Internet is going wild over this problem

When you put the right answer but the teacher marks it wrong.
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Actual problem (Practice 10-1 problem 8)
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Comparing 18" pizza to two 12" pizzas
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[@vbcsalinasapologetics1242]

The teacher's response is wrong, first, because it directly denies a given of the problem. It is given that Marty ate more.

[@kirkdarling4120]

Absolutely.

[@MitchMitch77-77]

The teacher was probably a KH supporter!

[@PFnove]

Well the sizes of the pizzas just aren't specified (and it's not specified that they're the same size) and 4/6 of a huge pizza is more than 5/6 of a tiny pizza

[@0011peace]

@@PFnove not when the spefically does ay oneate more so they cant't be the sme size. The whoile idea is thatit also doesn't say any part of the staement was false which it would have to be for them to be the same size. 4/6 is smaller than 5/6 if the base number is the same size and it said ,mrty ate more so the size must be diffrent as it isn't styated.

[@needfoolthings]

IF it's a math question.

[@soilsurvivor]

Striking example of what I often say: Most people don't actually suck at math; they had teachers who sucked at teaching math.

[@benisrood]

Correct 💯

[@alanknotts5975]

Kid is right, teach apparently didn't get paid enough to stop and consider her own word problem.

[@soilsurvivor]

@@alanknotts5975 teachers generally aren't paid enough. That's a different discussion. Math teachers are in short supply. Often those who aren't qualified (social studies or even PE) are drafted, or those who have been trained but badly are hired. This is the result.

[@Skank_and_Gutterboy]

Absolutely. The biggest problem is that they teach kids to be afraid of it. The 2nd biggest problem is that most teachers don't want to teach it, they consider it a sh1++y collateral duty, and the one who draws the short straw has to teach it.

[@raidenxt8737]

@@soilsurvivor i'm assuming this is a middle school question, or maybe 5th grade. in hindsight, i would say that my elementary and middle school teachers were noticeably dumber than high school teachers. it kind of makes sense too, because it's more appealing to teach at a higher level if you can. at some point, you would just be a college instructor instead of a high/middle school teacher. even if they were paid well, which they absolutely should be, that wouldnt make the pool of teachers necessarily smarter at this kind of math. the issue is that most math teachers are just regular teachers that arent necessarily checked well for math competency. for instance, my middle school science teacher actually specialized in social studies, but was forced to teach science because of the shortage.

[@lanatrzczka]

Later, Luis flipped out and started breaking up the place because everybody kept calling him "Lois".

[@batgameruniverse6212]

The correct answer to why Marty ate more of his pizza.

[@wardrich]

And to think, I always trip up on whether they go with "Lewis" or "lewey" as the pronunciation lol

[@lanatrzczka]

@@wardrich Sounds like you also speak Spanish. Good on you!

[@deekang6244]

😂😂😂😂😂

[@craigw.scribner6490]

Funny!

[@yesno7889]

The problem is that the question was phrased as “How is that possible?” Not “Is that possible?” That “how” assumes the previous statements were already true and asks for a justification.

[@birdwatcher101gbh]

I don't see how the absence of the how or inclusion of the how makes a difference, however you slice it.

[@charg1nmalaz0r51]

That only partially solves it because it still "is" possible. So half the students may give the not possible answer and the other half would give this answer. You would also have to list the assumptions like "given the pizzas are of equal size"

[@yesno7889]

@@charg1nmalaz0r51 It does only partially solves it, but this simple fix makes it such both answers are acceptable and the teacher’s “correct answer” is not objectively wrong based on wording of the question.

[@justanoman6497]

@@charg1nmalaz0r51 I mean questions of those sort that I've dealt with it tend to be Is it possible? If so, provide an example. If not, why not? I dealt with a lot of mathematical proofs back in my school days...

[@Aabergm]

@@birdwatcher101gbh Very simply it was asking an open question instead of asking the closed question. It's the difference between "how many likes did this video get" vs "did this video get any likes" Wording matters and when you get it wrong you will get responses you are not ready for. TLDR teacher made a mistake and instead of recognising it punished the child.

[@bificommander7472]

In the Netherlands, the schools were required to move to "realistic calculation" in their testing and teaching, which broadly meant no longer asking "6 x 7 = ?" but "Martin drinks 6 glasses of water every day. How many glasses does he drink in a 7 day week?" This was supposed to make it easier and more practical for students, who'd get to deal with realistic situations instead of abstract math. When this change was made, you got a lot of angry parents, when the "realistic" story the teachers had to quickly make up for every problem would not be worded carefully enough to get the 6 x 7 = ? that the teachers actually wanted to hear. One question that made the rounds was something like "It takes 7 minutes to boil and egg, how long does it take to boil 6 eggs." The kids who answered 7, because in a realistic scenario you'd put 6 eggs in the pan together, got their answers rejected. The teacher wanted to test if the kids could calculate 6 x 7 = 42, but they didn't specify that the eggs would be cooked one at a time.

[@Freedom-of-Thought]

No, even in one pan it takes longer boiling 7 eggs than boiling one, because of the thickness and the specific heat capacity. In general physics, the same thing with different amounts are treated as the same specific heat capacity, but it’s different.

[@Freedom-of-Thought]

In primary school told the electric flows from the positive to the negative of battery, but it’s opposite. In middle school told the liquid and solid is not compressible, but it is compressible. In high school told there is vacuum out of atmosphere, but it’s not vacuum. The school keeps telling parts of truth, so that is the result.

[@jaredwonnacott9732]

My favorite was the "If it takes 30 musicians 40 minutes to play Beethoven 9th Symphony, how many minutes does it take for 60 musicians to play the same piece?"

[@Freedom-of-Thought]

@@jaredwonnacott9732 Set every musician plays equally (no troubles, no ability differences), 30 is the maximum to play one song, so 60 people should at least two turns to complete the song. Answer is 80 minutes.

[@RTU130]

Yea

[@DouggieDinosaur]

10 YEARS LATER: The student spent 1/6 of his salary and the teacher spent 5/6 of her salary. The student spent more money than the teacher. How is that possible?

[@colbymann]

Hahaha!

[@KenishiroMashiba]

😂😂😂😂

[@SteveDorrans]

It's not. Students don't receive a salary.

[@Biomirth]

@@SteveDorrans Whooosh?

[@AWildBard]

ouch!

[@corvus_da]

That kid has understood the concept of relative quantity. Apparently, the teacher has not.

[@blindleader42]

Never mind relative quantity. What about reading comprehension? The teacher didn't even understand that Marty ate more was a _given._

[@WayStedYou]

@@blindleader42 teacher probably just reading the numbers only

[@Runenschuppe]

@@WayStedYou No. The problem like always is that teachers are handed a book on how to teach something without actually understanding why. Modern teachers are the result of an education system of rote memorization without understanding.

[@maskedmallard537]

​@@RunenschuppeThis. I took a year of the elementary teaching track in college. Every single one of my classmates would whip out a calculator for the most basic of arithmetic problems that they would be expecting their future students to be doing by hand. Coming from a math major track, it was just embarrassing.

[@xaf15001]

​@@maskedmallard537It kinda depends on the context but I think that's fair. Elementary level already have 3 digits numbers operations, and well yeah you could solve it by hand, a calculator is faster and more reliable. 2 digits, maybe they're just lazy. 1 digit numbers I doubt your classmate is that lazy.

[@Jorvalt]

The thing that upsets me most about this question is that it PRESUPPOSES by its wording that this is possible, but the answer the teacher wants is that it's NOT possible.

[@minimumwrist3546]

Exactly. It states as a matter of fact that Marty ate more. Kid’s answer is correct.

[@johnnye87]

If the question stated as a premise that they were each given an identical pizza, and if it asked "IS this possible, and if so, how?" then the teacher's response would be alright. But as worded, the kid's answer is perfect. I would also have accepted "Marty was given 12 slices and ate 8 of them, Luis was given 6 and ate 5" - 'pizza' can be a mass noun, so "his pizza" doesn't necessarily mean they each had exactly one pizza, it could mean "his [share of] pizza".

[@qasw1234]

The student gave the ONLY correct answer to that question. I can excuse a teacher for not writing a good question. I can excuse them for not having thought of the correct answer themselves but when the teacher read that answer, they should have realized their mistake. I I were a teacher, I' be impressed by my student who is thinking logically.

[@DracoSenpai420]

That was the only answer yeah. The 1/4 and 1/5 argument only works if it was stated both pizzas were exactly the same. If Marty's pizza was bigger, even if he only ate 4/6th of his pizza, aka 66% versus 83% of Luis, If Marty's pizza was bigger, of course he would have eaten more

[@tigron2505]

It's not technically the only answer. For example: Marty ate 4/6 of his pizza he could have also ate the rest of luis's pizza and half of his other friend bobs pizza and therefore ate more pizza. That answer would also work in a world where all pizzas are the same size.

[@emwols]

Another answer would be a loophole in the bad English of this question. The word “his” is used twice and the first one clearly refers to Marty’s pizza, whereas the second “his” could refer to Marty’s pizza or Luis’s pizza. So you could take a guess that Luis actually ate 5/6 of Marty’s remaining 2/6 of pizza. Assuming Marty’s pizza was a full pizza when he started eating it, that would mean Luis actually ate 5/18 of a full pizza which is less than 4/6.

[@FuelrIce]

@@emwols That would actually be your bad English, not the question's. Each use of "his" refers to the subject before it, i.e., "Marty ate 4/6 of *his* pizza" / "Luis ate 5/6 of *his* pizza". For each use of the pronoun "his," the subject is properly and explicitly stated. The problem is grammatically correct.

[@AntonioGGATX]

Another possibility is Marty ate the crusts and Luis didn’t and the crusts are significant.

[@antiXIII]

The teacher grading on reasonableness was unreasonable. Seems right

[@1a1u0g9t4s2u]

have to make three left turns to make this work. hahaha

[@darkdragon7423]

Idk, seems ... unreasonable 🤔

[@gblargg]

And the teacher can't even blame it on Common Core.

[@BlacksmithTWD]

And worse, the teacher didn't even provide an answer, the answer of the teacher was going against the given of the question. It's like having a problem like if 2 + x = 5 then what is the value of x? and the student concluding x = 3 then the teacher saying the student is wrong because 2 + x does not equal 5. In both cases we are dealing with a teacher who is too incompetent to even read and understand the question.

[@brianwelch1579]

Teachers are supposed to be preparing kids for the REAL WORLD. I would say this one is doing it right.

[@phillipsusi1791]

Wow, this teacher needs to be fired. The question specifically SAID that Marty ate more. That is a GIVEN. You can't say no, Louis ate more.

[@Skank_and_Gutterboy]

Exactly. Marty ate more, that's stated explicitly in the problem statement, it's not up for debate and can't be contradicted later.

[@Eggstrawdinnery]

I get what you are saying, but they definitely don't need to be fired. It was just a trick question, and the teacher shouldn't do them anymore, that's it. (I wasn't trying to sound mean, so I am really sorry if it sounded like it was.)

[@thechair6519]

also, the question itself asks "HOW is that possible" which implies there is a way this can logically make sense, instead of "IS that possible"

[@branbroken]

​@Eggstrawdinnery wasnt a trick question at all, i also doubt this teacher wrote the questions if she had the wrong answer, and must not have used given answer sheet when marking, shes overconfident in her abilities and cant accept she may be wrong. With qualities like that she shouldnt really be teaching. What other things is she marking incorrectly or simply teaching the kids incorrectly.

[@geniej2378]

It's a terribly written question, but teachers are allowed to be wrong too. This is not something to get fired over. Hopefully the student saw the teacher after class and asked for clarification, the teacher saw the question was badly written and agreed to accept the student's answer.

[@coconuthun_2159]

0:35 if we are going by the question, it's clear that the teacher didn't follow it through. the question clearly states that Marty ate more pizza. so the teacher's answer is inheritly wrong to begin with.

[@jamiebarlow2546]

I think it was the kid was supposed to call out that the question was bogus XD

[@coconuthun_2159]

@@jamiebarlow2546 in the teacher's mind, yeah

[@sinteleon]

@@jamiebarlow2546 The question is bogus only if there is no other explanation. Of course, the student could instead call out for clarification instead. The student can also make reasonable assumptions, BUT will have to clarify whatever assumptions they made, in which case, if they assumed that the pizzas are the same size (which is a reasonable assumption), then they can claim the question is bogus.

[@generalgarchomp333]

​@@sinteleon I don't agree that it's a reasonable assumption when the question itself states that Marty ate more. If it asked if Marty could have eaten more that's one thing, but it outright stated he did. So the natural conclusion is that Marty's pizza is bigger. Assuming the question is an unreliable narrator for lack of a better term is ridiculous to ask of a kid, especially in a math class where most of it is defined by rules.

[@sinteleon]

​@@generalgarchomp333 Perhaps, but again, I'm just saying that taking the "reasonable assumption" approach is also a valid way of approaching this problem, as long as clarifications are stated. Especially if this is meant as a maths question and not an english/wording question. I've seen more than a couple of maths and science questions that had logic errors in their setup, sometimes people actually make mistakes in typing it all down.

[@temtempo13]

Reminds me how in 6th grade, our first semester math teacher gave us a bonus problem on a math quiz: Given a pie, how many equal slices can you make with exactly 3 straight cuts? The answer she wanted was 8: you make two cuts to slice it into quarters, then stack the quarters on top of each other and slice down the middle to make 8. Not everyone got it, but that was okay, it was just a bonus question. You could still get a perfect score even if you got it wrong. Our second semester math teacher gave us the same bonus problem on one of her quizzes: given a cake, how many equal slices can you make with exactly 3 straight cuts? As we had knew the trick from the first semester, everyone put 8. The teacher informed us the next day that every single one of us was wrong... because, according to her, "you can't stack cake like you can stack pie." On top of that, she gave everyone -1 on their final score for answering incorrectly, and since the quiz was out of 10, that was basically a full letter grade drop. (Admittedly on a quiz which contributed very little to your final grade.) Some teachers just suck at their jobs.

[@jamesday3591]

Well, then couldn't you just fold the pizza in half (twice, three times, four times, etc.), and then make three straight cuts? In which case, the answer would be (mathematically) infinite, with the practical upper boundary being restricted only by the laws of physics limiting the number of times that the pizza could be folded?

[@temtempo13]

@@jamesday3591 The original quiz might have specified "apple pie" -- at the very least, that's how I've always pictured it. I like that alternative, though!

[@jamesday3591]

@@temtempo13 If it's apple pie, then I might be tempted to say zero, because I would simply grab a fork and start eating. I mean, cutting apple pie might make other people think that it's an invitation for them to have some, and that would be completely outside of the "reasonableness" given! Hahahahahaha! :) Funny how I'm more willing to share pizza than apple pie. Hmmm. I wonder what that says about me from a Freudian and/or Jungian perspective. And then, folding apple pie would be completely ridiculous, so, yeah, eight. Eight slices from three cuts, with two of those slices going to two guards that I hire to keep other people from getting any. Eight. Maybe the guards could split a single piece. Was the teacher asking "gross" or "net"? ;)

[@Scottthespy13]

I...I'm sorry, 'cake can't be stacked like pie'? PIE can't be stacked! Cake is *constantly* being stacked, you'd be hard pressed to buy a cake that *isn't* at least two layers with some cream in the center. Besides which you don't even *need* to stack the cake, you can cut it in quarters then slice horizontally through the center of the cake. Any pie I've seen is either a crumbly uneven crust or an open crustless top, and you're more likely to have pie slices moosh and tilt and slide all over each other than you are to have cake do that. I guess we're assuming the *pie* defies physics to allow the stacked cut, so the cake is *also* defying physics to *not* allow the cut? I'm...unreasonably angry at this story of yours. I've *never* heard of stacking pie but I was willing to accept it because it's a logic problem not an actual baking challenge. But the very idea that you can't stack *cake* ...even Donkey from *Shrek* knew cakes have layers! 'Can't stack cake'...that's going to be echoing around my head all day. What the hell.

[@jamesday3591]

@@Scottthespy13 Did I miss something? Where's the story about cake? I want some cake. I especially like the ones with cream in between the layers! Pizza is good! And pie is great! (It's like 3.14 times better than Pizza, or something like that.) But I don't remember anyone mentioning cake. Thoughts?

[@polarbear1713]

The question says that it happened as fact and does not state the sizes of the pizzas. This teacher doesn't understand the question and is only looking at the numbers.

[@onetwo6039]

Since the sizes aren't given, it is reasonably assumed that the sizes are the same.

[@polarbear1713]

"Marty ate 4/6 of his pizza and Luis ate 5/6 of his pizza. Marty ate more pizza than Luis. How is that possible?" As a matter of fact, Marty ate more pizza than Luis. If both pizzas are the same, that statement given as fact within the problem would be incorrect and the question would be, basically, lying. The only way it is possible is if the pizza sizes are different, which is what the question is asking.

[@onetwo6039]

@@polarbear1713 Say what? 😭

[@polarbear1713]

@@onetwo6039 🛫🤔🛬

[@banaman7746]

@@onetwo6039 the inherent problem with this question is it is asking how this could be true, stating it as that it is fact. the teacher is saying this is in fact not possible, and as such the problem was actually lying, it said Marty ate more when he, in fact, did not. The problem with this, is if the question is lying, then how do we know any of the question is true? perhaps Marty actually ate his whole pizza, and luis got his pizza stolen by an animal. how could we know? because we have to take the question as fact. but the teachers answer is that we cannot take the question's statement as fact.

[@solandri69]

I came up with a list of possible explanations when I first saw this years ago. Let me try to recall... - Marty's pizza was bigger. (no size specified) - Marty's pizza was thicker. (variant of above) - Marty ate 4/6 of his pizza but also part of someone else's pizza. (consumption of pizza belonging to others not specified) - Marty has eaten lots of pizza for years, while this was Luis' first time eating pizza. So over their lifetime Marty has eaten more pizza. (no time period specified) - Luis lied about how much pizza he ate. (truthfulness of statements not specified) - Luis ate his pizza, then got sick and threw it up. (events after eating pizza not specified) - Luis didn't eat the crust because he doesn't like it. (definition of "ate" not specified). - Marty ate 4/6 of his pizza, then Luis ate 5/6 of Marty's remaining pizza. (the second "his" can refer to Marty) - Marty later ate a dessert named "more pizza than Luis." (ambiguity between phrase and name; can also say "5/6 of his pizza" is a non-pizza food)

[@chocookie0123]

what was that last one😆

[@mexomenti]

last one is crazy

[@jaideepshekhar4621]

I was looking for this. 😂

[@lajtilajti]

Thanks, that was interesting!

[@BillyViBritannia]

You missed three obvious ones: - Marty in question is another Marty who ate the whole pizza. - Luis in question is another Luis who didn't eat any pizza. - They are both two other people and Marty ate more than Luis.

[@feralwarden4873]

This is Alexander solving the Gordian Knot and the king saying “no. You were supposed to use your hands.”

[@cpsof]

If the radius of the pizza is z and the thickness is a, then the volume of the pizza is pizza.

[@robertpendzick9250]

very good

[@henrysaid9470]

So true

[@huzefa6421]

He already created 2 shorts on this topic

[@truechaos6927]

very true, maybe Marty had a deep dish pizza that could be considered more the the thin crust that Luis had.

[@brainloading5543]

words to live by

[@rustyfox81]

This reminds me of a friend of mine, when ordering a pizza they would ask him “do you want it cut in 6 or 8”. He would always respond 6, saying there was no way he could eat 8 slices !

[@yurenchu]

It's a way so that when his girlfriend looks funny at him when he later orders a hamburger, he could say: "What? I had only _six_ slices of pizza today!"

[@Mike-H_UK]

Is he a teacher by any chance?

[@jibrilnoflugel1702]

🤦‍♀ this is a lie, isnt it?

[@JNordhoffC]

This is an old Yogi Berra joke!

[@EvolvingParty]

I am always left with 2 slices, that I cannot possibly eat, that is how my brain works

[@renstein8210]

The real issue here is that the teacher doesn't understand what the point of the question is. This question is asked specifically to highlight one very important point about fractions: fractions can only be compared if they are fractions of the same size group or object. That is the fact that is being taught there. It is useless to compare 3/4 of this pizza with 3/5 of that pizza if the pizzas are not the same size. When we teach fractions at school, we often teach them mostly in an abstract sense where we just assume the object or group that the fraction is taken from is always the same as every other one. In concrete situations, this cannot be assumed.

[@ScottCleve33]

I think the real point of this exercise was to get the student to think outside the box. A riddle really. Thinking of it too much as a math equation and you won't come up with the answer. The teacher looked at it purely as a math equation.

[@user-zj9rr6yc4u]

@@ScottCleve33 There is no trouble with finding the answer by thinking of it as math equation as long as you know what equation it would actually be (4/6x > 5/6y which a math teacher should know) though I suppose that is probably a test for kids still learning fractions so equations with unknowns might still be unknown to them.

[@tomraineofmagigor3499]

​@@user-zj9rr6yc4uyou don't need to include variables. It's as easy as upstanding how units work. If I gave 2 people a bottle of soda and one complained but I said "why are you complaining. You both got 1 bottle" but 1 of the bottles was 20 oz. and the other was 2 liter I'd complain too. The only unit given is 1 pizza. Size was never given

[@gregjorda3080]

Indeed Marty has a larger pizza

[@3eve0n]

look for a comment like this. So many idiots in this comment section think the teacher wrote that question, which is really difficult to believe. It's very obvious what the intent of the question is. The student had it spot on, while the teacher completely missed it.

[@kingslayer4080]

So you don't only have to answer the questions correctly, you also have to hope that the teacher knows the correct solution.

[@torsten23]

Same here in Germany, where they teach that a square is not a rectangle 😂

[@DougTheDouglyDragon]

You can't just say, "How is this possible?" and then the answer is "wEll ITs ActUaLLy NoT pOSsIblE!!!! yOU sHoULd HAve kNOwN!!!!!"

[@feedbackzaloop]

Well, you can. That was the actual lesson: words do not have strict representataion in real world and not necesserily carry meaning, no matter the authority of the writer. This becomes more noticeable more detached you become, like in coding and finance.

[@RickJaeger]

No, that wasn't the lesson.

[@tommyozzy317]

@@feedbackzaloopif this was a philosophy class, then fine. Has no business in a math class.

[@feedbackzaloop]

@@imethanOW bait indeed. And that's another lesson learned⭐

[@Noname-km3zx]

​@@feedbackzaloop You can't, the sentence states : That Marty ate more than Luis, how is this possible. So the question is lying to you or is trying to make you understand that using real world concepts to explain math does not always work. But teacher did not do that, rather he doubled down that math and real-world concepts should be treated the same. Despite giving a contradicting statement about it being possible that they are not the same. Fact of the matter is they are not the same !

[@tomvedra5405]

Who is Lois? It’s Luis. Whoever Lois is he/she could very well have eaten more than Marty or Luis.

[@mikekelly5869]

Superman's girlfriend can eat the whole pizza if she wants to. Nobody's gonna mess with her boyfriend.

[@kimkimba1131]

I fully agree

[@Filipino_ch3ezeeE_insomnia]

Peter griffin’s wife definitly could eat some slices of pizza

[@CaffeinatedTigress]

THANK YOU. I was going to say "man, I'm glad you're great at math, but could we have someone great in reading to do the voice over?" That was driving me up the wall. Lois ≠ Luis

[@csowley]

He said Louis, not Lois. Yikes.

[@NoPeeking]

Teacher refused to be wrong, thus was biased against the student.

[@StealthMoustache]

Or maybe he read the solution sheet and the solution was written down as that, making the cheat sheet wrong and the question incorrectly formulated. But either way the teacher becomes the target for being wrong here. When students are smarter then their teachers.

[@Mechazoid5116]

@@StealthMoustache Students being smarter than their teachers is very common

[@StealthMoustache]

@@Mechazoid5116 You would wish that to be true, a lot of the time it is, but there's also a lot of evidence to say that students are becoming increasingly dumber.

[@TychoKingdom]

The child isn't smarter, and neither are any of you. It's poor communication on the teachers' part writing the question that way, but to be honest, it's a math class. The kids are obviously learning feactons. The real question behind the story is, which fraction is bigger? the answer is obvious. This is why context matters.

[@sneakypeekyfoxie]

@@TychoKingdom We don't know whether it's math class or not. It could easily be some other class. I live in Russia, we had one class in eighth grade (don't remember it's name) when we developed creative thinking and other stuff like this, this exact problem would be great for the same class but in fourth grade or something like that.

[@Chill-Ice]

“Marty ate more pizza than Luis” Teacher: That’s not true Me: This teacher does not believe freedom of choice and different sized pizzas exist

[@NormalShock]

“If Luis’ name is pronounced as Looooo-iss how many times will the narrator pronounce it wrong? Show your work.”

[@wcsoblake85]

Hahahaha I'm glad you posted this!

[@noahlovotti7722]

Show your work and explain.

[@roypiltdown5083]

i'm wondering how a math teacher is so clueless as to get the wrong answer AND be such a snot about it.

[@ti84satact12]

I can almost guarantee you that she’s not a math teacher! This type of problem is probably a 4th or 5th grade problem so the teacher teaches all subjects to her kids. So she is a teacher who HAS to teach math and is not particularly good at it!

[@s3deku]

handwriting suggests, late second or early third year.

[@geriroush8004]

@@ti84satact12 Her reading comprehension isn't very good, either.

[@roypiltdown5083]

@@OpenCarryUSMC OR maybe the teacher has brain damage from eating too many crayons.

[@Stuff_And_Things]

Probably Florida after cutbacks. So much for the promise of Lottery money benefitting education. LOL

[@xcoder1122]

A former math teacher once wanted us to calculate how far you could see if you were standing on top of a tower, taking into account the curvature of the earth. So he told us how high the tower is and that we should assume the earth is a perfect sphere with a given radius. For the whole calculation with the correct result you would have got 8 points. One student wrote "If you look up, you can pretty much see to infinity" and the teacher wrote "That was of course not what the question asked, but you are technically correct and the question was poorly phrased", so he still got at least 1 point for that answer.

[@colbyboucher6391]

TBF surely that kid knew what she was actually asking and was just being a smartass

[@pelinalwhitestrake3367]

Well, not infinity, only 13.7 billions kilometers in one direction.

[@xcoder1122]

@@pelinalwhitestrake3367 Actually the furthest object we have seen so far in universe was 46 billion light years away, that's 435,205,999,999,999,994,232,832. But just because we have not seen anything further than that does not mean that you cannot see further than that or that this is the end of the universe.

[@pelinalwhitestrake3367]

@@xcoder1122 And every second we can see a bit further, but that's still not infinity.

[@xcoder1122]

@@pelinalwhitestrake3367 That depends on your interpretation of "how far you could see". Even if you are on a tower on Earth, you cannot always see as far as you theoretically could. For example, there might be fog, or it might be night and a new moon, so it's too dark to see anything at all. And what if you have poor eyesight and no glasses? So there is a difference between how far you "could" see and how far you actually "can" see. The question was how far you could see, that is, under optimal conditions, with nothing obstructing your view, you having superhuman vision, what is the farthest you could ever see. The only reason you could not see infinitely far out into space is because space is finite. And if you have proof of that, you should publish a paper and the next noble prize will be yours.

[@natemcdonald8853]

Marty had a deep dish pizza. Luis only had a thin crust one.

[@prestow]

The teacher wanted "not possible" as answer but asked "How to make it possible", so the student answered correctly and the teacher wrote the question poorly.

[@timgalivan2846]

Amazes me how many people think the teachers come up with the problems themselves. Flawed assumption. The child gave the exact answer the question wanted him to because it was a reasonableness problem. The teacher just didn't understand the question she copy pasted

[@xraze6906]

@@timgalivan2846 The kids in school themselves definitely know how few teachers come up with their own questions. When I was going through school 95% of the homework was easily bypassed, as the exact paper was uploaded with answers online. The state of the US education system is ridiculous.

[@VioletVal529]

There was nothing wrong with the way the question was asked. The teacher was just wrong.

[@penguinvic9892]

@@VioletVal529You’re correct, of course. This reminds me of the time I brought a young female foreign tourist to a work mate’s house, and his 6-year-old kid asked my foreign friend the joke question: “Why did the chicken cross the road?” FF (Foreign Friend): “How old was the chicken 🐓?” Since the kid was confused by this, I suggested she just say: “I don’t know? Tell me why?” She became irritated 😠 as in: “How can I answer the question if I don’t have all the facts?” I had a feeling this was going to take a long, long time !! ⏰. So … by consensus we finally agreed the chicken was female, and about 3 years old. It was a White chicken 🐓. It was about noon 🕛 and slightly overcast. It was a country road, unsealed with very little traffic … You get the general idea. And this seemed to take forever as in: “It’s a joke …!” FF: “It may be a joke to you, but not the chicken 🐓.” And, on it went …. 30 years later my friends still talk about “why did the chicken 🐓 cross the road?” This gets back to the poorly worded pizza question. The teacher should have realised that there was more than one answer, and praised the student for pointing this out.

[@ibmcall]

The biggest problem, is the word question proposed goes way above the student current level of math and able to rationalize via formulas as given in the video above.

[@tommyozzy317]

Always hated teachers like this. Not much point in trying to trick a student, and also should be encouraging outside of the box problem solving.

[@cbuzz2371]

If you put a large pizza in a small box it would literally be outside the box

[@phillipsusi1791]

This isn't trying to trick the student. It is trying to make them think. Which apparently this teacher couldn't do as well as his student.

[@verkuilb]

@@cbuzz2371if you put a small pizza outside a large box, it would also be outside the box.

[@AshleyReynolds-vc6ly]

You have to take the pizza out of the box to eat it. Assuming you don't eat the box too.

[@Crimsonfangg]

Yeah, the teacher knew the student was right too but they were looking for a certain answer and punished the kid for being smarter than them. You know no matter how much the kid protested, the teacher wasn't going to change their mind either.

[@johnspillman]

When I was in high school I had an English teacher that was a real piece of work. She could not grasp the concept of percentages. I spent an hour after school one day trying to explain it to her but it was like talking to a wall. Her guide book said that 94 was needed for an "A" and 69 to pass & she could accept that for one test but if she gave 10 tests per semester, instead of 940 for an "A" & 690 to pass she just added 900 so you had to score 994 for an "A" and 969 just to pass. I embarrassed her in front of her class many times so I expected her to fail me, which I wouldn't have accepted, but she gave me a "C" that should have been an "A" & I took it & moved on. She made us read stories and we had to know about the authors, so this one guy from Scotland wrote about this "bonny" lady that had everything that she needed but was never satisfied. The teacher had never heard of the word "bonny" and thought that it was "bony" & changed the whole meaning of the story. saying "the poor woman always wanted more because she was bony & couldn't afford to feed her kids". I couldn't help but laugh out loud at her & so she made me read the definition of the word "bonny" in front of the whole class.

[@jonathanli31]

0:12 Why did he say it like “reasonable *NESS* “

[@jdh9419]

Cuz he wanted there to be four video game characters instead of three

[@CrizzyEyes]

Earthbound fan obviously

[@boredyoutubeuser]

That makes "sans". 🥁

[@potatofarmer9488]

sans undertale

[@Llortnerof]

Because he was forced by Dark Ness not to.

[@sledgex9]

If it is a given that Marty ate more than Luis how can you do a switcheroo "nope, he didn't"?. We aren't supposed to question the given facts of a problem. We assume them true and proceed from there.

[@user-bf8tv8xv4w]

"Given that x+1=2, solve for x". Student "x=1" Teacher "You are assuming that the given answer of 2 is correct. It can't be because x=2, so x+1 must equal 3"

[@thomasdemaio53]

​@@user-bf8tv8xv4wspeaking of assumptions... you assume igaf

[@Grecks75]

All hope of improving the education of our kids is lost with such teachers. I find it especially irritating how the word "not" was underlined. To emphasize (the absence of) reason and authority? Let me guess: The teacher is a woman.

[@edwardblair4096]

Sometimes you can use mathematical reasoning to prove that the original "facts" as stated are inconsistent. This is the principle behind "proof by contradiction". It is something to keep in the back of your mind when solving problems.

[@ScottCleve33]

The problem was that the teacher looked at this as a purely mathematics problem when it wasn't. It was about thinking outside the box.

[@matty101yttam]

This is what happens when people are told WHAT something is supposed to be and don't understand WHY it is that way.

[@Holmberg_Audio]

The liberal way of screwing up.

[@gyorkshire257]

It's more likely an example of people predicting accurately the kind of instagram post likely to go viral and mocking it up. Everybody loves the "student is smarter than the teacher" story.

[@matty101yttam]

@@gyorkshire257 that's entirely possible but after being through a lot of inductions for various jobs i see a lot of people who are supposed to be teaching something and know what the answer is because its in the book but don't know how to phrase the question right because they don't actually know how and why the answer is what it is.

[@kamikeserpentail3778]

​@@Holmberg_Audiothe Conservative way of "thinking"

[@charg1nmalaz0r51]

@@gyorkshire257 no mate, teachers were doing this since the dawn of mankind before the likes of instagram lol. This is why everyone hates maths

[@LucianDevine]

A good math teacher makes ALL the difference. I had a simple problem on a test, went to the teacher for help, and he realized that I was massively overthinking the problem. So he literally told me to just to close my eyes, take everything I was thinking, and stop. I was naturally skeptical, but I eventually did. He told me to open my eyes a couple seconds later and look at the problem. When I did, I instantly saw what I had been doing wrong and was able to solve the problem easily. He not only understood what I was doing wrong, but why, and knew exactly how to get the point across.

[@vectorsahel5420]

Is your teacher Yoda or something? He taught you the force lmao

[@thunderspark1536]

​@@vectorsahel5420It's called a fresh look, studies have shown taking breaks and coming back to something helps you figure it out easier.

[@jdh9419]

What was the problem?

[@LucianDevine]

@@jdh9419 Sadly I don't remember the specifics of the problem itself. It was 20 years ago.

[@justanoman6497]

@@jdh9419 If I were to guess (since he doesn't remember), I'd say a geometry problem. Some of those can have a really simple solution if you draw one or two correct auxiliary lines somewhere but otherwise(including drawing the wrong ones) could involve a huge series of calculation, solving for every segment, angle and whatever else in between to get to the final answer. Most other type of question tend to have a fairly clear line of solving that you either know or don't. Unless it is meant to be tricky but that won't fit the context of the story.

[@bytesback.]

After 1:20 there is no point watching any more as the teacher is wrong.

[@LTD538]

Nothing burger video

[@markfischer5044]

Luis ≠ Lois

[@wyattstevens8574]

"Lou" + "piece" - P

[@emeraldaly7646]

Or Louis.

[@alexanderbrinkley4332]

He said Luis the first time, oddly.

[@TokyoXtreme]

And "Marty's" ≠ "Martiz"

[@XYGamingRemedyG]

Loose Lois

[@johnh9243]

isn't the Question.. how is this possible? ... The only way its possible is if the pizza was bigger.. its not even a math question to me.

[@ericduckman3135]

Exactly, it's labeled "8. Reasonableness", so it's a logic question, not a math question. The Question is "How is that possible?" and the student's answer states how that is possible. Another valid answer is "Marty's pizza, although the same diameter as Luis's, was thicker, so weighed more per slice. More weight, not more area."

[@michaeljayne6731]

Definitely logic, but also could be considered mathematical logic - which is a subfield of math. You could even write the problem here in mathematical symbols, as: If 5/6*X < 4/6*Y, then is a) XY c) Z=Y Which makes it clearly mathematical. That being said, I prefer the way the question is worded here to make it a little more thought provoking that just a basic algebra inequality…. If only the teacher knew the answer

[@WinterAuthor]

You're right, it isn't a math question It's a riddle We can also assume that Luis ate 5/6 of MARTY's pizza after he ate his 4/6th And that Marty was very unreasonable eating 4/6th of the pizza all by himself.

[@keith6706]

It is a math problem because it is checking the understanding that how the size of a fraction, as measured in some unit, is dependent on what is the overall size of the thing being divided into fractions is. It's showing a real-world application of a basic mathematical principle.

[@JohnSmith_1331]

It's a common sense question. Unfortunately the teacher had none.

[@DIYDaveOK]

Am I the only one screaming "LUIS" at the TV?

[@ajbonmg]

He says it correctly at first, when reading out the problem, but after that, he settles on LOIS... 😄

[@darreljones8645]

"Luis" is the Spanish name of the English/ French name "Louis". It should (ironically) be pronounced like its English feminine counterpart, Louise.

[@ericherde1]

He says “Louis” the first time, and then “Lois” afterwards, but not “Luis” (at least as of 2:36).

[@farmitzdugan]

Just commented something similar. Ha!

[@ewhartiii]

No, you're not. If we each took a shot every time he says Lois, instead of Luis, we'd be dead from alcohol poisoning before the video ended.

[@ronaldo19ronaldo]

What makes it even more annoying is that the teacher just ignored the student answer and gave his own predefined, rigid, "in-the-box" response, like a egomaniac who can’t stop talking about himself.

[@mnmnrt]

You mean like someone who has a job to do, and is teaching a specific mathematical reasoning skill. There is one correct answer, and the student's job is to find that answer.

[@justseffstuff3308]

@@mnmnrt"There is one correct answer" is false. There are many correct answers. If the teacher's only job was to mark anything that wasn't in the workbook as false, there would be no point in using a teacher and not a robot.

[@mnmnrt]

@@justseffstuff3308 There's one correct answer. It's testing your understanding of fractions. Nothing else.

[@videofreak8188]

@@mnmnrt There's one correct answer and it's the one the student gave, the teacher may have a job to do but they're doing it poorly

[@catgckool428]

@@mnmnrt Nope, not with how the question is written which: A. Tells us that the smaller fraction got more. and B. Specifically asks how it's possible. The teacher failed because the student got the correct answer rather than the one they (the teacher) wanted for the question based on the wording of the question.

[@matthewedwards9423]

Marty's pizza has a diameter of 58 trillion light years, Luis has one that is a mere 3 nanometres.

[@CarmenVeranda]

I'm pretty sure a mozzarella molecule is bigger than 3 nm.

[@shyamnand5354]

​@@CarmenVerandawould love if you say even our solar system radius is smaller than 58 trillion light year😂😂

[@matthewedwards9423]

@@CarmenVeranda He had a quark and gluon pizza with extra electrons.

[@jay31415]

Answer: Marty is still eating his pizza, and we're uncertain how much Luis ate.

[@Fcalysson]

Im pretty sure there is no such thing as "muzzarella molecule"​@@CarmenVeranda

[@davidr9876]

Notice how the teacher underlined "Not". No room for argument or discussion there. That teacher doesn't like to be contradicted.

[@mnmnrt]

Yeah, because that's the correct answer.

[@SomeDude.1117]

@@mnmnrtYou must have had her as a math teacher. I feel for you.

[@Launi-]

@@mnmnrt Maybe in other universe, but in this one is NOT correct.

[@mnmnrt]

@@SomeDude.1117 Nope, I'm just capable of understanding basic concepts.

[@555Soupy555]

​@@mnmnrt bait shows up in the strangest places, good effort though

[@aloox3130]

A better question than "How is this possible?" would be "Is this possible? Why or why not?" This means that students would actually consider the possibility of it not being possible. It ALSO allows the out of the box idea for an answer, which is Marty having a bigger pizza. The teacher should accept both answers with the justification. The homework is made poorly and the teacher isn't promoting good thinking

[@colbyboucher6391]

...But the correct answer would still be that yes it is possible, it depends on the size of the pizza- and the teacher would still insist that the answer was no, because clearly they aren't understanding that fractions are relative values.

[@charg1nmalaz0r51]

yea but you still also have the problem of it still being possible. They would have to also state the pizzas are the same size

[@曰_曰]

Plot twist: the pizzas are actually the same size, but Marty didn't ONLY eat his pizza, he also ate Luis's remaining 1/6 of his pizza.

[@TheUltimateRare]

but then they both ate 5/6 which is wrong :/ the question clearly says he ate more.

[@awareqwx]

​​@@TheUltimateRare Technically the question says that Marty ate 4/6 of _his_ pizza. It doesn't say how much of anyone else's pizza he ate. He could've found a piece of pizza on the floor

[@hinakremec]

5/6 is greater than 5/6, mathematically, it’s just not STRICTLY greater than 5/6, so it’s correct

[@TheUltimateRare]

@@hinakremec hey at least you aren't saying 1/4 is bigger than 1/3.

[@mar_speedman]

Yeah I thought of that too, but the problem is this: The question states ratios, not slices. So first of, if Marty ate Luis's slice, he still would only eat the same amount, not more You also can't argue that Luis ate smaller slices than Marty, leaving one slice that's bigger than Marty's two remaining slices, because they both ate exact ratios of their pizzas, not slices So the only possible explanation is that one pizza is bigger' than the other

[@smylesg]

The "teacher" should have been clued in by the question, "How is this possible?" as opposed to "Is this possible? Explain."

[@Trancefreak12]

It doesn't matter. If the question was "Is this possible?", the answer would be "yes".

[@XaiEia]

​@@Trancefreak12it doesn't matter of course but the way the question is phrased inherently implies the question assumes it is possible, which should've clued the teacher in

[@mph7282]

I’d have said “so I’ll give you 5/6 of the money in my bank account and you give me 4/6 of the money in yours. Deal?”

[@subterranean327]

This legit made me giggle 🤭

[@subterranean327]

The teacher suddenly realized whose pizza was bigger, and by pizza, I mean brain.

[@mnmnrt]

That has no relevance whatever to the question, nor any of the reasoning used to determine the answer.

[@mph7282]

@@mnmnrt So you still think the 5/6ths of one thing is necessarily more than 4/6ths of another, regardless of what those two different "things" are. Got it.

[@mnmnrt]

@@mph7282 No, I think you don't understand context, and the fact that a question asked in middle school is different from a question asked in university, which is different again from a question asked in casual conversation, even if the text of the question is identical in each case. You're not clever.

[@craftyraf]

The volume of a pizza is pi*z*z*a, with z = the radius of the pizza, and a = the height of the pizza.

[@DawnDavidson]

😂😂😂 that’s great! 🍕

[@MusabUmayr]

This is the best thing I've seen today so far

[@skilz8098]

Pi is everywhere even when the e is missing. Pi + e = Pie

[@jimg5669]

Now I want pie... and some Weeble and Bob! 😛

[@big_numbers]

Copied comment

[@SacsachCCABP]

This teacher did the equivalent of whiting-out a question on a test and saying “I don’t have to answer that”

[@devonm042690]

You can really tell this problem was posed by an absolute genius, because the exercise was called 'reasonableness' instead of 'reasoning'. Much smart.

[@mnmnrt]

noun: reasonableness 1. sound judgment; fairness. "days which demand wise restraint and calm reasonableness" the quality of being based on good sense. "he critically evaluated the reasonableness of each assumption" 2. the quality of being as much as is appropriate or fair; moderateness. "disputes about the reasonableness of certain costs" Next time, try picking up a book before being smug because you think you're smarter than you actually are.

[@RWIsaac1]

​@@mnmnrtYou're the one being smug by assuming that the person you're replying to meant that "reasonableness" isn't a word rather than the more likely point being made that it's a more pretentious word to use than "reasoning", which it is.

[@DawidEstishort]

@@RWIsaac1 I think It was a right name after all. It teached the student how the the teacher is unreasonable.

[@mnmnrt]

@@RWIsaac1 It isn't, however. It's the correct word, and it can't be substituted by "reasoning" here. My smugness is entirely justified, I'm correct, you're wrong, and I'm more intelligent than you.

[@MeemahSN]

@@mnmnrt An intelligent person does not need to state that they are, in fact, intelligent.

[@sh1sh1maru]

"Teachers" like that are one of the reasons why kids start hating math and school in general.

[@ianglenn2821]

I've worked as a college math tutor, it breaks my heart what some of these kids must've gone through, basically I'm doing more PTSD exposure therapy than actual math

[@charg1nmalaz0r51]

Yeah because kids start doubting and double guessing what they think the teacher wants rather than chilling and using their brains and answering a question. I started an online course as an adult and when i see questions i still have this doubt creep in with every vague poorly written question.

[@ocstrangeness]

And then the devil said "Let there be letters in math".

[@florian4012]

@@ocstrangeness the pizzas can be written as letters, which the student intuitively understood

[@bchbum4]

For me, the words that stood out was "his pizza", meaning they had individual pizza's. You can assume they weren't the same size based on the question format.

[@jasonbuckley4118]

X > Y Y Greater Value yet < than X = why? That's basically the question and the Teacher ignored the question. If a problem is given an outcome and asks for reasoning why the outcome may look wrong yet isn't wrong, it is just a simple X and Y problem.

[@davidmilhouscarter8198]

0:27 Marty ate 67% of his pizza. Luis ate 83% of his pizza. Marty had a larger pizza.

[@jdh9419]

*WE KNOW*

[@BanterMaestro2-y9z]

The teacher's answer assumes the two pizzas are the same size, *_but the problem statement doesn't actually say that._* One could be, for example, a ten-inch pizza and the other a 14-inch which, by the way, has almost twice the area of the 10-inch. Maybe the problem should read _"How many bad teachers does it take to send the country back into the Dark Ages?"_

[@isaacclark9825]

A lot of us saw this as soon as we saw the question. I can imagine someone not coming up with the right answer. But the teacher took it one step further. The teacher failed to recognize the right answer when faced with it on the student's paper.

[@Kahnugo]

The teacher's answer doesn't answer the question at all, regardless of given facts or assumptions. The question is how it is possible so it's up to the person who answers fit a scenario to the statement.

[@Gurgleschlortz]

The statement doesn't even definitively say that there are two pizzas. Unclear pronouns. Since Marty heads the sentence, it's reasonable to assume that Marty, at least, owns a pizza, but we are given no such assurance of Luis. The only thing that is stated is that Luis eats 5/6 of "his" pizza. It could be that Luis also has a pizza. It could also be that Luis is eating 5/6 of the remainder of Marty's pizza. The language is unclear.

[@AlphaSeagull]

1:38 I had this whole comment going over how Marty's portion winds up bigger way faster than most people think, and how you can just get the square root of both diameters to figure out how much bigger the pizza needs to be, and then I pressed play and you immediately said all of that 😂😂😂

[@falloutfreek1992]

The teacher marked it wrong because the answer key said it's wrong. Clearly the person who was the most wrong here was the person who made this question and wasn't specific enough

[@ironcito1101]

This is the same as when they say "a rooster lays an egg on a roof blah blah", only for them to say "roosters don't lay eggs". But you just stated that it _did_ lay one. Maybe it's alien, hermaphrodite, I don't know, but you said that it _did_ lay an egg. Likewise, this problem states that Marty ate more, as a fact. Don't come saying that he actually _didn't_ eat more, if you just said that he did.

[@hughcaldwell1034]

Maybe it's a hen named Rooster.

[@solandri69]

It could've carried the egg and laid it down on the roof.

[@cristiandalessandro599]

The rooster one has a contradiction in the initial statement because indeed roosters don't lay eggs. The pizza one has no contradiction because we can understand that it specifies that marty's pizza and luis's pizza are different elements and thus don't need to share size, shape, toppings or any other properties.

[@clayz1]

Also same as 'there was a plane crash. Where did they bury the survivors?

[@johnwalker1058]

@@hughcaldwell1034 technically, a hen named "a rooster" if you follow that idea 😁

[@caveman1226]

Teacher - asks trick question to get student to think outside the box Also teacher - gets mad when student thinks further outside the box

[@JosephRicciardi]

The question literally says the opposite of what the instructor put in the reply :/

[@rogergeyer9851]

Luckily I didn't have teachers THAT bad, but if I'd brought THAT paper home and told my dad "OK. Now what? When facts and logic fail, I don't know what to do", I'm certain my dad would have been willing to go set the teacher straight. I'm assuming from the question that this was in grade school.

[@dsanj4745]

Only intellectuals would need almost 9 minutes to affirm something readily apparent in roughly 15 seconds.

[@farmitzdugan]

I want to know what answer the teacher was looking for if it wasn’t that Marty had a bigger pizza. Were they expecting the students to say it wasn’t possible? Also, anyone else distracted the whole time by Presh saying Lois instead of Luis?

[@shaventalz3092]

And if the teacher is expecting the student to deny the facts as presented... why only the fact about who ate more pizza? Why not instead deny the fractions? Or the pizza? Maybe one of them actually ate _pie_ instead, since we're making stuff up.

[@thomasw.eggers4303]

It appears the teacher wanted the "not possible" answer but failed to state all of his/her assumptions.

[@SiblingCreature]

I think whoever wrote the question, was expecting exactly the answer the student gave. I don't believe that was the same person doing the marking.

[@PekoraMamiCouncilHK]

-The cake is a lie- ✘ The pizza is a lie ✔

[@Monody512]

@@PekoraMamiCouncilHKAnd the pizza is a pie.

[@chinareds54]

The only controversy here is why Presh insists on pronouncing L-U-I-S as "Lois"

[@PhrontDoor]

Clearly that teacher needs to get out of education.

[@bhgtree]

He sure does, especially if he also made the question as well as correcting it.

[@SiblingCreature]

@@bhgtree My guess would be that the question came from a pre-prepared test and the "teacher" marking it was a substitute teacher.

[@JBM425]

Reminds me of a third grade reading assignment almost 60 years ago. The first question was "Who was Charlie?" Several of us answered "Charlie was a hot dog vendor." Others said "Charlie was a tall man." The teacher said the "tall man" answer was correct. I suppose some could have made the argument for the second choice, but the first choice clearly was the better option... except to the teacher (or the "Teacher's Guide" she was reading from and was too oblivious to contradict). I think she was just mailing it in until retirement in a year or so.

[@Sonnell]

@@SiblingCreature That does not excuse the substitute in any way.

[@SiblingCreature]

@Sonnell I agree. My main point here was that the problem was with the person marking the student's work rather than with the question or the person who composed the question. Edit: or rather that these were almost certainly different people.

[@runachan2910]

I literally stirred a fight like this TWICE. The SUPERVISOR presented part of the question as a fact we should prove rather than a question with a yes or no answer (with its proof). The other time he tried to define a line segment with one point and claimed it was parallel to another line in the question. (He mixed up the wording of two theorems)🤦🏻‍♀️ He actually corrected the first one but left the second one.💀

[@MiahooJunk]

2:50 you assumed the pizza is a circle...

[@eric4709]

absolutely. Everyone knows pie are squared ( not a circle)

[@peterjamieson263]

...and that they were the same thickness+toppings.

[@zelts]

​@@eric4709How insensitive! Pizzas may be shapefluid and identified as pies or casseroles.

[@colbyboucher6391]

Wouldn't be a good mathmetician without lots of convenient assumptions.

[@ducksoff7236]

At 1:10 he called Luis the name Lois. Now lets use algebra to figure out what he may have been thinking and why he is wrong.

[@jdh9419]

He was watching Family Guy while making this video

[@richardunruh4035]

Perfect example of "test results are not valid when the one being tested is smarter than the one giving the test". Happens all the time, sadly.

[@carultch]

It happened to me when I was asked for the definition of plural on a test. I had an out of the box answer of "zero, two, or more", and got marked wrong. Not the answer the teacher was expecting, as she was just expecting "two or more". I ended up teaching the teacher a new idea when I explained it.

[@wiwita63]

@@carultch can you explain what you meant by "zero, two, or more", i'm confused

[@carultch]

@@wiwita63 Good question. Think of how you would form the noun after zero. Does it end in its plural form or does it end in its singular form? Does it sound weird to see a programming glitch that says "this group has zero member"? This is why I consider zero of an item, to also be considered plural.

[@wiwita63]

@@carultch i guess that makes sense. thank you for the explanation.

[@angeldude101]

​@@carultch This is language dependent. In math, "plural" would generally mean 2 or more, English treats 0 as plural, and some languages mean _3_ or more by "plural" (with 2 being a separate "dual" category).

[@toonterraminegamer1234]

The question is a trick question and I don’t think the teacher even realizes it. It asks something, and the answer the teacher was looking for goes against the actual question.

[@TheEngineerJoe]

Why are we assuming that the pizzas are round and that we measure the size difference in diameter. You can just use a nominal unit (mass or volume) of any size. And then make Luis's size a nominal size of 1. You don't even need to use units Then you have two equations: Luis: (5/6) × 1 = 5/6 Marty: (4/6) x Y = 5/6 You don't really even need the Luis equation except for understanding the idea of the Marty equation. You solve for Y in the Marty equation: Y = (5×6)/(4×6)= 1.25 So, it needs to be 25% bigger. It's fine that this differs from the Diameter answer because neither mass nor volume have a proportional relationship with diameter. They're different calculations entirely. One is a length, the others - mass or volume, however you are calculating what "more" is. The best way to calculate this would have been the simple calculations, and then backing into diameter if you like.

[@danbsports6760]

Weight would be easiest.

[@neochaft1587]

My thought exactly. You simply need to have (4/6) x Y > (5/6) which is Y > 1.25

[@000EC]

I had to scroll way too far to find this answer. It particularly irked me when Presh says that the pizza must be 11.8% bigger. No, it must have a 11.8% greater diameter because you assumed a circle. The correct answer is the one you gave, 25%, which is true for any shape and also accounts for thickness. Its also a much easier calculation.

[@CaptainBeaglepants]

It doesn't matter what shape the pizzas are (including any irregular shape), provided the two pizzas are the *same* shape that have simply been scaled by the same amount in width and height (i.e. maintaining the aspect ratio). This is about understanding dimensionality relationships under scaling. For *any* consistent linear measurement L (e.g. the diameter, radius or circumference for a circle, or with a rectangular pizza maybe height, width or diagonal) on the shape, the area of the shape will always be proportional to L^2. Therefore if the area is 25% bigger the width, length, diagonal etc will be sqrt(1.25), i.e. 11.8% bigger. Here we're scaling in two dimensions, so the volume and mass are also proportional to the area. If instead we were scaling in three dimensions (i.e. the pizza got thicker as it got wider and taller) then the volume and mass would be consistently proportional to L^3. So if we were thinking of bigger in terms of weight, then 25% bigger in mass (and volume) would be 7.7% bigger (cube root) in linear dimensions - width, height diagonal etc. Another example: think about a small penguin, and an identically shaped big penguin. If the big penguin's flipper length was 2x that of the small penguin, other 1-d relationships would also scale by 2x - its beak-length, feet-length and the circumference around its belly, would also be 2x bigger than the small penguin. 2-d relationships, such as the total surface area of its skin, or the area of its feet would be 4x bigger. 3-d relationships, like the volume of its blood, mass of its heart would be 8x bigger (assuming all of the anatomy has been scaled identically!).

[@JavedAlam-ce4mu]

@@CaptainBeaglepants sqrt(25%) is 50%. I stopped reading after you said it was 11.8%

[@chrissmurray255]

The teacher is contradicting the _ENITRE PREMISE OF THE GIVEN QUESTION!_ How are people supposed to learn anything with these idiots???????

[@user-yu8ur9yi9e]

To be fair to the teacher, they're probably a bottle of wine deep while working their 4th unpaid hour of the day.

[@ocstrangeness]

They're not. It's in the government's best interest to not think for yourself, so they actively discourage any form of critical thinking. That on top of the fact that teachers are barely paid anything, and everyone knows you get what you pay for.

[@chrissmurray255]

@@ocstrangeness As Clint Eastwood's spaghetti-western character would say... _"I reckon so"._

[@illinois_b]

They are exactly the same diameter, but Marty ordered deep dish pizza and Luis ordered thin crust pizza.

[@kaseyboles30]

Also a valid answer.

[@lemonosis]

The question here is clearly “how is that possible?”. The student answered the question, and did so correctly, very simple

[@bhangrafan4480]

The immediate reaction of a layman is - Marty ordered a large pizza, and Luis ordered a small pizza. No where does it specify that the pizzas are the same size.

[@stevenrix7024]

Or the same thickness! Maybe one was deep pan, the other thin and crispy…

[@bhangrafan4480]

@@stevenrix7024 Yep!

[@Penguat]

Of course, there's at least one more possible answer - Marty ate more pizza but it wasn't necessarily his own pizza!

[@patrickpablo217]

i was about to write this!

[@trigonzobob]

Now that's thinking outside the pizza box

[@stevehorne5536]

Damn - I missed that one. I still think it's more likely that the pizzas were the same size, but with an imaginary radius, so the area, volume and weight are all negative though. It's absurd, but it's more mathy.

[@c6q3a24]

Marty ate more pizza because Luis gave him two slices.

[@B.V.Luminous]

That is not possible because of the wording, Marty ate his own and Luis ate his own.

[@robertholtz]

0:48 - The student was right. The teacher was wrong. It is literally a given in the question that Marty ate more pizza than Luis. And YOU, good sir, botched poor Luis’ name. There isn’t any “oh” sound in Luis, or even the letter “O” for that matter. The possessive form of Luis is Luis’ not Luis’s. Possessives of names ending in “S” don’t get another “S”.

[@luisrosado7050]

as someone named luis, i thank you on behalf of everyone named luis for pointing that out

[@robertholtz]

@@luisrosado7050 Cheers, Luis. Glad I could be of service. And you really deserved more pizza than Marty. 🤣🍕 LOL.

[@eaglest0554]

"Marty ate more than Luis, how is that possible" "Well maybe he-" "No you fool, it's completely impossible for Marty to have eaten more, how foolish you must be to even suggest such a thing."

[@SteveKoester-l7b]

Reminds me of a math problem in school. If it takes 5 minutes to cut a log into 2 pieces, how long does it take to cut a log into 3 pieces? Teacher presented 5/2 = x/3, x = 7.5 minutes. I said NO. Every cut takes 5 minutes, so 2 cuts to give 3 pieces should take 10 minutes. The look on his face when he realized he just taught the class incorrectly was priceless.

[@rogergeyer9851]

But at least he realized he had made a mistake and then (presumably) could have corrected it. EVERYONE makes mistakes. If a teacher DOES make a mistake, pointing out that we ALL make mistakes would be a good thing to do as a matter of principle.

[@jnawk83]

​@@rogergeyer9851even better, make the first thing every teacher must say at the start of the first class: I am human, humans make mistakes, I am no exception. I apologise in advance for all the mistakes I will make in the weeks ahead, and ask that you respectfully bring these to my attention should you notice them.

[@petercouchey]

My stats teach had a question with lots of numbers and stats and then the question was “if a friend gets a positive test for aids, what would you tell them?” All of us answered that they need to use protection or make better life choices on who they sleep with. The professor was so disappointed because the answer was “get another test because you are more likely to get a false positive than a true positive”

[@tmike2552]

If a friend already tested positive, using protection or making better life choices doesn't remove the aids.

[@Jaigarful]

Probably during Bayesian statistics and typical base rate neglect. People have a really hard time grasping it.

[@CasualTS]

That's good to know if I ever get a positive test for AIDS

[@brandonscott9747]

So Groomer teachers go back farther than we thought

[@pupyfan69]

​@@brandonscott9747you dont particularly sound like someone who can walk and chew gum at the same time

[@WayStedYou]

What was the teacher thinking? they weren't thinking they were just looking at the number

[@fabiopauli420]

In math, what this problem is about, you should never have to question your given variables unless the question itself mentions it "Given Values X,Y,Z in Scenario W what Value is likely wrong" is a valid question But "Given Values X Y Z what is the solution?" Answer: "One of the values is wrong" Teaches wrong thinking of problem solving and the scientific method, its actually more hurtfull to a developing mind. It teaches you to always expect to blame the problem first instead of looking for solutions. In edition: The students answer is correct.

[@NoNameNoWhere]

The question clearly should have been, "Who ate more pizza" or "Is it true Marty ate more pizza?" I agree with you 100%. The next time there's a problem like, "Jim ate 7 apples, Ann ate 1.47 times more apples", the student should respond, "She didn't, that's too many apples for a normal person to eat."

[@InfiniteQuest86]

Marty ate deep dish, Louis had a tavern style. Bam. Obvious. This teacher doesn't live in Chicago.

[@Holmberg_Audio]

Probably lives in Chicago.

[@indyspud]

The teacher needs an uppercut. The question wasn't asking which fraction was larger. The question presented two pieces of information that were to be treated as factual: They both ate a certain fraction of their pizzas, and that after they had finished eating, Marty had eaten more. So if you can't move either of those goalposts, being the fractional amount or the fact Marty had eaten more, the only thing left to do is consider the fractions were from different sized meals.

[@mnmnrt]

No, they weren't to be treated as factual. They were to be treated as assertions, about which the student is to think critically, and determine if they are reasonable. that's why it says "reasonableness".

[@justseffstuff3308]

⁠@@mnmnrt But it didn't even ask "Is this possible?"it asked, "How is this possible?", which imo, makes the student's interpretation reasonable. Also, why are you only allowed to think critically about some parts of the premise and not others? That seems to be going directly against the whole point of critical thinking. I would've considered "it's not possible" to also be a valid answer, btw- I just think there can be multiple right answers with word problems like this. "You're supposed to think critically, which is, of course, why you're not allowed to question the structure of the question" is such a self-contradicting statement. Critical thinking and plain ol' skepticism are absolutely not the same thing, there's way more to it than that.

[@mnmnrt]

@@justseffstuff3308 It's testing if you understand fractions. Nothing else. The student, assuming she exists, is quite well aware of this.

[@ecyor0]

​@@mnmnrtand how is "checking to see if you understand fractions are proportional values not absolute measurements, and there are scenarios where a smaller fraction represents a larger quantity" not a part of testing that?

[@mnmnrt]

@@ecyor0 It's testing if you know that 4/6 is less than 5/6. Nothing else. Stop arguing.

[@constanciokurdapio541]

@1:54, unless emphasized that the sizes of pizza aren't the same, it is always assumed that it's of the same size. You only see this question, but you're all unaware how the teacher gave examples, quizzes, tests, classroom question and answers before this test. Even in textbooks, unless emphasized, it is assumed that the given is the same, especially in elementary or grade school level.

[@Scourgejoe]

While I get your argument, it’s not possible for us to know how the teacher taught the class with the information provided, and so we’re left to interpret the question as it’s actually written. If we apply the legal maxim that, “anything outside the four corners of the contract is irrelevant,” then the question is more of a logic puzzle than a mathematical one. By that metric, the student’s initial answer is the correct one.

[@Gottaculat]

I'm 10 seconds in, never heard this problem before, but I assume Marty had a larger pizza to start with. Therefore, the area of the pizza is much greater, so while he had 4 slices out of 6, each of those slices has enough total area to surpass Luis' 5 of 6 slices. For example, Luis could have been eating a 8" diameter single person pizza, while Marty might have ordered a 14" pizza. A=r^2*Pi, and we remember PEMDAS, of course, so... Marty: A=7^2*Pi, 49*Pi, A=153.938 inches square, 4/6=2/3=0.6666, 153.938*0.6666=102.61 inches squared eaten. Luis: A=7^2*Pi, 16*Pi, A=50.265 inches square, 5/6=0.8333, 50.265*0.8333=41.8858 inches squared eaten. So in short, while Marty had less slices eaten than Luis, Marty ate more than double the pizza. Of course, this is an assumption, but it's a reasonableness question, and the ACTUAL QUESTION is "How is it possible Marty ate more pizza than Luis?" I just showed you how it's very possible for Marty to have eaten more. I forget what grade you learn PEMDAS and geometry, but I'm pretty sure it's still grade school. Really simple math. The math I got into freshman year of high school is that calculus nightmare crap I've never used since. That's like, "Marty ate 4/6 pizza in the shape of a duck measuring 10" wide and 6" tall, and Luis ate 5/6 pizza shaped like a giraffe measuring 4" wide and 12" tall. Who ate more pizza?" I HATED CALCULUS. Thank God we have computers that can do it for us now.

[@tsalVlog]

Waiting for the next video, "Internet is going wild over this Luis pronunciation"

[@dougfile6644]

Who the hell invited Lois? Is she the reason neither Marty or Luis got to finish their pizza?

[@michaelnicholas5587]

She ate the 3 pieces that Marty and Luis didn't eat. Silly goose!

[@JimBowen1]

As a teacher, one of the things I drill is read the flipping question. I really don’t think the teacher did that here. Another alternative answer is that there are more topping on Marty’s.

[@DawnDavidson]

Another good variation! That teacher, unfortunately, gives teachers a bad name. :(

[@RoysIdea]

Or a thicker pizza 😊

[@USMC6976]

It is still a bigger pizza.

[@JimBowen1]

@@DawnDavidsonNo argument from me, teachers like that drive me crazy.

[@drexbrightblade]

There's one element to heavily consider when factoring if you're getting more out of your pizza. Sure, an 18" pizza is "more" than two 12" pizzas, but you have to factor in the weight of dough used. Different shops use different measurements, but there's a possibility that two 12" pizzas use more weight in dough than one 18" pizza. Then there's also thin crust and thick crust, weight of toppings to consider, etc etc. Food for thought =)

[@wesleydeng71]

Another possibility is Marty's pizza is thicker.

[@Penguins44]

Was going to say the same thing. One is pan pizza, one thin crust

[@Kurushimi1729]

@@wesleydeng71 being thicker would make it larger

[@willj1598]

​@@Kurushimi1729It said he ate more pizza. Presh assumed, but it was not stipulated, that they were the same thickness. He only evaluated two dimensional pizza. If the pizza is two dimensional they both consumed zero pizza.

[@Kurushimi1729]

@@willj1598 yeah you're right about presh's analysis. I was just pointing out the student's answer is still correct even if the pizza was thicker

[@willj1598]

@@Kurushimi1729 Certainly

[@jf8442]

A pizza with radius z and height a has a volume of pi*z*z*a

[@VoteScientist]

This is the best comment.

[@nikpan9744]

This will be a top comment, i‘m sure! So far only 7 likes

[@CarmenVeranda]

I came for the laughs, I stayed for the accuracy.

[@cbuzz2371]

Excellent !

[@balazslakatos9817]

brilliant!

[@shelleyking8450]

The teacher can't teach if THEY don't understand the question. The kid had the correct answer, fire the teacher and hire the kid.

[@vulcanfeline]

60 yrs ago, i got in trouble for a sentence i wrote about a doctor. having no clue as to the sex of the teacher, i used THEY. the teacher said i was wrong and had to picked one. apparently i got the right answer 60 yrs early

[@bobechs7234]

@@vulcanfeline So, was the teacher fired as the mob here demands?

[@UncleRuckus717]

This teacher cannot think beyond what is she is told. The student possesses this ability. The teacher sees it as her job to stamp out this student's non-conformity and thinking on his own.

[@0tuc]

What was unreasonable was saying Lois instead of Luis.

[@mini696]

The teacher wasn't thinking. She was reading from the textbook.

[@lillic8522]

Why is the teacher a ‚she‘? They don‘t say so

[@stefanoscintilla5225]

​@@lillic8522this is probably a teacher of a very low grade. I don't know how it works in America but here in Italy almost all teachers in Elementary AND middle school are females. In high school is more like 50/50 and in university almost all males. It's a reasonable assumption.

[@mini696]

@@lillic8522 because I figured I could trigger you.

[@rogergeyer9851]

@@stefanoscintilla5225: Unless things changed a LOT, that's how it works in the US too, at least for public schools. Also, where teachers teach all the subjects, they're NOT experts on all the subjects, re any meaningful amount of formal college training. At least once you get to middle school and beyond, the teachers have college majors in the subjects they are teaching, and so are subject matter experts to at least SOME extent.

[@stefanoscintilla5225]

@@rogergeyer9851 here in Italy you need a degree to teach in high school but it can be ANY degree. In uni I don't know how it works but I guess you need a degree in that subject.

[@jesseessej]

Fire this "teacher" immediately.

[@micaelstarfire8639]

Sadly, this is the norm for public schools. Most teachers have far more arrogance than they do intelligence.

[@thomasw.eggers4303]

I don't mind that the teacher had an answer in mind but failed to state all his/her assumptions. What I do really mind is that any student who got the "wrong" answer was not given credit once a correct explanation was given for the answer the student gave. I ran into teacher problems like this in high school but never in college.

[@scottabroughton]

Or coach them, just like you’d want to be coached.

[@jesseessej]

@@scottabroughton That's what their schooling to become a teacher was supposed to do. Not only that, any adult who answers the way this teacher did just doesn't have the mental faculties to teach that subject.

[@momo.ru-kun]

This situation occurs because the amount of pizza someone eats depends on both the fraction they eat and the size of the pizza. Here’s how: 1. Fraction of the pizza eaten: Marty and Luis ate different portions of their pizzas. For example, Marty might have eaten 1/2 of his pizza, while Luis ate 1/3 of his pizza. 2. Size of the pizzas: The sizes of their pizzas could be different. Marty’s pizza could be smaller, and Luis's pizza could be larger. Even though Luis had a larger pizza, if Marty ate a larger fraction of his smaller pizza (like 1/2 compared to Luis's 1/3), Marty would still have eaten more pizza relative to the size of his own pizza. For example: - If Marty had a 6-inch pizza and ate half (1/2), he ate 3 inches of pizza. - If Luis had a 12-inch pizza and ate one-third (1/3), he ate 4 inches of pizza. Here, even though Luis ate from a larger pizza, Marty ate a larger fraction (1/2 vs. 1/3), but in this case, the total amount eaten could be compared differently based on the exact sizes of their pizzas. In some cases, Marty could eat more if the size ratios and portions worked out that way.

[@runedillen9038]

Marty ate 4/6 of HIS pizza and 2/6 of Kevin's pizza, which was cleverly left out of the question.

[@aram5642]

"Teachers leave them kids alone!"

[@ChrisHinton1967]

"If you don't eat your pizza, you can't have any pudding!"

[@aednil]

This teacher really is just another brick in the wall

[@DawnDavidson]

@@aednilwe don’t need no education! 😂

[@brianwillson9567]

All in all its just another pizza in the wall.

[@JLvatron]

The real question is: If 'Lois' is eating pizza, what toppings does Superman like?

[@raptors11111]

Typical teacher...didn't even read the kid's answer, it just didnt align with the answer key in the back of her teacher's copy so she marked it wrong. Oh but teacher's are underpaid 😂