Building Thinking Classrooms (Liljedahl, 2021) provides teachers with a new method of designing and sequencing tasks called "thin slicing," which emerged from variation theory. The results of the present study indicate that an analysis of the dimensions and ranges of variation within such a task offers insights into learning opportunities available. Specifically, identifying instances where variation has not been adequately positioned against a background of sameness can highlight potentially limited opportunities for students to notice the intended mathematics. The results of this analysis can inform design decisions and modifications to the task before implementation increasing the potential of the task to support student learning. [For the complete proceedings, see ED657822.]