The idea of connecting mathematical learning and bodily performance has been previouslyinvestigated in embodied design studies and STEAM (Science, Technology, Engineering, Arts,Mathematics) research. Yet, little is known about the expressive qualities of connecting mathematicsto bodily performance. To address this gap, we lean on the perspective of embodied learning toexamine the expressive dimensions in a number-sense activity developed for seven- and-eight-yearolds. Guided by Laban/Bartenieff’s framework for movement, our qualitative analysis shows howtime (tempo), weight, and shape, along with rhythm and the phrasing of these expressive dimensions,can extend students' number sense in their full-body performance. This paper enhances ourcomprehension of the notion of expressiveness within the context of embodied mathematics.