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This paper describes a series of interaction design sketches we created to supplement mathematics curricula. These sketches were deployed in a variety of secondary school math classrooms in the San Francisco Bay Area. The activities purposefully use visualization and embodiment to engage students with the math concepts of geometric transformations and symmetrical patterning. These experiments exemplify how applying embodiment and visualization to traditionally impersonal and abstract subjects like math can make the learning experience more fun and active for students and offer new pedagogical strategies for teachers.