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Reviews are viewed in research literature as consisting of two- or three-turn rapid fire stand-up teacher-question and sit-down student-answer sequences, whereby the teacher asks questions, the students answer them, and the teacher evaluates the students' answers. Ethnographic observations of two successive review sessions in math in a classroom of students who are deaf were conducted, and teacher-student dialogues were transcribed and analyzed using the methods of conversational analysis. This study finds that while the teacher asked initial questions that were analogous to Bloom's cognitive categories, to which the students correctly answered but a little more than half of the time, there were frequent breakdowns or discordance between teachers' questions and students' answers. The teacher either made modifications of his initial questions and continued reviewing with the students, or moved to a teaching mode and returned to reviewing with the students, until the students mastered lesson information and answered the teacher's questions correctly. These suggest that reviews are prolonged discourses between teachers and students who undergo negotiations between questions and answers, and are an extension of teaching, helping to solidify student mastery of lesson materials.