Ms. Simms uses Zoom to stream her second-grade math lesson on long division. She expects her students to be logged into their electronic devices at a remote location by 10:00 AM. She uses synchronous teaching following a similar class structure to her brick-and-mortar classroom. To begin class, Ms. Simms poses a long division problem as a hook on the Zoom screen. Students post their work and answer in the chat. During direct instruction, Ms. Simms uses PowerPoint slides and writes on the screen as she explains her solutions. Students ask questions by raising their hands (using the hand symbol) or typing in the chat box. Ms. Simms calls on students to answer questions live during direct instruction. After the explicit instruction, Ms. Simms groups students into breakout rooms. She gives them five math problems to discuss and solve collaboratively. Ms. Simms enters the breakout rooms to listen as they work toward the solutions. If a group needs help, she provides feedback. After 10 minutes, Ms. Simms shows a video to the entire class showing various methods to solve long-division problems. To close the lesson, Ms. Simms gives students a short formative quiz using a digital test generator. Its purpose is