Tasks involving real-world contexts offer opportunities for teachers to engage students in mathematical practices (Standards for Mathematical Practice; NGA Center and CCSSO 2010). The practice of reasoning abstractly and quantitatively requires students to decontextualize and contextualize a task. Decontextualizing a task involves representing it symbolically and operating with symbols without attending to the context of the task. Contextualizing a task involves connecting the symbols involved with the referents given in the task. In this article, the authors describe how a group of eighth-grade students reasoned abstractly and quantitatively after the teacher fostered their engagement by using moves such as inviting students to draw and revoicing talk in a real-world context task.