Which can lead into fun worked examples like "how would we represent 1/3?", "What about 1/3 + 1/3 + 1/3?", and then round it off with saying something vague about how it's the same for floats on the computer, just with ones and zeros. Seems to at least scratch the curiosity itch for most students.

For particularly motivated students who ask, I usually go through a tortured example of writing numbers in scientific notation using a limited number of decimal digits for the mantissa and exponent

Infix operators at the *end* of each line in multi-line expressions

Perhaps their `&` key was broken — either that or they don’t know how short circuiting works.