Kid gave a reasonable answer without all the math bullshit
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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.
wrote on last edited by [email protected]what does this even teach the kid about statements by authority? that it’s all lies and trust nobody?
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This post did not contain any content.wrote on last edited by [email protected]
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").
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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.
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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:
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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
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The subtractions only generally allowed one symbol to be subtracted, with a few notable exceptions like XIIX for 18 and XXIIX for 28
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In my experience this is how it feels to communicate as an autistic person
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lol this is actually a golden answer and that is why we need better teachers
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it's fairly clear there are two pizzas, but as to 'how' someone eats more than someone else... this is not really a simple math question, there are too many unknown variables. Maybe one has Bulemia, maybe one of them is 6'9" and has a much bigger appetite. Maybe one of the people has a congenital deformity resulting in two mouths... This question is not a math question, it's an exercise in creativity.
Yeah but none of those are relevant to this question?
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Yeah but none of those are relevant to this question?
My point is the question is terrible, and one might as well answer however they like. It's a basic logic test dressed up in fractions, the only answer is one pizza is bigger, but that's apparently wrong, so you HAVE to be creative in describing how to solve the logical problem. Does this help you?
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"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.
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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.
The empire?
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This post did not contain any content.wrote on last edited by [email protected]
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.
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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.
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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.
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.
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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.
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This post did not contain any content.wrote on last edited by [email protected]
Is there any reason at face value why the teacher’s answer is correct? From my perspective the teacher is an idiot and missing some basic math skills.
Marty ate 66% vs the other kid’s 83%, no way “marty ate more” with the information given.
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This post did not contain any content.wrote on last edited by [email protected]
"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?
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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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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.
I'm actually not sure this is real. I've had some shitty abusive teachers but even they would be capable of basic logic.
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Is there any reason at face value why the teacher’s answer is correct? From my perspective the teacher is an idiot and missing some basic math skills.
Marty ate 66% vs the other kid’s 83%, no way “marty ate more” with the information given.
no way “marty ate more” with the information given.
that is the 'Expected' answer
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no way “marty ate more” with the information given.
that is the 'Expected' answer
So this is sort of a true/false math problem given to us, the viewer, out of context.
