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Inspired by the promise of new 3D technologies and the proposition that new tools make innovation possible, this article provides a case study of how a tool called Thirty6 was designed and used in classrooms by mathematics teachers in their own varied and invented ways. Unlike established manipulatives that are designed to support the learning of a particular concept, Thirty6 was developed from a generative design perspective to be used by teachers who can decide what instructional purpose it might serve. The authors offer this case study of Thirty6 not merely as a guide for possible re-implementation by the reader but as an exemplar of the possibilities afforded by easy access to 3D design tools and printers. The authors' hope is that other mathematics teachers are inspired by this approach to develop their own tools and undertake their own journey toward making meaning with students.