This study enquires into the embodied processes of children in solving multiplication tasks, considering how such processes can expand access to spatial reasoning skills and simultaneously develop students' understanding of multiplication. The analysis focused on four Year 2 students as they completed two embodied tasks. The aim was to understand how embodied tasks could stimulate students to use spatial reasoning to explore and understand multiplication as equal groups in array forms. The findings suggest that engaging students with embodied tasks stimulate them to think about mathematics spatially and reflect on their thinking about mathematical ideas.