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Add <p> tags to missing answers (#913)
* EQ3 * LF3 * EL2 * EL4 * LF6 * Calculus AD7
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‎source/calculus/source/03-AD/07.ptx‎

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

‎source/precalculus/source/01-EQ/03.ptx‎

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</p>
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</statement>
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<answer>
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Point <m>C</m> should be at the point <m>(2,2)</m>.
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<p>Point <m>C</m> should be at the point <m>(2,2)</m>.</p>
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</answer>
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</task>
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<task>
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</p>
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</statement>
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<answer>
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<m>AC</m> is <m>4</m> units long.
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<m>BC</m> is <m>2</m> units long.
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Make sure students pay attention to the scale.
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<p><m>AC</m> is <m>4</m> units long.
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<m>BC</m> is <m>2</m> units long.</p>
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<p>Make sure students pay attention to the scale.</p>
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</answer>
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</task>
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<task>
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</p>
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</statement>
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<answer>
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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>).
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<p>Students should see that they can use the Pythagorean Theorem to find the length of
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side <m>AB</m> (which is <m>\sqrt{20}</m> or approximately <m>4.5</m>).</p>
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</answer>
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</task>
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</activity>
@@ -76,7 +77,8 @@
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</p>
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</statement>
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<answer>
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Students may need help in their drawing. Make sure the hypotenuse is the line segment that connects the two points.
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<p>Students may need help in their drawing. Make sure the hypotenuse is the line segment that
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connects the two points.</p>
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</answer>
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</task>
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<task>
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</p>
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</statement>
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<answer>
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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).
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<p>The lengths of the legs of the triangle should be <m>y_{2}-y_{1}</m> and
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<m>x_{2}-x_{1}</m> (or <m>y_{1}-y_{2}</m> and <m>x_{1}-x_{2}</m> depending on
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how students created their drawing).</p>
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</answer>
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</task>
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<task>
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</p>
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</statement>
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<answer>
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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.
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<p>Students should see the connection to the previous activity and apply the Pythagorean
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Theorem. They should get either <m>\sqrt{(x_{2}-x_{1})^2+(y_{2}-y_{1})^2}</m> or
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<m>\sqrt{(x_{1}-x_{2})^2+(y_{1}-y_{2})^2}</m> to represent the length of the side
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that connects the two points.</p>
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</answer>
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</task>
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</activity>
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<li> <m>\sqrt{56}</m> </li></ol></p>
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</statement>
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<answer>
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B and C
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<p>B and C</p>
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</answer>
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</task>
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<task>
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<li> <m>\sqrt{61}</m> </li></ol></p>
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</statement>
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<answer>
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B and D
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<p>B and D</p>
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</answer>
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</task>
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<task>
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<li> <m>(-5,-5)</m> </li></ol></p>
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</statement>
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<answer>
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B
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<p>B</p>
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</answer>
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</task>
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</activity>
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<li> <m>(10,2)</m> </li></ol></p>
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</statement>
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<answer>
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B
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<p>B</p>
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</answer>
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</task>
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<task>
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<li> <m>(5,2)</m> </li></ol></p>
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</statement>
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<answer>
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D
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<p>D</p>
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</answer>
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</task>
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<task>
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<li> <m>(5,2)</m> </li></ol></p>
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</statement>
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<answer>
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C
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<p>C</p>
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</answer>
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</task>
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<task>
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<li> <m>(1,4)</m> </li></ol></p>
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</statement>
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<answer>
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B
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<p>B</p>
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</answer>
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</task>
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<task>
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<li> <m>(4,7)</m> </li></ol></p>
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</statement>
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<answer>
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C
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<p>C</p>
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</answer>
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</task>
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<task>
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<li> <m>(8,6)</m> </li></ol></p>
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</statement>
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<answer>
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D
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<p>D</p>
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</answer>
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</task>
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</activity>
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</p>
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</statement>
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<answer>
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<m>\sqrt{113}</m> or <m>10.6</m>
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<p><m>\sqrt{113}</m> or <m>10.6</m></p>
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</answer>
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</task>
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<task>
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</p>
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</statement>
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<answer>
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<m>(2,1.5)</m>
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<p><m>(2,1.5)</m></p>
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</answer>
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</task>
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</activity>

‎source/precalculus/source/03-LF/03.ptx‎

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</image>
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</statement>
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<answer>
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Many answers possible.
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<p>Many answers possible.</p>
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</answer>
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</task>
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</image>
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</statement>
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<answer>
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Just the one possible line.
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<p>Just the one possible line.</p>
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</answer>
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</task>
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‎source/precalculus/source/03-LF/06.ptx‎

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</sageplot>
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</image>
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</p>
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The point of intersection is <m>(1,1)</m>.
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<p>The point of intersection is <m>(1,1)</m>.</p>
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</answer>
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</task>
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</sageplot>
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</image>
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</p>
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The point of intersection is not at a "nice" point, making it hard to see exactly where it is.
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<p>The point of intersection is not at a "nice" point, making it hard to see exactly where it is.</p>
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</answer>
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</task>
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‎source/precalculus/source/05-EL/02.ptx‎

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</p>
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</statement>
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<answer>
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E
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<p>E</p>
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</answer>
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</task>
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</p>
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</statement>
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<answer>
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C
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<p>C</p>
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</answer>
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</task>
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</p>
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</statement>
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<answer>
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C
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<p>C</p>
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</answer>
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</task>
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</p>
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</statement>
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<answer>
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E
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<p>E</p>
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</answer>
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</task>
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‎source/precalculus/source/05-EL/04.ptx‎

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</p>
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</statement>
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<answer>
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D
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<p>D</p>
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</answer>
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</task>
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</p>
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</statement>
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<answer>
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E
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<p>E</p>
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</answer>
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</task>
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</p>
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</statement>
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<answer>
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A
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<p>A</p>
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</answer>
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</task>
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</p>
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</statement>
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<answer>
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D
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<p>D</p>
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</answer>
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</task>
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