I can't find it now and I do not think it really applies here. But someone stated that being high IQ could lead to academic problems as the high IQ learner would understand or see things that the professor could not causing the professor to mark it as incorrect.

I guess this is the idiocracy version of it.

It is entirely possible and his answer was correct. Question was phrased incorrectly, if the teacher wanted an answer "it is not possible" he should have said both pizzas were the same size.

The teacher is the one who's confused here. The kid is entirely correct.

"This is not possible because..."

This kid is never going to trust teachers again.

He was right. The question is not even worded ambiguously. It was just written very poorly.

Will the teacher admit that? Or is the expectation that this (likely neuro divergent) student should have just understood the expectations based on context clues or something?

This brings back memories of when I realized that I was smarter than most of my teachers.

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.

Marty's pizza is larger. 4/6ths of a 3kg pizza is more than 5/6ths of a 1kg pizza

Some real "steel is heavier than feathers" energy coming off this teacher.

Math education in the empire is TERRIBLE. There is no actual math taught. At best it's applied analogies like this pizza BS. The teachers have never taken any advanced math so they don't even know what they're not teaching. The goals (eg. calculus) are completely worthless. The entire system is stuck in the 1700s. It's a complete failure. It's intentional too. The goal is creating obedient, little computers not critical thinkers. That would be a threat to the system. This image is just the tiniest tip of the iceberg.

lol this is actually a golden answer and that is why we need better teachers

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.

In my experience this is how it feels to communicate as an autistic person

So...

(4/6)m > (5/6)l
m > (5/4)l

Which means Marty's pizza is more than one and a quarter the size of Luis' pizza. We can comfortably just compare the area, since we can assume a flat disk with equal height for a pizza.

Assuming Luis' pizza is a Domino's Classic size of 25cm that's an area of:

(25cm / 2)² * π = (625cm² / 4) * π = 490.874cm²

So Marty's pizza should be more than 490.874cm² * 1.25 = 613.5925cm² for 4/6 of his to be greater than of 5/6 of Luis', so:

sqrt(613.5925cm² / π) * 2 = 13.975426964cm * 2 = 27.950853929cm

Since Marty's pizza is greater, let's go with 28cm diameter... which happens to match exactly a Domino's Medium size.

That's a very realistic scenario and the teacher is an absolute idiot for not understanding.

There's nothing wrong with the answer.