This article describes an alternate way to utilize a circular model to represent thirds by incorporating areas of circular segments, trigonometric functions, and geometric transformations. This method is appropriate for students studying geometry and trigonometry at the high shool level. This task provides valuable learning experiences that require students to actively engage in mathematics. Students become involved in a problem with no explicit strategy or approach and use existing knowledge as a tool for solving a unique problem. These demands embody many of the components outlined by Smith and Stein (1998) when designing tasks that call for high levels of cognitive demand. This task provides another example of how a seemingly simple exercise in representing fractions can be the basis for in-depth study connecting mathematics concepts as called for in the National Council of Teachers of Mathematics (NCTM) Standards (2000). (contains 6 figures.)