Imagine mathematics classrooms where students are asking questions, sharing their work, and seeking connections across different pieces of their learning. They are not simply copying what the teacher has told them, but instead, they are actively creating mathematics in ways that make the most sense to them. At the same time, they are deepening and improving their mathematical skills by connecting new concepts to their prior knowledge. Facilitating meaningful mathematical discourse in the classroom is an art that bridges student thinking, teacher guidance, and rich mathematical content. One powerful framework for supporting discourse is outlined in The Five Practices for Orchestrating Productive Mathematics Discussions by Margaret S. Smith and Mary Kay Stein (2018) . These five practices (Anticipating, Monitoring. Selecting, Sequencing and Connecting) provide a structured yet flexible approach to turning student responses into opportunities for collective learning and deepened understan...