We present an analysis of three 9th grade integrated mathematics lessons in which a group of teachers and researchers redesigned a sequence of lessons with the goal of engaging a linguistically diverse group of students in productive and powerful discussions (Herbel-Eisenmann et al. 2013). The three lessons were part of a design experiment. Two lessons were observed during regular school day instruction, and the other lesson was part of an after-school teaching experiment. Drawing on a sociocultural framework and methods of classroom discourse analysis (Cazden, 2001; Pierson, 2008), we analyze how the teachers in the three settings structured whole-class discourse to create opportunities for a multilingual group of students to participate in the discussion and to appropriate mathematical tools for thinking. [For the complete proceedings, see ED630060.]