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I'm thankful every day that throughout my education it was drilled into me never to circle my answer at the end of a math problem until I first re-read the problem and asked if my answer made any sense.

I feel for the math teachers out there who receive homework where a sink faucet spews 70.4 gallons of water per second.

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> I'm thankful every day that throughout my education it was drilled into me never to circle my answer at the end of a math problem until I first re-read the problem and asked if my answer made any sense.

I had always done this, but I remember hitting a word problem in calculus where the calculation came back with something that made no intuitive sense. I remember staring at it and re-tracing each step before turning it in, certain that I had have made a mistake, but unable to find a problem. It turned out that nothing was wrong, the values just weren't real-world consistent.

One funny incident I had on this topic was when I was TAing calculus one student proudly proclaimed that there's no gravity on Mars while doing velocity problems.

This didn't stop them from using the gravitational constant provided in the assignment or from getting the correct answer even, but it was funny regardless.

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