The National Council of Teachers of Mathematics (2000) recommends that students at all grade levels be provided with instructional programs that enable them to "create and use representations to organize, record, and communicate mathematical ideas; select, apply, and translate among mathematical representations to solve problems; and use representations to model and interpret physical, social, and mathematical phenomena" (p. 67). This article describes a particular unique classroom activity that can be used in teacher education or professional development to highlight the significance of mathematical representations and to foster learning about the functions and significance of representations. The authors share two nonroutine mathematical problems, describe four solutions proposed by a class of beginning teachers, and conclude with a discussion that focuses on classroom implications. (Contains 6 figures.)