2/3, 4/6 are relations between numbers. They do not reflect the real amount; 2/3 tons of iron vs 4/6 pounds of meat. They can only be equal if they describe the same factual units.

That’s ridiculous and confusing to students trying to learn these concepts.

It's a cheap text book that was translated from Egyptian and was lost in translation?

Thats a new dumb the kids down math.. make it confusing for the kids. So they listen to the teach. Then the teach will tell them jo Biden is intelligent... 4/6 of the time.. which is smarter than kamala who is only 2/3 .. or fire that teacher...

So we're comparing apples to oranges but the teacher is asking why radius * 2 is not always equivalent to the diameter.

Such a good sport

That is a trick question but I have the answer... The answer is by gaslighting people into believing the lie that they're not the same. And that it's sonehow there fault for not knowing that.... Duh after all the teachers unions are all kind of democratics and this is a common tool the Democrats use if you want to be indoctrinated as a official Democrat you need to understand the answer to that question... They getting them young nowadays

Slices of pizza... If you have a pizza cut into only three slices and there are two slices left it would be difficult to eat the remaining 2/3. But if you have a pizza cut into 6 slices and you had four slices left it would be easier to pick up the smaller slices and finish off the remaining 4/6... You have the exact same amount of pizza left, but the smaller portions are easier to consume.

This brings up 2 issues 1) the education publishing company is not proofing their materials 2) either the teachers aren't reading over the material or are under orders to push the material regardless. I would just circle it and say "please review" and let the teacher dismiss it

It's a critical thinking problem. Look beyond the math. I place three M&Ms on the left and six M&Ms on the right and tell you that you may have either 2 from the 3 pile or 4 from the 6 pile. Given that you have no dietary limitations, which would you rather have?

That's like saying 1 isn't always equivalent to 1 because 1 gallon is different than 1 cup. How stupid! Sounds like North Korean math where kim jong stupid said 1 drop of water added to 1 drop off water is 1 bigger drop of water, not two drops. That's how dumb this is!

Does this teacher also teach a gender identity class? If so the question makes perfect sense.

So in the "new math" 1 does not equal 1. Because 1 could be twice the size of another 1. Got it... math is now abstract. How absurd, these poor kids are receiving no education.

2/3 = 4/6 The only thing I can think of that would make these two identical fraction values different if is we talk about output. 2 out of 3 men were rowing the boat, but the one with 4 out of 6 men rowing may be going faster.

So if I compared an apple to an orange? Got it. Get your kids out of school people. Before 2+2=5 to them.

We hade one teacher, who hade an apart of wrighting our math books in middle school. Everytime we found that the answers at the back of the book was wrong, we told said teacher off. She didn't always like it, but could admitted that it was wrong. So they can also make mistakes sometime.

I dont know how i would visually represent this apart from cake but you can think of it like this: If you got a full pie And you cut it up to 3 parts And then you have a second pie and cut it into 6 pieces and compare the respective number of pieces Hope this kinda explains it im not a teacher 😅

I think this is designed to have kids think about adding a factor. 2/3 * 1 does not equal 4/6 * 2.

My guess is that you're dealing with 2 different items and they're not the same size. So ⅔ of one thing is not equivalent to ⁴/⁶ of the other thing. Now I'm off to look in the comments to find the answer. Edit after finding the answer: Yay, me, I can do 3rd grade math. Honestly, what a bad question for 3rd grade math. That's not a true math question. That's a philosophy question meant to push the concept of equity not equality. Elementary school math questions should be about equal not equivalent. Teach them the basics. Save the philosophy questions for more developed minds. 8 year old minds need to learn the basics first.

Is this a one-off, or do your teachers often set bad questions like this? How did the teacher respond to being challenged on this? Did they defend the question or did they apologise?

THIS IS FOR ALL THE CNA'S /GNA'S and TECHNICIANS who are the real hard-working people that are overworked and SEVERELY UNDERPAID THAT GET TALKED TO AND TREATED LIKE SHIT THAT make these A -HOLES LOOK GOOD F you Doctors and Nurses you overpaid bastard DONT HAVE INSURANCE SEE IF THEY GAF🎉😂😂😂

The question was asked to show a representation of how they can be different. There is only one way. You can never get 4/6 from 3 peices your trying to give 2/3 of away. Other than that they will always be the same.

I thought it was something like where you can’t split the two thirds into sixths, even though you might be able to condense sixths into thirds. Like two out of three children wearing stripes vs two thirds out of 6 children wearing stripes. Maybe that’s getting at the same thing about parts of the whole.

Distort reality early

I mean, they're different if they're time signatures...

Oh! I actually get it! It’s worded to say 2/3 is not always 4/6, but it’s not saying the inverse. Like “two out of three fruit were eaten” would not be broken into a representation of four out of six fruits being eaten. But if you had six fruits and four were eaten, yes you could equivocate that to two thirds of the fruit being eaten.

You can't!

It's literal. The answer would be analogous to having 2 of 3 holes filled vs 4 of 6 holes filled. Trust me, I'm also an electrical engineer and a dentist 😁

Seems like they're trying to change the thinking process more than teaching math problems. Question truths or manipulating truths. Feels a little ideologically marxist in nature.

2/3rds of fussfungle is not equal to 4/6ths of bananadana....

If you cut a pie into thirds you can two pieces to two people and if you cut a pie into six pieces you can feed 4 people (with smaller pieces). But totally inappropriate question for a third grader.

Grateful for my hs teachers giving me a pass on my 3 attempts at algebra in order to pass. Good lord.

At least you believe in freedom fractions bless it sister

Oh good lord

In the literal sense it can be seen as 4 pieces of pie vs 2 pieces of pie even though the volume is equivalent, the value of slices is not, that’s the only rational solution i could think of

Misprint 2/3 is 4/6 exactly 💯

When doing operations when you need to add and subtract fractions you have to find a common denominator to represent the answer. While mathematically equal, to perform operations in fractional form you have to use the 4/6th rather than 2/3rd if adding and subtracting x/6th. Likewise if you need to represent the answer as the lowest common denominator and answer of 2/3rds will be correct while an answer of 4/6ths will be incorrect. Again like grammar, an A and a are not equivolent letters but represent the same idea but will be gramatically incorrect to use an a where there should be an A and vice versa. Because while similar in what it represents they are not identical just similar things to represent something with an equal relative value but not absolute representation. More obviously an and a are similar but not identical and have specific usages, math is not simply values but also a language with how things are represented have correct usages and meanings.

It's called thinking outside the box and i got it pretty much instantly😂

🫨😐😑

1x1=2

Common Core is garbage! Meant to dumb down your children.

OMG!!!! The Woke has gotten a hold of our mathematics!!!!!! Is Math now a social construct!!!????? 😬😬😬😬😬😬😬😬😬😬😬😬😬😬

Sometimes its 6/9 or 8/12 .... and on and on

2/3 of an elephant is greater than 4/6 of a mouse.

Here is the correct answer coming from a geophysicist…… If one were to “draw” a representation of 2/3 in a circle, there would only be 3 pieces total, and like a pizza….only 3 pieces could be segmented or removed……Now, if one were to draw the same circle and evenly represent 6 pieces, yes, shading 4 still would represent 2/3, YET…..The circle shading would still show all 6 segments. The fact being that the circle, retains it versatility, if not divided up, could in fact still represent 5/6, or 1/6…….Simplified even more….It is asking for the answer the visually draw that the child understand how the fraction works……. Simplifying it more…..If you bought a pizza and you needed to feed 6 people, if the pizza was only cut into 3 pieces, you would have to cut it again to evenly divide it so all could eat…..More Tequila Please after typing that one….And make sure to only fill my glass with 1/4 ice so that the rest can be filled with 3(4 tequila….

Just remember that these are the same teachers that are okay with your child being on drugs to change their gender.

May I offer a possible solution? It is a bit outside the box thinking. And probably wrong. But here we go: Draw a typical pizza in 2/3 slices. Easy enough, right? Then draw 4 whole pizzas and two more pizzas slightly to the side. So that they appear separated from each other. Therefore creating easily recognisable " 4/6 - effect". I think the question can be answered in this way.

I'm just going to be facetious and write out "The representation cannot be drawn because the premise is incorrect."

I may not be the best st math, but if numbers don't lie, then it sounds like the teacher is trying to start some shit.