"Principles to Actions: Ensuring Mathematical Success for All" (NCTM 2014) emphasizes eight teaching practices for effective mathematics teaching, one of which is to "use and connect multiple representations" (NCTM 2014, p. 24). An action that describes how teachers might promote this practice is to "allocate substantial instructional time for students to use, discuss, and make connections among representations" (NCTM 2014, p. 29). Two student actions for this practice include making "choices about which forms of representations to use as tools for solving problems." In addition, students need to consider the advantages or suitability of using various representations when solving problems" (NCTM 2014, p. 29). The aim of this article is to help teachers address these actions through instructional strategies illustrated by vignettes from action research conducted during a unit on functions with eighth-grade students. The first author was the instructor conducting action research in a suburban middle school in the Midwest. This article is told through her point of view. The second author offered feedback during the action research. All student names are pseudonyms. A bibliography is included.