Mathematics educators and cognitive scientists are exploring the importance of embodied, multisensory, arts-infused experiences as a central component of mathematics learning, countering pedagogic traditions that valued only abstract, disembodied representations. Dance has great potential for sensory, fully-embodied mathematical engagement -- but how can abstract mathematical concepts be danced? I introduce the work of acclaimed Canadian modern dancer Sarah Chase and her explorations involving number theory, connecting her work to a Bridges 2009 paper on multisensory representations in number theory and exploring attentional aspects of her cross-patterning movement work and simultaneous verbal storytelling. This paper will be accompanied by an original short film of Sarah Chase’s dance-based teaching.