Key to developing equitable mathematics classrooms is educators making explicit connections to and building on the cultural, social, and linguistic contexts of diverse learners. The project "Weaving our knowledge together" focused on recognising and recording the mathematical funds of knowledge of young Pacific students, sharing this with teachers, and then using the data to develop and enact culturally relevant, mathematically challenging, group-worthy tasks. Over a period of three years, the project involved 42 families and their children from two primary schools and 20 teachers. Drawing on a two-phase cyclical approach, the research team first worked with the young Pacific learners and their families to support them to document their mathematical funds of knowledge and share stories of their daily lives at home and in the community that involved mathematics. The second phase of each cycle involved collaborative work with the teams of teachers to share the data related to students' mathematical funds of knowledge and draw on this in task design followed by trial task enactments. This report begins with an overview of literature related to mathematical funds of knowledge and developing and enacting group-worthy contextual tasks. The research questions are provided, followed by the research methods, key findings, implications for practice, and conclusions from the study. The authors share the findings as an exemplar of how equitable mathematics classrooms can be developed.