In this article, the authors describe a lesson that integrated mathematics and social and emotional learning (SEL), as children used mathematics to read their bodies and to manage their emotions. During the lesson, the authors avoided the tendency to control children's bodies and to unintentionally position SEL as a tool to tame children's emotions. In what follows, the authors describe the role of the body in mathematics teaching and learning and in SEL, problematizing the control of children's bodies. Then the authors describe a lesson in which a group of third graders engaged in the five stages of the statistics investigation cycle to read in, between, and beyond data about their pulse. The authors discuss how the children took up this task in ways that allowed them to make decisions about their bodies and their emotions, as opposed to the teacher or the researcher controlling those decisions.