Informings (assertions or tellings) are a fundamental action type for transferring knowledge from a knowing participant to an unknowing one in an interaction. They form a complementary pair with questions. In this study, we draw on video- and audio-taped data from a primary school in central Queensland. We investigate the distribution and sequential occurrence of informings in about 15 hours of classroom recordings. Whereas questions by teachers are very common, we found informings to be relatively infrequent. In particular, teachers were found to pass on factual information directly to students rarely. Informings were found to occur most frequently after other strategies, and in particular, questions, had been tried.