I appreciated F. D. Rivera's article “Spicing Up Counting through Geometry” (“Delving Deeper,” Mathematics Teacher, November 2010, vol. 104, no.4, pp. 319–24), especially his primary recommendation. He suggests that with visual examples students can be led to pursue, see, and understand more than one approach to the organized counting of all possibilities in a combinatorics counting question. Readers can use Rivera's approach first as mathematical inquirers and then as teachers engaging students in inquiry.