Research has found that students, particularly those in middle school and high school, believe that their participation in mathematics classrooms includes listening to teachers explaining, working in textbooks, and solving exercise problems quickly (Franke, Kazemi, and Battey 2007). In this article, the authors describe a classroom vignette and illustrate how the teacher implements a teaching strategy of sharing multiple solution methods. This pedagogical approach fosters an environment in which students learn how to communicate and critique mathematical ideas and grow to be meaningful participants in their mathematics communities. Key characteristics of the two-lesson sequence of the vignette include selecting an appropriate task and modeling productive student interactions. This lesson sequence requires two forty-five-minute class periods, depending on the number of students and the variety of student solutions.