It’s a basic assumption in these word problems. For instance, when they ask you to compare 2/4 and 2/8, you know that you can transform 2/4 to 4/8 and see that it’s greater than 2/8 (0.5 > 0.25). It’s a basic school program, there are no tricks here. It’s a pure math exercise.
What people are trying to tell you is that when you’ve studied Logic at University level “basic assumptions” in elementary school level math aren’t always what they seem to be.
I agree it’s not very relevant though, seeing as we know what level this particular math question is at.
We understand the INTENT of the question. The problem is as it is stated, the question does not limit the domain of correct answers to only what the teacher wants.
Now please… get your head out of your ass and develop better logic skills.
There is literally a trick if they’re asking how it’s possible and it’s actually not. The kid is right. If we’re just ignoring all the words to look at the numbers why even have word problems? The point is to apply math to situations and that’s what the kid did. Nothing provided in the question contradicts his answer. The teacher’s an asshole.
How is it wrong?
It’s a basic assumption in these word problems. For instance, when they ask you to compare 2/4 and 2/8, you know that you can transform 2/4 to 4/8 and see that it’s greater than 2/8 (0.5 > 0.25). It’s a basic school program, there are no tricks here. It’s a pure math exercise.
When the question is “How is it possible?” then basic assumptions go out the window.
No, it even days “Reasonableness” above the problem.
Within the paramters of the question the kids answer is reasonable and correct.
I guess your math teacher failed you too.
No, they’re correct. You just fail logic so hard that you think math can erase a lie…
I’ve never seen so many people who are proud that they don’t understand an elementary-school level math, this is hilarious.
What people are trying to tell you is that when you’ve studied Logic at University level “basic assumptions” in elementary school level math aren’t always what they seem to be.
I agree it’s not very relevant though, seeing as we know what level this particular math question is at.
4/6 of an extra large pizza is more pizza than 5/6 of a personal pan pizza. How are you struggling with this?
You’re the dope that doesn’t get the math.
4/6 x > 5/6 y
x > 5/4 y
Where this relation holds the statement is consistent. I think you should revisit some basics.
We understand the INTENT of the question. The problem is as it is stated, the question does not limit the domain of correct answers to only what the teacher wants.
Now please… get your head out of your ass and develop better logic skills.
Sure buddy.
At no point does the question say that the pizzas are the same diameter.
There is literally a trick if they’re asking how it’s possible and it’s actually not. The kid is right. If we’re just ignoring all the words to look at the numbers why even have word problems? The point is to apply math to situations and that’s what the kid did. Nothing provided in the question contradicts his answer. The teacher’s an asshole.