NewStats: 3,261,345 , 8,173,732 topics. Date: Wednesday, 28 May 2025 at 09:49 PM 5y6i26

B

Jesus say i should pick this , I pick this ... C

Does that thing you write up there teach how to count money

Simply multiply and divide by 4

This one is even too easy sef

QED

Proudlycanadian:
Question 27
Top row: 1 → ? → 49 → 7
Bottom row: 13 → ? → 35 → 52

Approach:
We look for patterns between the top and bottom rows.

1 to 49:
1
×
49
=
49
1×49=49 (seems direct multiplication).
7 to 52:
7
+
45
=
52
7+45=52.
The missing numbers might involve simple arithmetic or consistent operations.
Without clear relationships here, additional context (arithmetic vs. fraction splitting) is helpful.

Question 28
Top row: 200 → 6 → ? → 120
Bottom row: 0 → 10 → ? → 100

Approach:

200 and 6: Simplify. If this is fractional or split-based,
200
÷
6
=
33.33...
200÷6=33.33....
Missing relationships row-wise for any hints remain

QED

kiyosaki1:
29) A --- 5

You divide round to get 5 # 32÷8 =4 20÷4 =5

Last did this in 1995. No time sha I for solve am for you

26) B

27) D

28) A

29) A

30) E

26. 28
27. 1
28. 120
29 5
30 27

Mathematics is like chinese language to we arts students. What I know is simple arithmetic like 2+2=4.

If I get you science students in politics section, you will explain the political philosophy of Socialist Conservatism in relation to the concept of Capitalist Liberalism. Also discuss Communist Totalitarianism with past and present examples.

free2ryhme:



You should be ashamed of yourself for complaining about quantitative reasoning,

Back in the day, we were only given examples without solutions and had to figure things out ourselves.

Honestly, it’s clear you’re not putting in the effort—stop acting like a confirmed "olodo."

Very silly and he's not even ashamed to post it on a public forum. That's why most of them can't function properly because they can't use their brains for the simplest tasks

Malcolm21:
Quantitative giving one tough time

It is why it is good to marry an intelligent wife if you are an olodo with severe prayers you children never carried your brain.

You can't solve that simple thing.
And your case is dicey since it is obvious your pikin carried your brain.

doncartel:
Mathematics is like chinese language to we arts students. What I know is simple arithmetic like 2+2=4.

If I get you science students in politics section, you will explain the political philosophy of Socialist Conservatism in relation to the concept of Capitalist Liberalism. Also discuss Communist Totalitarianism with past and present examples.

Lol na lie... I didn't like maths in my early secondary school days but later fell in love with further maths, calculus precisely in my after secondary school years because of the uniben engineering lecturer who ran a special jamb lecture. The man was a genius. I have forgotten his name but he impacted my life and when I got into the university though I was a social/ management science student but during exams anything maths, statistics, calculus in derivation and permutations I was always in control of the exam hall as everyone waited for me to solve before they copy. I can literally wake up from sleep and solve those. I wish I can find that man wherever he is... Hoping he's still alive. He made me fall in love with further maths. I think the issue with maths is the teacher first before the students can grasp anything

Malcolm21:
Quantitative giving one tough time

Let 20 be A,8 be B,5 be C n 22 be D,your simple logic formula would be,D/B*C=A.e.g22/8*5=20.Apply same logic formula to the rest questions,change the subject of formula where necessary

Malcolm21:


I appreciate

3 is wrong answer, before ypu give your child academic polison. The right answer is 27.

For number 30 I mean.

free2ryhme:



You should be ashamed of yourself for complaining about quantitative reasoning,

Back in the day, we were only given examples without solutions and had to figure things out ourselves.

Honestly, it’s clear you’re not putting in the effort—stop acting like a confirmed "olodo."

How do you abuse someone this much because he was humble enough to ask for help? The pride you displayed is highly unnecessary.

When the arrow points up multiply by 4 but if down divide by 4

A

Simple: everything is multiplied by 4.
As in multiply the given number in each arrow by 4 to get the unknown number in the same arrow.

Chauvin:
No be lie

I conquor

dkidd:

Lol na lie... I didn't like maths in my early secondary school days but later fell in love with further maths, calculus precisely in my after secondary school years because of the uniben engineering lecturer who ran a special jamb lecture. The man was a genius. I have forgotten his name but he impacted my life and when I got into the university though I was a social/ management science student but during exams anything maths, statistics, calculus in derivation and permutations I was always in control of the exam hall as everyone waited for me to solve before they copy. I can literally wake up from sleep and solve those. I wish I can find that man wherever he is... Hoping he's still alive. He made me fall in love with further maths. I think the issue with maths is the teacher first before the students can grasp anything

Yes oo most of my maths teachers were just horrible human beings, plus I have a natural love for arts and politics.

25) In the two numbers use the small numbers to divide the big ones then equate the two of them. In the first one, Let X be the unknown, divide it by 7 and euate it with 52 divided by 13.

x/7 = 52/13

if you cross multiply it will give you 28.

26) 25/x = 85/17
= 5

You can use this format.

Tip: Follow the arrows.

From the examples:

A=20, B=5, C=8, and D=32

To get A

A = (D ÷ C) x B

= (32 ÷ 8 ) x 5

= 4 x 5

A = 20



To get B

B = A ÷ (D ÷ C)

20 ÷ (32 ÷8 )

20 ÷ 4

B = 5


To get C

C = D ÷ (A ÷ B)

= 32 ÷ (20 ÷ 5)

= 32 ÷ 4

C = 8



To get D

D = (A÷B) x C

D = (20 ÷ 5) x 8
= 4 x 8

D = 32


Now, use the formulas to get results for the questions:

A = (D ÷ C) x B

B = A ÷ (D ÷ C)

C = D ÷ (A ÷ B)

D = (A÷B) x C

Malcolm21:
Quantitative giving one tough time

Down arrow: Top number divided by bottom number equals 4.

Up arrow: Bottom number divided by top number equals 4.

Seriously though, did you really find this problem challenging?? That doesn't speak very well.

AfonjaConehead:
The first one is: what do you multiply to get the value up and down the arrow. 4x13=52. 4x7=28.
Ans28



#28 =120

#30 =3

this guy is good, u will go far!

ARISHEM:
Simple thing.
26) B
27) D
28) A
29) A
30) E


From the first example: Divide 20 by 5. That gives you 4 (which is not shown). Multiply that 4 by the 8 gives you 32.

Second example: Divide1 by 1/5. That gives you 5 (which is not given). Multiply that 5 by 4/15. That gives you 1(1/3).

Applying and simplifying the same method to all the questions gives you accurate answers

Products of top === products of bottom.
20x8=5x32 etc

👍👍👍

The samples
20÷ 5 = 4
Then use the same 4 to multiply 8, the answer is 32

1 ÷ ⅕= 5
Then use the 5 to multiply 4/15, the answer is 4/3 = 1 ⅓

10 ÷ 2 ¼ = 4, then use the 4 to multiply 3, the answer is 12

You welcome

Its to find the pattern...
The question; 20/5=4, 4*8=32..
To get the pattern;
For missing number instance:
8: (5*32)/20
32: (20*8 )/5
20: (32*5)/8
5: (20*8 )/32

Sub. where necessary to get the missing number;
Q. 26: 28
Q. 27: 1
Q. 28: 120
Q. 29: 5
Q. 30: 27

I hate maths.

AfonjaConehead:
The first one is: what do you multiply to get the value up and down the arrow. 4x13=52. 4x7=28.
Ans28



#28 =120

#30 =3

No 30 is 27

Malcolm21:


I appreciate

No 30 is 27....correct that error