snixyz123@lemmy.ml to Memes@lemmy.ml · 1 year agoTeaching Maths!lemmy.mlimagemessage-square8fedilinkarrow-up14arrow-down10
arrow-up14arrow-down1imageTeaching Maths!lemmy.mlsnixyz123@lemmy.ml to Memes@lemmy.ml · 1 year agomessage-square8fedilink
minus-squareOctavius@lemmy.worldlinkfedilinkarrow-up0·1 year agoSorry I’m still trying to get my head around the question. What is the answer the teacher expected/ the question the teacher meant to ask? 🤔
minus-squareStrae@lemmy.worldlinkfedilinkarrow-up1·1 year agoIt makes more sense when you remove the fractions, but I assume they were working on them. It’s easier this way: “John ate 4 slices of pizza. Dave ate 5 slices of pizza. John ate more slices of pizza than Dave. How is this possible?” The answer they’re looking for is: “This is not possible because 5 slices of pizza is more than 4 slices of pizza.” It’s a really bizarre question, and is poorly worded, but the concept could be really important depending on the age/ability of the student. It’s like teaching a kid to fact check I guess.
Sorry I’m still trying to get my head around the question. What is the answer the teacher expected/ the question the teacher meant to ask? 🤔
It makes more sense when you remove the fractions, but I assume they were working on them.
It’s easier this way: “John ate 4 slices of pizza. Dave ate 5 slices of pizza. John ate more slices of pizza than Dave. How is this possible?”
The answer they’re looking for is: “This is not possible because 5 slices of pizza is more than 4 slices of pizza.”
It’s a really bizarre question, and is poorly worded, but the concept could be really important depending on the age/ability of the student.
It’s like teaching a kid to fact check I guess.