Since the late 90's, the Research Group for Comparative Subject Didactics based in Geneva has developed video-based classroom observations in order to capture the mutual adjustments of the teacher and the students in construing knowledge content. The importance of observation and analytic protocols including a hierarchical system of data treatment was highlighted by Schubauer-Leoni & Leutenegger (2002). A central feature of video-based analyses in French-speaking didactical research is the construction of synopses that sum up classroom events in a chronological order (Leutenegger, 2003; Tiberghien et al, 2007, Sales Cordeiro & Ronveaux, 2009). Stemming from sequential analysis of discourses, the structure of synopsis made for didactical surveys significantly may differ according to the purpose of the research and theoretical perspective lying in the background, and the temporal scales of analyses invoked in the study (Lemke, 2000). This paper will survey different types of synopses constructed for analyzing the content of the joint actions developing in mathematics and science classrooms at primary school. In particular, I will show that for same category being used for coding the teaching actions within a lesson, the interpretation of these actions remains dependent upon the progression of the content.