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submitted 1 week ago by [email protected] to c/[email protected]
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[-] [email protected] 163 points 6 days ago

The teacher is fucking stupid. The question says Marty ate more, that is not only possible it is a given.

[-] [email protected] 83 points 6 days ago

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.

[-] [email protected] 43 points 6 days ago

With the choice of marker, I'd say its rage bait.

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[-] [email protected] 12 points 6 days ago

"Under-qualified" for the class? Are we really setting the bar beneath the level of a grade schooler?

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[-] [email protected] 19 points 6 days ago

I agree, the kid is correct. This is the only viable answer.

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[-] [email protected] 35 points 5 days ago* (last edited 5 days ago)

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"?

[-] [email protected] 10 points 5 days ago

Agree, this question is such hot shit that I can't imagine it popping up in any real world maths test

[-] [email protected] 5 points 5 days ago* (last edited 5 days ago)

The question is good, how given one smaller and one larger fraction could the person eating a smaller percent still have eaten more total pizza? That's a fun brain puzzle.

The problem is the teacher.

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[-] [email protected] 32 points 6 days ago

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.

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[-] [email protected] 54 points 6 days ago

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

[-] [email protected] 14 points 6 days ago* (last edited 6 days ago)

This answer shouldn't have been unexpected, seeing as how it's the correct answer.

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[-] [email protected] 14 points 6 days ago

It really seemed like my fellow students lost their interest in math as we went through the grades here in the US.

I still remember a kid in 2nd grade who learned how Roman numerals worked because they were interesting. By grade 6, actively detested math.

Curious.

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[-] [email protected] 28 points 6 days ago

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.

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[-] [email protected] 39 points 6 days ago

i can't fathom this being real, most probably this was made for karma farming or something.

[-] [email protected] 25 points 6 days ago

Teachers like this exist. One of my kids had an elementary school teacher like this. Two examples:

  1. The math assignment was about currency denominations; what coins and bills you need to make up $7.42, for example. My kid answered using $2 bills (uncommon in the US but still printed), as we have them at home. Teacher marked the answer wrong because teacher didn't mention $2 bills in class.
  2. The writing assignment was to rewrite the Snow White story from the perspective of another character. My kid, having read a bunch of those "twisted tales" and recently fallen in love with "Wicked", wrote from the evil queen's perspective and made her a sympathetic character. Teacher marked her down for "changing the story" without acknowledging my kid's creativity. Teacher did not back down when we confronted her on this during our parent teacher conference.

(FWIW, in both cases we reassured our kid that they did great in both cases, and that we were proud of them.)

[-] [email protected] 12 points 6 days ago

Teacher : draw a triangle with sides of length 1 inch, 2 inches and 3 inches

Kid : but you can't do that. You get a 3 inch line. Other students proceed to draw skinny triangles.

Teacher : you're wrong Kid. Everybody else can do it, what's your problem?

True story.

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[-] [email protected] 17 points 5 days ago

that kid passes my class with honors

the teacher is a moron

[-] [email protected] 10 points 5 days ago

Same. Question sucks. Teacher is a tool. Kid needs bonus points for a creative solution.

This always pissed me off about all formal school. They don't want a good answer, they don't even want the correct answer. They want you to give them the answer they previously told you to give them, regardless of all other factors.

Real life doesn't work like that. In reality, the "correct" answer is anything that completes the objective. In this scenario, the answer provided was reasonable, logical and most importantly, it was not incorrect.

[-] [email protected] 56 points 6 days ago* (last edited 6 days ago)

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.

[-] [email protected] 41 points 6 days ago

The kid answered correctly, it's not unconventional at all, the teacher is just stupid

[-] [email protected] 33 points 6 days ago

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.

[-] [email protected] 26 points 6 days ago

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?"

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[-] [email protected] 22 points 6 days ago

Ah, a teacher that does not comprehend the barometer

Two other right answers:

  • Luis' pizza is at least smaller than Marty's (which is basically the same answer as the kid's)
  • Marty ate someone else's pizza besides his own

And, for funsies:

  • Luis' pizza is 50% crust, so it doesn't fully count as pizza
  • Luis doesn't like pizza and actually fed the dog while nobody was looking
  • Marty is many years older than Luis, therefore he has eaten many years' worth of pizza ahead of Luis
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[-] [email protected] 13 points 5 days ago

This is genuinely baffling. What was that teacher on.

[-] [email protected] 21 points 6 days ago

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.

[-] [email protected] 33 points 6 days ago

The teachers response is incorrect. It is stated as fact that marty ate more pizza.

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[-] [email protected] 25 points 6 days ago

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.

[-] [email protected] 6 points 6 days ago

Marty could've eaten someone else's pizza besides his own, which would also make it a correct answer. The question didn't say he ate 4/6 of his pizza and nothing else

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[-] [email protected] 15 points 6 days ago

The statement and question make perfect sense. The kid has the only "reasonable" answer.

[-] [email protected] 24 points 6 days ago

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.

[-] [email protected] 28 points 6 days ago

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.

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[-] [email protected] 31 points 6 days ago* (last edited 6 days ago)

"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?

[-] [email protected] 10 points 6 days ago

Valuable lesson learned, trust yourself instead of authority ( I hope at least that was it and not start of self doubting ever after)

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[-] [email protected] 14 points 6 days ago* (last edited 6 days ago)
[-] [email protected] 13 points 6 days ago

Actually a kilogramme of feathers is heavier, because you have the weight on your conscience of what you had to do to those poor birds to get all those feathers.

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[-] [email protected] 16 points 6 days ago

Marty's pizza is larger. 4/6ths of a 3kg pizza is more than 5/6ths of a 1kg pizza

[-] [email protected] 13 points 6 days ago

I have an argument like that in my calculus 1 class in college, it was an optimization problem but the professor never said that the optimization variable was a constant, so you couldn't differentiate it to zero and do the normal process that you typically do. So I just wrote that given that the perimeter wasn't a constant the area to optimize goes to infinite Givin x -> inf; y -> 0, without loss of generality. He marked me zero we discussed about it and I said that I don't care because I'm going to get a 10 next test if he didn't fucked up the question. At the next exam I made some stupid error but he still gave 9/10 for the overall class because he came to accept that he wrote the question wrong and I was the only in the class actually caring and giving the class some dedication.

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[-] [email protected] 6 points 6 days ago

So this was a trick question? Because the student's answer is correct. That's the only way it's possible. Was the answer supposed to be that it's not possible? I'm a grown adult and I find this question unclear so I'm surprised this was asked to a young child in this way.

[-] [email protected] 5 points 5 days ago

Well the teacher's answer is flat out wrong which doesn't surprise me at all.

[-] [email protected] 4 points 5 days ago

Curriculum and unappetizing methods of teaching are the problems.

This kid has the right to question, to speak out what's really logical, and is likely to be more street-wise.

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this post was submitted on 03 Jun 2025
986 points (97.0% liked)

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