Based on the theory of embodied cognition, the present study looks at the role of conceptual metaphors in teaching high school mathematics, especially when Cartesian functions are graphed and analyzed. The main focus of the study has been the discourse between teachers and students while teaching and learning these concepts, especially on the hand, and other bodily movements exhibited by teachers when teaching. Two questions were sought answers to: one, what kind of metaphors teachers use when graphing functions, and two, are teachers aware of metaphors they use. The collected data seem to indicate that the metaphoric phrases used by teachers can be categorized as directional, locomotional, and ontological. Furthermore, it was found that teachers were not aware of their use of metaphors.