In this article, the authors illustrates techniques for integrating diverse learners in shared mathematical contexts while providing differentiated support or challenge, as necessary. The techniques described were developed for a curriculum project entitled Learning Mathematics through Representations (LMR). A premise of LMR is that students' diverse ideas are resources for the learning of all students in a classroom community. Students in LMR classrooms build shared representations and a language for mathematical ideas that become community resources for problem solving. The needs of individual students are supported with whole-class discussions that build on incomplete ideas, as well as on differentiated partner activity sheets and formative assessments that identify patterns of partial understanding. Through the orchestration of these techniques, teachers can engage the entire class in productive mathematical inquiry.