In teaching bi/multilingual students, translanguaging underscores "what students know and can do (speak two languages) instead of what they do not know (English)" (Phakeng & Moschkovich, 2013, p. 125). Employing translanguaging strategies in the mathematics classroom can create an inclusive learning environment that values students' linguistic and cultural diversity and promotes active engagement in collaborative sense making (Martinez & Yeong, 2023). This article presents Ms. Ravza (all names are pseudonyms), a multilingual secondary mathematics teacher, and her Turkish American students to exemplify how students' language switching prompted unit switching, transforming small-group and whole-group discussions while tackling an open-ended mathematics problem. Ms. Ravza's approach offers a practical example of facilitating reflective class discussions with multilingual students by allowing them to use their primary language and experience in problem solving and positioning them as their solutions' experts.