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

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.

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

"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?

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.

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

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

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

I have an argument like that in my calculus 1 class in college, it was an optimization problem but the professor never said that the optimization variable was a constant, so you couldn't differentiate it to zero and do the normal process that you typically do. So I just wrote that given that the perimeter wasn't a constant the area to optimize goes to infinite Givin x -> inf; y -> 0, without loss of generality. He marked me zero we discussed about it and I said that I don't care because I'm going to get a 10 next test if he didn't fucked up the question. At the next exam I made some stupid error but he still gave 9/10 for the overall class because he came to accept that he wrote the question wrong and I was the only in the class actually caring and giving the class some dedication.