Interactions with technology have become a focus of education research, revealing specific constructs relevant to these interactions. Attributes of users and tools contribute to physically embodied interactions with technology and both users and tools modify attributes throughout these interactions. This study examines patterns of user-tool interactions related to attribute modification as fifth grade students interacted with two mathematics iPad apps: Motion Math: Zoom and DragonBox Algebra 12+. Building on the findings of an initial exploratory study, researchers conducted an in-depth analysis grounded in embodied cognition. Results indicated three categories of attribute modification: reactive attribute modification, unperceived attributes and opportunities for proactive modification, and proactive modification. Implications for tool designers, teachers, and researchers of educational technology are discussed.