When our team began the planning process for our lesson, we talked about our math curriculum CGI, Cognitive Guided Instruction and how we felt that not all students are able to participate in these lessons in an equitable way.  We were concerned that not all students have the opportunity to participate and feel successful in the math lessons.  We looked at ways in which we could plan a lesson and give students multiple opportunities to engage and participate and feel success.  The problem of practice our team explored is, how can students use a variety of ways including restating their steps, completing similar problems, to show their mathematical thinking so that all students experience success in showing and replicating a mathematical strategy?  How can we make sure the peak of success does not necessarily involve teaching others as it does in CGI.  In short, How can we provide students with multiple modes of participation in a given lesson so that all students have the opportunity to feel successful?   Oftentimes students are not given the opportunity to feel successful in a given lesson resulting in students losing interest and becoming disengaged.  We sought to create a lesson with multiple opportunities to participate through verbal participation, through body movements, and by using dry erase boards and writing their answers which students find fun to do.  We also provided vocabulary words and language that built on students’ background knowledge from previous lessons.  Strong comprehension strategies learned in elementary grades afford students access to rigorous mathematics in high school and beyond.