No. The teacher did not have it wrong. Does not mean the student is right … Marty and Luis both had their own pizza. Marty had a big pizza and “only” managed to eat 4/6th of it. Luis had a small pizza, and “only” managed to eat 5/6th of his.
If you want to give a nitpicking correct answer: a single pizza does not have (4 + 5)/6th pieces. x/6th implies the pizza(s) were divided into 6 parts … so: it can only be 2 pizzas.
Yes, it can only be two pizzas. The question is “how is this possible” which is correctly answered by the student. The teacher talking like that’s not how pizza works, is indeed incorrect.
4/6 of a 10” pizza is more pizza than 5/6 of a 6” pizza.
I’ve read this a few times and I’m genuinely not sure I understand what you’re saying.
4/6th is a smaller ratio than 5/6 the only way for 4/6 to be greater would be for the area to increase.
Expressed as percentages it would be 66% (approx) eaten vs 83% (approx) where the person that ate 66% ate more pizza. The only way that’s possible is if the area of the pizza that 66% of was consumed was greater. (Strictly speaking the volume could be at play here too but I’m going to assume they’re the same height for the question).
I genuinely don’t see any way his thinking was wrong, or how this could be answered another way.
I might genuinely be missing something but if so this question is poorly worded.
No. The teacher did not have it wrong. Does not mean the student is right … Marty and Luis both had their own pizza. Marty had a big pizza and “only” managed to eat 4/6th of it. Luis had a small pizza, and “only” managed to eat 5/6th of his. If you want to give a nitpicking correct answer: a single pizza does not have (4 + 5)/6th pieces. x/6th implies the pizza(s) were divided into 6 parts … so: it can only be 2 pizzas.
Yes, it can only be two pizzas. The question is “how is this possible” which is correctly answered by the student. The teacher talking like that’s not how pizza works, is indeed incorrect.
4/6 of a 10” pizza is more pizza than 5/6 of a 6” pizza.
I’ve read this a few times and I’m genuinely not sure I understand what you’re saying.
4/6th is a smaller ratio than 5/6 the only way for 4/6 to be greater would be for the area to increase.
Expressed as percentages it would be 66% (approx) eaten vs 83% (approx) where the person that ate 66% ate more pizza. The only way that’s possible is if the area of the pizza that 66% of was consumed was greater. (Strictly speaking the volume could be at play here too but I’m going to assume they’re the same height for the question).
I genuinely don’t see any way his thinking was wrong, or how this could be answered another way.
I might genuinely be missing something but if so this question is poorly worded.
They’re just doing the same thing as the teacher and assuming the two pizzas have to be of equal size and therefore it’s an impossible situation.