The question literally says “Marty ate more pizza”. It’s a foundational fact that you’re given as a part of the problem. If refuting the basic facts of the question are on the table and the answer was the say “Actually, no he didn’t” then you might as well say something like “No, he actually at 1/6 of his pizza” and claim all the numbers given are dishonest.
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.
The question literally says “Marty ate more pizza”. It’s a foundational fact that you’re given as a part of the problem. If refuting the basic facts of the question are on the table and the answer was the say “Actually, no he didn’t” then you might as well say something like “No, he actually at 1/6 of his pizza” and claim all the numbers given are dishonest.
that is the ‘Expected’ answer
So this is sort of a true/false math problem given to us, the viewer, out of context.
🤷♂️
By stating the answer given by the problem is wrong, and “showing the work” to demonstrate why it’s wrong.
No. Within the parameters of the question it IS possible and the kid gave the correct answer.
A small fraction of X can have a greater absolute value than a large fraction of Y when X is suffienctly larger then Y.
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This is likely a question about some topic on reasonable questions and answers, rather than a maths question.
If I saw two people order different sizes of pizzas, my mind wouldn’t be blown, and nobody would consider the situation unreasonable.
Except it never mentions the size of the pizzas. That’s something you are adding to the situation.