One of our favorite face-to-face teaching frameworks is "Launch, Explore, Summarize" (LES). However, transitioning LES activities to online settings challenged us to reimagine how learning and its interactions could be supported in this new environment. We explore our experience transitioning an LES lesson on the quadrilateral hierarchy to a synchronous platform in an online geometry course for middle school teachers. We describe how constructivism provided a foundation for our choices, how we navigated the interactions that arose, and the valuable learning opportunities that resulted from these interactions. Our work suggests the promise of LES as an instructional method in online mathematics teacher education.