Understanding and communicating through language is necessary for all content areas, but often it is limited to explicit instruction during English language arts lessons. Pedagogical translanguaging is an instructional approach that promotes multilingualism as a dynamic system. It is an asset-based approach that builds on students' range of language choices for comprehension and expression. One of the author's practice advocates for having high expectations of multilingual students learning foundational mathematics in the primary grades. Drawing on this notion and the other author's practice as an English for speakers of other languages (ESOL) teacher, they describe experiences with two multilingual learners and their translanguaging practices.