A daily review is not meant to create a marking pile. The best evidence is quick, specific and tied to a decision the teacher can actually make tomorrow.
Look for patterns before scores
A total score can hide the useful story. Five students may miss the same fraction representation. Ten students may know the fact but misread the question. Those patterns matter more than a percentage.
- If most students miss it, reteach briefly before new learning.
- If a small group misses it, revisit during a short conference or rotation.
- If students are correct but slow, repeat the skill with smaller numbers first.
- If students are correct and confident, add variation or reasoning.
Keep the next step visible
The review question should point to the next teaching move. A missed number line question might become a modelled example. A missed vocabulary question might become a word wall check. A missed place value question might become MAB blocks or expanded notation.