Research suggests that embodying mathematical concepts through movement supports improvements in students' spatial fluency, communication, collaboration, critical thinking, and problem-solving skills (Alibali and Nathan 2012; Cone and Cone 2011; Sarama and Clements 2009). This article describes a dance-based strategy that middle school mathematics teachers can use to leverage embodied movement in their instructional repertoires. The authors take cues from dance educators for imagining this work because they have disciplinary expertise in the practice of movement as a form of inquiry. They define dance broadly as purposeful sequences of movement and stillness that communicate meaning.