It makes more sense when you remove the fractions, but I assume they were working on them.

It’s easier this way: “John ate 4 slices of pizza. Dave ate 5 slices of pizza. John ate more slices of pizza than Dave. How is this possible?”

The answer they’re looking for is: “This is not possible because 5 slices of pizza is more than 4 slices of pizza.”

It’s a really bizarre question, and is poorly worded, but the concept could be really important depending on the age/ability of the student.

It’s like teaching a kid to fact check I guess.