Have you ever considered how technology could facilitate reasoning and sense making of systems of linear inequalities? In this article, the authors share how to use Google® Maps® and Desmos to achieve this and provide students with opportunities to access mathematics as they build a more formalized understanding. Using an inquiry-based approach, two tasks--beginning with a physical map and then transitioning to a graphing application that includes the same map--were designed to make the concept of systems of linear inequalities accessible to all students through reasoning and sense making (NCTM 2000, 2014). The first task engages students informally, thus providing an entry point for all students before facilitating conversations that include formal mathematical vocabulary and creating linear inequalities using technology. The tasks build on students' prior knowledge of maps and local geography as well as the concepts of graphing lines on a Cartesian plane, parameter changes, linear inequalities, and graphing systems of linear equations. These activities are rich with potential for teachers to infuse mathematical vocabulary associated with these concepts, such as linear parent function, slope, "y"-intercept, greater than, and less than.