Culturally rich stories may not explicitly refer to mathematical content. Consequently, teachers may overlook the potential for using content-invisible literature as a resource for mathematical investigations. Reflecting on the key elements of the what from the What-How-Who structure builds teachers' capacity to develop paramount tasks from culturally rich, content-invisible literature. Paramount tasks interweave critical mathematical concepts within the context of community and the selected resource by modeling mathematical ideas and bringing relevance to students' mathematical understanding. When teachers create paramount tasks, they integrate the principles of worthwhile tasks, simultaneously make purposeful connections to students' community, and value their cultural identities. This article describes how a third grade teacher uses the What component in the What-How-Who structure to create a mathematical task from a culturally rich book.