TeamBasedInquiryLearning · jbunn3 · Jan 16, 2026 · Jan 15, 2026 · Jan 15, 2026 · Jan 15, 2026
diff --git a/source/calculus/source/03-AD/07.ptx b/source/calculus/source/03-AD/07.ptx
@@ -275,7 +275,7 @@ Note that some of the graphs below are definitely hard... might want to tell thi
                 </task>
                 <task><m>f(x)=\frac{x^2-4}{x^2-9}</m>
                 <answer>
-                Note that there is a horizontal asymptote at <m>y=1</m>.
+                <p>Note that there is a horizontal asymptote at <m>y=1</m>.</p>
                   <image>
                     <sageplot>
                       x = var('x')
@@ -295,7 +295,7 @@ Note that some of the graphs below are definitely hard... might want to tell thi
             </answer></task>
                 <task><m>f(x)=\frac{x^2+x-2}{x+3}</m>
                 <answer>
-                Note that this graph has a slant asymptote of <m>y=x</m>.
+                <p>Note that this graph has a slant asymptote of <m>y=x</m>.</p>
                   <image>
                     <sageplot>
                       x = var('x')
@@ -305,7 +305,7 @@ Note that some of the graphs below are definitely hard... might want to tell thi
                 </answer></task>
                 <task><m>f(x)=\frac{x}{\sqrt{x^2+2}}</m>
                 <answer>
-                Note that this graph has horizontal asymptotes at <m>y=\pm 1</m>.
+                <p>Note that this graph has horizontal asymptotes at <m>y=\pm 1</m>.</p>
                   <image>
                     <sageplot>
                       x = var('x')

diff --git a/source/precalculus/source/01-EQ/03.ptx b/source/precalculus/source/01-EQ/03.ptx
@@ -32,7 +32,7 @@
           </p>
         </statement>
           <answer>
-            Point <m>C</m> should be at the point <m>(2,2)</m>.
+            <p>Point <m>C</m> should be at the point <m>(2,2)</m>.</p>
           </answer>
       </task>
       <task>
@@ -42,9 +42,9 @@
           </p>
         </statement>
           <answer>
-            <m>AC</m> is <m>4</m> units long.
-            <m>BC</m> is <m>2</m> units long.
-            Make sure students pay attention to the scale.
+            <p><m>AC</m> is <m>4</m> units long.
+            <m>BC</m> is <m>2</m> units long.</p>
+            <p>Make sure students pay attention to the scale.</p>
           </answer>
       </task>
       <task>
@@ -54,7 +54,8 @@
           </p>
         </statement>
           <answer>
-            Students should see that they can use the Pythagorean Theorem to find the length of side <m>AB</m> (which is <m>\sqrt{20}</m> or approximately <m>4.5</m>).
+            <p>Students should see that they can use the Pythagorean Theorem to find the length of 
+              side <m>AB</m> (which is <m>\sqrt{20}</m> or approximately <m>4.5</m>).</p>
           </answer>
       </task>
     </activity>
@@ -76,7 +77,8 @@
           </p>
         </statement>
           <answer>
-            Students may need help in their drawing. Make sure the hypotenuse is the line segment that connects the two points.
+            <p>Students may need help in their drawing. Make sure the hypotenuse is the line segment that 
+              connects the two points.</p>
           </answer>
       </task>
       <task>
@@ -86,7 +88,9 @@
           </p>
         </statement>
           <answer>
-            The lengths of the legs of the triangle should be <m>y_{2}-y_{1}</m> and <m>x_{2}-x_{1}</m> (or <m>y_{1}-y_{2}</m> and <m>x_{1}-x_{2}</m> depending on how students created their drawing).
+            <p>The lengths of the legs of the triangle should be <m>y_{2}-y_{1}</m> and 
+              <m>x_{2}-x_{1}</m> (or <m>y_{1}-y_{2}</m> and <m>x_{1}-x_{2}</m> depending on 
+              how students created their drawing).</p>
           </answer>
       </task>
       <task>
@@ -96,7 +100,10 @@
           </p>
         </statement>
           <answer>
-            Students should see the connection to the previous activity and apply the Pythagorean Theorem. They should get either <m>\sqrt{(x_{2}-x_{1})^2+(y_{2}-y_{1})^2}</m> or <m>\sqrt{(x_{1}-x_{2})^2+(y_{1}-y_{2})^2}</m> to represent the length of the side that connects the two points.
+            <p>Students should see the connection to the previous activity and apply the Pythagorean 
+              Theorem. They should get either <m>\sqrt{(x_{2}-x_{1})^2+(y_{2}-y_{1})^2}</m> or 
+              <m>\sqrt{(x_{1}-x_{2})^2+(y_{1}-y_{2})^2}</m> to represent the length of the side 
+              that connects the two points.</p>
           </answer>
       </task>
     </activity>
@@ -125,7 +132,7 @@
             <li> <m>\sqrt{56}</m> </li></ol></p>
         </statement>
           <answer>
-            B and C
+            <p>B and C</p>
           </answer>
         </task>
         <task>
@@ -138,7 +145,7 @@
               <li> <m>\sqrt{61}</m> </li></ol></p>
           </statement>
               <answer>
-                B and D
+                <p>B and D</p>
               </answer>
           </task>
           <task>
@@ -152,7 +159,7 @@
                   <li> <m>(-5,-5)</m> </li></ol></p>
           </statement>
                   <answer>
-                    B
+                    <p>B</p>
                   </answer>
           </task>
     </activity>
@@ -193,7 +200,7 @@
           <li> <m>(10,2)</m> </li></ol></p>
         </statement>
           <answer>
-            B
+            <p>B</p>
           </answer>
       </task>
       <task>
@@ -206,7 +213,7 @@
             <li> <m>(5,2)</m> </li></ol></p>
           </statement>
             <answer>
-              D
+              <p>D</p>
             </answer>
         </task>
         <task>
@@ -219,7 +226,7 @@
               <li> <m>(5,2)</m> </li></ol></p>
           </statement>
               <answer>
-                C
+                <p>C</p>
               </answer>
           </task>
           <task>
@@ -260,7 +267,7 @@
             <li> <m>(1,4)</m> </li></ol></p>
         </statement>
             <answer>
-              B
+              <p>B</p>
             </answer>
         </task>
         <task>
@@ -273,7 +280,7 @@
             <li> <m>(4,7)</m> </li></ol></p>
         </statement>
             <answer>
-              C
+              <p>C</p>
             </answer>
         </task>
         <task>
@@ -286,7 +293,7 @@
               <li> <m>(8,6)</m> </li></ol></p>
           </statement>
               <answer>
-                D
+                <p>D</p>
               </answer>
           </task>
     </activity>
@@ -304,7 +311,7 @@
           </p>
         </statement>
           <answer>
-            <m>\sqrt{113}</m> or <m>10.6</m>
+            <p><m>\sqrt{113}</m> or <m>10.6</m></p>
           </answer>
       </task>
       <task>
@@ -314,7 +321,7 @@
           </p>
         </statement>
           <answer>
-            <m>(2,1.5)</m>
+            <p><m>(2,1.5)</m></p>
           </answer>
       </task>
 </activity>

diff --git a/source/precalculus/source/03-LF/03.ptx b/source/precalculus/source/03-LF/03.ptx
@@ -30,7 +30,7 @@
             </image> 
         </statement>
         <answer>
-        Many answers possible.
+        <p>Many answers possible.</p>
         </answer>
       </task>
 
@@ -65,7 +65,7 @@
             </image> 
         </statement>
         <answer>
-        Just the one possible line.
+        <p>Just the one possible line.</p>
         </answer>
       </task>
 

diff --git a/source/precalculus/source/03-LF/06.ptx b/source/precalculus/source/03-LF/06.ptx
@@ -179,7 +179,7 @@
         </sageplot>
       </image>
     </p>
-    The point of intersection is <m>(1,1)</m>.
+    <p>The point of intersection is <m>(1,1)</m>.</p>
   </answer>
 </task>
 
@@ -229,7 +229,7 @@
             </sageplot> 
           </image>
         </p>
-        The point of intersection is not at a "nice" point, making it hard to see exactly where it is.
+        <p>The point of intersection is not at a "nice" point, making it hard to see exactly where it is.</p>
       </answer>
     </task>
 

diff --git a/source/precalculus/source/05-EL/02.ptx b/source/precalculus/source/05-EL/02.ptx
@@ -105,7 +105,7 @@
           </p>  
         </statement>
         <answer>
-          E
+          <p>E</p>
         </answer>
       </task>
 
@@ -124,7 +124,7 @@
           </p>  
         </statement>
         <answer>
-          C
+          <p>C</p>
         </answer>
       </task>
 
@@ -332,7 +332,7 @@
           </p>  
         </statement>
         <answer>
-          C
+          <p>C</p>
         </answer>
       </task>
 
@@ -351,7 +351,7 @@
           </p>  
         </statement>
         <answer>
-          E
+          <p>E</p>
         </answer>
       </task>
 

diff --git a/source/precalculus/source/05-EL/04.ptx b/source/precalculus/source/05-EL/04.ptx
@@ -134,7 +134,7 @@ p
           </p>  
         </statement>
         <answer>
-          D
+          <p>D</p>
         </answer>
       </task>
 
@@ -153,7 +153,7 @@ p
           </p>  
         </statement>
         <answer>
-          E
+          <p>E</p>
         </answer>
       </task>
 
@@ -171,7 +171,7 @@ p
           </p>  
         </statement>
         <answer>
-          A
+          <p>A</p>
         </answer>
       </task>
 
@@ -189,7 +189,7 @@ p
           </p>  
         </statement>
         <answer>
-          D
+          <p>D</p>
         </answer>
       </task>