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

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"?

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.

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 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.

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

that kid passes my class with honors

the teacher is a moron

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.

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

This is genuinely baffling. What was that teacher on.

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

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.

"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?

The equivalent of whats going on in the teacher’s head.

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

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.

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.

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.