In the main activity the children were asked to be ‘maths detectives’. It is evident from the plan that the teacher posed questions but these questions appear to be looking for one definite answer. There is also a ‘problem card’ ready so that the children themselves do not have to discuss how to go about solving a word problem but have the steps ready for them. When posing questions, the teacher needs to ask questions that can be explored; encouraging the pupils to think and explore them is part of AfL (Lee, 2006). According to the NNS, the children will have come across word problems in Year 1; this perhaps would have been an opportunity to assess prior learning and assess the stage the pupils were currently at – explore their current understanding and check for any gaps or misconceptions.According to Black et al (2004), many teachers do not plan and conduct classroom dialogue in a way that allows pupils to learn. Their research has shown that many teachers do not allow pupils enough time to think of an answer after posing a question. Often, if they do not receive an immediate reply, teachers ask another question or answer the question themselves. Consequently, the dialogue is short lived. If teachers increase the waiting time, this would help pupils become more involved. Black and William (1998) also found that generally only a few pupils in a class answer the teacher’s questions. The rest of the class, feeling that they are unable to answer the questions as rapidly as these few, do not attempt to answer. The teacher is then out of touch with the understanding of most of the children in the class. Several researchers, such as Black and William (1998) mentioned above, Myhill (2006) and Clarke (2009) suggest a ‘no hands up’ policy so that all children feel that they may be called upon and therefore reflect upon the question.