This session focuses on strategies to promote equitable mathematics instruction by incorporating culturally relevant and cognitively demanding tasks. First, I will share my research and findings on teachers' beliefs and values towards CRCD tasks. Through practical examples, participants will explore how to adapt their instruction to meet the diverse needs of students by addressing beliefs and values regarding CRCD Tasks. First, participants will review my research data and discuss how values, beliefs, and expectancies shape the tasks students encounter in the classroom. We will then examine how a teacher adapted a task to make it both culturally relevant and cognitively demanding. Participants will learn how to promote equitable math instruction by adjusting cognitive demand and contextual relevance. The session will offer strategies for designing tasks that connect to students' cultural and social backgrounds, fostering engagement and deep learning. Additionally, participants will engage in discussions about overcoming barriers like deficit thinking and organizational constraints, leaving with actionable steps to create inclusive math classrooms that support all students' success. Participants will then discuss why equitable mathematics instruction is important and relevant through the lens of NCTM’s Catalyzing Change series. This session emphasizes developing and using high-cognitive-demand, contextually relevant tasks that reflect students' cultural knowledge and experiences. Strategies will focus on modifying traditional math curricula to engage students in meaningful problem-solving and critical thinking while ensuring alignment with academic standards.