This article investigates the potential mathematical learning opportunities arising from a digital activity designed to enhance students' comprehension of equations. Employing a commognitive-oriented lens, the analysis explores the potential mathematical discourses that could emerge from students' interactions with a digital scale inspired by the balance-model metaphor for teaching linear equations. Utilising the Realization Tree construct, we visually map potential realizations and mathematical connections related to various mathematical objects that can be discussed through the activity. Our analysis reveals that the dynamic nature of the digital artifact can facilitate insightful discourses around equations, numbers, and inequalities. The dynamic environment can also invite students to ask 'what if…' questions about the scale and different weight blocks, leading to explorative participation in the discourse about equations. We discuss the affordances of the activity and future implications of the Realization Trees we build in examining the learning opportunities enacted in actual students' interaction with such an activity.