With an increased focus on using social discourse to enhance students' mathematical thinking and reasoning (NCTM 2014, Staples and King 2017), teachers are looking for discussion strategies that encourage middlelevel students to make sense of mathematical concepts. However, structuring these valuable discussions is complex. Teachers must carefully consider what tasks provide meaningful opportunities to explore ideas, generate hypotheses, and promote questions within a collaborative environment. Then, teachers need to consider how to structure the activity to encourage discussions and incorporate responses that contribute to understanding specific mathematical objectives. Additionally, teachers must select who will speak to "advance the mathematical storyline of the lesson" (NCTM 2014). By intentionally focusing on these elements in mathematics instruction, middle-grades teachers can develop a classroom culture that not only emphasizes sense making but also values the intellectual capacity that students bring to the classroom (Gutiérrez 2013; Lemons-Smith 2008). In this article, the authors describe how teachers can promote meaningful discussions using the what-how-who structure while giving students opportunities to make sense of mathematical ideas within a social context.