The importance of developing reasoning and justification has been highlighted in "Principles and Standards for School Mathematics" (NCTM 2000). The Common Core State Standards for Mathematics (CCSSI 2010) further reiterates the importance of reasoning and proof in several standards for mathematical practice. Students of all grades are required to reason both abstractly and quantitatively, construct viable arguments, and critique the reasoning of others. However, studies on algebra learning have documented students' difficulties in algebra concepts and justification (Kieran 2007). Specifically, middle and high school students overwhelmingly rely on examples to justify statements (Koedinger 1998; Usiskin 1988). This article aims to demonstrate how a teacher can develop students' reasoning and justification in an algebra lesson through deliberate sequencing and productive discourse surrounding the implementation of tasks.