This descriptive study attended to the extent to which we see evidence of the presence of four practices that promote equity and access in 141 grades 3-8 mathematics lessons in the United States. We found that lessons generally showed evidence of some incorporation of the practices but often not at the highest level. Teachers in this sample engaged in social coaching at a relatively high level, across elementary and middle school classrooms. Teachers tended to do less with respect to supporting connection and engagement between student context and the math learning environment. We also found statistically significant differences between elementary and middle school lessons in positioning students as competent and supporting a nurturing environment by proactively building relationships and productive classroom culture. We offer possible interpretations and a few brief implications of these findings. [For the complete proceedings, see ED630210.]