Having students solve shape puzzles, such as with pattern blocks or tangrams, is a popular way to encourage students to compose shapes in different ways and talk about the effects of different compositions (Clements et al., 2004; Clements & Sarama, 2009; Sales, 1994), meeting Common Core geometry standards in kindergarten through second grade (i.e., K.G.4, 1.G.3, and 2.G.3; National Governors Association Center for Best Practices [NGA Center] & Council of Chief State School Officers [CCSSO], 2010). These geometric activities could also support more advanced spatial reasoning, as well as the development of a key mathematical practice, to make sense of problems and persevere in solving them (NGA & CCSSO, 2010; see also National Council of Teachers of Mathematics [NCTM], 2014), and a related computational thinking practice, debugging (e.g., Bofferding, Chen, et al., 2022; Bofferding, Kocabas, et al., 2022; Kocabas et al., 2022). This article presents the authors' work with first and third graders around tangram puzzles to highlight ways educators can support the mathematical practice of making sense of problems and persevering in solving them and the related computational thinking practice of debugging.