What does it mean for teachers to integrate technology effectively? Effectively integrating technology means teaching "with" not "near" technology. The author defines "teaching near technology" (Leatham 2002) as using technology in a manner that does not promote opportunities for students to communicate, reflect, and connect mathematical representations. "Teaching with technology" refers to using technology to promote opportunities for students to develop conceptual understanding through reflection and communication (Hiebert et al. 1997) and through using and connecting mathematical representations (NCTM 2014). Among the myriad of technology tools available, virtual manipulatives (VMs) are one tool that has gained increased attention in recent years. Although VMs have been used in classrooms for quite some time (e.g., see Moyer-Packenham et al. 2014), limited resources exist supporting teaching "with" VMs. Therefore, this article presents two tools (i.e., a set of guiding questions and a task-analysis framework) that were refined during a professional development (PD) opportunity for secondary mathematics teachers aimed at supporting their efforts to teach "with" VM activities. Before introducing the two tools, the author briefly defines VMs and then discusses them in relation to some of the ways teachers' instruction and students' learning can benefit when teachers instruct "with" VMs.