One way to recognize how mathematical lessons can be stimulating for children is to interpret them as stories. If mathematical lessons follow a structure similar to that of a story, they can build anticipation, create surprise, and even generate intrigue (Egan 1988). To support the design of mathematical lessons with these types of aesthetic opportunities, the authors have developed a mathematical story-planning framework. This framework explains how mathematics can unfold in a way that enhances students' aesthetic experience (such as gasping in surprise) while expanding their mathematical knowledge. In this article, the authors describe their mathematical story-planning framework and model how the lead author used it to create, teach, and reflect on a fifth-grade lesson on measurement.