Students often express frustrations and negative feelings about math (Ruffins, 2007). The purpose of this chapter was to describe several writing activities that can be used during math instruction to help students gain a greater understanding of mathematical concepts. By doing so, students will recognize how math is all around them, and they will learn how to use their new skills authentically. The strategies in this chapter draw upon constructivist pedagogical understandings and describe three specific write-to-learn exercises for math concepts taught at the middle school level. These strategies also provide a model for teachers and preservice teachers regarding effective ways to enhance literacy by integrating brief writing experiences into math instruction.