In this article, the authors share one approach to Number Talks that may help more students participate, increase access to and learning of mathematics, and provide some variation in routines. Number Talks are commonplace in the elementary mathematics classroom, thanks to Parker and Humphreys (e.g., 2018) and Parrish (e.g., 2011). They are a valuable way to engage students in mathematical discourse that develops fluency, efficiency, and flexibility with strategies. Typically, an expression is written on the board, and students are asked to evaluate it mentally. After a given amount of processing time, students are offered the opportunity to share strategies for evaluating it, while the teacher notates the strategy. By engaging students in these talks, teachers have opportunities to gain access to many students' thoughts, connect to the significant mathematics embedded in the ideas, and celebrate the mathematical brilliance of their students.