The Common Core State Standards (CCSS) urge English language arts teachers to assume responsibility for teaching technical reading, along with literature, poetry, and composition. Ideally, each teacher assumes a share in developing reading proficiency within his or her content area, but state assessments may implicitly compel school districts to place this burden disproportionately on English teachers. In response to the challenges imposed by the CCSS, this note endeavors to support those English teachers who might initiate collaboration with math faculty to teach mathematical reading and writing. Mathematical language is distinct from everyday language, and English language arts teachers could team with mathematics teachers to provide specialized support to students transitioning to more formal mathematical reading and writing. In this article, the author contrasts the use of language, vocabulary, and symbolism in mathematics to that of everyday English, hoping to motivate interdisciplinary discussion.