Representations are used throughout school mathematics for students to both think through a problem and communicate their ideas. Students also often come to mathematics class with a repertoire of representations. This article presents the ideas of different and multiple representations with conceptual connections as their underlying distinguishing feature. The authors demonstrate how certain practices can imbue representations with deep mathematical ideas. When students use different representations, they draw on different mathematical concepts, and the teacher's role is in deepening students understanding of the underlying meanings. Teachers enactment of the practices serves to focus discussions on these underlying mathematical concepts. In turn, students can imbue different representations with coherence across concepts, thus turning disjointed representations into multiple representations.