To fulfill the Standards for Mathematical Practice (National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA Center & CCSSO], 2010), it is important for teachers to empower students to critique, revise, and expand their ideas as they solve problems. However, students often face challenges such as anxiety, frustration, and language proficiency issues when dealing with written contexts and mathematical concepts. To address these obstacles and to create an inclusive learning environment for all students--including those with disabilities and multilingual learners--it is crucial to explore strategies that engage students in revision cycles and foster perseverance. By incorporating technologies such as Desmos, students can use multiple means of representation, expression, and communication, enhancing their mathematical identity and taking ownership of their learning. This article delves into a story task that showcases how students can embrace these opportunities for critique, revision, and idea expansion while using Desmos as a powerful tool. The authors' focus on adaptations made with Desmos, including dividing the story, providing workspace, and offering a paper-and-pencil option through a scaffolding worksheet.