This is bizarre. The info provided in the question was that Marty ate more than Luis, the question was how would that be possible given that Marty ate 4/6 of his while Luis ate 5/6 of his. The answer the kid wrote (Marty's pizza was bigger than Luis') is the only possible correct answer.

The grader is asserting that the information given in the question was wrong and that "actually it was Luis who ate more pizza"--even though it stated as a premise that "Marty ate more". How are you supposed to give a correct answer on a test if you are expected to accept one premise (proportion of pizzas eaten) while disregarding another premise (Marty ate more than Luis)? How do you decide which part to disregard? Would they have accepted the answer, "Luis actually only ate 3/6 of his pizza, not 5/6)"? Wouldn't that be just as valid an answer as "Marty actually didn't eat more than Luis"?

The title of this post is disappointing. The given answer is sound and it seems safe to assume it was arrived at by thinking mathematically.

I suspect many commenters are missing the point, the student's response can only be the correct and expected answer to this question. Teacher has it wrong.

i can't fathom this being real, most probably this was made for karma farming or something.

that kid passes my class with honors

the teacher is a moron

Ah, a teacher that does not comprehend the barometer

Two other right answers:

• Luis' pizza is at least smaller than Marty's (which is basically the same answer as the kid's)
• Marty ate someone else's pizza besides his own

And, for funsies:

• Luis' pizza is 50% crust, so it doesn't fully count as pizza
• Luis doesn't like pizza and actually fed the dog while nobody was looking
• Marty is many years older than Luis, therefore he has eaten many years' worth of pizza ahead of Luis

Commendable for the kid to be thinking outside of the box, and a bit shitty of the teacher for not giving them maybe half a point (because it's a correct answer, but not the correct/expected answer). The test maker is also to blame - they should've taken care to eliminate all ambiguity - it's a math test after all.

This is genuinely baffling. What was that teacher on.

The statement and question make perfect sense. The kid has the only "reasonable" answer.

The equivalent of whats going on in the teacher’s head.

So this was a trick question? Because the student's answer is correct. That's the only way it's possible. Was the answer supposed to be that it's not possible? I'm a grown adult and I find this question unclear so I'm surprised this was asked to a young child in this way.

Curriculum and unappetizing methods of teaching are the problems.

This kid has the right to question, to speak out what's really logical, and is likely to be more street-wise.

The statement and the question do not make any kind of sense. Would make more sense to ask who ate more pizza when one ate 2/3 and another one ate 3/4 of an equally sized pizza.