that kid passes my class with honors
the teacher is a moron
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.
Reminds me of the stack of frozen mini pizzas you could get in the 80s.
Neither is right: written text is not people, and text without people is either right or wrong until someone read. Only people reading can make the text true, also, you’re a moron.
…it’s just a joke, jeeeez.
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”).
Now we know why teacher isn’t teaching math, but they should definitely not be teaching reasonableness either.
I’m pretty sure the kid’s answer was how it was supposed to be answered
Honestly I suspect the question was phrased poorly. It should have simply said “who ate more pizza” not stated who ate more and request to explain how
The test is for lateral thinking, not for mathematics.
Your fault for not listing the size and list of toppings for both pizzas, one could be a small personal pizza size with just cheese and pepperoni and the other a full huge New Yorker sized one with double of everything.
Shit, pne was probably a pizza bagel and the other a Pizza Hut Bigfoot.
Just to prove the point in an absurd way.
Or even a step further, the measurement is in volume not area. This could be a Chicago style pizza where 1 slice equals 2 slices of New York style.
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.
You might afford too much malice to something that might be just a generational incompetence and total lack of care. Smart kids don’t increase this quarter’s profits, therefore are irrelevant.
Thats an awfuly convenient incompetence for the ruling class then.
Also, I dont know how things are where you live, but here in méxico we keep hearing, year after year, how topics and subjects are removed from school plans. Seems like a very obvious effort to “teach less” every year.
No. See sibling comment where I linked to George Carlin.
I love George very much, but he was a comedian, and you linked his comedy show. Brilliant, like everything he did, comedy show.
The empire?
We’re in the cursed timeline where Carlin didn’t lead the second American revolution.
Real talk though, it’s because we don’t have an education system, we’ve got a babysitting system. POSIWID.
we don’t have an education system, we’ve got a babysitting system.
To be fair, have you seen what childcare costs?! No sense subsidizing that through taxes when you can just make kids jump through BS hoops in an adversarial system as a form of childcare (and then not even run it the entire workday because fuck you)
Some real “steel is heavier than feathers” energy coming off this teacher.
“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?
This kid is never going to trust that teacher again.
Valuable lesson learned, trust yourself instead of authority ( I hope at least that was it and not start of self doubting ever after)
The question is not even worded ambiguously. It was just written very poorly.
Its not a Maths test. Its a comprehension test.
Which the teacher failed (assuming this is real)
This kid is never going to trust teachers again.
If one bad response is enough to turn you off from anyone else teaching you anything ever, then you’re carrying some enormous trauma that has nothing to do with a single math question.
If one bad response is enough to open your eyes to the fallibility of individuals and lead you to think more deeply about where you get your information and how you evaluate the correctness of a response, then you’re going to go far and develop a much deeper understanding of the world.
You are massively not comprehending how a child thinks.
But those things stick. I did a geography test 35 years ago and wrote Canada instead of Kanada wich which is the correct spelling in German. In the eyes of my teacher I answered the question wrong and didn’t get the point, but I also got a point deducted because I did a spelling error. I didn’t lose trust in teachers or society in general, but this still nags me. :)
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”?
Agree, this question is such hot shit that I can’t imagine it popping up in any real world maths test
And by gaslighting the kids, they’re teaching them not to trust their own ability to reason, crushing their critical thinking skills. It sets them up to submit to authoritarianism and go along with obvious lies instead of trusting their own senses and questioning authority.
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.
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.
The teacher is fucking stupid. The question says Marty ate more, that is not only possible it is a given.
I agree, the kid is correct. This is the only viable answer.
Not true. Marty could have also eaten pizza that was not his.
No, “Marty ate 4/6 of his pizza”
Which does not preclude him also eating 1/6 each of Martha’s, Denise’s, and Sam’s pizzas.
It does not state that Marty only ate 4/6 of his pizza. Nor that he ate only of his own pizza. It defined a minimum pizza consumption threshold for Marty without further details.
You have to use the variables given. He ate 4/6 of his pizza and the other guy ate 5/6. Saying he ate the other guys pizza would result in a tie (not more) and is not an option. The answer they wanted was “impossible”, the kid gave the only real shenanigan proof viable answer.
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.
Can confirm. My grad mentor’s grad mentor used green because he’d read a paper that green causes more eye strain and he thought it’d be hilarious to grade in green.
I grade in green because it drives my students nuts.
So you’re not confirming that it’s rage bait but rather that it’s a real graded paper.
I don’t even know anymore. Grading in green is ragebait.
“Under-qualified” for the class? Are we really setting the bar beneath the level of a grade schooler?
Sadly, yes. A third grade transfer student from a good school district might very well be smarter than their teacher. Especially in rural areas.
Yeah, I’m not buying underqualified. Underqualified for a fifth grade diploma, maybe.
Ah, a teacher that does not comprehend the barometer
Two other right answers:
- Luis’ pizza is at least <whatever is the correct fraction> 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 completely unrelated but I cannot believe Calandra is a real world name.
The designers of the video game Path of Exile should’ve called their super rare item “Kalandra’s Barometer” instead of “Kalandra’s Mirror”.
correct fraction = 4/5, as in, Luis’ pizza is smaller than the 4/5 (80%) of Marty’s pizza.
Well the question does assign ownership to the pizza, so Marty can eat his pizza then give it to Luis making it his pizza
I had situations like this at least a few times a year in school.
I usually managed to convince the teacher I was right.And yah this kid is almost certainly ND.
Not just the answer, but the handwriting screams dysgraphia.
It looks a lot like mine.Or the kid just understands the given scenario and prioritized coming up with a valid answer instead of assuming the question is bad. You don’t have to be ND to be thoughtful/observant or to be surprised that the question expected to be called out as wrong that early.
On the handwriting, it could be that, or it could be typical elementary school handwriting. Or someone imitating elementary school writing for internet points in a fake math question.
The teacher is the one who’s confused here. The kid is entirely correct.
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.
You introduced a lie as part of the problem
There is no lie or contradiction in the problem, what are you smoking? The kid’s answer is exactly correct.
Marty ate more than Luis, that was she lie, in the problem not the answer. That’s if the teacher is saying the answer isn’t right.
The teacher didn’t write OR understand the question. It’s about reasonableness - that is, not just mindlessly solving math. The solution is that Marty’s pizza was bigger, so 4/6 of that was more than 5/6 of Luis’, smaller pizza.
There is no lie. The teached is just dumb. Or more likely overworked, but wrong nontheless.
This is not that level of reasoning. This is basically 4 < 5 if they’re both over 6. This is introducing fractions… It’s not that deep.
You’re arguing with the teacher.
They’re not on about the kids answer. They’re talking about the teacher saying Luis ate more. How? It literally says in the question Marty ate more.
what does this even teach the kid about statements by authority? that it’s all lies and trust nobody?
You miss the understanding that the kids would have been coached everyday for at least a week to look for the fractions and compare them. And not be overly concerned with anything else. The kids aren’t stupid, they know that they have spent the week comparing fractions and that’s what the test/quiz would cover. I would bet very long money that the majority of the students got the correct answer and those that didn’t, simply chose the wrong answer. Still, you do get an oddball answer on occasion. Because young kids are cool like that sometimes. It’s a minor thing to correct as a teacher.
As an adult, you are reading far too much into the question because you want to be angry.
That’s not what it is, no.
Teachers make mistakes, like any human being, and a good teacher can deal with the fact that they made a mistake and that a student found said mistake.
A teacher who insists on being right over being correct is a bad teacher, because a teacher is supposed to teach a child understanding and knowledge, not blind obedience above anything else.
That’s how you end up with a population who agree with the leader even if he tells them the sky is green.
Again, as an adult looking to find something to be outraged at, you are far overthinking the problem. You assume those kids don’t understand what that week’s math lessons were about. And therefore what any quiz/test would be about at the end of the week. All of them would have been coached all week long on what to look for in that quiz/test.
If the teacher was so wrong, explain to me how a majority of the students would have understood that question and been able to figure out the correct answer and provided the correct format? Getting one odd answer on one test/quiz in a room of perhaps 20 students is not indicative of a poorly written question or if a teacher is unwilling to admit they were wrong. Odd answers are just generally an isolated issue, unless this is a repeated problem for this student, which would be indicative of a deeper learning issues. Which is something we don’t know or can’t know in this case.
Your premise would hold value if you knew every student in the classroom got the question wrong or provided the same answer that is shown. But you have no idea if that’s the case.
There are other things in this world that deserve to be outraged about. This particular thing ain’t one of them.
If the teacher was so wrong, explain to me how a majority of the students would have understood that question and been able to figure out the correct answer and provided the correct format?
But did they? How do you know? Have you seen the other students’ assignments?
Most likely, this specific task wasn’t actually a homework task at all but created just for this meme.
But teachers like this exist, and I stand by that that these teachers are wrong. Understanding and actually thinking about a problem are much more important skills than to obey blindly and follow pre-set directions without even reading what the question actually says.
I’d say, a student that answers the question as expected is failing in regards to reading comprehension.
And from my experience, if a question is worded as wrongly as the one in the meme, then half the class will have it wrong and there will be a group of parents at the next parent-teacher conference complaining about it.
That’s how you end up with a population who agree with the leader even if he tells them the sky is green.
Or you are in Japan, maybe even North Korea.
https://en.m.wikipedia.org/wiki/Blue–green_distinction_in_language
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.
Yeah, that was my point. If everything the question says is true, the only way 4/6 is more amount pizza than 5/6, is that the first one is a bigger pizza. The kid not only understood the logic with fractions and the problem statement, but came up with a really good answer. You can even calculate how much bigger the pizza is.
Teachers accepting only “the right answer” without pondering that kind of thinking, are really just damaging kids. Straight to the gulag.
Pretty sure its a joke and not a real exam.
“Reasonableness” as the heading implies that they’ve been working on whether a word problem makes any sense at all. It’s, perhaps ironically, an attempt to help them build critical thinking skills. Then, elementary school teachers are not all brilliant minds themselves, and even the ones who are incredibly gifted educators are overworked, and their schools are generally underfunded. You get a cheap resource, maybe even a free one, or one your former mentor threw together late one night three years ago, and you can end up with a sloppy question. If you yourself are having a bad moment, or are not particularly talented, or the kid is a known shitass, then yeah, you could overreact and respond like this.
Having just sat with my kid through a year of 5th grade math homework, it is completely plausible that this is a real quiz and a real response. Some of the question writing even in the professionally made materials is just not good, partly because it presumes a laser focus on a single “instructional variable,” despite mandates to teach holistically.
The title being “Reasonableness” makes it pretty obvious that the kids answer is the correct one thats being asked for. Could be that the teacher just found the question somewhere without the answer but it seems more plausible to me that its a joke.
