Reply to a teacher . .
Not what was expected lol!
Must confess. Clueless here. Don't get it. Help?
Which "she"? Rachel or Tracey?
Rathyatra wrote:
Not what was expected lol!
Right answer for the question
Rathyatra wrote:
Not what was expected lol!
In the last sentence, ‘she’ is an unclear reference pronoun! Depending on whom the writer intended to refer to, the answer could be 7 or 8!
The test designer gets the slap, and the teacher who graded that paper should get one, too (figuratively, of course!).
New math, or did I miss something?
7+8=15.
Bill
Just because Tracey asked for more bars doesn't mean she actually got any more.
Also, does "asks for the remaining quarter" really mean "asks for a quarter of the Rachel's remaining bars?
I looked again. (Oops!)
If ‘she’ is Tracey, then Rachel’s 16 - 4 she gives to Tracey = 12. Then 12/4 = 3, a quarter of what Rachel has remaining. Then Tracey has 4+3, which is 7.
BUT
IF ‘she’ is Rachel, ‘she’ is left with 9.
In any case, the ambiguity of the grammar renders the problem useless unless the math teacher allows BOTH 7 and 9 as answers, and conspires with an English teacher to explain it.
If I answered 7 or 9, and either answer was marked incorrect, I would protest!
Unfortunately, too many math text authors and teachers don’t test their problems for clarity. I had an algebra II teacher in 9th grade who wrote lots of word problems just as bad as this one. She had problems with students who questioned her authority. But I was in an accelerated class, and we ALL questioned authority.
We questioned the principal about our math teacher on a regular basis, and provided a steady stream of examples of her inability to write a coherent, logical, unambiguous problem. She was gone after winter break...
So I appreciate the ‘a slap’ answer!
burkphoto wrote:
But I was in an accelerated class, and we ALL questioned authority.
We questioned the principal about our math teacher on a regular basis, and provided a steady stream of examples of her inability to write a coherent, logical, unambiguous problem. She was gone after winter break...
My school taught me critical thinking. I don't think most schools teach that these days.
Also, I complained about my HS physics teacher. The next term, he was teaching 8-9th graders.
burkphoto wrote:
I looked again. (Oops!)
If ‘she’ is Tracey, then Rachel’s 16 - 4 she gives to Tracey = 12. Then 12/4 = 3, a quarter of what Rachel has remaining. Then Tracey has 4+3, which is 7.
BUT
IF ‘she’ is Rachel, ‘she’ is left with 9.
In any case, the ambiguity of the grammar renders the problem useless unless the math teacher allows BOTH 7 and 9 as answers, and conspires with an English teacher to explain it.
If I answered 7 or 9, and either answer was marked incorrect, I would protest!
Unfortunately, too many math text authors and teachers don’t test their problems for clarity. I had an algebra II teacher in 9th grade who wrote lots of word problems just as bad as this one. She had problems with students who questioned her authority. But I was in an accelerated class, and we ALL questioned authority.
We questioned the principal about our math teacher on a regular basis, and provided a steady stream of examples of her inability to write a coherent, logical, unambiguous problem. She was gone after winter break...
So I appreciate the ‘a slap’ answer!
I looked again. (Oops!) br br If ‘she’ is Tracey,... (
show quote)
We all probably have incompetent teacher stories. I was in the 65 grad class at Annapolis High. The girls had a Home Ech teacher that was unbathed and unwashed. I was in that room next period and complained about the stench. I got hell for being a trouble maker.
I saw no difference with my son in school. Why do students have to put up with this? Not all, thankfully, but too many teachers are sub- standard. It was my education at stake.
Bill
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