Mathematics achievement is positively associated with coding in the classroom. By making mathematical relationships visible to students as they code, teachers leverage rich connections between block-based computer programming and mathematical sense making. In this article, the authors describe strategies for adapting a Code.org lesson integrating geometry and measurement concepts. The learning goal is for students to model "angle as turn" using manipulatives as they make sense of coding choices. This adaptation of a Code.org lesson provides a rich context for exploring how an angle that turns through "n" 1-degree angles is said to have an angle measure of "n" degrees. By using physical and virtual pattern blocks to model angle as turn in tandem with writing code, students' sense making in both computer programming and mathematics is visible and explicit.