This is one of those problems that makes more sense with context. The teacher had the students working on "reasonableness", which is essentially "does the question I'm asking make sense?". The students were probably instructed to ignore actually trying to solve the problem when presented with one, but instead explain why the question either does or doesn't make sense.

In this case the student potentially misunderstood the task. The failure on the teacher's part is wording the question in such a way that it actually has a reasonable solution, and isn't necessarily an unreasonable question.

[–] SoupOfTheDay@kbin.social 4 points 1 year ago

This isn’t testing reasonableness. This is testing to see if a student understands that to properly compare fractions the wholes have to start as equivalent.

Source: I use questions similar to this every year because if I don’t get some real funky diagrams.

[–] ribboo@lemmy.world 2 points 1 year ago (1 children)

The feedback should look totally different if that was the case though

[–] Strae@lemmy.world 1 points 1 year ago

The teacher doesn't need to write all of that to get the point across. They can speak to them on the side and say, "remember when we worked on reasonableness last Tuesday?"

[–] Double_A@kbin.social 0 points 1 year ago (2 children)

Exactly! The answer the kid gave is the "correct" one because it shows a proper reasoning about fractions. While the teachers logic assumes that fractions are some kind of absolute value of measure???

[–] smetana@kbin.social 1 points 1 year ago

That's what annoys me with marking that as wrong. The kid clearly understood the problem.

[–] duncesplayed@lemmy.one 1 points 1 year ago

The teacher's from another timeline where the "pizza" made it into SI as the standard unit of food area.