One of the many challenges teachers face is trying to differentiate instruction so all students have equal opportunities to participate, learn, and engage. To provide guidelines for differentiated instruction in mathematics, staff from the Madison Metropolitan School District in Wisconsin created a pedagogical framework for teaching called "Balanced Mathematics." Developed by a task force of teachers, district personnel, and administrators, the framework relies heavily on cognitively guided instruction (CGI) (Carpenter et al. 1999), algebraic thinking (Carpenter, Franke, and Levi 2003), and NCTM Standards (2000). Teachers in the district are introduced to the framework through an instructional guidebook that includes many classroom resources, such as instructional organizers and sample activities and assessments. The district offers professional development to support the implementation of the framework for all elementary school teachers in the district. The framework incorporates four components: (1) Inspecting equations; (2) Number work; (3) Problem solving; and (4) Fluency/maintenance. This article is organized as a series of vignettes describing three of the four components, followed by a Q&A to illuminate the ways in which the framework supports differentiation, access, and equitable participation. (Contains 1 table and 2 figures.)