Questions The math problem presented to your class is straightforward: One hundred ants have 600 legs. How many legs do 10 ants have? We ask a question. A student answers. We quickly note the answer as correct, maybe show an equation, and move on to the next question. Everything goes smoothly, and incorrect answers are quickly resolved with a standard procedure: a similar equation or approach to calculating the correct answer. Wait... What if we stopped along the way and aske