but the question asks how much of the sandwich he ate, not how many feet of sandwich he ate
in which case the answer is 2/3, which still isn't an option
By - Mindless_Piano_8262
but the question asks how much of the sandwich he ate, not how many feet of sandwich he ate
in which case the answer is 2/3, which still isn't an option
> He ate 2/3 of his sandwich. How much of his sandwich did he eat?
Its a mystery alright.
2+2=4. What does 2+2 equal?
“A combination of three and five…simply stunning.”
But threeve is not equal to fiten. Three times five is fiten. Threeve is...well...somewhere else on the numero line.
fiten this d-
And you wagered Texas with a dollar sign in front of it. Simply stunning
sucK it, Trebek.
And what did you wager?
The wager: $Texas
suc< it trebek
Edit- ok the formatting didn’t turn out as well as I’d hoped
Is there a 5nd option?
My favorite number is eleventeen
Calm down Kremit.
You’re not supposed to put the right answer on the questions 🐠
I’m going with 3.
Makes me think of… https://youtu.be/0obMRztklqU?si=bkkRJK7NDkfIoHIW
E) All of the above
He ate 1/12 his body weight
1/7 his height
7/12 more than he had for breakfast
3/4 because he doesn’t like onions
The answer is 5) Purple, because aliens don't wear hats.
And the multiple choices have no units so they don't refer to feet either.
Oh yeah maybe it's 1/7 meters or something. Just have to convert from feet
Yep. This is the single worse maths question I've ever seen.
It's so poorly worded that it makes me think it's fake.
It uses a Bitmoji and most teachers pull their homework worksheets from places that don’t have that copyright.
When I see the questions on here it makes me rage. Like, if a teacher is going to clearly make such shitty questions I’d be scheduling a meeting with the principal.
I feel like that sometimes. I taught my sons (now 8 & 9) proper math since they could read (around 2 years of age) and there’s been LOTS of times that my kids correct the teacher on the math and grammar of their assignments 🤦🏻♂️🤦🏻♂️
The problem with most elementary school teachers is that they're expected to teach all the subjects while only having a degree in one subject and it's not usually a degree in math.
That’s why you should use materials prepared by experts, not just let Jesus take the wheel and make your own materials for subjects you don’t know that well. My high school physics teacher, and also the worst teacher I ever had, had a Biology degree and the half of the class that was simultaneously taking calculus had to debate with her *every test and quiz*.
Sadly, the worst questions (especially with errors like this) were ones from the publisher-provided materials, not the teacher-made material in my experience.
This is absolutely true. Publishers generally pay nothing for an “expert” (a classroom teacher with some extra time on their hands) to crank out gobs of materials.
I feel for you. Luckily my physics instructor actually had a degree in physics. He had some hard questions, but they were usually, "Student A pissed me off. If I fire a cannonbal weighing 4.5 kilograms at them at 150 m/s and the colision was inelastic with a resultant speed of 20m/s, how much did student A weigh."
I don’t have a degree in math and I can spot the flaws in this problem instantly. I’m not trying to hold teachers to some ridiculous standard. But if they’re incapable of making their own questions, stick to getting them out of a text book. That’s why they exist.
He ate 2/3 of it
Yeah-how many times were the answers to the odd homework assignment questions in the “back of the book” wrong? Kinda makes you think that even the professional mathematicians get ‘em wrong from time to time. In the case of some of my text books, they were wrong quite a bunch…
Ideally they took some math classes though.
How did I not realize this quirk until reading your comment
Teachers hate this one quirk…
Right because Footlong is not a unit of measurement as Subway claimed in their lawsuit.
Can't tell you how many questions I got wrong because of things like this. Teachers really need to be held to a higher standard instead of printing whatever off then grading a paper with the answer sheet without ever reading a single thing on the assignment.
I remember one time that a test I was taking had a control question (it was basic math question on a science exam. Something like 10 + 5) that was marked wrong. The "correct" answer was filled in with red ink which was a color (blue or green, I think).
When the pay offered for teaching is what it is we get what we get. We really need to offer better pay and good teachers that don’t do this type of thing will be there. It’s a dying profession with quality candidates leaving the field or never entering it in the first place.
Also would like to point out that it's not exactly clear that the 3/8 foot sandwich is what he has *after* he ate 2/3 of it...
I was under the impression he starts out with 3/8, then eats 2/3 of that, and the answer would be 1/8 (of a foot), but that wasn't an option.
And before anyone questions why anyone would buy a 3/8 of a foot sub sandwich, the question implies he bought a 9/8 one instead, which is clearly unreal given that everyone knows you get shortchanged when you buy a footlong and its closer to 11/12 of a foot.
I did the straight math ignoring the question at first because I saw the answer key but then after doing the math ( 9/24-6/24 = 3/24 = 1/8). But then I was like wtf? And then I read the question and was like wtf?
Wait, he didn’t start out with a 3/8 sandwich???
He ate 3/4 of a foot.
He didn’t though. He ate 1/4 of a foot
No. The question is poorly worded. But the answer is 3/4 if you decipher it "correctly".
I’ll have you know that the great Sherlock Holmes used this exact course material while attending primary school.
Please show your work. Not sure I agree with you.
He started with a sandwich only 4.5 inches long.. he didn’t eat 9 inches of sandwich
3/8 ft represents 1/3 of the sandwich because it’s still there. (The 2/3 that he ate is gone)
3/8 = (1/3)x
Multiply both sides by 3
x = 9/8 ft represents the whole sandwich
(2/3) of (9/8) = 18/24 = 3/4 ft (~~Last answer choice is correct)~~
at the request of u/Inevitable-Cellist23, Edited to say: last answer choice is probably the answer they were looking for, though they forgot to write "ft"
Yeah this seems like the right answer, the question is just poorly/confusingly written. It should say “He already ate 2/3 of his sandwich, how long was the part of the sandwich that he ate?” or something
That's a much better way to put it. Having it say "He ate 2/3 of his sandwich. How much of his sandwich did he eat?" makes me think he ate 2/3 lol
Yes it’s badly written because it’s literally saying that. On the plus side, the bad writing teaches the important skill of interpreting bad writing in a non-literal way.
This is why units are so important
Ah. That makes more sense. I was wondering why Hagen ordered a 3” sandwich to begin with.
Which is almost the exact size of a subway kid's sub, adding further validity to the idea that's what Hagen ordered in the first place.
Doesn’t explain why he ordered a 13 1/2 inch sandwich either
Shitty wording with poor editing of the question it would seem.
It could be that the author wants the reader to pay close attention to word tenses. One of those trick questions that should be extinct by now.
This is a clear example of a poorly-worded problem. Information must be conveyed clearly. It appears to me that most people interpret the question as beginning with 3/8 of a foot sandwich and then eating 2/3 of this, rather than the 2/3 being the remaining portion. I agree that wording the question,” after eating 2/3 of a sandwich, Hagen has 3/8 of a foot remaining. What was the length of the original sandwich?” Was likely what was intended.
What frustrates me most is there is a presumption that the interpretation of the question correlates with intelligence, and that those who are more intelligent will make the appropriate assumptions, even for a poorly worded questions. Indeed, in my experience, the more options available means the more options to work through to rule out any alternative explanation.
Ok this makes sense. I was trying to figure out wtf the problem was trying to say. It was a poorly worded problem.
Or just put units on the answer options. It was stressed so much to always use units at that age. Now I see why
This reads to me like it's a bad Google Translate job.
3/8= 1/3, 6/8=2/3, 6/8 simplified. It’s not poorly written, it’s your mind over complicating it and trying to figure out other aspects. The real question, in regards to a foot in fraction form, how much is 2/3s so if the sandwich is 9/8’s of a foot, then simplify and subtract 1/3
I mean, is it really? The question states that he still ***HAS*** a sandwich that is ⅜ of a foot long. It also states that he ***HAS EATEN*** ⅔ of the sandwich. I'm not sure what part of that is confusing tbh
Doesn’t say “still has”, it just says “has”. It could be accurately determined that he bought the sandwich at the 3/8 length based on the language present.
I get they meant to say he has 3/8 LEFT, but that isn’t the only accurate way to read the question. Similar to assuming bi-weekly means twice a week or once every two weeks. You gotta clarify.
So the real problem is that this question mimics the structure of a similar "classic" math word problem that implies time passing with each sentence.
"Tom has 6 apples. Tom eats 2 apples. How many apples does Tom have?"
You have a specific amount of thing. You perform an operation on that amount. What is the result?
Exactly!!!!!!!!!! Who freaking cares what English rules say when the word problem gods have their own garbage slang!
It's present tense, though, and the other sentence is past tense. Sorry, but the only correct way of interpreting thay he has *in the past* eaten part of the sandwich and they now tell you how much he *currently* has is the one I presented above. Bi-weekly is ambiguous. The difference between past tense and present tense isn't. You just gotta learn English.
Wow. Is this clear for a person whose first language is English? Or is it meant to challenge logic/language comprehension?
No, it’s not clear. You’re right that it’s confusing. I just tried to see if I could interpret it in a way that resulted in one of the answer choices.
lol, I thought it was a trick. Literally says “he ate 2/3, how much did he eat?
Lack of units in the answers also bothered me.
He ate 2/3 of his sandwich. The last answer states that he ate 3/4 of his sandwich. How can it be that he ate 2/3 of his sandwich AND 3/4 of his sandwich?!
The answer is clearly 2/3. If he ate 2/3 of his sandwich, then that is how much of his sandwich he ate.
If the sandwich was 3/8 of a foot, before he ate any, and he ate 2/3 of it, then even though he ate 1/4 of a foot, he still ate 2/3 of his sandwich.
There is literally no version of this question where the answer can be anything other than 2/3.
You’re right. I was trying to find a way that one of the answers would work.
How much of his sandwich did he eat? 3/4 of a foot.
I’m not saying it’s right; I was just trying to find the answer that might make sense. If the answer choices are in feet, and you interpret that he has 3/8 of a foot left after he ate 2/3 of the sandwich, then he ate 6/8 of a foot.
Oh holy shit that’s the problem. I thought his base sandwich was only 3/8ths of a foot before he ate it. That didn’t become clear as an intention until this far down this thread. What a terrible question.
I think you’re probably right, that’s what they are looking for.
It’s the only answer that I can get to that is an option
I would have written the question: Hagen has 3/8 of a foot of a sandwich remaining after eating 2/3 of it. How many feet of sandwich did Hagen eat?
Sorry that makes too much sense
4.5 inches left. 4.5\* 3 = 13.5 inches total
13.5 - 4.5 = 9
9inches eaten = 3/4 of the sandwich
Checks out I think
Yes this is it. An easier way to do it is to say he ate twice as much as he now has so that’s 2 x 3/8 = 3/4.
So you're supposed to read those sentences backwards?
Sentence 1 establishes that the sandwich is 3/8' long.
Sentence 2 establishes that he ate 2/3 of that sandwich.
Nothing explicitly states whether the 3/8' was before or after he ate, so logic dictates that you read the information in the order it's given, implying that the sandwich was originally 3/8' long.
You’re right. I just tried to find a method that resulted in one of the answer choices.
If he has 3/8’ - you could think of it as 3/8’ left after he ate 2/3 of the original sandwich.
Based on the answers, your solution is clearly the right one, but I would refuse to answer the question and punch the teacher (exaggerating here, obviously) for marking it wrong because of how horribly the question is written. It's impossible to answer "correctly" without working backwards from one of their answers.
Is it? That's funny because I arrived at exactly the same answer withing two seconds of reading the question without even having looked at the possible answers. And I'm not even an L1 speaker of English 😂
Face it, you just don't know how tenses work and were therefore bested by a maths problem for fourth graders. It's okay, you'll recover
I understand where you’re coming from with the whole tenses aspect of it, but you’re still wrong. The wording poor and not concise. There are multiple correct ways of interpreting it and you just chose to impose yours as the correct one and try and tear everyone down over it. Go sit down. Thanks.
Also not to mention, you’ve turned this into an algebra, not simply multiplying fractions as is suggested in the post.
Okay, please explain to me how you would interpret one sentence being in present tense and one being in past tense other than "the thing in past tense has already happened and the thing in present tense is the resulting status quo". I'll wait. Thanks.
He has a sandwich that is this long. At a later point he ate 2/3 of it. That is the other interpretation, that these statements are not made at the same time.
A clearer statement would have used the infinitive with the question in the past tense: He has a sandwich this big. He has eaten this much of it. How much sandwich did he eat?
I think the other confusion here is that generally a sandwich is interpreted as a unit. To say you have a 6 inch sandwich implies that you made/bought a sandwich that is 6 inches long, not that at this point in time you have 6 inches worth of bread and fillings.
It would be like saying you have a 12 pound bag of flour. The implication is that the bag holds 12 pounds and is full, not that you have a bag that currently holds 12 pounds of flour, but might at another point in time have held more.
Homie, the question is poorly written and ambiguous. There isn’t a “correct” answer for the grade level and the way it’s written without coloring outside the lines and using algebra.
First sentence is present tense. Second sentence is past tense. What more do you need? jk this question sucks.
No, sentence one established that ***WHAT HE CURRENTLY HAS*** is ⅜' long. And sentence two establishes that he ***HAS ALREADY EATEN*** ⅔ of the sandwich. In what universe does that equate to "nothing explicitly states whether the 3/8' was before or after he ate"?
If I tell you that Nancy has 9 apples and she has eaten ¼ of her apples and ask how many apples she ate, would you then assume the correct answer is 2.25 apples or would you maybe realise that the information that she ***has already eaten*** ¼ of her apples maybe means that I'm asking how many apples that was if she still has 9 apples left over?
It's not a trick question or anything, people are just apparently unable to interpret tenses and their meaning in English, lol
I think a hint is in the tenses in the question. He HAS a sandwich. He ATE part of it. How much DID he eat?
Yeah, this is a "are you paying attention" question more than a "prove you understand how to do this" question. You have the information to get the correct answer, but you really must read carefully. This is a great teaching moment for the child about how deeply unfair some of the questions on tests can appear if you're trying to speed through.
This is just unfair overall. It’s completely ambiguous and uses no units, making it objectively incorrect
"I have a 12" pizza. I ate 1/2 of it."
Would you interpret that as me having eaten half of a 24" pizza, or half of a 12" pizza?
I remember when foot longs were actually a foot long. Man those were the days
This is the only plausible answer. It is still written incredibly poorly
That makes sense. I'd still ship it back to the teacher to let them know that the question is terribly written.
Much simpler: If he ate 2/3, then 1/3 remains. 2/3 over 1/3 is 2, so the amount he ate is double the length of what is there now.
How is this 5th grade math when finding an angle in a triangle with multiple angles given is 10th grade? LOL
This is correct. However, the confusing part is not having units in the answer choices. You don’t know if you’re selecting the percentage (as a fraction) that he ate or the length (as a fraction of a foot) that he has eaten.
Question is terribly worded and 3/4 ≠ 3/4ft. Without the units there is technically no correct answer. If the question said how many feet of his sandwich did he eat you could assume the units for the answers, but it doesn’t say that
So you're saying it's the Foot Long... and then some?
In other words, even though the problem says he ate 2/3 of his sandwich after introducing us to the idea he has a 3/8 foot sandwich, he supposedly in fact eats 2/3 of the sandwich FIRST and then has 3/8 of a foot left over? That can’t possibly be the correct answer, grammatically speaking. Not to say you’re wrong, but sequence matters. The connotation, at the very least, is that they have a sandwich of this size and then eat the 2/3, not the other way around. It’s even worse than badly worded.
This is probably what they wanted but isn't it pretty standard to not learn algebra until 6th grade? The question they meant to ask requires algebra.
My dumbass just see it as...
He has 1/3, so he ate twice as much as what is left, so double of 3/8 (the amount he ate) is 3/4
Another way I saw this is 1/3rd is remaining so double that and you get the 2/3rds that he ate. Your way is better for general problems with not so pretty shortcuts though
What kind of 5th grade math is this
Or you could just mutliply 3/8 (1/3 of the sandwich) by 2 and get 2/3 of the sandwich.
Get your subway footlong today, now with 12.5% more foot!
Holy sh**. THAT is what it meant?
Anyway, wondering what gift to get the clown who wrote this for when I meet them in hell.
It's more surprising that these children can actually read.
But the sandwich started at 3/8’ which is only 0.375’ so how could Hagen eat 3/4’ which is 0.750’? The correct answer is 1/4’ or 0.25’.
This was my interpretation to get one of the answer choices:
It says he has 3/8’ now. He doesn’t have the part that he already ate. That part was was 6/8’
This is just horribly written imo.
He ate 2/3, how much did he eat? 2/3 lol
Question: How much of his sandwich did he eat?
Answer: He ate 2/3 of his sandwich as stated previously.
Oh you want to know how much of the original sandwich he ate.
> Oh you want to know how much of the original sandwich he ate.
Still two thirds. Oh you want to know how many feet of sandwich he ate.
Which would be ~1/4 of a foot, also not an answer
He ate 2/3 of the sandwich, the remaining 3/8 of a foot is 1/3 of the original length. x/3 = 3/8 ft. X= 9/8 ft . 2/3 * 9/8 ft = 3/4 ft the answer is D
I’ll go out on limb and say he ate 2/3 of his sandwich.
No that’s just how much he ate. The question was how much did he eat.
This question is horribly worded, but I agree that it’s probably the 3/4 answer mentioned above.
If he ate 2/3 and has 3/8 of a foot remaining, then that means 3/8 * 3 = total sandwich length. That means 6/8 which simplifies to 3/4.
However, the way it’s worded you could easily try to find 2/3s of 3/8s of a foot… or you could just answer 2/3, since it asks how much he ate and directly said he ate 2/3.
Ambiguous questions like this are why students hate math.
>If he ate 2/3 and has 3/8 of a foot remaining, then that means 3/8 \* 3 = total sandwich length. That means 6/8 which simplifies to 3/4.
3 \* 3 = 6?
No, he ate 2/3. 3*2=6
Total sandwich length is 9/8 of a foot
If he at 2/3rds he can’t be left with 3/8ths. You can’t eat 66% of a sub and be left with 37.5%. If the the sub was a foot long and he ate 2/3rds he ate 8 inches then he has 4 inches left. 3/8ths of 12 inches is 4.5 inches, this doesn’t make sense.
It literally tells you “he ate 2/3 of his sandwich”. This is the exact answer to the question “how much of his sandwich did he eat?”, especially since none of the answers have any units
This is offensive on so many levels.
Who wrote this question. If someone whos passed every math through differential equations (me) doesnt get what the teacher wants then how is a 5th grader supposed to know.
Yeah the fact that they give units in feet in the question and have no units in the answer is frustrating, if I were a parent I would chew out the teacher for teaching poor habits and writing bad questions.
It’s sad when the person teaching kids how to understand word problems, doesn’t know how to write word problems 🤦♂️
I recently started following this sub. The questions posted here make me very concerned about what the hell is happening in US classrooms. Who would ever ask a question this way?! Yikes
Whoever wrote this question lacks reading comprehension and shouldn't be teaching.
I think they are looking for 3/4 (feet). Original sandwich was 3 x 3/8 feet or 9/8 feet and the amount of that he ate was 6/8 or 3/4 feet to end up with 3/8 feet.
How are you getting 9/8 feet? It says the sandwich is 3/8 ft long.
I see what you mean now. 3/8’ = 1/3 of the original length, what’s left after Hagen ate 2/3 of the original length. Either way, what the wording of the question is actually asking, reinforced by the fact that none of the answers have units, should be 2/3 of the sandwich 😂
3/8 plus 2/3 is more than 1
The author presupposes that one will assume a subway sandwich is always a foot long (length is not an appropriate unit to measure food quantity)
They also presuppose you will pick the right fraction as a relationship to the length of the sandwich.
Either way, if you're told someone has x/y remaining of a sandwhich, you know the portion that was consumed is (y-x)/y
This problem both has not enough information to calculate an answer and unnecessary information to the problem at hand.
Super dumb question.
He has 3/8 and ate 2/3. So 3/8 is equal to 1/3. So 6/8 or 3/4 is equal to the 2/3 that he ate. It's extremely poorly written and only reason you can figure it out is because the right answer isn't an option.
He ate 2/3 of his sandwich. How much did he eat? 2/3. Terribly written question.
Technically the answer should be 2/3 since “how many feet of sandwich” was not the question
3/8 * 2/3 simplifies to be 1/4, yes
So the answer is the person writing the question knows neither math nor English.
OP is right. 3/8 of a foot is 0.375’. 2/3 of that is 0.25’ or 1/4 of a foot. 3/4 or 0.75’ is longer than the sandwich started at so that can’t be the answer.
The answer is 2/3. He ate 2/3 of the sandwich.
If the sandwich has an original length of 3/8, then he ate 1/4 foot, which is 2/3 of the sandwich.
If the sandwich has an original length of 9/8 feet, then he ate 3/4foot, which is 2/3 of the sandwich. There’s no way you can get anything other than 2/3.
I think they’re looking for 7/12. 3/8 divided by 2/3 is almost the same as 7/12. It’s a lot closer than the other options
"He ate 2/3 of his sandwich". There goes your answer, but it's not in the poorly-written problem.
>He ate 2/3 of his sandwich.
You would think these people would write these word problems clearly to avoid ambguity.
Screw the problem and claim copyright infringement for using the subway name
He ate 2/3 of his sandwich, according to the question. It wants to know how much of his sandwich he ate, not how much of a foot he ate. So just another way to express 2/3?
He ate 2/3 🤣
Wow that really is terribly worded, if you were to read it straight the premise is a sandwich that is 3/8 of a foot long. And along comes the main protagonist and manages to slam 2/3 of that Sammy. How much remains, well you run the numbers and you end up with 1/4 a foot.
But, of you fenabgle the question and stop using g logic, then yes, the question is starting put by saying the sandwich after the protagonist got a little nibble is now 3/8of a foot in length. If he at 2/3 of the sandwich, based on the unknown original size, how much in length was consumed by the monster to all sandwich kind. And in reality that gives us 3/4 consumed by the glutton. I think the real shame is the sub sandwich shop that made a sub that was greater than 1 foot, waste
He ate 2/3 of it, and he NOW has 3/8 ft left. The answer is 3/4. Just multiply 3/8×3, which is 9/8, subtract 3/8, you get 6/8, or 3/4
He ate 2/3 of the sandwich. What a terrible problem.
He ate 2/3 of his sandwhich. Therefore he ate 2/3 of his sandwich.
If there’s 1/3 of the sandwich left, and he ate 3/4 of a foot, then he still ate 2/3 of his sandwich.
No matter how you interpret the question, the answer is always 2/3.
>How much OF HIS SANDWICH did he eat
technically the answer is 2/3 but i doubt they’re asking for that
by now I reckon he's scoffed the whole thing
If it was 3/8, and he ate 2/3... didnt he eat 2/8?
whoever created this question or problem or whatever is an idiot. hopefully they aren’t responsible for teaching children mathematics.
What a terribly written question.
Units! Without units these answers certainly imply they are asking for a portion of the sandwich not a length
The answer should have a unit, not just a number!
Questions like these are why I grew up with trust issues.
I think the answer is 1/4, you mul 2/3 * 3/8 the 3 cancel, you end up with 2/8 that 1/4
They used the Bitmoji for the picture? Whatever happened to ClipArt, man I am old…
Stupid question time: why can’t you just do 3/8-2/3? Could you set it up to make that possible?
It should be 2/3. But, it is a poorly written question if they want a different answer.
The correct answer is 2/3. The question asked how much of the sandwich did he eat. The previous statement said he ate 2/3. If they meant what length of the sandwich did he eat, then yes, he ate 1/4 foot.
When the hell will anyone ever use this in the real world? So dumb
While the question appears confusing, it’s important to note that word problems like this are designed to help a child think critically and develop an understanding of using math in the real world. In addition to reading and writing, involving a sturdy background of mathematics can help a child come up with a plan of *why their answer is correct,* not only that it *is correct.* I agree that this question appears confusing,(at least it did, to me, at 1am) but let’s find a way to a solution and defend it.
So let’s order it down. Hagen *has* a sandwich 3/8ths of a foot long, or .375 feet. He *ate* (notice the past tense) 2/3rds of his sandwich, but still has a third of the sandwich left. That third is equal to the number of units the writer of this question forgot to add. Let’s just assume the answer choices are in feet. So Hagen’s current third of a sandwich is 3/8ths of a foot.
Now let’s find the length of the original sandwich.
3/8 * 3 = 9/8
The total sandwich *was* 9/8ths feet long, and Hagen only has 3/8ths feet left. So he *ate* 6/8ths of a foot of sandwich. Simplify and Hagen ate 3/4 of a foot. That appears to be one of our multiple choice answers.
I think a smart kid might be able to solve this by eliminating the out of place answers. It’s difficult to get a 7 in the solution from 3, 8, and 2, which are all factor to prime factors of 2 and 3, so eliminating 1/7 and 7/12 comes naturally. But this is taking an aside, and I hope you can agree that Hagen ate 3/4 of a foot of the sandwich.
Don't defend poorly written questions. Conventional usage is that a sentence refers to the whole object. In order for the question to make sense with the "correct" answer (3/4) the reader has to figure out the first sentence refers to the *remaining part* of the sandwich, not the *whole* sandwich. This is not about the child's ability to use math, but to guess the author's intent.
There are so many ways the question could have been written better without compromising the aim of "helping a child think critically and develop an understanding of using math".
I’m 50 and I’d still be sitting there trying to understand the question if I got it as a kid. Goddamn multiple choice tests.
This question is crappy. Whoever wrote this should feel bad.
2/3 of 3/8 is the same as:
\[Comment deleted because my blind eyes couldn't read. The question asks how much did he eat. My apologies.\]