simple but logical

nezzar:
Op it's easy na

That's why it's called quantitative reasoning

Multiply those numbers by 3 and minus it by 5, then you get your answers

Nice one, but where did dey get the 3 and 5 introduced?

Donpizzle:
The first to comment got it right!!!. Multiply each of the numbers on the LHS by 3 and subtract 5 from it to get your answer on the RHS.

General function
let answers on RHS = Y¹, Y², Y³...Y
LHS = X¹, X² X³....X
Therefore Y= (X*3)-5
Which means that.
(10*3)-5= 25
(15*3)-5= 40
(33*3)-5=94
(54*3)-5= 157 e.t.c
All this for primary 5 pupil? Too much maths wee not kee me

Your welcome

.
Algebraically, y= 3x - 5. i.e, 3(2)-5 = 6-5 = 1

Psoul:
What about this?

139 x 3 = 417

Or 417/139 = 3
Or 419/3 =139


Next
516/258= 2

Or 516/2 = 258

Or 258 x 2 = 516


This is it

4reala:
Nice one, but where did dey get the 3 and 5 introduced?

That's why it's called reasoning

free2ryhme:

No mind them na Bet9ja, Tramadol, Eurosport the block heads dem sabi

Why u no solve am?

Awoo88:

Why u no solve am?

it has already been solved

Exercise 17 >>> Exercise 14C >>> Exercise 11A?

The (non)"Kaduna teachers" are waiting...

nezzar:
Op it's easy na

That's why it's called quantitative reasoning

Multiply those numbers by 3 and minus it by 5, then you get your answers

Excellent!

jamael:

Multiply each of the numbers on the left hand side by 3, then subtract 5 from the answer. It gives you the number on the right hand side:
2 * 3 = 6; 6-5 = 1.
16 * 3 = 48; 48-5 = 43.
27 * 3 = 81; 81-5 = 76.
40 * 3 = 120; 120-5 = 115.
Now do the same for each of them and then your teacher will be happy with you or the pupil.

Correct

Joyrise:
.
Algebraically, y= 3x - 5. i.e, 3(2)-5 = 6-5 = 1

Either way; X*3=3X. So it's the same..

2*3-5...1 16*3-5...43 27*3-5... simple math

Question 1. What is the rational behind 3 & 5. Must all quantitative reasoning be solved by using 3&5?


More clarity on the second question is needed

lonelydora:
Op, you want to to wash our dirty linens outside, abi? We are not Kaduna state teachers oooo. If na send them send you....tell them you no see me!

just try it

lonelydora:
Op, you want to to wash our dirty linens outside, abi? We are not Kaduna state teachers oooo. If na send them send you....tell them you no see me!

try it

Authoreety:
This simple thing?

Then do it

armyjassy101:
When I dey small for village they no feed us well so therefore I no brilliant

hide your face

iclass1:
this one serious ooo

it is primary 5 work oooo

nezzar:
Op it's easy na

That's why it's called quantitative reasoning

Multiply those numbers by 3 and minus it by 5, then you get your answers

correct

immag:
it was because of this Early Morning Headache
that I ran away from maths



hmm
some one would say this is quantitative reasoning. I know

My head is not available now may be tomorrow Evening

haaa for primary 5 work

zela:


You're going too far...
Just Multiply the Upper numbers (as digits) with the number in the middle....ie 258 * 2 =516
Apply it to all of it
The others forms will be division.

Question 1. What is the rational behind 3 & 5. Must all quantitative reasoning be solved by using 3&5?

More clarity is needed on the second question. Thanks

lekejob:



Then do it

Its very simple joor

whitering:


Question 1. What is the rational behind 3 & 5. Must all quantitative reasoning be solved by using 3&5?

More clarity is needed on the second question. Thanks

As in, there are 3 digits at the top, 1 in the middle(in the box) and another 3 digits underneath. U treat the 3 digits as a single number. In one example there, we have 2, 5 and 8 as the digits at the top and 2 as the digit in the middle. Taking 2,5 and 8 as a single number gives u 258. U multiply this with the middle one, 2 to get the digits underneath i.e. 258 X 2 = 516
Understood?

AlanTuringAI:

As in, there are 3 digits at the top, 1 in the middle(in the box) and another 3 digits underneath. U treat the 3 digits as a single number. In one example there, we have 2, 5 and 8 as the digits at the top and 2 as the digit in the middle. Taking 2,5 and 8 as a single number gives u 258. U multiply this with the middle one, 2 to get the digits underneath i.e. 258 X 2 = 516
Understood?

Thanks Got the logic now.

The rational behind using 3 to multiply & subtracting 5 from the answer in the first question is what I'm concerned sboutr. Is 3 and 5 constant in handling any quantitative reasoning? Thanks

whitering:

Thanks Got the logic now.

The rational behind using 3 to multiply & subtracting 5 from the answer in the first question is what I'm concerned sboutr. Is 3 and 5 constant in handling any quantitative reasoning? Thanks

They're not constant in any quantitative reasoning question. It could have been any set of different numbers. It just so happens that it's 3 and 5 that fit into this particular question.

Pls help with page 46 section C, number 11 to 15...

You multiply opposite numbers
7 x 4 = 28

Then multiply the right hand side number by 5
4 x 5 = 20

Then add the result
28 + 20 = 48

You do same for all to get the answer

Shakola0311:
Pls help with page 46 section C, number 11 to 15...

good evening friends, pls someone should help with the solution of quantitative reasoning for primary 5

Please help me provide the answers to this questions