The introduction and use of technological tools as an integral part of learning mathematics has deeply affected school mathematics. As some mathematical topics becomes less important, others become more so. Activities in the classroom must reflect these changes in order to make the most of the technologies available. The following inquiryoriented activity encourages this type of shift to a pedagogy that is learner–centered and constructivist. The activity allows for immediate exploration of student–generated hypotheses while establishing a conceptual framework for future topics, namely, the logic of hypothesis testing. This particular activity also uses the students' own intuition to guide the exploration and discovery process.