No, the kid’s answer is not “just as right”, it is the correct and expected answer. The teacher’s answer is wrong and proof the teacher doesn’t understand the question. The entire point of the question is understanding that fractions of a whole are relative to that whole and you can’t directly compare fractions from different wholes like that. 5/6 > 4/6 doesn’t mean Luis ate more pizza than Marty, it means Luis ate a larger share of his pizza than Marty ate out of his own.
But… The teacher is just flat-out wrong. It says right there in the problem that Marty ate more, and then uses that fact as a foundation for the question of “x is true, HOW can x be true”. It’d be different if the question was “someone claims x is true; is it?”
The question asks “How is this possible?”
What they mean to ask is “is this statement true if both pizzas are the same size?”. To test whether the kids can compare fractures.
It’s wrongly worded and the reaction is bad. If any of it is real.
I… Um… I’ve been looking at this for a minute and I can’t tell why the answer is unconventional, nor what the fuck the teacher is on about.
The kid answered correctly, it’s not unconventional at all, the teacher is just stupid
It’s fucking dumb. No where did it say the pizzas are equal size. So the kids answer is just as right as her bullshit answer.
No, the kid’s answer is not “just as right”, it is the correct and expected answer. The teacher’s answer is wrong and proof the teacher doesn’t understand the question. The entire point of the question is understanding that fractions of a whole are relative to that whole and you can’t directly compare fractions from different wholes like that. 5/6 > 4/6 doesn’t mean Luis ate more pizza than Marty, it means Luis ate a larger share of his pizza than Marty ate out of his own.
This is not a Maths test. Its a comprehension test for a test card series, the question is titled “Reasonableness”.
But… The teacher is just flat-out wrong. It says right there in the problem that Marty ate more, and then uses that fact as a foundation for the question of “x is true, HOW can x be true”. It’d be different if the question was “someone claims x is true; is it?”
The kid actually answered the question. The teacher’s expected response is basically “no, your question is wrong and I refuse to answer it.”
The question asks “How is this possible?”
What they mean to ask is “is this statement true if both pizzas are the same size?”. To test whether the kids can compare fractures. It’s wrongly worded and the reaction is bad. If any of it is real.
I’m actually not sure this is real. I’ve had some shitty abusive teachers but even they would be capable of basic logic.