I'm curious about how the student understands their use of the word "about" (and the instructions to "round appropriately") in part b.
I'm wondering if "round appropriately" was a signal to explore using more digits of pi?
Does 7.68 * 3.1415 yield a different result?

I imagine some "wait, really" moments in #6. That's a fun problem. For 6d, can the triangle be a scaled copy? (That feels like demonstrating a high level of geometric understanding, but maybe not the algebra 2 you're looking for?)

You may need to define "televised".