This paper provides a classification of resources used by mathematics teachers in an English high school. It is based on data analysis from ongoing PhD research exploring mathematics teachers' appropriation of digital resources and the impact on classroom practices in selected schools. This paper reports a way of making sense of the myriad curricular and digital resources that are increasingly available to the teachers in planning and enacting their teaching and assessing their students' understandings in the context of their every day practices. The classification has potential to aid understandings of teachers' appropriation of resources for teaching mathematics.