https://www.snopes.com/news/2022/06/17/third-pound-burger-fr...
Crazy.
4 > 3.
Fifta-Pounder?
Fifth-Pounder?
Five-Pounder?
For all we know, marketing vetoed it cause they were lazy.
Or would that suffer by seeming microscopic when listed close to "32 ounce" drinks ?
… yes, that early.
And, to be fair, they're the first math concepts that aren't intuitive.
Which IMHO leads to some people not studying, then feeling lost, then rationalizing their lack of effort as "I'm bad at math" or "Math is hard."
I blame this on my Chemistry teacher - a class which I was also taking at the time - who spoke little English and had never taught in the United States until the year I landed in her class. I actually did reasonably well in Algebra for the first quarter or so until it all fell apart.
Fits in about the same space as the original problem unless it’s printed so small that you have to rewrite it, and way less room for transcription errors. I also find it clearer but that may just be me (fwiw I’m “bad at math”—I find it incredibly boring and basically can’t follow proof- and equation/identity-based stuff, I have to turn it all into algorithmic thinking to have a prayer of understanding it; i.e. my opinion on the superiority of short division is that of a mathematical imbecile, so, grain of salt)
> I blame this on my Chemistry teacher - a class which I was also taking at the time - who spoke little English and had never taught in the United States until the year I landed in her class.
It doesn’t help that in chemistry, 1 + 1 may be 1. Or 3. :-)
[edit] short division:
https://en.m.wikipedia.org/wiki/Short_division
Under the “example” section, the little superscripts are what you write in by hand on the problem as you work it, at least as I did it. 9/4 in the hundreds place is 2 with 1 remainder, so write 2 up above as part of the solution and a 1 superscript next to the 5 in the problem itself (tens place), now that’s 15, divide that, 3 goes in the tens place of the solution, write the remainder (3) next to the digit in the ones place as a superscript and do it again, if you need to keep going just add a decimal point and zeroes as required.
Way faster than working long division, takes up less space, and less error prone (imo). What’s actually going on is clearer (again, imo)
Fractions are a bit different though - you're splitting a single thing into equal chunks. Hence, slices of pie.
Multiplying by 1/5 is really dividing by 5. Introduce that first. We already know how to do this. You split your 1/3 slice into 5 equal slices.
Do the same to the other 2/3 slices, count all the slices, and you have 15. Hence, 1/15.
As an aside, common core math is amazing. They gave my daughter a model for the distributive property that can be used to show how to do long multiplication.
I’m not saying I don’t get it, I’m saying others have told me that they found the explanations and instructions they were given nonsensical.
Suddenly, you need to begin to understand the rules around operators, sequencing, and what operations are legal and illegal.
Absent that understanding, even...
1/4 x 2/5
So it's the point at which math becomes "pure" rather than strictly physically-mapped.
Actually I think we do very little addition of fractions later in math. But it is a concept that confuses the multiplication or division.
To not make this mistake, you have to be able to call to mind that the map x -> 1/x reverses the inequality sign. That's a fairly abstract thing to remember especially if you haven't taken math for years. Yes you could draw it or write down the equation, or convert to decimal... But it's enough of a cognitive barrier that it doesn't surprise me that it would impact the behavior even of people who would answer correctly on a test.
Where it does get easy is if you work with the same set of fractions every day. For example, if you work in construction in the US you can probably quickly order the fractions commonly used for measurement, e.g. 1/4, 1/8, 1/16, 3/4 etc. But 1/3 isn't one of these. Now that I think about it, they probably should have just chosen a fraction that you can find on a tape measure, like 3/8.
You absolutely don't have to remember that x |-> 1/x is order reversing, and, for most people, shouldn't—you immediately give two or three other methods (I don't understand what "write down the equation" means) that are a much better way for the average person to check this.
For example, consider: 1/1123 < 1/1092. Is that inequality true? The fastest way to check is to compare the denominators and adjust for the way division interacts with the inequality.
You can't really draw that pie chart quickly. You could write the equation down and multiply both sides though.
For 1/3 vs 1/4 yes you could draw it quickly. Or you could fill a glass 1/3 full of water and one 1/4 and compare them. But that's a pretty special case for small enough denominators.
English says "1/4", or "1 over 4", or "1 quarter".
Japanese says "4 bun no 1", or the practical equivalent of saying "4 under 1" in English.
I consequently routinely say the numbers in reverse, confounding both myself and anyone around me before I realize my brain engaged in furious tentacle sex with the numbers.
1/5th pound burger is going to sell better than the quarter pounder while using less beef.
The vast majority of processing is happening outside language-related areas of the brain. There's certainly leaky interfaces between areas of the brain, but if you literally thought in a language, and that distinction persisted throughout the brain, that would seem to imply that speaking 3 languages would require 3x the number of connections in the brain.
The strong Sapir-Whorf hypothesis would presumably be true if we literally thought in a language, but the strong form of the Sapir-Whorf hypothesis has been thoroughly discredited.
In other words, "thinking in a language" is an illusion.
Tangentially, I realised in high school that I was doing almost all math operations as word transformations. I reasoned this was why even familiar procedures for which I confidently & consistently got correct results were taking substantially longer than everybody else. I was translating everything twice.
3/8ths is a pretty good marketing point since all the numbers are bigger and it should be intuitive, plus you can more easily see that it's also 50% bigger than 1/4th => 2/8ths. The harder sell is the 'double whatever' being equal to 3 patties of the competitor.
I literally had an argument with a room full of US university professors about whether or not 30% and 1/3 were the same thing.
The correct one, that 30% is less than 1/3.
https://awrestaurants.com/blog/aw-third-pound-burger-fractio...
Perhaps the average Joe would be better off with mm rather than 1/16" increments.
Here, straight from the horse's mouth:
https://awrestaurants.com/blog/aw-third-pound-burger-fractio...
VINCENT: And in Paris, you can buy a beer at McDonald's. And you know what they call a Quarter Pounder with Cheese in Paris?
JULES: They don't call it a Quarter Pounder with Cheese?
VINCENT: No, they got the metric system there, they wouldn't know what the f*** a Quarter Pounder is.
JULES: Then what do they call it?
VINCENT: They call it Royale with Cheese.
JULES: Royale with Cheese. What do they call a Big Mac?
VINCENT: Big Mac's a Big Mac, but they call it Le Big Mac.
And no, she wasn’t testing my knowledge, she was seriously confused, as she would ask me that even later in life. Mind you, she has a masters degree. She is in her early 50s right now, and she is fully of sound mind to this day, not senile or anything like that.
Imo, this type of silliness is rather common across many different places, but Americans just tend to own it and not be afraid of coming off silly (if that’s how they genuinely end up behaving in a given situation).