This study explores secondary mathematics teachers' attention to the three components of Jaworski's (1992) "teaching triad" (i.e., "mathematical challenge," "learning management," and "sensitivity to students") as they planned a lesson revolving around a rich mathematics problem and assessed pre-designed student solutions for that problem. Written work was gathered from 17 cohorts. Qualitative analysis generated categories. Quantitative analysis revealed that some components of the teaching triad were attended to in both activities, some were not attended to in either activity, and some were attended to in one activity but not in the other. Findings are interpreted in light of theory.