This article provides a commentary on how elementary-aged children’s uses of Scratch and Scratch Jr. as a multimedia storytelling tool provided a unique opportunity for connecting computational thinking, mathematics, and writing. These areas are not often thought of as harmonious, yet the authors provide examples of how this type of multimedia creation uses a variety of mathematical and verbal literacy processes that simultaneously link to Papert’s concept of the personally meaningful creation of digital artifacts and Brennan and Resnick’s (2012) computational thinking framework. Using standards for computer science, mathematics, and writing, the authors suggest ways that these activities can be integrated into the classroom to support creative digital artifacts and measureable learning objectives.