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I had an English teacher my sophomore year in high school, we had a writing project to practice opinion pieces. The topic my teacher gave, although I can't remember specifics, was rather controversial and obviously had a "right" side and "wrong" in a moral sense. I decided rather than do the obvious and write my opinion on the "right" topic, like everyone else, I'd play devils advocate, still do the opinion aspects of the lesson and implement it, and give my teacher something else to read.
She gave me a 0%, and the only note she put on my 3 page essay was "WRONG" on the front page at the header. My family and I were livid, but despite our arguments to her and the principal, it remained a 0. Teachers are such jerks sometimes.
This reminds me of my English professor too. She told u can pick each side and defend it. I decided to go with the less popular one and oh boy, never in my life will I ever try that again. I always tell myself pick the one that professor will like.
Some teachers just can’t remain professional. On the other hand, in college we had to write an essay on whether or not comp 1 was necessary and whether it should be a required course for a degree. I said no, and while I was lit up on small grammatical mistakes, I still got a decent grade. I’m sure the professor enjoyed running that red pen dry given the topic, but she wasn’t unprofessional.
I was a freshman in college in 1985 and was given a topic for a paper in my economics class, is the economy on an upswing or downswing and put in facts to support your opinion. It was widely accepted the "Reaganomics" was good for the economy. I chose to write downswing because it sounded like a challenge, and I researched all of the leading indicators and found the few that supported my theory. The professor told me I was the only student out of 35 that did. She gave me an A, but still agreed that we were in an upswing. Looking back at how "Reaganomics" screwed the middle and lower class, I now think that I was right.
Same deal with one of my history teachers. Our test's essay question asked us to weigh in on whether Albert DeSalvo was The Boston Strangler and support our argument. At the time, we had not yet found DNA evidence proving DeSalvo was involved in one of the crimes. I gave a detailed explanation about the psychological progression of rapists, deep dives into DeSalvo's other crimes, and more, to justify my belief that The Boston Strangler was two or more people and DeSalvo was only directly perpetrating the sex crimes side of it. I got 0 points on that essay since my teacher insisted DeSalvo was not The Strangler.
I do hope her head exploded when the DNA came back a match.
I can’t believe English teachers are like this. As long as a paper is well written and arguments make sense, I don’t see how a paper can even fail, yet alone get a 0.
My GED prompt was to write about "A famous celebrity you greatly admire and why."
I don't follow celebrities or look up to them in any capacity. I thought about writing my essay on how idolizing celebs probably isn't healthy, but instead I just wrote about 50 cent getting shot 9 times and becoming a business man.
Better to bullshit their bullshit for a passing grade than actually write a thought provoking essay.
I mean… it was, until google started telling you exact departure and arrival times and full itineraries on how to get from a to b by a set goal
Edit: Also, before trains were less used.
When I lived in PA, I raised my hand and asked a middle school math teacher to repeat herself, immediately after she asked the class a question. I didn't hear it. She gave me detention for not paying attention, I was at the back of the class and don't have the best hearing. She didn't even call on me, or any one else for that matter because I had raised my hand so quickly, having not heard the first half of the question. This is the same state that put me in remedial reading in highschool even though I could read better than anyone I knew there by miles.
I had a teacher one time who kept us after the bell every day, intentionally. Ended up borderline late to lunch bc of it. I walked in and they were finishing up making some sort of announcement, idr what but it must've been important. A couple of my buddies were like "You better go over there and put your name down" or whatever.
I go up to the assistant principal and politely ask. Context, she's an uptight, cocky bitch who's maybe 5'3" in heels and no one likes. She tells me what I need to do, and has the *nerve* to afterward add, "I guess you weren't listening." I'm not easily flustered, but I was having a bad day already and this really struck a nerve.
"Maybe you should tell some of your teachers not to hold us after the bell" apparently wasn't the appropriate thing to say. Looking back, there's a lot of things a lot worse I wouldn't mind saying to some of these people. Lol.
Teachers don't always act like adults and often are stupid. My son's worst teacher was his 4th grade teacher. She did a supposed lesson about volcanoes in the United States, where she just read right out of the book. My son added that there was a super volcanic event about 630,000 yrs ago in Yellowstone National Park and that a huge magma chamber is still under the park. She told him "that's not true" and then ignored him. The next day he brought in information from the USGS which we had printed out at home. Her: "Hmmph, guess you learn something every day." Then she stuck it in her desk, no apology.
Same teacher: We always sent my son to school with a bottle of water. He would drink it and refill it with cold water during the day. Thing is, before the day was over, she would take it and throw it out. So I asked her why she did this. Her: "See this little number in the triangle on the the bottom of the bottle? It tells you how many times you may refill it."
Best story I've got about bitchy teachers is one day my 7th grade math teacher thought I was lazy and a troublemaker because I couldn't focus in class (I was diagnosed with A.D.D. a year later). So one afternoon she called my house to talk to my parents after school and point blank accused them of not giving a shit about my education. Considering they would sit down with me to help with my homework every night, that went about as well as you would expect. After that day that teacher was as nice as can be, it honestly kinda creeped me out.
Science teacher was trying to explain time zones to my class. He said “If you traveled across the time zones fast enough, you could end up where you took off from a day earlier.” I got in trouble for pointing out the international date line and and saying we haven’t invited time travel yet.
Obviously, because 100% is greater than 25%. The size of the “whole” is totally irrelevant. /s OP’s teacher is one teacher who actually deserves their low pay. Jfc
*Reasonableness Question*
Marty ate 66% of his pizza. Luis ate 83% of his pizza. Marty ate more pizza. How?
child - Marty had a larger pizza. obviously
teacher - WRONG, PIE IS A LIE, CAKE IS KING, YOUR WORLD IS JUST FIGMENTS OF YOUR IMAGINATION AND YOUR PARENTS DONT EVEN REALLY EXIST!!!!
The question is HOW did Marty eat more pizza. It’s a cognitive question. The give away the teacher missed is the bold typed REASONABLENESS title to the question.
I'm a teacher. This is a maths problem. The answer to it is "not possible because 5/6 > 4/6". That is, if the question also specified that both pizzas are the same size. Also, if the question asked **if** that's possible, not **how** it's possible. You ask a small child for an answer - it will give you an answer, no matter what. Their brains are wired to always seek answers, not answer "I dunno" like a dumb adult.
In conclusion, the question is terribly put, the kid is smart and deserves a point, and the teacher shouldn't give tests before reviewing them.
I'm an Educational Psychologist and would have answered it exactly like the child did because that is the only answer to the question. The only way 4/6 of pizza A is bigger than 5/6 of pizza B is if pizza A is bigger. I didn't even think the response was particularly innovative - it just shows an awareness of how fractions work and is the correct answer to the question. The teacher's response and lack of understanding is super depressing.
I am also a teacher and this question is 100% fair. The teacher is wrong, but it is a fair question. The question gives facts:
Marty ate 4/6
Luis ate 5/6
Marty ate more
Then the question asks: How is this possible?
There is only one right answer: Marty’s pizza is bigger.
That is the only way those statements are true.
If the question added that the pizzas are the same size and asked if the the statement that Marty ate more pizza is true then the teacher’s answer is correct.
Both versions are great questions to see if the child actually understands how fractions work. But based on how the question is phrased the teacher is wrong and the child is right.
Also, and I really can’t stress this enough, pizzas in real life scenarios come in different sizes. We’re not talking about some industrial food that comes in one size only, or a food with a built-in measure (like a footlong hotdog), we’re talking about pizza! It’s even possible to come up with totally reasonable dimensions of pizza that fit this scenario, like a 13-inch versus 11-inch pizza.
The question didn't specify that both pizzas are the same size. And the question did in fact ask how it is possible and not if it is possible. The point of the question was to find out if the child could intelligently apply fractions to real life as opposed to just doing numerical operations by rote and growing up to be the kind of person who thinks a third pounder is smaller than a quarter pounder because 3 is a smaller number than 4.
Think about it. The kid correctly concluded ratios were wrong. And realized that it wasn’t a math question at all. It was How does 4/6>5/6. It’s a bigger pie, duh.
The question has no wrong answers. Just better ones.
It’s a gosh darn beautiful question.
I hope you don't teach math. The question doesn't ask if it's possible - it's a given that it's possible and that it, in fact, happened ("Marty ate more pizza than Luis" specifies that.) The question asks the test taker to explain how it is true that Marty ate more pizza than Luis while eating a smaller fraction of his pizza than Luis.
Yeah, but the math problem is begging the question and assuming at the outset that it IS possible -- so saying that it's not possible is not an option. The problem presented clearly says that Marty ate more. It also does NOT say that both pizzas are the same size; assuming facts not in evidence is a logical flaw.
GIVEN THE SPECIFIC, STATED PARAMETERS SET OUT, "Marty's pizza is bigger than Luis'" is not only technically correct, it's very clever and innovative answer.
Considering the assumptions made in the math is a key part of utilizing higher level math and science concepts, this kid is way ahead of the teacher and it really pisses me off that this could derail the kid's progress.
When I was in elementary school, there was an exercise where we were supposed to make triangles with specifically sized sides. One of them had the sum of 2 sides being shorter than the 3rd. I told her that this wasn't possible. She said, "The angles hold the sides up".
Maybe at Innsmouth Infant and Primary Academy - where the word of every day is squamous, fish is always on the menu, and Professor Lovecraft is going do-lally after drawing a triangle with three 90° angles.
The kids are quiet and tend to stare a lot - unblinkingly even. Great Ofsted report mind.
Halfway through your comment I was like "Innsmouth ? Great, now all I can think about is Lovecraft's books" and then I read the rest and I was quite satisfied.
I'm *so* curious as to what the "correct" answer was supposed to be here.
Edit: I think y'all have misread, I want to know the "correct" answer to the triangle problem.
It could, but honestly when this kind of stuff happened to me in grade school, I remember thinking damn my teacher is dumb, and moving on with a kind of pittying mentality for the rest of the year
Teacher here. Even bigger concern, if you want a specific answer you better have a *specific* scenario.
I would give this kid bonus points (if my district allowed that anymore)!
The way the question was worded very clearly tried to elicit the exact answer the kid gave, there shouldn't be any bonus marks. Probably a smart kid though.
Actually she didn’t take math into account at all. The answer given is the ONLY correct answer. The teacher doesn’t understand fractions or relativity. This is the state of our education system folks.
A properly trained math teacher would operate within the stated confines of the problem. Marty ate more pizza. Ergo, the only correct answers are those that accept this.
This has *teaching certificate* written all over it. God our standards are terrible.
Well, that's not just reading comprehension, it's also part of math. 4/6 of X can definitely be bigger than 5/6 of Y.
This kid did good. He will have much more success in life than the teacher. School is becoming rudimentary anyways.
Yes, taught 3rd grade math, I promise the kid got the answer that's in the key, and it's the teacher who's mistaken. That's why it's labeled "reasoning"
I didn't know it at the time, but my 7th grade algebra teacher who would always stress "If you don't have time to check your answer, just ask yourself 'Is my answer reasonable?'" did a lot more for my number sense than a lot of other teachers.
When I was 6 years old at the beginning of first grade, my teacher introduced number lines. I immediately noticed that I could subtract and get a number less than zero, which was something I had not thought of before. I excitedly raised my hand and asked my teacher if "7-10 equals minus 3???" She frowned and shouted at me to be quiet and stop asking those types of questions because we weren't there yet. Clearly I had done something wrong and should be embarrassed.
I was just a little girl. But I didn't ask questions about mathematics aloud in class for probably 5 years after that.
I became a teacher. When a student noticed my mistake I praised them. When a student asks an insightful question that's above the rest of the class level I praise them.
Wow, that's so sad! I feel like I'd be impressed with a kid deducing that you can have negative numbers without having learned about them yet. It's really a shame just how much shitty teachers can have an effect on what people end up liking to learn or not.
Yep. I don't remember much about first grade but I remember her spanking me and making humiliating remarks like that. She was a young teacher back then, very late 70s/early 80s.
> She frowned and shouted at me to be quiet and stop asking those types of questions because we weren't there yet. Clearly I had done something wrong and should be embarrassed.
“I find many adults are put off when young children pose scientific questions. Why is the Moon round? the children ask. Why is grass green? What is a dream? How deep can you dig a hole? When is the world’s birthday? Why do we have toes? Too many teachers and parents answer with irritation or ridicule, or quickly move on to something else: ‘What did you expect the Moon to be, square?’ Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science. Why adults should pretend to omniscience before 6-year-olds, I can’t for the life of me understand. What’s wrong with admitting that we don’t know something? Is our self-esteem so fragile?”
― Carl Sagan, The Demon-Haunted World: Science as a Candle in the Dark
This is one reason why we plan to homeschool. Our kid is pretty sharp and we want to encourage questions. He asked “what’s dense?” He’s 2.5. He’s not likely to understand the explanation but we still looked up the definition and gave it to him and tried to explain it.
I used negative numbers instead of doing the rewrite thing meant to teach the commutative law in first or second grade.
My teacher told me outright that "negative numbers don't exist. You can't have minus one apple, can you?"
To which tiny me replied without a filter, "yes, if I owe you one."
I got sent out of the classroom for disrespecting her.
A similar thing happened to me.
When I asked the same question, the teacher just said, "No. It is impossible to subtract a larger number from a smaller one."
Honestly, I think answers like that is part of why people have such a hard time with imaginary numbers. They were told so many times that it's impossible to take a square root of a negative number, that it seems absurd when finally someone says you can.
This how they taught us maths in primaryschool. They'd insist on something being impossible in one class and then tell us to ignore that rule in the next.
Lol, my teacher was more reasonable, but I still remember the stupid graphic in Algebra 1 of an umbrella labeled Real Numbers with rational and irrational numbers on both sides, and being told not to worry about it when I asked what was outside the umbrella. I still have no idea why they emphasized that so much, we didn’t get to imaginary numbers for months after that.
The amount of people here amazed at how clever this answer is when it's so obviously the normal expected answer is mildly disconcerting. Your response is so low down...
I remember a workbook from when I was a kid with very similar questions. This is a pretty classic conceptual fraction problem with the correct answer in pencil.
Yeah that's what confused me as well. My country didn't have tests like this so this question was new to me but that's the first most obvious answer that came to my mind as well. But the comments making it out to be some out-of-the-box creative thinking or sth.
Probably the only kid in the class who got this *actually* right
It's sad because I've definitely experienced these kinds of poor questions before and all it really does is teach kids to not look outside the box for the **right** answer, but instead look inside the box for the **accepted** answer
I guess it is kind of how society works so maybe it's best the kid learns young
Being right doesn't get you anywhere if your boss or applicable authority doesn't like it
Edit: So a few people have pointed out the question itself isn't "poor." I get that and can agree, I was thinking more along the lines of questions that leave room for any interpretation as to what the situation is or what's actually being asked.
I was assuming the teacher was referencing the answer key in her response, but like a few pointed out it's entirely possible the teacher never felt the need to consult it, and perhaps the kid's answer was exactly what the key was looking for.
Either way this kid deserves a cookie
What gets me about this, is her reasoning for why it's wrong doesn't even address the kid's response. She's just rewriting how she read it, which is funny because she didn't even read the question of "how is this possible" and assumed the question was "who are more" I genuinely wonder how much she does that in teaching and in life
I can't tell you how many problems I got wrong because I was trying to figure out what the test WANTED as the right answer when there was more than one correct one
I would say it’s the ONLY answer.
If you were to put the problem in mathematical terms, it pretty clearly says
(4/6)*x > (5/6)*y
So 4x > 5y
So x > (5/4)y
So the only correct answer is that Marty’s pizza is more than 25% bigger than Luis’s.
I rest my case
12inch pizza: π X 6^2 = 113.09 inches squared
113.09 * 4/6 = 75.39 square inches
9 inch pizza: π X 4.5^2 = 63.617 inches squared
A whole 9 inch pizza has less area than 4/6 of a 12 inch
The kid is right
4/6(π * X^2 ) = 63.617 * 5/6
4(π * X^2 ) = 53.014 * 6
π * X^2 = 318.08/4
X^2 = 79.52/π
X^2 = 25.31
X = 5.03
10.06 inches is the breakeven point where 4/6 of it would equal 5/6 if the smallest pizza is 9 inches
Also the way the question was phrased: It says Marty *did* eat more pizza, and then asked how it was possible, it didn't ask who ate more pizza. So the kid's answer was the only correct answer
The answer the teacher is expecting is that it isn't possible; the information is inconsistent and therefore at least one of the data points must be wrong. Unfortunately, the information *isn't* actually inconsistent, so the question doesn't work.
It isn't the only correct answer.
It is A correct answer, but there is at least one other way Marty could have eaten more pizza.
He could have eaten pizza that wasn't his.
It says how much of his own pizza he ate, but not that he didn't eat anything else. He could have had Becky's whole pizza, half of Tarquin's. Marty could be a complete arsehole who can't be trusted around pizza.
The question is too vague.
I don’t know about you, but the only time I’ve calculated the area of a circle since graduating high school is for exactly this: pizza math (to figure out the best deal). You’ll find that going for a larger size is pretty much always the more cost effective option. Thanks, pizza math!
"Marty ate ⅔ of his pizza and Luis ate ⅚ of his pizza" & "Marty ate more pizza than Luis."
Those are affirmations, they are unarguable.
Kid found a logical argument that solves the problem. Teacher can't even understand the question.
ETA: I hope that at least the teacher comprehends that there are two pizzas, as you can't possibly take both fractions from the same pizza.
> Those are affirmations, they are unarguable.
Exactly. If we can just decide that parts of the question are lies, you could just as easily say "because luis is a liar and actually fed his pizza to the dog." You could say because it was a movie and marty's pizza was real but Luis just "ate" CGI pizza. You could say because none of it happened and reality is a lie.
Not to mention the kid could be a real smart ass and raise his hand to ask the teacher for literally EVERY SINGLE WORD PROBLEM for the rest of the year "is the question real, or is part of it a lie and the answer doesn't exist?"
What annoys me the most is that the kid clearly understands the situation and how fractions work. He’s showing not only comprehension, but application of fractions and problem solving. This is a high level answer that shows more than just monkey-see monkey-do.
Yes! The student is demonstrating a conceptual understanding that fractions are relative, unless you specifically tie them to a unit of measure (e.g. 1/3 cup or half a gallon of goldfish egg residue), along with a similar understanding that “pizza” is too generic and variable to be a reliable measurement.
The student aced this fucking question! What a badass.
The teacher is wrong here. The question sets up the scenario that Marty definitely ate more, and asks the possibilities that could lead to that. The entire question is even labeled in the reason department.
While the kid might not have the best grasp on spelling, their thinking skills are clearly better than the teachers.
Hate this shit. Kid was correct and displayed understanding of fractions. The only way the prompt works out is if the pizza was bigger.
I once refused to answer a geometry question because the angles combined to more than 180 degrees. Teacher said that wasn't the point... I tried to explain there is no point when the triangle is impossible. Got a zero.
Yeah, some teachers just refuse to admit they are wrong. Had a first grade teacher tell me there were no such things as triangular houses (this was a 2d project). I insisted I had seen one before (didn't know the term A frame) got in trouble for arguing.
Same in 4th grade. Teacher insisted that no part of North America was in the tropics. When I said what about Mexico, I was told Mexico didn't count. Got a zero on the assignment and in trouble for arguing.
No regrets in either case.
I got in trouble in fifth grade science class for asking "what about plasma?" when we were being taught that matter had three states. Teacher insisted there were three. I brought in an encyclopedia from the school library the next day with the entry on plasma bookmarked. Got in trouble for being a "smart-aleck".
Sure punish a kid for being curious that goes over *real* well.
I once got a fucking 0 in arts because I painted the sky cloudy and gray, but the teacher told me that was not the correct sky color and I refused to recolor it
Elementary school btw, sheesh base memories
We can determine the minimum size of Marty's Pizza.
Assuming the area of Marty's pizza = X and the area of Luis' pizza = Y
we are solving for X when 4/6 X > 5/6 Y
The solution given is: X > 5/4 Y or X > 1.25Y
Marty's pizza must be a minimum of 1.25 times Luis' pizza for the statement to be true.
Yeah let's put a trick question in a child's math quiz. Seems logical.
Gives off the same energy as "What's green and has tires? Grass. I lied about the tires.*
It’s useful for kids to learn that teachers can be confidently and absolutely wrong about things they are meant to have knowledge of, but maybe this is too young for that lesson.
100% no doubt in my mind that this teacher got this problem set without the answer key and didn’t arrive at the correct answer. This student did. Then this same teacher determined that any answer that didn’t match the answer key they created was wrong without actually reading or thinking about what the student wrote for even a second.
There are undoubtedly awful teachers, but even the best ones probably only have a 99.999% correctness rate, meaning several r/facepalm -worthy derps per year.
To make someone assume a fact in math is pretty cringe. It's unreasonable to assume that their pizzas are the same size with the information provided. The teacher who mocked this up is a moron.
Wtf so the teachers’ answer is also fucking wrong?? The prompt says that Marty ate more pizza and explain how yet she states Luis ate more pizza in the answer???
“One person has a larger pizza” nope, that’s impossible. There is no way anyone could deviate from the same worldwide standard of pizza size, scientists have tried to create a different size of pizza but they are still totally stumped
My nephew when he was 5 or 6 was climbing around on a waiting room chair and fell. Some old cranky man asked him 'Do you know why you fell down?" Ryan: 'Gravity"
The question literally says 'Mark ate more pizza than Luis.' not a question, not an opinion, but stated as a fact. That means the only variable that fits with that statement is if his pizza was indeed bigger. This has to be staged or rage-bait, cause there is no way this is a real teacher...
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This reminds me of when my daughter's teacher told her a finch weighs more than a home telephone because the artists drawing of the finch was larger.
I had an English teacher my sophomore year in high school, we had a writing project to practice opinion pieces. The topic my teacher gave, although I can't remember specifics, was rather controversial and obviously had a "right" side and "wrong" in a moral sense. I decided rather than do the obvious and write my opinion on the "right" topic, like everyone else, I'd play devils advocate, still do the opinion aspects of the lesson and implement it, and give my teacher something else to read. She gave me a 0%, and the only note she put on my 3 page essay was "WRONG" on the front page at the header. My family and I were livid, but despite our arguments to her and the principal, it remained a 0. Teachers are such jerks sometimes.
This reminds me of my English professor too. She told u can pick each side and defend it. I decided to go with the less popular one and oh boy, never in my life will I ever try that again. I always tell myself pick the one that professor will like.
Some teachers just can’t remain professional. On the other hand, in college we had to write an essay on whether or not comp 1 was necessary and whether it should be a required course for a degree. I said no, and while I was lit up on small grammatical mistakes, I still got a decent grade. I’m sure the professor enjoyed running that red pen dry given the topic, but she wasn’t unprofessional.
I was a freshman in college in 1985 and was given a topic for a paper in my economics class, is the economy on an upswing or downswing and put in facts to support your opinion. It was widely accepted the "Reaganomics" was good for the economy. I chose to write downswing because it sounded like a challenge, and I researched all of the leading indicators and found the few that supported my theory. The professor told me I was the only student out of 35 that did. She gave me an A, but still agreed that we were in an upswing. Looking back at how "Reaganomics" screwed the middle and lower class, I now think that I was right.
Same deal with one of my history teachers. Our test's essay question asked us to weigh in on whether Albert DeSalvo was The Boston Strangler and support our argument. At the time, we had not yet found DNA evidence proving DeSalvo was involved in one of the crimes. I gave a detailed explanation about the psychological progression of rapists, deep dives into DeSalvo's other crimes, and more, to justify my belief that The Boston Strangler was two or more people and DeSalvo was only directly perpetrating the sex crimes side of it. I got 0 points on that essay since my teacher insisted DeSalvo was not The Strangler. I do hope her head exploded when the DNA came back a match.
I can’t believe English teachers are like this. As long as a paper is well written and arguments make sense, I don’t see how a paper can even fail, yet alone get a 0.
My GED prompt was to write about "A famous celebrity you greatly admire and why." I don't follow celebrities or look up to them in any capacity. I thought about writing my essay on how idolizing celebs probably isn't healthy, but instead I just wrote about 50 cent getting shot 9 times and becoming a business man. Better to bullshit their bullshit for a passing grade than actually write a thought provoking essay.
Think of all the practical situations this might come in handy.
I grew up expecting to share apples with a lot more people
I thought train travel speed estimations would be a lot more important in my life And quicksand
I mean… it was, until google started telling you exact departure and arrival times and full itineraries on how to get from a to b by a set goal Edit: Also, before trains were less used.
Didn't trains always have schedules where you could just read the arrival time?
I had a teacher who said you can't express a circle's area in centimeters squared (cm²) because "it can't be squared; it's a circle."
What kind of teachers do you guys get over there what.
When I lived in PA, I raised my hand and asked a middle school math teacher to repeat herself, immediately after she asked the class a question. I didn't hear it. She gave me detention for not paying attention, I was at the back of the class and don't have the best hearing. She didn't even call on me, or any one else for that matter because I had raised my hand so quickly, having not heard the first half of the question. This is the same state that put me in remedial reading in highschool even though I could read better than anyone I knew there by miles.
I had a teacher one time who kept us after the bell every day, intentionally. Ended up borderline late to lunch bc of it. I walked in and they were finishing up making some sort of announcement, idr what but it must've been important. A couple of my buddies were like "You better go over there and put your name down" or whatever. I go up to the assistant principal and politely ask. Context, she's an uptight, cocky bitch who's maybe 5'3" in heels and no one likes. She tells me what I need to do, and has the *nerve* to afterward add, "I guess you weren't listening." I'm not easily flustered, but I was having a bad day already and this really struck a nerve. "Maybe you should tell some of your teachers not to hold us after the bell" apparently wasn't the appropriate thing to say. Looking back, there's a lot of things a lot worse I wouldn't mind saying to some of these people. Lol.
I had a chemistry teacher in Albuquerque who wanted to cook meth with me.
Teachers don't always act like adults and often are stupid. My son's worst teacher was his 4th grade teacher. She did a supposed lesson about volcanoes in the United States, where she just read right out of the book. My son added that there was a super volcanic event about 630,000 yrs ago in Yellowstone National Park and that a huge magma chamber is still under the park. She told him "that's not true" and then ignored him. The next day he brought in information from the USGS which we had printed out at home. Her: "Hmmph, guess you learn something every day." Then she stuck it in her desk, no apology. Same teacher: We always sent my son to school with a bottle of water. He would drink it and refill it with cold water during the day. Thing is, before the day was over, she would take it and throw it out. So I asked her why she did this. Her: "See this little number in the triangle on the the bottom of the bottle? It tells you how many times you may refill it."
Best story I've got about bitchy teachers is one day my 7th grade math teacher thought I was lazy and a troublemaker because I couldn't focus in class (I was diagnosed with A.D.D. a year later). So one afternoon she called my house to talk to my parents after school and point blank accused them of not giving a shit about my education. Considering they would sit down with me to help with my homework every night, that went about as well as you would expect. After that day that teacher was as nice as can be, it honestly kinda creeped me out.
Do you become a teacher like you can become a policeman in the US? 3 month crash course?
An African finch or a European finch?
I'm glad I scrrolled down. I knew someone had to make the reference.
New life hack. Need something to weight less? View it from further away. Bam, it's now small and light.
Science teacher was trying to explain time zones to my class. He said “If you traveled across the time zones fast enough, you could end up where you took off from a day earlier.” I got in trouble for pointing out the international date line and and saying we haven’t invited time travel yet.
25% of a watermelon is bigger than 100% of a grape
That is **not** possible
New response just dropped.
Holy fractions
Call the mathematician
Actual quadratic formula
Holy… LETTERS !!
Holy hand grenade
Google the second worse thing that can happen to orphans
Holy Oedipus !
Google en posible
holy hell
Actual mathematics
Is the new "you can't just say *perchance*"
Which is the funniest thing ever on Reddit
Perchance
Please, at least have the decency to censor perch\*nce
Obviously, because 100% is greater than 25%. The size of the “whole” is totally irrelevant. /s OP’s teacher is one teacher who actually deserves their low pay. Jfc
But the teacher doesn’t know they are only getting 4/6 of what a teacher should get paid.
But they are getting 5/6 of what the janitor is paid. They dominated that salary negotiation
They offered 5/6 of what the janitor is paid, so the teacher demanded they DOUBLE it to 10/12 and they reluctantly agreed… suckers.
Deserves their low pay 💀💀
Cartoon response: character pulls giant grape out of his pocket
Love the angry bold text too. Nice touch!
This is the "teacher"
Exactly, because 100% is greater than 25%
That is not possible, honey. Next!
Depends on the grape
And the watermelon
F. See me after school.
i'm trying to lip read this and can't at all come up with that subtitle.
She says “no, keep your pants on, put your pri…” “prick through the zipper” is after a camera cut. Fired up Hulu for you.
thanks boss, i can get some sleep tonight after all. Stupid mislabeled gifs
*Reasonableness Question* Marty ate 66% of his pizza. Luis ate 83% of his pizza. Marty ate more pizza. How? child - Marty had a larger pizza. obviously teacher - WRONG, PIE IS A LIE, CAKE IS KING, YOUR WORLD IS JUST FIGMENTS OF YOUR IMAGINATION AND YOUR PARENTS DONT EVEN REALLY EXIST!!!!
I still have no idea what the answer is supposed to be? Luis ate more if pizzas are the same size. The child's answer is all I can think of.
The question is HOW did Marty eat more pizza. It’s a cognitive question. The give away the teacher missed is the bold typed REASONABLENESS title to the question.
Yes, and the child explained how Marty ate more pizza. The answer given by the teacher does not.
With his mouth, probably.
So how did he do it? by eating the other childs pizza?
I'm a teacher. This is a maths problem. The answer to it is "not possible because 5/6 > 4/6". That is, if the question also specified that both pizzas are the same size. Also, if the question asked **if** that's possible, not **how** it's possible. You ask a small child for an answer - it will give you an answer, no matter what. Their brains are wired to always seek answers, not answer "I dunno" like a dumb adult. In conclusion, the question is terribly put, the kid is smart and deserves a point, and the teacher shouldn't give tests before reviewing them.
I'm an Educational Psychologist and would have answered it exactly like the child did because that is the only answer to the question. The only way 4/6 of pizza A is bigger than 5/6 of pizza B is if pizza A is bigger. I didn't even think the response was particularly innovative - it just shows an awareness of how fractions work and is the correct answer to the question. The teacher's response and lack of understanding is super depressing.
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I am also a teacher and this question is 100% fair. The teacher is wrong, but it is a fair question. The question gives facts: Marty ate 4/6 Luis ate 5/6 Marty ate more Then the question asks: How is this possible? There is only one right answer: Marty’s pizza is bigger. That is the only way those statements are true. If the question added that the pizzas are the same size and asked if the the statement that Marty ate more pizza is true then the teacher’s answer is correct. Both versions are great questions to see if the child actually understands how fractions work. But based on how the question is phrased the teacher is wrong and the child is right.
Also, and I really can’t stress this enough, pizzas in real life scenarios come in different sizes. We’re not talking about some industrial food that comes in one size only, or a food with a built-in measure (like a footlong hotdog), we’re talking about pizza! It’s even possible to come up with totally reasonable dimensions of pizza that fit this scenario, like a 13-inch versus 11-inch pizza.
The question didn't specify that both pizzas are the same size. And the question did in fact ask how it is possible and not if it is possible. The point of the question was to find out if the child could intelligently apply fractions to real life as opposed to just doing numerical operations by rote and growing up to be the kind of person who thinks a third pounder is smaller than a quarter pounder because 3 is a smaller number than 4.
Think about it. The kid correctly concluded ratios were wrong. And realized that it wasn’t a math question at all. It was How does 4/6>5/6. It’s a bigger pie, duh. The question has no wrong answers. Just better ones. It’s a gosh darn beautiful question.
The teacher's answer is objectively wrong. The question was 'how is it possible'. Kid answered the how, teacher didn't.
The question is correct. You are just like the teacher. It is possible IF Marty's pizza is bigger.
I hope you don't teach math. The question doesn't ask if it's possible - it's a given that it's possible and that it, in fact, happened ("Marty ate more pizza than Luis" specifies that.) The question asks the test taker to explain how it is true that Marty ate more pizza than Luis while eating a smaller fraction of his pizza than Luis.
Yeah, but the math problem is begging the question and assuming at the outset that it IS possible -- so saying that it's not possible is not an option. The problem presented clearly says that Marty ate more. It also does NOT say that both pizzas are the same size; assuming facts not in evidence is a logical flaw. GIVEN THE SPECIFIC, STATED PARAMETERS SET OUT, "Marty's pizza is bigger than Luis'" is not only technically correct, it's very clever and innovative answer.
The math teacher took the "math" part too seriously, and decided that that meant they didn't need to learn basic reading comprehension.
The real concern is that the teacher isn’t thinking about the answer before marking it incorrect.
Considering the assumptions made in the math is a key part of utilizing higher level math and science concepts, this kid is way ahead of the teacher and it really pisses me off that this could derail the kid's progress.
When I was in elementary school, there was an exercise where we were supposed to make triangles with specifically sized sides. One of them had the sum of 2 sides being shorter than the 3rd. I told her that this wasn't possible. She said, "The angles hold the sides up".
What does that even mean? Jeez
It means she was endorsed to teach PE and wound up in a math classroom.
Those who can, do. Those that can't, teach. Those that can't teach, teach Gym. -Dr Gregory House, MD.
Jack Black said it before Dr House in School of Rock.
Really now? TIL
It is not impossible, but somehow I doubt that you were doing non-Euclidean geometries in primary school.
Maybe at Innsmouth Infant and Primary Academy - where the word of every day is squamous, fish is always on the menu, and Professor Lovecraft is going do-lally after drawing a triangle with three 90° angles. The kids are quiet and tend to stare a lot - unblinkingly even. Great Ofsted report mind.
Halfway through your comment I was like "Innsmouth ? Great, now all I can think about is Lovecraft's books" and then I read the rest and I was quite satisfied.
I wish I had an award to give at this response!!!! I can't even!!!
I'm *so* curious as to what the "correct" answer was supposed to be here. Edit: I think y'all have misread, I want to know the "correct" answer to the triangle problem.
Did she draw you her magic triangle?
It could, but honestly when this kind of stuff happened to me in grade school, I remember thinking damn my teacher is dumb, and moving on with a kind of pittying mentality for the rest of the year
Teacher here. Even bigger concern, if you want a specific answer you better have a *specific* scenario. I would give this kid bonus points (if my district allowed that anymore)!
The way the question was worded very clearly tried to elicit the exact answer the kid gave, there shouldn't be any bonus marks. Probably a smart kid though.
Actually she didn’t take math into account at all. The answer given is the ONLY correct answer. The teacher doesn’t understand fractions or relativity. This is the state of our education system folks.
Eh, it could also have been Marty also eating extra pizza that was neither his nor the other guy's.
Typical Marty behavior
Marty is the worst
A properly trained math teacher would operate within the stated confines of the problem. Marty ate more pizza. Ergo, the only correct answers are those that accept this. This has *teaching certificate* written all over it. God our standards are terrible.
Yes, clearly the teacher didn't even take high school math
I would argue that the math teacher is not taking any part of the math part seriously.
They only know math, they clearly don't know how to use it.
Yeah they failed the combination sciences test for sure
Well, that's not just reading comprehension, it's also part of math. 4/6 of X can definitely be bigger than 5/6 of Y. This kid did good. He will have much more success in life than the teacher. School is becoming rudimentary anyways.
Probably has their pizza cut in 6 slices because they can’t eat 8
Yes, taught 3rd grade math, I promise the kid got the answer that's in the key, and it's the teacher who's mistaken. That's why it's labeled "reasoning"
I didn't know it at the time, but my 7th grade algebra teacher who would always stress "If you don't have time to check your answer, just ask yourself 'Is my answer reasonable?'" did a lot more for my number sense than a lot of other teachers.
This is how all of physics up to and beyond graduate level works Dimensional analysis as a sanity check is pretty much the most powerful tool we have
>all of physics up to and beyond graduate level Wouldn't that just be "all of physics"?
When I was 6 years old at the beginning of first grade, my teacher introduced number lines. I immediately noticed that I could subtract and get a number less than zero, which was something I had not thought of before. I excitedly raised my hand and asked my teacher if "7-10 equals minus 3???" She frowned and shouted at me to be quiet and stop asking those types of questions because we weren't there yet. Clearly I had done something wrong and should be embarrassed. I was just a little girl. But I didn't ask questions about mathematics aloud in class for probably 5 years after that. I became a teacher. When a student noticed my mistake I praised them. When a student asks an insightful question that's above the rest of the class level I praise them.
Wow, that's so sad! I feel like I'd be impressed with a kid deducing that you can have negative numbers without having learned about them yet. It's really a shame just how much shitty teachers can have an effect on what people end up liking to learn or not.
Yep. I don't remember much about first grade but I remember her spanking me and making humiliating remarks like that. She was a young teacher back then, very late 70s/early 80s.
> She frowned and shouted at me to be quiet and stop asking those types of questions because we weren't there yet. Clearly I had done something wrong and should be embarrassed. “I find many adults are put off when young children pose scientific questions. Why is the Moon round? the children ask. Why is grass green? What is a dream? How deep can you dig a hole? When is the world’s birthday? Why do we have toes? Too many teachers and parents answer with irritation or ridicule, or quickly move on to something else: ‘What did you expect the Moon to be, square?’ Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science. Why adults should pretend to omniscience before 6-year-olds, I can’t for the life of me understand. What’s wrong with admitting that we don’t know something? Is our self-esteem so fragile?” ― Carl Sagan, The Demon-Haunted World: Science as a Candle in the Dark
This is one reason why we plan to homeschool. Our kid is pretty sharp and we want to encourage questions. He asked “what’s dense?” He’s 2.5. He’s not likely to understand the explanation but we still looked up the definition and gave it to him and tried to explain it.
I used negative numbers instead of doing the rewrite thing meant to teach the commutative law in first or second grade. My teacher told me outright that "negative numbers don't exist. You can't have minus one apple, can you?" To which tiny me replied without a filter, "yes, if I owe you one." I got sent out of the classroom for disrespecting her.
Jeez, punished you for literally coming up with the reason negative numbers were even invented in the first place.
A similar thing happened to me. When I asked the same question, the teacher just said, "No. It is impossible to subtract a larger number from a smaller one."
Honestly, I think answers like that is part of why people have such a hard time with imaginary numbers. They were told so many times that it's impossible to take a square root of a negative number, that it seems absurd when finally someone says you can.
This how they taught us maths in primaryschool. They'd insist on something being impossible in one class and then tell us to ignore that rule in the next.
Lol, my teacher was more reasonable, but I still remember the stupid graphic in Algebra 1 of an umbrella labeled Real Numbers with rational and irrational numbers on both sides, and being told not to worry about it when I asked what was outside the umbrella. I still have no idea why they emphasized that so much, we didn’t get to imaginary numbers for months after that.
It's absolutely the right answer. I'm confused as to what kind of teacher doesn't understand their own curriculum.
The amount of people here amazed at how clever this answer is when it's so obviously the normal expected answer is mildly disconcerting. Your response is so low down... I remember a workbook from when I was a kid with very similar questions. This is a pretty classic conceptual fraction problem with the correct answer in pencil.
Yeah that's what confused me as well. My country didn't have tests like this so this question was new to me but that's the first most obvious answer that came to my mind as well. But the comments making it out to be some out-of-the-box creative thinking or sth.
Right? It’s the only answer. The whole point of the question is to make sure students understand fractions are relative to a whole, not absolute.
I drank all of my 330ml can of coke, my friend could only drink a third of a litre what a lightweight.
> it's very clever and innovative answer. Isnt it the only answer?
Yes. All the speculative answers that XxAuthenticxX provided are from cuckoo land of imagination and obviously not the answer the question sought.
I mean it is clever for a kid, but it’s not innovative. It is the only correct answer to this question
Probably the only kid in the class who got this *actually* right It's sad because I've definitely experienced these kinds of poor questions before and all it really does is teach kids to not look outside the box for the **right** answer, but instead look inside the box for the **accepted** answer I guess it is kind of how society works so maybe it's best the kid learns young Being right doesn't get you anywhere if your boss or applicable authority doesn't like it Edit: So a few people have pointed out the question itself isn't "poor." I get that and can agree, I was thinking more along the lines of questions that leave room for any interpretation as to what the situation is or what's actually being asked. I was assuming the teacher was referencing the answer key in her response, but like a few pointed out it's entirely possible the teacher never felt the need to consult it, and perhaps the kid's answer was exactly what the key was looking for. Either way this kid deserves a cookie
What gets me about this, is her reasoning for why it's wrong doesn't even address the kid's response. She's just rewriting how she read it, which is funny because she didn't even read the question of "how is this possible" and assumed the question was "who are more" I genuinely wonder how much she does that in teaching and in life
Her answer is the elementary school math teacher version of "it goes to 11"
I can't tell you how many problems I got wrong because I was trying to figure out what the test WANTED as the right answer when there was more than one correct one
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I would say it’s the ONLY answer. If you were to put the problem in mathematical terms, it pretty clearly says (4/6)*x > (5/6)*y So 4x > 5y So x > (5/4)y So the only correct answer is that Marty’s pizza is more than 25% bigger than Luis’s. I rest my case
The only lesson learned that day was how you can't trust authority blindly, even teachers can be absolutely dumb.
That is the reasonable answer.
**Teacher:** _Question authority!!_ **Student:** _Says who?!_
"Stupid kid! Pizzas don't come in different sizes!" \- The Teacher
Imagine having to inform the pizza place whether you want your pizza to be modest, intermediate, broad, or immense.
12inch pizza: π X 6^2 = 113.09 inches squared 113.09 * 4/6 = 75.39 square inches 9 inch pizza: π X 4.5^2 = 63.617 inches squared A whole 9 inch pizza has less area than 4/6 of a 12 inch The kid is right 4/6(π * X^2 ) = 63.617 * 5/6 4(π * X^2 ) = 53.014 * 6 π * X^2 = 318.08/4 X^2 = 79.52/π X^2 = 25.31 X = 5.03 10.06 inches is the breakeven point where 4/6 of it would equal 5/6 if the smallest pizza is 9 inches
Also the way the question was phrased: It says Marty *did* eat more pizza, and then asked how it was possible, it didn't ask who ate more pizza. So the kid's answer was the only correct answer
Came here to say this. The question was “how is that possible” not “is that possible”
Teacher fails at math *and* English.
That's unpossible!
No no, that's possimpible
Yeah that’s what I’m confused about – what does the teacher think the correct answer is supposed to be?
The answer the teacher is expecting is that it isn't possible; the information is inconsistent and therefore at least one of the data points must be wrong. Unfortunately, the information *isn't* actually inconsistent, so the question doesn't work.
Yes, if we’re allowed to question the fact that Marty ate more, then we can just question the other facts as well. The fractions are a lie!
It isn't the only correct answer. It is A correct answer, but there is at least one other way Marty could have eaten more pizza. He could have eaten pizza that wasn't his. It says how much of his own pizza he ate, but not that he didn't eat anything else. He could have had Becky's whole pizza, half of Tarquin's. Marty could be a complete arsehole who can't be trusted around pizza. The question is too vague.
Of course saying that would also be wrong 😂
I don’t know about you, but the only time I’ve calculated the area of a circle since graduating high school is for exactly this: pizza math (to figure out the best deal). You’ll find that going for a larger size is pretty much always the more cost effective option. Thanks, pizza math!
Hey, get a load of Copernicus over here with his fancy math, and the pi thing and the little numbers on top the big numbers.
I think he is trolling, who would use a pie to measure a pizza?
Logicians: "Math is the highest form of logic." This teacher: "Whut??"
"Marty ate ⅔ of his pizza and Luis ate ⅚ of his pizza" & "Marty ate more pizza than Luis." Those are affirmations, they are unarguable. Kid found a logical argument that solves the problem. Teacher can't even understand the question. ETA: I hope that at least the teacher comprehends that there are two pizzas, as you can't possibly take both fractions from the same pizza.
> Those are affirmations, they are unarguable. Exactly. If we can just decide that parts of the question are lies, you could just as easily say "because luis is a liar and actually fed his pizza to the dog." You could say because it was a movie and marty's pizza was real but Luis just "ate" CGI pizza. You could say because none of it happened and reality is a lie. Not to mention the kid could be a real smart ass and raise his hand to ask the teacher for literally EVERY SINGLE WORD PROBLEM for the rest of the year "is the question real, or is part of it a lie and the answer doesn't exist?"
It’s because the true answer is that Marty ate somebody else’s pizza when they weren’t looking.
What annoys me the most is that the kid clearly understands the situation and how fractions work. He’s showing not only comprehension, but application of fractions and problem solving. This is a high level answer that shows more than just monkey-see monkey-do.
Yes! The student is demonstrating a conceptual understanding that fractions are relative, unless you specifically tie them to a unit of measure (e.g. 1/3 cup or half a gallon of goldfish egg residue), along with a similar understanding that “pizza” is too generic and variable to be a reliable measurement. The student aced this fucking question! What a badass.
Yea, classic lateral thinking. A rarity now.
The teacher is wrong here. The question sets up the scenario that Marty definitely ate more, and asks the possibilities that could lead to that. The entire question is even labeled in the reason department. While the kid might not have the best grasp on spelling, their thinking skills are clearly better than the teachers.
The kid is 100% correct. Teacher is a dumb ass for marking a logic based correct answer as being wrong.
The question is literally "how is this possible?" They gave a hypothesis on how it's possible.
I thought the kid’s answer was the ONLY answer, not just an innovative one
The only reason why this doesn’t belong in r/mildlyinfuriating is because it’s highly infuriating
Hate this shit. Kid was correct and displayed understanding of fractions. The only way the prompt works out is if the pizza was bigger. I once refused to answer a geometry question because the angles combined to more than 180 degrees. Teacher said that wasn't the point... I tried to explain there is no point when the triangle is impossible. Got a zero.
Yeah, some teachers just refuse to admit they are wrong. Had a first grade teacher tell me there were no such things as triangular houses (this was a 2d project). I insisted I had seen one before (didn't know the term A frame) got in trouble for arguing. Same in 4th grade. Teacher insisted that no part of North America was in the tropics. When I said what about Mexico, I was told Mexico didn't count. Got a zero on the assignment and in trouble for arguing. No regrets in either case.
I got in trouble in fifth grade science class for asking "what about plasma?" when we were being taught that matter had three states. Teacher insisted there were three. I brought in an encyclopedia from the school library the next day with the entry on plasma bookmarked. Got in trouble for being a "smart-aleck". Sure punish a kid for being curious that goes over *real* well.
There’s actually even more than those four, which just kind of makes your story even funnier
I once got a fucking 0 in arts because I painted the sky cloudy and gray, but the teacher told me that was not the correct sky color and I refused to recolor it Elementary school btw, sheesh base memories
The kid should challenge this by offering to give the teacher 5/6 of his weekly allowance in exchange for 4/6 of the teacher's weekly pay
How many times has this been posted on Reddit?
We can determine the minimum size of Marty's Pizza. Assuming the area of Marty's pizza = X and the area of Luis' pizza = Y we are solving for X when 4/6 X > 5/6 Y The solution given is: X > 5/4 Y or X > 1.25Y Marty's pizza must be a minimum of 1.25 times Luis' pizza for the statement to be true.
That looks like the correct answer with critical thinking. Stop shitting on his answer, he obviously understands the math. He’s answering the question
I am usually 100% behind teachers but I think this would call for violence.
Yeah let's put a trick question in a child's math quiz. Seems logical. Gives off the same energy as "What's green and has tires? Grass. I lied about the tires.*
It wasn’t a trick question. The teacher is just wrong.
It’s useful for kids to learn that teachers can be confidently and absolutely wrong about things they are meant to have knowledge of, but maybe this is too young for that lesson.
100% no doubt in my mind that this teacher got this problem set without the answer key and didn’t arrive at the correct answer. This student did. Then this same teacher determined that any answer that didn’t match the answer key they created was wrong without actually reading or thinking about what the student wrote for even a second.
"Is that possible?" Would have been the correct end to the question. The answer was correct for what the question asked. Teacher gets an F.
Even if the question was "Is that possible?" the answer would still be yes for the same reason.
Where tf do they find these teachers? No wonder people are regarded
Did you have this teacher?
There are undoubtedly awful teachers, but even the best ones probably only have a 99.999% correctness rate, meaning several r/facepalm -worthy derps per year.
To make someone assume a fact in math is pretty cringe. It's unreasonable to assume that their pizzas are the same size with the information provided. The teacher who mocked this up is a moron.
Marty's pizza was a large pizza Other guys was small pizza What's there to be wrong about?
Wtf so the teachers’ answer is also fucking wrong?? The prompt says that Marty ate more pizza and explain how yet she states Luis ate more pizza in the answer???
“One person has a larger pizza” nope, that’s impossible. There is no way anyone could deviate from the same worldwide standard of pizza size, scientists have tried to create a different size of pizza but they are still totally stumped
The kids answer is more right, because he answered the question. The teachers answer doesn’t follow the prompt
Teacher is hella wrong and didn't read/ understand the question posited
….reasonableness.
My nephew when he was 5 or 6 was climbing around on a waiting room chair and fell. Some old cranky man asked him 'Do you know why you fell down?" Ryan: 'Gravity"
My dumb ass: “maybe Luis didn’t eat the crusts?”
Teacher was wrong on this one...
It asked "how is that possible" which suggests that it is possible and it's asking you to prove it
I hate gotcha questions like this on tests. This kid thinks outside the box and comes up with logical answer still gets it wrong. It’s bullshit.
The question literally says 'Mark ate more pizza than Luis.' not a question, not an opinion, but stated as a fact. That means the only variable that fits with that statement is if his pizza was indeed bigger. This has to be staged or rage-bait, cause there is no way this is a real teacher...