One thing you might want to have are problems that unfold as students work. We have special environments for this.

While any environment can contain the command \answer, there are four special environments: question, exercise, problem, exploration. If these environments are nested within each other, They hide the inside environment. For example

With this said, this technique should be used with care and perhaps even sparingly. When problems unfold, students don’t have any idea when the pain will end. If we consider the unfolding problems above, but simply listed in order:

\begin{problem}
Start with $F_0 = 1$ and $F_1=1$. Define
\[
  F_{n+1} = F_n + F_{n-1} \qquad\text{for $n\ge$ 1}
\]
Find $F_2$.
\[
  F_2 = \answer{2}
\]
\end{problem}
\begin{problem}
Find $F_3$
\[
  F_3 = \answer{5}
\]
\end{problem}

little is lost pedagogically and a student has a clear end in sight.