In this descriptive study, I examined the interactions and discursive tensions of Spanish/English bilingual third graders and adult facilitators in an after-school mathematics club as they played mathematical games. I mapped participants’ discursive and physical actions to the Common Core State Standards for Mathematical Practice to identify the potential for mathematical socialization through game activities. I found that participants engaged in several mathematical practices, including: breaking the problem into simpler versions; asking useful questions; communicating strategy with precision; evaluating peer solutions, explanations, and strategies; using counterexamples; and persistence in problem-solving.