In this article, the authors begin with a description of an algebraic dance--the translation of composite linear growing patterns into choreographed movement--which was the last component of a research-based instructional unit that focused on fostering an understanding of linear functional rules through geometric growing patterns and function-machine activities (see Moss and McNab 2011). The dance component, a late addition to the authors' research project, was both motivating and instructional. All students, including those who were typically low achievers, demonstrated through dance the confidence and competency to design and discern two-step algebraic functions. This article gives details of algebraic dance instruction along with illustrative lessons from the research lesson sequence. But first, the authors present a brief description of the classroom environment in which these lessons took place, as well as a brief overview of the developmental and pedagogical theories that underpin their work.