You are welcome. Haha

wow!! this's fast.. Thank you.

wlcm. hope it is clear.

Vera Koh, I would like to ask how did you know that the 3 small M = 1 u? It is more like 30 + 3 x 10 = 2u.

30 + 3x10 = 2u is correct. 1u = 30 is deduced from tat. :)

Thanks Adrian. I'm still struggling to understand. 1u is the same as 3p in this case? Also, based on the model tt I drew, I'm confused why there doesn't seem to be enough red buttons (short of 1/8) for a full dress.

There is an error in this question.

Thanks Adrian! I was going out of my mind on this one trying to figure the logic. :)

i believe answer for (a) shd be 12

but not enough info to solve part (b). we need to know how many buttons were used for each dress or some other clues.

Not sure :)

I suppose

Thank you everyone for helping.

My cousin said 144-94=50, 6+2=8, 8x50=400, 400+144= 544 The ans is 544 (3)

There's no method to that? Just random maths that derives one of the answers...

I'm not convinced by the method because the (6+2)=8 seems so random. What about the "3" in the last box? I can see why 94 jumps to 144: Note that 9 x 4 = 36 and 36 + 14 = 50. So, 94 + 50 (derived from the numbers in the box) gives 144. However, following the same logic, we have 2 x 3 = 6 and 6 + 6 = 12, which does not lead to any of the answers. Will give it some thought again. Maybe we miss something. But from an assessment perspective, I think this is not a well-set question if this is supposed to be a test item.

Hahaha i also think that my cousin is not right n he is also pri 5. I asked a few but no one seems to know.

Thanks for helping... it's really one tough nut to crack.

A note to parents: Many of the questions that ask students to complete a sequence is often not very well set. This is because there is often many ways to complete the sequence. The more terms given in the sequence, the surer we can be about the rule for the sequence. Otherwise, it will be just a game of whether you can "guess my number". Elaine Eo, if this question still troubles you. I suggest that you ask your child to leave it blank and ask the teacher to explain.

Is the question correct?

This is one possible pattern.

I think Adrian is right. As adults we tend and want to find more complicated solutions....just try and see a pattern....keep it simple....

I also think Adrian Ng's answer is most plausible. Although I still think that this is not a good question mathematically, partly because of the way it is represented. As teachers, we have to be aware of the mathematical processes we intend to "assess" when we set tasks like these. For example, I would ask why put in the other numbers if the objective is for them to "see" that 94 is divisible by 2, 144 is divisible by 4 and so on? It may be the case that the teacher just wanted the students to "find a pattern" and use these numbers as distractors. However, if so, I would question whether the task could be represented differently, and another more appropriate task can be set. In addition, the arrows and the boxes are misleading. They tend to suggest that these numbers inside the boxes "output" the numbers in the arrows. If so, why should the answer be in the range of 500's, all ending with 4? So, while I agree with Pieter Cronje, I think it may be fruitful for teachers to be more sensitive to the mathematics in the tasks they set.

Thanks! I appreciate all the replies..