snixyz123 to [email protected] • 1 year agoTeaching Maths!lemmy.mlimagemessage-square27fedilinkarrow-up1155arrow-down13
arrow-up1152arrow-down1imageTeaching Maths!lemmy.mlsnixyz123 to [email protected] • 1 year agomessage-square27fedilink
minus-square@Straelink5•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.
minus-square@Octaviuslink1•1 year agoOh wow. I love questions asking how when the answer is it’s not … Thank you for the explanation 😅
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.
Oh wow. I love questions asking how when the answer is it’s not … Thank you for the explanation 😅