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Novel tasks are valuable, yet discussions of novel tasks are often challenging to manage. In this paper, we describe a U.S. high school geometry lesson taught by two teachers in six different classes, in which students were assigned a novel task that the teacher framed as an instance of two familiar instructional situations — constructing a diagram and doing proofs — in order to support their students, while maintaining the cognitive demand of the task. We propose two ways of conceptualizing student work that help understand the teachers’ decisions: that student work might be seen as serviceable towards the learning objective of the lesson and that it could be seen as compliant with norms of those instructional situations.