Inequity is a pressing concern in the mathematics education community. Recent research shows how inequity in everyday classroom interaction can shape student participation in subtle ways. This paper focuses on a tool, EQUIP, which uses a quantitative approach to illuminate aspects of such inequities. EQUIP cross-tabulates relatively low-inference indicators of classroom interaction with demographics (e.g., gender, race), in order to highlight inequities in participation across different groups of students in a given classroom. We present analyses of whole-class discussions in an elementary mathematics classroom taught by an experienced teacher with strong commitments to equity. Findings show that even though in most ways participation was distributed equally by gender and race, an intersectional analysis revealed statistically significant inequities for Latin@ male student participation. [For the complete proceedings, see ED583608.]