ShmoopTube

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Let’s see if you can shmoop what we’re layin' down...

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In a math class, the teacher gives the students a pop quiz every week.

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We know… she must have been commissioned by the devil.

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The number of problems on each quiz is always the same.

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If each problem on the quiz is always worth five points and takes an average of three minutes to finish,

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what other information is needed to find the number of problems on each weekly quiz?

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And here are the potential answers...

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OK, so this question is all about just reading and deducing the broader, factual story here…Sherlock.

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By glancing at options C and D, we can see that we really just need to test the validity

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of A and B to get our answer…

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A suggests that we’d need the total number of points on each weekly quiz.

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That makes sense. Say we know there are 50 points possible. We already know that each

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problem is worth 5… 50 divided by 5 is 10, and we’d know there are just 10 problems.

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A gets through to the lightning round.

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What about B?

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Here, it’s suggested that all we’d need is the amount of time allowed to complete the quiz.

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Hey, what do you know… that works, too. If we’re told the class has an hour, we

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can take 60 minutes divided by 3 minutes per problem to get… 20 problems.

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B is also through to the lightning round.

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Unfortunately for our two ultra-competitive contestants… there is no single winner here.

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Both A and B are correct, so we’ve got ourselves a tie.

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And we’ll want to go with choice C for our final answer.

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As in C, “Class… NOT dismissed…”

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