suggestions from PR#2358

assets/pg/Student_Orientation/decimals.pg

@@ -15,37 +15,37 @@ BEGIN_PGML
 ## Decimal Approximations
 
 Sometimes, your instructor will require you to enter an answer _exactly_. In that case your only option is to enter
-[:1/3:] as a fraction: [`\frac13={}`][_]{Context("LimitedFraction"), '1/3'}{4}  (Try [|1/3|]*, [|0.33|]*, [|0.3333|]*,
-[|2/6|]*, etc.)
+[:1/3:] as a fraction: [`\frac13={}`][_]{Context("LimitedFraction"), Fraction(1/3)}{4}  (Try [|1/3|]*, [|0.33|]*,
+[|0.333|]*, [|0.3333|]*, [|2/6|]*, etc.)
 
 Sometimes, you will be allowed to use decimal _approximations_ to the real answer. So for instance, in the next answer
 blank we can get away with typing [|0.3333|]* even though that is slightly different from [:1/3:].
-[`\frac13={}`][_]{Context("Numeric"),'1/3'}{4}  (Try [|1/3|]*, [|0.33|]*, [|0.3333|]*, [|2/6|]*, etc.)
+[`\frac13={}`][_]{Context("Numeric"), Real(1/3)}{4}  (Try [|0.33|]*, [|0.333|]*, [|0.3333|]*.) Why is [|0.3333|]*
+accepted and [|0.33|]* is not? _If_ a decimal approximation is acceptable at all, then you need to use enough
+significant digits so your answer is "close enough" to the actual correct answer (which was [:1/3:] in this case). In
+general, using _four_ significant digits in your decimals will be enough. You will often be able to get away with fewer,
+but using four is recommended.
 
-Why is [|0.3333|]* accepted and [|0.33|]* is not? _If_ a decimal approximation is acceptable at all, then you need to
-use enough significant digits so your answer is "close enough" to the actual correct answer (which was [:1/3:] in this
-case). In general, using _four_ significant digits in your decimals will be enough. You will often be able to get away
-with fewer, but using four is recommended.
+Use a calculator to find decimal approximations for these values. At first, round your calculator's output to just two
+significant digits. Then move up to three. If that is still not enough, move up to four.
 
-Take out a calculator and enter decimal approximations for these values. At first, rounding your calculator's output to
-just two significant digits. Then move up to three. If that is still not enough, move up to four.
+    [`\sqrt{110} =`] [_]{sqrt(110)} (Try [|10|]*, [|10.4|]*, [|10.5|]*, [|10.48|]*, [|10.49|]*, etc.)
 
-    [`\sqrt{110} =10.4880885\ldots=`] [_]{sqrt(110)} (Try [|10|]*, [|10.4|]*, [|10.5|]*, [|10.48|]*, [|10.49|]*, etc.)
-
-    [`0.002038 =`] [_]{0.002038}{4} (Try [|0.0020|]*, [|0.00203|]*, [|0.00204|]*, [|0.002038|]*, etc.)
+    [`\frac{1}{491} =`] [_]{1/491}{4} (Try [|0.0020|]*, [|0.00203|]*, [|0.00204|]*,
+[|0.002036|]*, etc.)
 
     [`20380.2 =`] [_]{20380.2}{4} (Try [|20000|]*, [|20300|]*, [|20400|]*, [|20380|]*, etc.)
 
-With [`0.002038`], students sometimes feel they should be able to get away with [`0.002`], since that is only off by a
-tiny amount of [`0.000038`]. However, percentage-wise this would be off by over [`1.8%`], which is considered too much.
+With [`\frac{1}{491}`], students sometimes feel they should be able to get away with [`0.002`], since that is only off
+by a tiny amount. However, percentage-wise this would be off by [`1.8%`], which is generally considered too much.
 
 With [`20380.2`], students mistakenly believe they must enter the entire number. While that's fine, it's also OK to
-round to four significant digits. So you may simply enter [`20380`].
+round to four significant digits. So you may simply enter [`20380`] for this answer.
 
-Decimal tolerance settings may vary from problem to problem; the above is only describing default decimal tolerance.
+Decimal tolerance settings may vary from problem to problem and the above is only describing default decimal tolerance.
 For example, if a problem has a monetary answer, it might expect you to answer correctly all the way to the hundredths
 place, even if it is a large amount in thousands of dollars. Watch out for any specific instructions in each problem
-that tell you how precise you shoudl be.
+that tell you how precise you should be.
 
 
 [@ MODES(HTML => 'When you are ready, click "Next Problem".', TeX => '') @]

assets/pg/Student_Orientation/emailInstructor.pg

@@ -28,8 +28,8 @@ back with good help/hints.
 
 This answer blank is expecting a certain mystery answer: [_]{Real(112358)->cmp(tolType=>'absolute',tolerance=>0.1)}{4}.
 The only way to get the answer is to use the "[$button_name]" button and ask for the answer to this Orientation Problem
-[$envir{probNum}]. The instructor will reply to your email as soon as they are able to. (Instructors: you can
-Check/Submit an answer, then view the feedback to reveal the expected correct answer.)
+[$envir{probNum}]. The instructor will reply to your email as soon as they are able to. [@ if ($isInstructor)
+{'(Instructors: you can Check/Submit an answer, then view the feedback to reveal the expected correct answer.)'} @]
 
 A reply will come in the form of an email. You must check your official email account to receive the reply. Then return
 to this problem to submit your answer.

assets/pg/Student_Orientation/miscellaneous.pg

@@ -30,7 +30,9 @@ correct while [`\pi R^2`] is not.
 you begin the problems set. It may give you important hints.
 *  Repeated guessing is not helpful.  If you have gotten a problem incorrect several times, you should ask for help.
 That's what your instructor, TAs, and tutors are here for.
-* Make sure you read the feedback messages that WeBWorK gives you.
+* Make sure you read the feedback messages that WeBWorK gives you. The feedback messages might sometimes be "technical"
+(either mathematically or with respect to WeBWorK syntax) but they often give you what you need to make some progress.
+If you don't understand a feedback message, ask your instructor about it.
 * For decimal answers, get in the habit of using four significant digits.
 * If you want to enter [`\pi`], you could type [|pi|]*, use the palette tool, or directly enter the [`\pi`] character if
 you have a way to do that.