Scholars who take a situative perspective on mathematics identity have focused on different kinds of resources and mechanisms that are available for identity development, particularly for students from minoritized backgrounds. Although these approaches are generally not contradictory, they are not always consistent. Differences in what is foregrounded and backgrounded in these studies mean that at times it can be difficult to develop a comprehensive picture of identity as it develops in the mathematics classroom. Our goal in this paper is to connect these literatures with an eye towards offering a design heuristic for mathematics educators interested in accounting for students' identity development in mathematics teaching and learning. To do so, we present a model of mathematical identities as they are realized in the classroom, articulate the elements involved in the development of such an identity, and then use the model to analyze approaches to intervene in classroom systems by focusing on different elements as starting points.