An alternative means of exploiting the benefits of children's storybooks when teaching primary mathematics is to be led by the story, rather than by the curriculum. This is referred to as a narrative-first approach, and contrast it with a curriculum-first approach (Russo & Russo, 2017e). The narrative-first approach involves first identifying rich narratives, for example, favorite picture storybooks or novels, mapping out the key components of the story (e.g., the characters, the plot), and then developing rich problem-solving tasks that connect to these key components. Curriculum links are then made retrospectively. The narrative-first approach can be effective for engaging students and teachers, and for differentiating mathematical experiences (i.e., teaching for depth), whilst simultaneously covering a range of important mathematical concepts (i.e., teaching for breadth). This article provides examples of problem-solving activities, that have all been delivered in a primary school classroom, from four diverse children's storybooks. For emphasis, each example is used to illustrate one of the four pillars of the narrative-first approach.