Amplify Activity Coding Standards

1. Computation Layer — JavaScript

Return format

All computation layer functions must return an object { correct, feedback }, not a plain string.

// ✅ Correct
function checkAnswer(input) {
  return { correct: true, feedback: "✓ Correct! ..." };
}

// ❌ Wrong — old pattern, do not use
function checkAnswer(input) {
  return "✓ Correct! ...";
}

Amplify handler pattern

var result = checkExpandedForm(studentInput, 4, 2);
displayText(result.feedback);       // show explanation in text area
highlightCorrect(result.correct);   // green if true, red if false

Function naming conventions

Type-in validation — normalization pattern

Always normalize student input before comparing. Strip whitespace, unify symbols.

function checkExpandedForm(input, base, exp) {
  if (typeof input !== "string" || input.trim() === "") {
    return { correct: false, feedback: "Please type your answer in the box." };
  }
  var normalized = input
    .trim()
    .replace(/\s*[×x\*]\s*/gi, "×")  // unify ×, *, x → ×
    .replace(/\s+/g, "");
  // build expected, compare, return object
}

Multiple-choice validation pattern

Option values are always integers 1–4. Val 1 is always the correct answer. Pass the integer, not the label string.

function problem_trans7(val) {
  var labels = { 1: "1/2 × 1/2 × 1/2", 2: "1/6", 3: "3/2", 4: "1/8" };
  var hints  = { 2: "...", 3: "...", 4: "..." };
  if (val === 1) {
    return { correct: true, feedback: "✓ Correct!\n\n..." };
  }
  return {
    correct: false,
    feedback: "✗ Not quite — you chose: " + (labels[val] || val)
              + "\n\n" + (hints[val] || "")
  };
}

Numeric fill-in comparison

Use a small tolerance for floating point comparisons.

var studentNum = parseFloat(String(input).trim());
var correctNum = parseFloat(String(correct));
if (!isNaN(studentNum) && Math.abs(studentNum - correctNum) < 0.0001) {
  // correct
}

JS feedback string math notation

In plain-text feedback strings (not rendered HTML):

• Fractions: write as 1/3 — acceptable in text output
• Exponents: write with ^ — e.g. 3^4 (text context, not rendered math)
• Multiplication: use × (Unicode) — e.g. "3 × 3 × 3"

2. HTML — Exponents (No Carets)

Never use ^ in rendered math content.

Unicode superscript characters

⁰ ¹ ² ³ ⁴ ⁵ ⁶ ⁷ ⁸ ⁹

SVG tspan superscript pattern

<text x="150" y="50" font-family="Georgia,serif" font-size="24" fill="#1e3a5f">
  x<tspan dy="-6" font-size="16">3</tspan>
</text>

SVG multi-term caption with repeated superscripts

Alternate up/down dy resets for each segment:

<text ...>
  3<tspan dy="-4" font-size="10">⅓</tspan>
  <tspan dy="4"> × 3</tspan>
  <tspan dy="-4" font-size="10">⅓</tspan>
  <tspan dy="4"> = 3 ✓</tspan>
</text>

3. HTML — Fractions (Always Vertical)

Use the .vfrac component. Never use horizontal slash notation (1/2) in rendered math.

CSS

.vfrac {
  display: inline-flex;
  flex-direction: column;
  align-items: center;
  vertical-align: middle;
  line-height: 1.1;
  font-size: 0.82em;
}
.vfrac-num { border-bottom: 2.5px solid currentColor; padding: 1px 7px 3px; line-height: 1; }
.vfrac-den { padding: 3px 7px 1px; line-height: 1; }

Usage

<!-- 1/3 -->
<span class="vfrac"><span class="vfrac-num">1</span><span class="vfrac-den">3</span></span>

<!-- (1/3)⁴ -->
(<span class="vfrac"><span class="vfrac-num">1</span><span class="vfrac-den">3</span></span>)⁴

<!-- 1/3⁴ — superscript in denominator -->
<span class="vfrac"><span class="vfrac-num">1</span><span class="vfrac-den">3⁴</span></span>

Buttons containing fractions

.mc-btn {
  display: flex;
  align-items: center;
  justify-content: center;
  gap: 6px;
}

4. HTML — Multiplication Symbol

5. HTML — Blank / Fill-In Boxes

Inline answer blank (5² = ___)

.answer-blank {
  display: inline-block;
  min-width: 44px;
  height: 34px;
  border: 2px dashed #94a3b8;
  border-radius: 6px;
  vertical-align: middle;
}

5² = <span class="answer-blank"></span>

Exponent-position blank (3^□)

.exp-blank {
  display: inline-block;
  min-width: 26px;
  height: 22px;
  border: 2px dashed currentColor;
  border-radius: 4px;
  vertical-align: super;
  margin-left: 2px;
  font-size: 0.5em;
}

3<span class="exp-blank"></span>

SVG blank leaf box (factor trees)

<rect x="30" y="126" width="90" height="56" rx="10"
      fill="white" stroke="#94a3b8" stroke-width="2.5" stroke-dasharray="7,4"/>

6. HTML — Color Coding

Colors encode semantic roles, not specific content. A color is assigned to a role at the start of an activity and used consistently for that role throughout — just as dashes (___) universally signal a fill-in-the-blank regardless of subject. Never use a color for two different roles within the same activity.

The four standard roles

How roles map to content (examples)

Rules

1. Assign roles before building. Decide which form gets which color before writing any HTML. Add a comment at the top of the file documenting the mapping.
2. Never reassign a color mid-activity. If blue means "exponent form" on slide 2, it must mean the same on slide 9.
3. Student fill-in is always purple dashed. This is the universal signal for "student completes this," equivalent to ___ in print. Non-negotiable.
4. Revealed answers stay purple, border goes solid. When a filled-in answer is shown or confirmed, keep purple but switch border-style from dashed to solid.

CSS

.box--primary   { background: #dbeafe; border: 2px solid  #3b82f6; color: #1e3a5f; }
.box--secondary { background: #dcfce7; border: 2px solid  #22c55e; color: #14532d; }
.box--equiv     { background: #fef3c7; border: 2px solid  #f59e0b; color: #78350f; }
.box--blank     { background: #f5f3ff; border: 2px dashed #7c3aed; color: #4c1d95; }
.box--blank.answered { border-style: solid; }

Form labels

When labeling a form above or beside its box, the label text color must match the box role.

Inline form terms in question prompts

When a question prompt contains a word or phrase that names a form, that term is colored to match its role. The rest of the sentence stays black.

7. SVG Factor Trees

Coordinate conventions

• ViewBox: sized to content — 0 0 300 190 (2 leaves) up to 0 0 500 190 (5 leaves)
• Top box: centered horizontally, y = 12, height 56
• Leaf boxes: y = 126, height 56, width 90
• Branches: cubic bezier M cx 68 C cx 95 leafX 100 leafX 126
• × symbols: between adjacent leaf centers at y ≈ 162
• Leaf spacing: ~15px gap between boxes

Fill colors

8. Slide Architecture

Full interactive HTML (teacher + student reference)

• Sticky TOC nav strip, color-coded by slide type
• Left border color by type: concept=blue, typein=purple, MC=orange, visual=teal
• Collapsible <details> for teacher/Amplify setup notes
• Collapsible answer keys for visual slides
• Per-slide print buttons using data-print + CSS pattern

Teaching-only HTML (classroom projection)

• Full-screen slides with JS slideshow (click or arrow keys)
• No inputs, no teacher notes, no interactive elements
• Font sizes ≥ 3.5rem for expressions, ≥ 1.7rem for notes
• Captions below trees state the equation correctly: "9 = 3 × 3, so √9 = 3" — never "√9 = 3 × 3"

Slide type badge colors

8.4 Vocabulary Introduction Slides — "Math As A Second Language" Pattern

Include a Math As A Second Language (MASL) slide at the start of any activity that introduces new notation or terminology. The purpose is to teach students how to read the math aloud before they are asked to work with it.

Required elements

1. Labeled generic form — Show the abstract, generalized notation (e.g., b^n) with annotated arrows naming each component. Labels use the established form-term color system.
2. Component definitions — Each labeled part names the mathematical term (e.g., "base", "exponent/power").
3. Multiple concrete examples — At least three examples covering diverse types: an integer, a variable, and a fraction or compound expression. Display each in the primary-form blue box.
4. Spoken English translation — Below each example, an italicized spoken phrase. Where multiple phrasings are valid, show both.

When to include a MASL slide

• Beginning of any activity introducing new notation (exponents, radicals, fractions, absolute value, etc.)
• Any time students are expected to use specific vocabulary in discussion or writing
• Before the first interactive problem of its type

Label placement rules for annotated SVGs

• Base / primary component label: neutral dark text (#374151) — structural, not a form role
• Exponent / power label: blue (#2563eb) — names the primary form concept
• Connector lines match the label color; arrowhead triangles reinforce directionality
• Maintain at least 30px horizontal separation between labels
• Total SVG height = bottom of last label + 4px buffer

MASL spoken-phrase card color

Spoken-phrase cards use teal across all slides and all decks. This color is reserved exclusively for the linguistic/spoken layer. Never use it for math content roles.

.masl-spoken {
  background: #ccfbf1;
  border: 2px solid #0d9488;
  border-radius: 10px;
  padding: 10px 20px;
  font-family: Georgia, serif;
  font-style: italic;
  color: #134e4a;
  text-align: center;
  line-height: 1.55;
  /* font-size: set per deck — 1.5rem in reference HTML, 2rem in teaching slides */
}
.masl-spoken-alt { color: #0d9488; }

The general spoken form above the annotated diagram (e.g., "b to the power of n") also uses .masl-spoken. Apply max-width: none via inline override when the card spans full width.

8.5 Minimum Text Sizes for Classroom Projection

Research basis

Two independent methods converge on the same answer. At 30 feet, for students with 20/40 vision (mild myopia):

• Optometry method (ISO 9241-303): ≥ 40 arc minutes → ~4.35 inches on screen
• AV industry standard (Extron / InfoComm): 2 × (30 ÷ 15) = 4 inches minimum

Rules

1. Never go below 1.5 rem for any text — not even SVG annotation labels. If a label cannot fit at 1.5 rem, redesign the layout.
2. SVG text sizes are absolute CSS pixels. A font-size="12" in SVG is 12px regardless of parent. Minimum font-size="24", preferred font-size="32" for classroom content.
3. .masl-spoken and all spoken-phrase text: minimum 1.1 rem. Alternate phrasings minimum 1 rem.
4. The 9.25 rem target applies to the dominant expression on concept slides.

9. Amplify Platform — Best Practices

9.1 What the Computation Layer actually is

The Desmos/Amplify Computation Layer (CL) is a proprietary DSL, not JavaScript. It uses a reactive, declarative when/otherwise syntax to wire "sources" (data emitted by components) to "sinks" (properties that components accept).

// CL syntax — this is NOT JavaScript
content: when mc1.isSelected(1) and button.timeSincePress > 0
           "Correct!"
         when button.timeSincePress > 0
           "Try again."
         otherwise ""

The existing activity files in this project use a JavaScript layer — a custom Amplify host environment that calls named JS functions and passes student-response values into them. JS conventions in sections 1–8 apply to that environment. CL DSL conventions below apply to native CL scripts in the Activity Builder.

9.2 CL language primitives

9.3 Key sources by component type

Math Response — use for all student type-in answers

Choice (multiple choice)

Note component (for displaying feedback)

9.5 Feedback display patterns

// Native CL pattern
content: when input.submitted and numericValue(input.latex) = 9
           "Correct! 3² = 9"
         when input.submitted
           "Not quite. Remember: 3² means 3 × 3."
         otherwise ""

Formatting constraints (both environments)

• Feedback text is plain text only — no HTML tags, no Markdown
• Line breaks in CL strings: not reliably supported; keep feedback to one or two sentences
• Math notation: write out symbols in Unicode (×, ÷, superscript digits) — do not embed LaTeX
• Quote characters in CL: must be straight quotes — smart/curly quotes will cause syntax errors

9.7 Submission gating — preventing premature feedback

// Bad — feedback fires mid-typing
content: when numericValue(input.latex) = 25 "Correct!" otherwise "Try again."

// Good — feedback only after submit
content: when input.submitted and numericValue(input.latex) = 25
           "Correct!"
         when input.submitted
           "Try again."
         otherwise "Enter your answer and press Submit."

9.8 Cross-screen and cross-component references

• Components on the same screen can reference each other by name: mc1.isSelected(2)
• Components on different screens cannot directly reference each other
• The screen-level script supports only title:, subtitle:, and coverText: sinks
• Workaround for cross-screen state: use a hidden table or graph to store values

9.9 Sandbox restrictions and known limitations

JS layer specifics (this codebase)

• Use var and function declarations — let, const, and arrow functions may not be supported
• No class, no destructuring, no template literals — write ES5-compatible code

9.11 Where CL scripts go — the </> rule

All CL scripts belong in the Edit Computation Layer (</>) editor on the NOTE component, never in the Math Response or Multiple Choice component editors.

1. Add a Note component to the slide
2. Click the </> icon on the Note component — this opens the Computation Layer editor
3. Paste or type the CL script there

Debug technique for string matching

Add a temporary Note with only content: mathResponse1.latex. Submit an answer — the Note displays the exact LaTeX string Amplify produced. Copy that string into your isCorrect check, then delete the debug Note.

9.12 Resources

10. Word Problem Language Standard

Math activities often serve multi-lingual learners who are simultaneously learning English and learning mathematics. Dense or idiomatic English in problem prompts creates a language barrier that obscures the math. These rules reduce that barrier.

Core rules

1. No passive voice. Rewrite every passive construction as active.
2. Avoid "is", "was", "be", "been", "being" as main verbs. These forms are ambiguous across tenses and difficult to parse. Prefer concrete action verbs.
3. Present tense by default. Use present tense for all problem scenarios, definitions, and instructions. Past tense only when context requires it.
4. No idioms. Every phrase must mean exactly what it says. Remove expressions whose meaning cannot be inferred from the individual words.
5. Short sentences. Break compound sentences at conjunctions. Target one idea per sentence.

Examples

Vocabulary in problem prompts

When a prompt uses a term students may not know, pair it with its plain-language meaning in the same sentence:

"Write the exponent — the small raised number — for this expression."

Do not assume students know the term from a previous slide. Repetition of the paired form reinforces both the vocabulary and the concept.

Scope

10.1 Polysemous Words — Explicit Flagging Requirement

A polysemous word carries different meanings in everyday English and in mathematics. Multi-lingual learners often acquire the everyday meaning first. When they encounter the same word in a math context, the conflict is silent — students may appear to follow along while parsing the wrong meaning.

"Find the mean (average) of the data set."
"The volume (amount of space inside) of the box is 24 cm³."

Common polysemous math/everyday conflicts:

10.2 Sentence Structure — One Subordinate Clause Cap

Rule 1 — One subordinate clause per sentence. A problem prompt may contain at most one subordinate clause (beginning with when, if, because, which, that, although, while, after, before, since, unless). When a sentence has two or more, split it.

Rule 2 — Pronouns require a named antecedent in the same sentence. Pronouns (it, they, this, that, these, those) must have their referent named in the same sentence — not in the previous sentence.

10.3 Feedback String Language Standard

The §10 core rules apply to all feedback strings. The additional rules below are specific to feedback — the text a student reads after making an attempt.

1. State what the student did before evaluating it. Begin incorrect feedback by naming the student's answer or action, then explain the issue.
   • ❌ "Not quite — try again."
   • ✅ "Not quite. 3 + 3 is addition, not repeated multiplication."
2. Name the correct form. Do not say "try again" alone. Every incorrect feedback string must include the correct answer or a direct pointer to it.
   • ❌ "That's not right. Try again."
   • ✅ "Not quite. 3² means 3 × 3 = 9."
3. No rhetorical questions. Rhetorical questions require students to parse indirect register. MLs may read them as literal questions.
   • ❌ "Did you remember to multiply the base by itself?"
   • ✅ "Multiply the base by itself: 3 × 3."
4. Use "Correct" / "Not quite" as openers. Never open with "Wrong," "Incorrect," or "No."
   • ❌ "Wrong. The answer is 9."
   • ✅ "Not quite. The answer is 9."

Feedback string opener conventions:

10.4 Concept-First Vocabulary Introduction (Slide Design Standard)

Rule: Any activity slide that introduces a new vocabulary term must present the concept or visual representation before the label. Students see and interact with the concept first. The vocabulary word is introduced after they have a referent for it.

Required ordering on vocabulary introduction slides:

1. Visual or concrete representation of the concept
2. The concept itself — what it does or how it behaves
3. The vocabulary label — the word or symbol
4. The definition — a plain-language statement
5. Usage examples — the label applied in context

This sequencing prevents the confusion that arises when students encounter a word before they have a referent for it. For MLs who learned the concept under a different term in their home language, seeing the concept first provides a hook to prior knowledge.

Example (exponent activity)

1. Show: A diagram of 4 × 4 × 4 = 64
2. Ask: "How many times does 4 appear?"
3. Introduce: "This count — how many times the base repeats — is the exponent."
4. Define: "The exponent (also called the power) tells you how many times to multiply the base by itself."
5. Apply: Multiple examples using the word "exponent" in context.

10.5 Sentence Frames for Type-In and Discourse Slides

Rule: Every type-in slide where students write an explanation (not just a number or expression) must include a sentence frame as a visible scaffold. The frame appears above or beside the input box, never below it.

Sentence frame library — organized by KLU:

For Discuss slides (verbal/social mode): no written sentence frame. Use a pair-talk prompt label — "Talk with your partner:" — without a frame card.

See §10.6 for the full KLU color palette and CSS class definitions.

10.6 KLU Color System

Each KLU directive verb and its matching sentence frame share a teal variant. The color is the visual link between the directive word in the prompt ("Explain why...") and the scaffold that helps the student respond. Over repeated encounters, the pairing internalizes — the color becomes the retrieval cue even in uncolored contexts like tests.

Palette

CSS

/* KLU directive verb — inline span in problem prompts */
.klu-term             { font-weight: 700; }
.klu-term--recount    { color: #0a7a5e; }
.klu-term--explain    { color: #0d7a6e; }
.klu-term--describe   { color: #0e7a8c; }
.klu-term--argue      { color: #1070a0; }

/* Sentence frame card — base layout (no color) */
.sentence-frame {
  border-radius: 8px;
  padding: 10px 16px;
  margin-bottom: 12px;
  font-size: 0.95rem;
  border-width: 1.5px;
  border-style: solid;
}

/* KLU color variants */
.sentence-frame--recount  { background: #d1fce9; border-color: #0a7a5e; color: #064033; }
.sentence-frame--explain  { background: #cdfbf1; border-color: #0d7a6e; color: #07403c; }
.sentence-frame--describe { background: #c9f8fc; border-color: #0e7a8c; color: #073e4e; }
.sentence-frame--argue    { background: #c8ecf8; border-color: #1070a0; color: #093351; }

/* Frame label — uses the KLU's directive color */
.frame-label {
  display: block;
  font-size: 0.78rem;
  font-weight: 700;
  text-transform: uppercase;
  letter-spacing: 0.07em;
  margin-bottom: 4px;
}
.sentence-frame--recount  .frame-label { color: #0a7a5e; }
.sentence-frame--explain  .frame-label { color: #0d7a6e; }
.sentence-frame--describe .frame-label { color: #0e7a8c; }
.sentence-frame--argue    .frame-label { color: #1070a0; }

/* Frame text */
.frame-text { font-style: italic; }

HTML usage — directive verb + adapted frame

<!-- Explain: colored directive in prompt, problem-specific frame -->
<p class="problem-prompt">
  <span class="klu-term klu-term--explain">Explain</span> why 3² is not the same as 3 × 2.
</p>
<div class="sentence-frame sentence-frame--explain">
  <span class="frame-label">Use this sentence to help you:</span>
  <span class="frame-text">3² is not the same as 3 × 2 because ___.</span>
</div>

<!-- Argue: colored directive in prompt, problem-specific frame -->
<p class="problem-prompt">
  <span class="klu-term klu-term--argue">Argue</span>: is 64 a perfect square? How do you know?
</p>
<div class="sentence-frame sentence-frame--argue">
  <span class="frame-label">Use this sentence to help you:</span>
  <span class="frame-text">64 [is / is not] a perfect square because ___.</span>
</div>

The Argue frame above is adapted to the problem — not the generic library wording. The sky-teal color identifies it as Argue regardless of the wording.

11. Deliverable Standard — CL Text File

Every activity must produce a plain-text CL guide file alongside the other activity files. This file is the primary reference a teacher uses when building the activity in the Amplify Activity Builder.

File naming convention

[activity_name]_CL.txt

Examples: exponent_problems_CL.txt  ·  exponent_intro_CL.txt

Required file structure

AMPLIFY COMPUTATION LAYER SCRIPTS — [ACTIVITY TITLE]
[one-line description]

================================================================
SETUP INSTRUCTIONS:
================================================================

For MULTIPLE CHOICE slides:
  1. Add a Multiple Choice component and name it as shown below
  2. Add a Note component on the same slide
  3. Click the </> (Edit Computation Layer) icon on the Note
  4. Paste the script into the computation layer editor

For TYPE-IN slides:
  1. Add a Math Response component and name it as shown below
  2. Add a Note component on the same slide
  3. Click the </> (Edit Computation Layer) icon on the Note
  4. Paste the script into the computation layer editor

================================================================
SLIDE [N]: [Slide description]
================================================================

[Component type] Component Name: [name]

Note Component — paste into the </> Computation Layer editor:
--------------------------------------------------
[CL script]
--------------------------------------------------

================================================================
END OF SCRIPTS
================================================================

Script block rules

• Each script block is delimited by -------------------------------------------------- lines
• Scripts contain no inline comments — CL does not support them
• All explanatory text goes in the surrounding plain text, not inside the script block
• Component names in the script must exactly match the "Component Name:" line above that block

MC option order documentation

For every Multiple Choice slide, list the options explicitly with their position and which is correct:

Enter choices in THIS ORDER in Amplify:
- Choice 1: [label]   (correct)
- Choice 2: [label]
- Choice 3: [label]
- Choice 4: [label]

String-matching slides

When a slide uses input.latex string comparison (not numeric), include a TESTING REQUIRED block:

TESTING REQUIRED:
After setup, submit the correct answer yourself and check whether
feedback fires. If it does not:
  - Add a temporary Note to the slide
  - Click its </> icon and enter:  content: [componentName].latex
  - Submit an answer — the Note shows the exact LaTeX string produced
  - Add that string to the isCorrect line in your real Note's </> editor
  - Delete the debug Note when done

10.8 Notation Convention Disclosure

When an activity uses notation that differs from international standards, include a Notation Note at the top of the CL Text File and as a teacher note at the start of the activity.

Notation Note block format (for the CL Text File header):

NOTATION NOTE:
This activity uses:
  - A period as the decimal separator (3.14, not 3,14)
  - A comma as the thousands separator (1,000 not 1.000)
  - ÷ as the division symbol (not :)
If students write answers using a different convention,
evaluate the math — not the notation.

Reference implementations

Activity files: amplify_exponent_equations.js · amplify_exponent_intro.js · exponent_roots_visual.html · exponent_teaching_slides.html

12. Language Objectives in Activity Files

Every interactive activity slide asks students to perform a language function — not just a math operation. A student might recount a procedure, explain a decision, argue for an answer, or describe a pattern. Each function requires different language scaffolds. The current slide-type labels (Concept, Type-in, MC, Visual) describe the interaction format, not the language function.

Language objective comment format

For each slide in an activity HTML file, add an optional (but encouraged) HTML comment:

<!-- LANGUAGE OBJECTIVE: [WIDA Key Language Use] — [one-sentence description] -->

WIDA Key Language Uses (KLUs)

Example usage in HTML

<!-- SLIDE 3 — Type-in -->
<!-- LANGUAGE OBJECTIVE: Explain — Students explain why the base repeats the number of times shown by the exponent -->
<section class="slide slide--typein" id="slide-3">
  ...
</section>

<!-- SLIDE 5 — Multiple choice -->
<!-- LANGUAGE OBJECTIVE: Argue — Students select and justify the correct exponent form -->
<section class="slide slide--mc" id="slide-5">
  ...
</section>

Language objectives in the CL Text File

Include the language objective in the CL Text File slide header:

================================================================
SLIDE 3: TYPE-IN — Write the exponent form
LANGUAGE OBJECTIVE: Explain — Students explain why the base repeats
================================================================

Why this matters for ML-inclusive design

A student asked to recount needs vocabulary and sequencing connectors ("first," "then," "finally"). A student asked to argue needs claim-and-evidence language ("I know this because..."). Without identifying the language function, it is impossible to select the right scaffold. WIDA's framework requires language objectives alongside content objectives for ML-inclusive lesson planning. Adding them as HTML comments costs nothing and creates a template for teachers who must write WIDA-aligned lesson plans.

Activity files: amplify_exponent_equations.js · amplify_exponent_intro.js · exponent_roots_visual.html · exponent_teaching_slides.html · Last updated: 2026-02-25