This paper reports a sociocultural analysis of ICT and numeracy practices in a school serving a disadvantaged community. It focuses on a classroom episode involving a rich task that included ICTs and numeracy. The teacher engaged the students in higher-order thinking and established interactive norms of collaboration and shared expertise. The unique features of this site are described, in terms of its context, the activity, the tools and the interactive patterns between participants, in order to understand how such a system might function in other similar contexts.