Students often view mathematics as a set of unrelated facts and procedures and fail to make the connections between and among related topics. One role of a teacher is to help students understand that mathematics is an interrelated discipline. Another role is to assist students in the scaffolding of their knowledge so that they can make connections between prior and current learning. When teachers structure tasks and activities that reinforce and explicitly make connections, they are preparing students to look for mathematical connections. The Common Core State Standards for Mathematics articulates eight Standards for Mathematical Practice. The first standard reiterates the problem-solving Process Standard from "Principles and Standards for School Mathematics "(NCTM 2000): "Make sense of problems and persevere in solving them". Included in this standard is the notion that students need to "look for entry points" when solving a problem and need to "consider analogous problems." Teacher candidates develop processes and proficiencies articulated in the Common Core State Standards for Mathematics by investigating connections between and among geometry concepts. (Contains 5 figures and 4 tables.)