But… you can totally compare fractions without the whole being equivalent. You just have to know the size of the wholes. It’s just a poorly phrased question that has more than one correct answer when only one was intended.
Edit: also, it’s totally testing reasonableness, that’s literally the title of the question. Still poorly phrased though.
9 and 10 year olds lack the understanding or ability adjust for differently sized wholes.
Ok, I misspoke when I said it’s not testing for reasonableness. It’s what I get for commenting right after waking up. The reasonableness it’s checking for is can the students understand what makes the situation true. That the wholes are different sized. It’s not a poorly worded problem, the teacher just doesn’t know what they are doing.
Source: again, I teach this scenario every year and the students figure it out every year.
But… you can totally compare fractions without the whole being equivalent. You just have to know the size of the wholes. It’s just a poorly phrased question that has more than one correct answer when only one was intended.
Edit: also, it’s totally testing reasonableness, that’s literally the title of the question. Still poorly phrased though.
9 and 10 year olds lack the understanding or ability adjust for differently sized wholes.
Ok, I misspoke when I said it’s not testing for reasonableness. It’s what I get for commenting right after waking up. The reasonableness it’s checking for is can the students understand what makes the situation true. That the wholes are different sized. It’s not a poorly worded problem, the teacher just doesn’t know what they are doing.
Source: again, I teach this scenario every year and the students figure it out every year.