1159
Ask A&W
(lemmy.world)
Edit: It will never cease to make me laugh that I get more genuinely serious discussion comments on my meme posts in /c/Memes than anywhere else. I'm not hating, I love it.
Edit 2: Chicago-Style deep dish pizza isn't pizza go fuck yourself
Never forget that the 1/3 pounder failed because people were too dumb to realize that 1/3 is bigger than 1/4…
They should've made a fifth-pounder and sold it for more.
Would never have happened if 'murica used metrics lol
We'd have the 200 gram'er or whatever a quarter of a pound is in grams
In Germany, we have 125g patties. But a pound is slang for 500g and does not equate to an imperial pound.
Like 115 grams. A pound is 454g, a quarter of that is 113.5g, which would probably be rounded up.
They'd go from a Royale with cheese to an Impérial with cheese.
Never looked at metric as (also) accommodating idiots, but I guess you're right.
well they're already wider.
Bad labeling, they should have called it the 150. People will assume that means 50% more, which is kinda close. For any legal matter they can say it refers to 150 grams, which is dead accurate.
Right up until the point that someone complains that grams are metric and not American, calling for a boycott. It makes my head hurt.
The vast majority of people do not understand fractions. Even math teachers do not understand fractions. I quiver in horror every time a student says the words “cross multiply” because I am about to see some gruesome debasement of mathematics.
I had to remind myself exactly what the point of cross multiplying is.
…it’s essentially just a label given to a specific set of algebraic operations. That it even has a name seems stupid to me. We shouldn’t focus on memorizing specific cases like this when understanding why it works will get you there just as quickly. Heck in the case of cross multiplying, I think it works against the interests of the students’ learning. It’s a shortcut that hides the fact that you’re multiplying both sides by both denominators, when “do the same thing on both sides of the equals sign” is algebra 101.
Exactly. The problem is that they will also start “cross multiplying” any time they see a fraction. “Okay, so what do I need to do if I want to add 3/4 + 1/3?” And then they’ll say “cross multiply”?
Just say - “hey, the way to get rid of the denominators is to multiply everything by the LCD.” Then it works in all cases. No weird “one trick” that doesn’t really teach them anything.
(But, where I live - the people teaching math don’t understand math lol.)