If our math homework contains poorly worded trick questions the teachers choices are the problem.

No, no, no, no, no!

The object of the test is not necessarily to get the answer right in one way or the other.

This is a method of finding out how the student is thinking, as well as to show there are multiple ways of thinking to the students.

You could have even used parenthesis in that to show that

(1+1+1+1+1) + (1+1+1+1+1) + (1+1+1+1+1) =15.

That is a valid way of thinking.
As long as the end result is correct, it's a valid answer.

The teacher is wrong for not understanding, what the test was intended for.

I remember this very same test! 🤷🏻‍♂
As long as the end result is correct, it's valid!

That's hardly mathematics.

It's just basic arithmetic, but both questions on the starting image do show simple, genuine points beyond just knowing your multiplication-tables.

However, some of the side comments do show lack of thinking. Or lack of being able to think creatively and use initiative.

There are often different but valid ways to complete an arithmetical task, and being able to recognise where and when that can help, is a very useful skill.

The sort of skill that become developed in specific mental-arithmetic applications such as in playing darts (rapid factor and subtraction calculations), estimating areas and volumes (squares and cubes), or stacking large numbers of identical items (a 3D array whose multiplications may extend beyond the normal time-tables' 12 X 12 maximum).

I did not see two "poorly-worded trick question" there. I saw two valid, basic arithmetic questions based on comprehending arithmetic beyond simple rote.

There are no tricks there at all.