The Teacher Makes Informed Decisions About Student Learning

Teacher, Lesley, is delivering a maths lesson. She prompts students to provide choral responses, uses individual turns and circulates during independent work time. She notices that students are consistently applying a strategy to multiply fractions incorrectly. On her lesson book, she notices that she has marked that five out of her 15 students did not demonstrate mastery of the procedure to multiply fractions. She stops students to review the process as a group and provide more practice until they are firm.