The concept of a learner's identity in mathematics is complex and multifaceted. Based on a review of the relevant research, the authors believe most factors that influence one's mathematical identity fall within these four categories: (1) past mathematics experiences; (2) personal beliefs and efficacy; (3) future self-representation and belonging; and (4) socio-cultural influences. While there is some overlap, each factor plays a unique role in molding the ongoing formation of a students' mathematical identity. In this article, they will share a powerful classroom activity that incorporates all four elements of a students' mathematical identity, with a strong emphasis on future self-representation and belonging. The aim is to broaden students' definition of what a math person looks like. They implemented this activity with Black and Latinx middle school students, who have been historically marginalized in mathematics spaces.