Number talks encourage mathematical discourse and develop students' reasoning about number and operation (Parrish 2011). In a number talk, a teacher presents a purposefully crafted computation problem to solve mentally. Students share their solutions and explain their processes with the teacher facilitating the discussion through strategic recording and other moves to highlight ideas and connections. Number talks provide opportunities for teachers to enact and develop teaching practices highlighted in "Principles to Actions: Ensuring Mathematical Success for All" (NCTM 2014), such as connecting mathematical representations and facilitating meaningful mathematical discourse. These benefits for students and teachers explain the prominence of the routine in classrooms and professional education. In this article, Matthew Campbell shares a routine--representation talks--that draws on elements of a number talk as well as the notice and wonder protocol (https://www.nctm.org/mathforum/). He provides an overview and uses a classroom example to further illustrate the routine. Campbell closes by highlighting affordances for students and teachers as well as additional considerations for practice.