This paper reports the results from a large-scale video-observation study where 127 mathematics lessons were coded with regard to the way teachers communicated learning goals. Four consecutive lessons were collected in 35 classrooms (grade 7, students age 14) in Sweden. The PLATO-manual was used to code the lessons with a four-grade scale. The results show that teachers mostly communicate vague or inferred learning goals. Tasks are in line with these (inferred) learning goals and the teachers give clear instructions to students regarding what to do. Throughout lessons, teachers seldom refer back to the learning goals. However, half of the teachers occasionally express more detailed learning goals and relate the content of the lesson to a learning outcome.