The authors describe research on the extent to which mathematics classroom activities in Maryland were aligned with Maryland learning outcomes and the Maryland School Performance Assessment Program (MSPAP; Maryland State Department of Education, 1995, 2000). The study was part of a larger research project (S. Lane, C. S. Parke, & C. A. Stone, 1999) that focused on the overall impact of MSPAP on schools, teachers, and students. The authors collected 3,948 instruction, assessment, and test-preparation activities from a statewide stratified random sample of 250 teachers in the tested grades (3, 5, and 8) and nontested grades (2, 4, and 7). The authors describe the methods used to collect, code, and analyze teachers' classroom activities concerning 7 components: (a) mathematics process outcomes; (b) mathematics content outcomes; (c) student response types; (d) interpretation of charts, tables, and graphs; (e) use of manipulatives and calculators; (f) integration with other subject areas; and (g) overall similarity to MSPAP. They also highlight results for overall degree of alignment as well as differences in alignment across grade levels and type of activity (instruction vs. assessment). Most classroom activities aligned with aspects of state assessment and standards. Only minimal differences occurred across grades. However, degree of alignment was higher for instruction than assessment activities. This research approach can be useful to other educators and researchers interested in studying alignment among standards, assessment, and instruction. (Contains 9 tables, 1 figure, and 2 notes.)