Eliciting student thinking is paramount to effective mathematics teaching and learning. Although one can use many strategies and techniques to promote student thinking, technology is one resource that is often underutilized. Whether it is the informed use of calculators or an interactive website, technology can be leveraged to promote mathematical curiosity, reasoning, and communication. As discussed in NCTM's "Principles to Actions: Ensuring Mathematical Success for All," when electronic tools are used meaningfully, "students have a greater sense of ownership of the mathematics that they are learning, since the applications promote a sense of shared enterprise in the learning of mathematics." Indeed, in a meta-study of technology and student engagement, Moos and Marroquin (2010) found that student interest is enhanced when learners are free to use technology in student-centered environments. With these benefits in mind, this article explores how fifth-grade students' use of technology, specifically writing code using the platform "Scratch," not only promoted curiosity and mathematical reasoning but also allowed for a more detailed way of assessing students' prior geometric understanding. Examples of student work appear along with suggestions of how anyone can learn to code with "Scratch."