The aim of this study is to investigate how learning intentions are sheared and clarified during lessons, as a part of formative assessment. Studies have shown that the capability of formative assessment is an important part of teacher quality and that clarifying the intention with the lessons promotes the activity in the classroom. My study is going to focus on mathematic in a second grade class. The three questions that I am going to investigate are: How learning intentions and criteria for success are sheared and clarified in the instruction in mathematic? How do the pupils describe what the learning intentions in mathematic are? How do the pupils describe how they get to know the learning intentions in mathematic?   The method that I have used to investigate the first question is observation of eight lessons in mathematic, in two different mathematic groups. The second and third questions focus on the pupils and interviews with pupils are therefore used to investigate them.   Formative assessment and strategy one, clarifying and shearing learning intentions and criteria for success are used as a theoretical framework in the analyze of the results. The conclusions I have reached are that the mathematic book is a big prat of the lessons and both the teacher and the pupils make it seem like the main intention of the lessons. A summative test was done during the study and it indicated that high scores seem to be more in focus than the knowledge and understanding. Almost all the pupil that I interviewed describe their IUP-intentions (plan for individually developing) that they have been given in the beginning of the year. The pupils were not sure what the intentions meant and told me that they never used them after they get them, which they do in the Swedish education.