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“No, it was an accident. He even apologized after the game. Despite how it may look and how the intense competition is, we really don’t want anyone to get hurt.”

“Okay, everyone, back in your seats, please.”

“Thanks, Mr. Carter,” the students said over each other. Fist bumps were traded, and they got back to their desks.

“So, here’s something I bet you guys don’t know. Mr. Carter was one of the first people I ever taught, back when I was seventeen.”

Caleb cringed as Aaron brought up the tutoring. It wasn’t Caleb’s favorite topic, but it had been necessary at the time.

“He was having a hard time with geometry, and I offered to help him so he could stay on the high school hockey team.”

Caleb piped up from the back. “You could say that’s he’s partially responsible for getting me into the pros.” He played along since he was sure Aaron was going to make this a teachable moment.

“You see, geometry is something that Mr. Carter still uses every day.”

A girl in the front row raised her hand and waited for Aaron to call on her before speaking. “Really? I’ve heard my mom and dad say they never use what they learned in school, especially if they’re trying to help my older sister with her homework.”

“I used geometry even before I knew what it was, and the fact that I know it as well as I do makes me a better hockey player.”

The class turned to hear Caleb speak.

“Most geometry is all about angles, and angles are crucial to the game. How many of you watch or play regularly?”

Six hands shot up.

“Okay. How many of you have heard of a goalie coming out of his net to decrease the angle?”

Only two hands now.

“Do you know why?” Aaron was already drawing what Caleb described on the white board.

No hands this time.

“It’s because moving out in that way makes the net appear smaller to the player, thus reducing the chances of getting a shot by the goalie while also giving the goalie more room to block the shot.”

Caleb got a tingly feeling at how well Aaron diagrammed the scenario. Aaron added additional lines to the board and drew out even more lines to show various angle scenarios that went beyond what Caleb had considered. The Rangers’ goalies would’ve been impressed.

“Of course, as a forward comes in for a shot, you have to try to force the goalie to reposition.” Aaron wrapped up his description, seemingly leaving the kids stunned.

“Now where are the players?” Caleb asked.

Four hands went up.

“How often do you use geometry in a game?”

He got four shrugs in response.

“You use it all the time.” Caleb walked to the front of the classroom to draw on the board, but he changed his mind before he picked up the marker. He looked to Aaron. “Can we go outside?”

Aaron looked surprised, and Caleb hoped he hadn’t put him in a bad position. “What’d you have in mind?”

Caleb stepped close and whispered in Aaron’s ear—the one angled to the whiteboard to help ensure the class couldn’t hear. “Show them a couple things using balls—bounce them off the building to help explain angles.”

“We can do that,” Aaron said quietly back. He turned toward his students. “Want to go outside for a few minutes?”

The class burst into excitement.

“Get your jackets and line up.”