Chapter 1 of Geometry has so many new terms and symbols. Students can do the algebra needed to find a value, but are not familiar enough with the geometry notation to express their work clearly. I emphasize that they have a reader for their work. (They realize this for other classes, but often not for math.) For now, I am the reader and perhaps a classmate they are trying to help, but later on it will be their client or a colleague in their research lab. When grading some of the first assignments, I noticed student work which was done as I had shown. I thought of my father-in-law who would exclaim, “That’s the way it should be done!” So I wrote Yes! and took an iPad photo of the problem. I did this in honors and regular classes. I showed these photos in class the next day. (I did not use names or use the same student’s work twice.) I said it was possible to earn full credit without the yes, but I knew they would want to see what was special about these solutions. I did this a few times and on the first quiz and test many more students than in the past used the approximately sign for a rounded number and identified the length by EF (for example) rather then just having the answer “floating”. More students also remembered units. (Note: I did take .25 point for no units, but not for the other notations.)