By the Illustrative Mathematics team
When we think about math class, it’s easy to picture students sitting at desks, working through problems on paper or screens. But some of the most powerful math learning happens when students are moving, talking, gesturing, and interacting with ideas and each other.
Student movement isn’t just about engagement (though that matters). It also supports deeper thinking. Research shows that movement improves concentration, relieves stress, and increases retention (University of Michigan, LSA Learning & Teaching Technology Consultants, 2021). Movement also increases access, especially for students who benefit from processing ideas socially, visually, or kinesthetically.
Not all movement has to be highly structured or complex. Sometimes it’s carefully designed. Sometimes it’s simple. And sometimes, movement itself is enough.
Movement Starts with Lesson Design
In IM® Math classrooms, movement can be built into the structure of the lesson itself. Each lesson is designed with distinct phases—warm-up, activities, and synthesis—that naturally create opportunities for students to shift how and where they engage with mathematics.
For example:
- Start together in a shared space for a warm-up
- Move to tables or small groups for collaborative work
- Shift to vertical surfaces to make thinking visible
- Gather again for a synthesis discussion
These built-in transitions are a great starting point, but they’re just the beginning. Here are 10 ways to bring purposeful movement into your math classroom:
1. Hand Up, Pair Up (Think–Pair–Share with Movement)
A simple twist on Think–Pair–Share that gets everyone up and interacting. Students walk around the room with their hands raised until they find a partner. When they connect, they high-five, pair up, and share their thinking. After sharing, students can find a new partner or return to their workspace.
This structure:
- Gives students choice in partners
- Increases exposure to different mathematical ideas and voices
Best for: grades K–12
2. Inside–Out Circles
Students form two circles—one inside facing out, one outside facing in. Each student is paired with someone directly across from them. Students think, share, and discuss with their partner. Then the teacher signals one circle to rotate, creating new pairings.
This structure:
- Ensures all students are engaged in conversation
- Allows for quick partner changes with minimal transition time
- Makes monitoring and participation more visible
Best for: grades 2–K
3. Building Thinking Classrooms: Vertical Non-Permanent Surfaces
Students work in groups at vertical surfaces like whiteboards, windows, or chart paper instead of sitting at desks. Students observe, question, and build on each other’s strategies in real time.
This structure:
- Makes thinking visible
- Encourages collaboration and revision
- Supports rich mathematical discourse
In IM classrooms, this is a natural fit during activity phases, where students are working on meaningful tasks and benefit from seeing and comparing multiple strategies in real time.
Best for: grades K–12
4. Acting Out Problems with Physical Models
Turn math into a full-body experience. For example, use painter’s tape to create a giant ten frame on the floor. Students physically step into spaces to model numbers, operations, or story contexts.
This structure:
- Makes abstract ideas concrete
- Encourages shared problem solving
- Supports kinesthetic understanding
Best for: grades K–5
5. Math Gallery Walks
Students move around the room to observe and respond to problems, models, or peer work posted at stations. They might leave comments, answer questions, or notice patterns.
This structure:
- Encourages analysis of multiple strategies
- Builds accountability for thinking
- Promotes student-to-student learning
This works especially well between IM Math activities or before synthesis, when students are ready to reflect on and connect different approaches.
Best for: grades K–12
6. Kinesthetic Centers with Oversized Materials
Bring movement into centers using large dice, oversized playing cards, and hands-on materials. Students rotate through stations—sometimes indoors, sometimes outside or on the playground—engaging in math games and tasks that require movement and interaction.
This structure:
- Increases engagement through novelty and play
- Supports kinesthetic learners
- Works well in flexible learning environments
Best for: grades K–5
7. Physical Modeling of Mathematical Ideas (e.g., Slope)
Students use their bodies to represent mathematical concepts. For example, students show:
- Zero slope by holding arms straight out horizontally
- Undefined slope by standing with arms straight up vertically
This physical connection helps abstract ideas become memorable.
Best for: grades K–12
8. Human Number Lines
Create a large number line across the room or outdoor space. Students physically place themselves where they believe values belong.
Try prompts like:
- “Where would 0.5 go?”
- “Stand where 3/4 belongs relative to 1/2 and 1.”
- Find a position for a number that is halfway between −2 and 1.
- Stand where a number belongs if its absolute value is 3 but it is negative.
This structure:
- Builds number sense
- Makes magnitude visible
- Encourages justification and discussion
Best for: grades K–8
9. Four Corners (or “Stand and Defend”)
Post different solutions, strategies, or answers in each corner of the room. Students move to the corner that matches their thinking and explain their reasoning.
This structure:
- Surfaces multiple strategies
- Builds mathematical argumentation
- Gets all students physically engaged in decision-making
Best for: grades K–12
10. Movement for Movement’s Sake (and It Still Counts)
Not all movement has to be highly structured to be valuable. Sometimes students just need to move. Simple shifts can make a difference:
- Posting problems around the room instead of projecting them
- Turning independent work into a “walk-and-solve” activity
- Moving from sitting to standing while working
Movement doesn’t always have to “do more.” Sometimes it just needs to exist.
Conclusion
When movement is part of how a lesson unfolds, students experience mathematics in more active, connected ways.
Some structures are highly intentional and tied directly to mathematical meaning. Others are simpler and just help students stay alert and engaged. Both have a place.
In IM classrooms, many of these opportunities are already built into the flow of the lesson. The goal isn’t to add more, but to make the most of the transitions that already exist.
Next Steps
Try one of these movement ideas this week, or look for opportunities already built into your IM lessons. Notice what shifts in the classroom when students are moving, talking, and thinking together.
And if you experiment with movement in your math classroom, don’t forget to share it with us! Post a photo or quick reflection and tag us on social media. We may feature your classroom in our community highlights.
References:
University of Michigan, LSA Learning & Teaching Technology Consultants. (2021, December 2). Using physical movement to increase student engagement and learning. https://lsa.umich.edu/technology-services/news-events/all-news/teaching-tip-of-the-week/using-physical-movement-to-increase-student-engagement-and-learning.html
