When deciding what constitutes students' "on task" or "off task" mathematical communication, teachers and researchers are also making judgements about what is, and what is not, mathematics. In this paper, we question our ability to separate the mathematical from the nonmathematical. We explore intersecting storylines in Grade 10 French immersion mathematics students' discourse, and how these storylines affect their communicative and mathematical choices. We make connections to our own experiences with mathematics in contextualized, "real life" situations. Finally, we reflect on the potential of "off task", meaningful mathematics for expanding students' language and mathematical repertoires, particularly in second language programs.