). The first Standard, that students "make sense of problems and persevere in solving them," clearly focuses on problem solving: "Students start by explaining to themselves the meaning of a problem and looking for entry points to its solutions" (p. 6). That is to say, students should engage in solving problems for which they have no predetermined way of solving. So, how do teachers proceed in supporting their classes in meeting this first Standard for Mathematical Practice when they have a student or students who are reluctant to engage in the problem-solving process? The authors suggest that tasks without words hold the potential for engaging reluctant problem solvers in the problem-solving process and for serving to jump-start them toward achieving the Standards. (Contains 1 table and 5 figures.)