When I was in elementary, my teacher said that "Lutetia" was how the Romans called the city of Liege. As an avid reader of Asterix comics, I knew this isn't true and corrected her and said it was the Roman name of Paris. She insisted that it is Liege. Anyway, the next day, she came back to class and said that she looked it up and that I was indeed correct and Lutetia referred to Paris and gave me a chocolate bar and told me to keep reading comics. Good teacher.
In elementary school our teacher asked us to spell the current year with roman numerals, so I worked out "MCMXCVIII", which I was quite proud of. But the teacher came back at me quite snarkyly and said it's much easier to just substract 2 from 2000, "IIMM" duh!
It was only many years later that I accidently learned that he was indeed full of shit and I was right all along.
it’s much easier to just substract 2 from 2000, “IIMM” duh!
For anyone wondering why this is wrong, there are two reasons:
The roman numeral system only traditionally contains subtractions from the next higher five- and tenfold symbol. So you can subtract I from V and X, X from L and C, C from D and M
The subtractions only generally allowed one symbol to be subtracted, with a few notable exceptions like XIIX for 18 and XXIIX for 28
I had a HS teacher say the the 2nd to 5th richest people were the Walton(of Walmart) family heirs. I knew this wasn't right because at the time, Steve Balmer(of Microsoft) was the 5th or something. I printed out the Forbes list and brought it in. The teacher coped by saying that if you combined the Walton wealth, it would rank that high. He was a POS teacher for more significant reasons than that though.
I once got in trouble with my math teacher for saying "well if we're just making things up, then sure [I cheated on a math test while sitting in the front of class where the teacher can see but I was using some kind of hidden code on my t-shirt that was a bunch of Shakespearean insults] . But what about all that Crack you were doing in your car this morning?"
Apparently my "making things up"was a slightly more serious than his. I stand by it. If we're making shit up, we're making shit up.
For the record, this geometry teacher was convinced I was cheating in class because I didn't do homework. Homework was 5% of the final grade for the year according to his syllabus, I hated homework, so I figured as long as I didn't suck at the rest of the class, I could do 0 homework and pass. I was right, passed with a 94%
Why would you ask "How is this possible" when you expect the answer to be "it's not"?
Teacher got the worksheet from someone else and didn't know the answer.
Or teacher didn't even see this, handed it to a high school student and said "grade this stack of papers"
I had that happen several times in science classes in 3rd-8th grade. Eventually I started arguing with the teachers in class, and boy did they not like being corrected.
Sorry Ms Avery, you not knowing that "Pb" is the abbreviation of the Latin word "plumbum", where we also get "plumbing" from due to its use in piping in rome, doesn't mean I got the answer wrong. To her credit, she looked it up and changed my grade before the end of class.
Ms hoschouli from 7th grade can get fucked though, a parallel circuit increases amperage load, not voltage load. I knew more about electronics in 7th grade than a college graduate who teaches science class, which in hindsight isn't that impressive considering it was general science and not electronics specific... But in 7th grade, as far as I was concerned I was hot shit for knowing more than the teacher, and getting detention for calling her out in the middle of class. Never got the grade changed and I only got out of detention because my parents called the school.
The teacher is fucking stupid. The question says Marty ate more, that is not only possible it is a given.
The teacher is fucking stupid.
The teacher is likely under-trained, overworked, and under-qualified for the class. Common in districts where the focus of the administration is driving down the cost of education rather than delivering the highest quality.
That is, of course, assuming this is a real homework and not some agitprop churned out by a Facebook group or a social media account more interested in generating outrage than education.
With the choice of marker, I'd say its rage bait.
I agree, the kid is correct. This is the only viable answer.
Take that to the principal, stupid teachers shouldn't teach
Reminds me of the time when I got send to the principle for saying "fuck you" during class. I was saying it to a classmate, but the teacher felt it was directed at her.
Anyway, the principle (herself a German teacher, this happend in Germany) gave me detention and wrote a letter to my parents, saying it was because I made a sexist remark towards a teacher.
My Dad wrote back explaining the difference between a sexist and an obscene remark. They canceled my detention and I never heard about it again.
If you state that Marty ate more as part of the question, you cannot answer in any other way, because it denies mathematical logic here. You introduced a lie as part of the problem, and if I need to decide myself which part of the statement is a lie, I can pick whatever I want, let's say, Marty didn't ate 4/6, but 6/6. This teacher should be taken to the gulag.
Yeah, this is answered exactly correctly, and also demonstrates that the child has a strong grasp of how fractions work. 3/4 of 2 is greater than 4/4 of 1, even though 4/4 is a larger fraction than 3/4.
It is entirely possible and his answer was correct. Question was phrased incorrectly, if the teacher wanted an answer "it is not possible" he should have said both pizzas were the same size.
The teacher is the one who's confused here. The kid is entirely correct.
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.
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?"
Given 4/6 x > 5/6 y therefore x > 5/4 y
Marty's Pizza must have been more than a quarter larger than Luis'. The kid is exactly right.
And the teacher is not flexible enough to engage outside their expectations for how the question was supposed to be answered.
Clearly the expectation was for the kids to take the unstated assumption that the two pizzas were of the same size, and reject the premise as unreasonable (note the heading "Reasonableness").
Teachers that don't accept an unexpected but true answer are not teaching. The test taker had a correct take, one of the pizzas could be bigger than the other. It was not specified in the question. I am so glad I am out of school
i can't fathom this being real, most probably this was made for karma farming or something.
Teachers like this exist. One of my kids had an elementary school teacher like this. Two examples:
(FWIW, in both cases we reassured our kid that they did great in both cases, and that we were proud of them.)
This brings back memories of when I realized that I was smarter than most of my teachers.
This is bizarre. The info provided in the question was that Marty ate more than Luis, the question was how would that be possible given that Marty ate 4/6 of his while Luis ate 5/6 of his. The answer the kid wrote (Marty's pizza was bigger than Luis') is the only possible correct answer.
The grader is asserting that the information given in the question was wrong and that "actually it was Luis who ate more pizza"--even though it stated as a premise that "Marty ate more". How are you supposed to give a correct answer on a test if you are expected to accept one premise (proportion of pizzas eaten) while disregarding another premise (Marty ate more than Luis)? How do you decide which part to disregard? Would they have accepted the answer, "Luis actually only ate 3/6 of his pizza, not 5/6)"? Wouldn't that be just as valid an answer as "Marty actually didn't eat more than Luis"?
Some real "steel is heavier than feathers" energy coming off this teacher.
The title of this post is disappointing. The given answer is sound and it seems safe to assume it was arrived at by thinking mathematically.
"This is not possible because..."
This kid is never going to trust teachers again.
He was right. The question is not even worded ambiguously. It was just written very poorly.
Will the teacher admit that? Or is the expectation that this (likely neuro divergent) student should have just understood the expectations based on context clues or something?
I suspect many commenters are missing the point, the student's response can only be the correct and expected answer to this question. Teacher has it wrong.
So...
(4/6)m > (5/6)l
m > (5/4)l
Which means Marty's pizza is more than one and a quarter the size of Luis' pizza. We can comfortably just compare the area, since we can assume a flat disk with equal height for a pizza.
Assuming Luis' pizza is a Domino's Classic size of 25cm that's an area of:
(25cm / 2)² * π = (625cm² / 4) * π = 490.874cm²
So Marty's pizza should be more than 490.874cm² * 1.25 = 613.5925cm² for 4/6 of his to be greater than of 5/6 of Luis', so:
sqrt(613.5925cm² / π) * 2 = 13.975426964cm * 2 = 27.950853929cm
Since Marty's pizza is greater, let's go with 28cm diameter... which happens to match exactly a Domino's Medium size.
That's a very realistic scenario and the teacher is an absolute idiot for not understanding.
Math education in the empire is TERRIBLE. There is no actual math taught. At best it's applied analogies like this pizza BS. The teachers have never taken any advanced math so they don't even know what they're not teaching. The goals (eg. calculus) are completely worthless. The entire system is stuck in the 1700s. It's a complete failure. It's intentional too. The goal is creating obedient, little computers not critical thinkers. That would be a threat to the system. This image is just the tiniest tip of the iceberg.
I can't find it now and I do not think it really applies here. But someone stated that being high IQ could lead to academic problems as the high IQ learner would understand or see things that the professor could not causing the professor to mark it as incorrect.
I guess this is the idiocracy version of it.
A good teacher sees being corrected as a learning experience, and encourages their students to question them respectfully.
Bad teachers see it as a challenge to their authority.
There's nothing wrong with the answer.
Ah, a teacher that does not comprehend the barometer
Two other right answers:
And, for funsies:
Commendable for the kid to be thinking outside of the box, and a bit shitty of the teacher for not giving them maybe half a point (because it's a correct answer, but not the correct/expected answer). The test maker is also to blame - they should've taken care to eliminate all ambiguity - it's a math test after all.
The teachers response is incorrect. It is stated as fact that marty ate more pizza.
The kid's answer is the only correct answer. It's not half right, or 5/6 or 4/6 right. It's the only correct answer that fits the question. The teacher is a moron who has no business in a math classroom except as a remedial student.
lol this is actually a golden answer and that is why we need better teachers
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