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In this task, you will be given a sentence, followed by ", so". You should complete the given text with another sentence, such that the whole text is plausible. The sentence you enter must be a likely result of the given sentence.
[EX Q]: The book was deemed inappropriate for children, so
[EX A]: I didn't bother reading it
[EX Q]: The woman sensed a pleasant smell, so
[EX A]: she opened the door and opened it
[EX Q]: The grape juice fermented, so
[EX A]:
|
I opted for the red wine
|
task393_plausible_result_generation
|
NIv2
|
fs_opt
| 6
|
train
|
Detailed Instructions: In this task, you will be given a sentence, followed by ", so". You should complete the given text with another sentence, such that the whole text is plausible. The sentence you enter must be a likely result of the given sentence.
Problem:The man threw his empty can onto the street, so
Solution:
|
he didn't have to worry about it
|
task393_plausible_result_generation
|
NIv2
|
zs_opt
| 8
|
train
|
In this task, you will be given a sentence, followed by ", so". You should complete the given text with another sentence, such that the whole text is plausible. The sentence you enter must be a likely result of the given sentence.
Q: The man dropped food on the floor, so
A:
|
he went to get food
|
task393_plausible_result_generation
|
NIv2
|
zs_opt
| 4
|
train
|
In this task, you will be given a sentence, followed by ", so". You should complete the given text with another sentence, such that the whole text is plausible. The sentence you enter must be a likely result of the given sentence.
Example input: The woman went to the bank, so
Example output: she will be out with some cash on her
Example explanation: The answer is a likely result of the sentence in the question.
Q: The man's eye became infected, so
A:
|
the police took him to the emergency room
|
task393_plausible_result_generation
|
NIv2
|
fs_opt
| 3
|
train
|
In this task, you will be given a sentence, followed by ", so". You should complete the given text with another sentence, such that the whole text is plausible. The sentence you enter must be a likely result of the given sentence.
Example input: The woman went to the bank, so
Example output: she will be out with some cash on her
Example explanation: The answer is a likely result of the sentence in the question.
Q: I pushed the pendulum, so
A:
|
it swung back and forth
|
task393_plausible_result_generation
|
NIv2
|
fs_opt
| 3
|
train
|
Teacher:In this task, you will be given a sentence, followed by ", so". You should complete the given text with another sentence, such that the whole text is plausible. The sentence you enter must be a likely result of the given sentence.
Teacher: Now, understand the problem? Solve this instance: The terrorist set off the bomb, so
Student:
|
they were able to kill him
|
task393_plausible_result_generation
|
NIv2
|
zs_opt
| 6
|
train
|
In this task, you will be given a sentence, followed by ", so". You should complete the given text with another sentence, such that the whole text is plausible. The sentence you enter must be a likely result of the given sentence.
Example Input: I pushed the gas pedal, so
Example Output: in order to get the car out of the way
Example Input: I received a package in the mail, so
Example Output: I thought I'd give it a whirl
Example Input: A burglar broke into the house, so
Example Output:
|
in order to gain access to the other side of the house
|
task393_plausible_result_generation
|
NIv2
|
fs_opt
| 3
|
train
|
You will be given a definition of a task first, then some input of the task.
In this task, you will be given a sentence, followed by ", so". You should complete the given text with another sentence, such that the whole text is plausible. The sentence you enter must be a likely result of the given sentence.
The cook stirred the ingredients in the bowl, so
Output:
|
it did not stick to the bottom of the bowl
|
task393_plausible_result_generation
|
NIv2
|
zs_opt
| 1
|
train
|
In this task, you will be given a sentence, followed by ", so". You should complete the given text with another sentence, such that the whole text is plausible. The sentence you enter must be a likely result of the given sentence.
I finished a page of the book, so
|
it should be up soon
|
task393_plausible_result_generation
|
NIv2
|
zs_opt
| 0
|
test
|
Definition: In this task, you will be given a sentence, followed by ", so". You should complete the given text with another sentence, such that the whole text is plausible. The sentence you enter must be a likely result of the given sentence.
Input: The clock stopped ticking, so
Output:
|
I could get a good night's sleep
|
task393_plausible_result_generation
|
NIv2
|
zs_opt
| 2
|
validation
|
Detailed Instructions: In this task, you will be given a short story. One sentence from the story is chosen. Consider the events that happen after that sentence. Is any of them directly caused by it, or is made possible by it? You should write your answer in the form " A >causes/enables> B". Try to use phrases and sentences from the story to compose your answer when possible. Do not change the main selected sentence in your answer.
Problem:story: For the third night in a row, young Jeremy had fallen out of his bed. His mom was really nervous he was going to be seriously hurt. Her friend told her to use a foam pool noodle to keep him safe. She put the noodle under the fitted sheet along the edge of the bed. Surprisingly, Jeremy didn't fall out of the bed again.
selected sentence: For the third night in a row, young Jeremy had fallen out of his bed.
Solution:
|
Jeremy repeatedly fell about of his bed >Causes/Enables> Jeremy's mom was worried about Jeremy
|
task748_glucose_reverse_cause_event_detection
|
NIv2
|
zs_opt
| 8
|
train
|
Teacher:In this task, you will be given a short story. One sentence from the story is chosen. Consider the events that happen after that sentence. Is any of them directly caused by it, or is made possible by it? You should write your answer in the form " A >causes/enables> B". Try to use phrases and sentences from the story to compose your answer when possible. Do not change the main selected sentence in your answer.
Teacher: Now, understand the problem? Solve this instance: story: Jen climbed all the way up the stairs. There was a huge water slide at the top. He was excited until he looked down. He took a deep breath, jumping in. He laughed all the way to the bottom!
selected sentence: There was a huge water slide at the top.
Student:
|
A water slide is present >Causes/Enables> Jen slides down
|
task748_glucose_reverse_cause_event_detection
|
NIv2
|
zs_opt
| 6
|
train
|
In this task, you will be given a short story. One sentence from the story is chosen. Consider the events that happen after that sentence. Is any of them directly caused by it, or is made possible by it? You should write your answer in the form " A >causes/enables> B". Try to use phrases and sentences from the story to compose your answer when possible. Do not change the main selected sentence in your answer.
Q: story: Preston was trying to improve his yard. He wanted to plant a tree. He looked it up and saw that trees didn't grow well in his area. Luckily, he found one that would work. He immediately got to work planting it.
selected sentence: Luckily, he found one that would work.
A:
|
Preston finds a tree >Causes/Enables> Preston buys the tree
|
task748_glucose_reverse_cause_event_detection
|
NIv2
|
zs_opt
| 4
|
train
|
Teacher:In this task, you will be given a short story. One sentence from the story is chosen. Consider the events that happen after that sentence. Is any of them directly caused by it, or is made possible by it? You should write your answer in the form " A >causes/enables> B". Try to use phrases and sentences from the story to compose your answer when possible. Do not change the main selected sentence in your answer.
Teacher: Now, understand the problem? Solve this instance: story: The day of the big game had arrived. Terry was ready for it. He ran out onto the field ready to play. The whistle blew and he was off. Terry scored 2 goals that day and got his team the victory.
selected sentence: He ran out onto the field ready to play.
Student:
|
Terry ran onto the field >Causes/Enables> Terry scores goals
|
task748_glucose_reverse_cause_event_detection
|
NIv2
|
zs_opt
| 6
|
train
|
In this task, you will be given a short story. One sentence from the story is chosen. Consider the events that happen after that sentence. Is any of them directly caused by it, or is made possible by it? You should write your answer in the form " A >causes/enables> B". Try to use phrases and sentences from the story to compose your answer when possible. Do not change the main selected sentence in your answer.
Let me give you an example: story: Greg picked up his friend. They went off road trucking. The truck got stuck. Greg couldn't get it out himself. Greg got it out with his friend'.
selected sentence: Greg picked up his friend.
The answer to this example can be: Greg picks up his friend >Causes/Enables> They go off road trucking
Here is why: The person picking up his friends makes them going off road trucking possible, so this is a correct answer.
OK. solve this:
story: Joe needed a new desk. His had a broken leg. He went to the office store to find one. It took him hours to find one he liked. He finally bought a new desk.
selected sentence: Joe needed a new desk.
Answer:
|
Joe needed a new desk >Causes/Enables> Joe bought a new desk
|
task748_glucose_reverse_cause_event_detection
|
NIv2
|
fs_opt
| 8
|
train
|
In this task, you will be given a short story. One sentence from the story is chosen. Consider the events that happen after that sentence. Is any of them directly caused by it, or is made possible by it? You should write your answer in the form " A >causes/enables> B". Try to use phrases and sentences from the story to compose your answer when possible. Do not change the main selected sentence in your answer.
One example: story: Greg picked up his friend. They went off road trucking. The truck got stuck. Greg couldn't get it out himself. Greg got it out with his friend'.
selected sentence: Greg picked up his friend.
Solution is here: Greg picks up his friend >Causes/Enables> They go off road trucking
Explanation: The person picking up his friends makes them going off road trucking possible, so this is a correct answer.
Now, solve this: story: Cassidy was riding her bike. She was going down her driveway when she hit a rock. The bike flipped and she fell on the ground. Her mom rushed out to check on her. It turned out that her arm was broken.
selected sentence: She was going down her driveway when she hit a rock.
Solution:
|
Cassidy was going down driveway at ground >Causes/Enables> She was flipped her bike
|
task748_glucose_reverse_cause_event_detection
|
NIv2
|
fs_opt
| 6
|
train
|
Instructions: In this task, you will be given a short story. One sentence from the story is chosen. Consider the events that happen after that sentence. Is any of them directly caused by it, or is made possible by it? You should write your answer in the form " A >causes/enables> B". Try to use phrases and sentences from the story to compose your answer when possible. Do not change the main selected sentence in your answer.
Input: story: Amy was walking in the park when a leaf landed at her feet. She was surprised since it was warm enough not to wear sleeves. She then remembered it was in fact the middle of October. As Amy held the leaf she thought of how much she loved fall. Even though she loved fall she was sad to see summer go.
selected sentence: She was surprised since it was warm enough not to wear sleeves.
Output:
|
Amy is surprised by the leaf >Causes/Enables> Amy remembers it's the middle of October
|
task748_glucose_reverse_cause_event_detection
|
NIv2
|
zs_opt
| 3
|
train
|
In this task, you will be given a short story. One sentence from the story is chosen. Consider the events that happen after that sentence. Is any of them directly caused by it, or is made possible by it? You should write your answer in the form " A >causes/enables> B". Try to use phrases and sentences from the story to compose your answer when possible. Do not change the main selected sentence in your answer.
Q: story: My neighbor called me over to have coffee. I was excited because I really needed it. When I got there he poured me a cup. I let it cool for a while in my hand. When I went to take a sip I saw it had a roach in it and spit it out.
selected sentence: I let it cool for a while in my hand.
A: I let the coffee cool for a while in my hand >Causes/Enables> I go to take a sip when I see a roach in it
****
Q: story: Tay was having a yard sale. She needed the money to get her car fixed. She feared that she could not raise as much money as she needed. But many people came to her sale and bought items. After the sale she had made more than enough cash!
selected sentence: But many people came to her sale and bought items.
A: Tay sells items >Causes/Enables> Tay gets money
****
Q: story: Victor pushed his son's stroller. He then looked into the stroller to check on his son. He didn't see any child in there. He looked back at the car. The son was still in the car seat.
selected sentence: He then looked into the stroller to check on his son.
A:
|
He looks into the stroller to check on his son >Causes/Enables> He doesn't see any child in there
****
|
task748_glucose_reverse_cause_event_detection
|
NIv2
|
fs_opt
| 4
|
train
|
Definition: In this task, you will be given a short story. One sentence from the story is chosen. Consider the events that happen after that sentence. Is any of them directly caused by it, or is made possible by it? You should write your answer in the form " A >causes/enables> B". Try to use phrases and sentences from the story to compose your answer when possible. Do not change the main selected sentence in your answer.
Input: story: Tom and Sarah love kittens and they always wanted one. They saw a sign that said free kittens. Off they went. They found the perfect kitten. Kitten came home and all were happy.
selected sentence: Off they went.
Output:
|
Tom and Sarah go to get a kitten >Causes/Enables> Tom and Sarah get a kitten
|
task748_glucose_reverse_cause_event_detection
|
NIv2
|
zs_opt
| 2
|
test
|
In this task, you will be given a short story. One sentence from the story is chosen. Consider the events that happen after that sentence. Is any of them directly caused by it, or is made possible by it? You should write your answer in the form " A >causes/enables> B". Try to use phrases and sentences from the story to compose your answer when possible. Do not change the main selected sentence in your answer.
One example: story: Greg picked up his friend. They went off road trucking. The truck got stuck. Greg couldn't get it out himself. Greg got it out with his friend'.
selected sentence: Greg picked up his friend.
Solution is here: Greg picks up his friend >Causes/Enables> They go off road trucking
Explanation: The person picking up his friends makes them going off road trucking possible, so this is a correct answer.
Now, solve this: story: Neil was visiting the city of Hamburg. He could not wait to go to the Hamburg fair! He went to the fairgrounds and bought a ticket. Then he went in and rode rides and played games. Neil loved the Hamburg fair very much!
selected sentence: Then he went in and rode rides and played games.
Solution:
|
Neil plays games >Causes/Enables> Neil has fun
|
task748_glucose_reverse_cause_event_detection
|
NIv2
|
fs_opt
| 6
|
validation
|
This task is about translating a given English language sentence to Yoruba language.
Let me give you an example: While you should not share legal advice to others based on course content, you will develop a high level of expertise upon completion of this course.
The answer to this example can be: Bí ó ti jẹ́ wí pé o kò leè fún ẹnikẹ́ni nímọ̀ràn ajẹmófin lẹ́yìn tí o bùṣe nínú ẹ̀kọ́ inú ìdá yìí, wà á ní ìmọ̀ kíkún tí kò ní ẹlẹ́gbẹ́ bí o bá parí abala-ẹ̀kọ́ yìí.
Here is why: This is a good example because the English sentence has been translated correctly to Yoruba.
OK. solve this:
Buratai, while addressing the troops during a visit on Sunday, urged them to maintain the current tempo of onslaught against the insurgents.
Answer:
|
Buratai, sọ̀rọ̀ yìí lásìkò tó ń kàn sí ikọ̀ ọmọ ogun náà lọ́jọ́ Àìkú, ó wá rọ wọn láti túbọ̀ máa gbógun ti ikọ̀ ọlọ̀tẹ̀ ni agbègbè náà, kí wọn máa sì rẹ̀wẹ̀sì rárá nínú ojúse wọn.
|
task1685_menyo20k_translation
|
NIv2
|
fs_opt
| 8
|
train
|
This task is about translating a given English language sentence to Yoruba language.
Example: While you should not share legal advice to others based on course content, you will develop a high level of expertise upon completion of this course.
Example solution: Bí ó ti jẹ́ wí pé o kò leè fún ẹnikẹ́ni nímọ̀ràn ajẹmófin lẹ́yìn tí o bùṣe nínú ẹ̀kọ́ inú ìdá yìí, wà á ní ìmọ̀ kíkún tí kò ní ẹlẹ́gbẹ́ bí o bá parí abala-ẹ̀kọ́ yìí.
Example explanation: This is a good example because the English sentence has been translated correctly to Yoruba.
Problem: But before that, they pass through an ecosystem known as mangrove.
|
Solution: Àmọ́ k'ó tó di bẹ́ẹ̀, wọn yó la àárín irà kọjá.
|
task1685_menyo20k_translation
|
NIv2
|
fs_opt
| 5
|
train
|
Instructions: This task is about translating a given English language sentence to Yoruba language.
Input: Today that same situation with Jehovah’s Witnesses is being repeated.
Output:
|
Bọ́rọ̀ ṣe rí fáwa Ẹlẹ́rì Jèhófà lóde òní nìyẹn.
|
task1685_menyo20k_translation
|
NIv2
|
zs_opt
| 3
|
train
|
This task is about translating a given English language sentence to Yoruba language.
Q: One does not refrain from mounting a horse that has thrown one.
A:
|
Ẹṣin kì í dani kí á má tún gùn ún.
|
task1685_menyo20k_translation
|
NIv2
|
zs_opt
| 4
|
train
|
Detailed Instructions: This task is about translating a given English language sentence to Yoruba language.
Q: The EFCC chairman, Mr Ibrahim Magu disclosed this on Tuesday in Ilorin, the Kwara state capital during a brief chat with newsmen.
A:
|
Adelé àjọ EFCC, ọ̀gbẹ́ni Ibrahim Magu sọ̀rọ̀ yìí lọ́jọ́ Ìṣẹ́gun nílùú Ìlọrin, ní ìpínlẹ̀ Kwara pẹ̀lú àwọn akọ̀ròyìn.
|
task1685_menyo20k_translation
|
NIv2
|
zs_opt
| 9
|
train
|
Detailed Instructions: This task is about translating a given English language sentence to Yoruba language.
See one example below:
Problem: While you should not share legal advice to others based on course content, you will develop a high level of expertise upon completion of this course.
Solution: Bí ó ti jẹ́ wí pé o kò leè fún ẹnikẹ́ni nímọ̀ràn ajẹmófin lẹ́yìn tí o bùṣe nínú ẹ̀kọ́ inú ìdá yìí, wà á ní ìmọ̀ kíkún tí kò ní ẹlẹ́gbẹ́ bí o bá parí abala-ẹ̀kọ́ yìí.
Explanation: This is a good example because the English sentence has been translated correctly to Yoruba.
Problem: I will try to explain
Solution:
|
Màá gbìyànjú láti ṣàlàyé
|
task1685_menyo20k_translation
|
NIv2
|
fs_opt
| 4
|
train
|
Detailed Instructions: This task is about translating a given English language sentence to Yoruba language.
Q: The pandemic has strengthened my conviction that we are living in the last days, and it has strengthened my faith in the Bible and in the Bible’s prophecies.”
A:
|
Yàtọ̀ síyẹn, ó ti mú kí n túbọ̀ mọyì Bíbélì, ó sì ti mú kí n túbọ̀ gbà gbọ́ pé kò sí àsọtẹ́lẹ̀ Bíbélì kan tó máa lọ láìṣẹ.”
|
task1685_menyo20k_translation
|
NIv2
|
zs_opt
| 9
|
train
|
This task is about translating a given English language sentence to Yoruba language.
Example input: While you should not share legal advice to others based on course content, you will develop a high level of expertise upon completion of this course.
Example output: Bí ó ti jẹ́ wí pé o kò leè fún ẹnikẹ́ni nímọ̀ràn ajẹmófin lẹ́yìn tí o bùṣe nínú ẹ̀kọ́ inú ìdá yìí, wà á ní ìmọ̀ kíkún tí kò ní ẹlẹ́gbẹ́ bí o bá parí abala-ẹ̀kọ́ yìí.
Example explanation: This is a good example because the English sentence has been translated correctly to Yoruba.
Q: Total Number Baptized: 702
A:
|
Àwọn Tó Ṣèrìbọmi: 702
|
task1685_menyo20k_translation
|
NIv2
|
fs_opt
| 3
|
train
|
Q: This task is about translating a given English language sentence to Yoruba language.
Which Phone Should I Buy? Which Computer?
A:
|
Ẹ̀rọ-ìbánisọ̀rọ̀ọ wo ni kí n rà? Ẹ̀rọ-ayárabíàṣá wo?
|
task1685_menyo20k_translation
|
NIv2
|
zs_opt
| 7
|
test
|
This task is about translating a given English language sentence to Yoruba language.
Q: We aim for these learnings to become part of the broader discussion on digital ID solutions in national contexts.
A: Àfojúsùn-un wa fún àwọn ìwádìí wọ̀nyí ni kí ó jẹ́ ọ̀kan lára àwọn àṣàrò lórí ojútùú sí àwọn ọ̀nà àbáyọ ìdánimọ̀ abẹ́rọ-ayárabíàṣà-ṣiṣẹ́ ní àwọn orílẹ̀-èdè.
****
Q: Monsoon Rains Hit the Philippines
A: Òjò Alátẹ́gùn Rọ́ Lu Orílẹ̀-Èdè Philippines
****
Q: We rejoice with the over 2,950 Japanese-language congregations, groups, and pregroups worldwide that now have the revised New World Translation, a powerful gift from Jehovah for personal study and for use in the ministry.—Hebrews 4:12.
A:
|
A bá àwọn ará wa tó ń sọ èdè Japanese yọ̀ kárí ayé, láwọn ìjọ àtàwọn àwùjọ pẹ̀lú àwọn tí kò tíì di àwùjọ tí iye wọn fẹ́rẹ̀ẹ́ tó ẹgbẹ̀rún mẹ́ta (2,950), pé àwọn náà ti ní Bíbélì Ìtumọ̀ Ayé Tuntun, ẹ̀bùn pàtàkì ló jẹ́ látọ̀dọ̀ Jèhófà, ó sì wúlò téèyàn bá fẹ́ kẹ́kọ̀ọ́ àti lóde ẹ̀rí.—Hébérù 4:12.
****
|
task1685_menyo20k_translation
|
NIv2
|
fs_opt
| 4
|
validation
|
Question: Q: Human mammary glands can produce what substance, which can be used to feed children? Choices: - edema - urea - sperm - milk A:
Answer:
|
milk
|
sciq_Multiple_Choice_Closed_Book_
|
P3
|
zs_opt
| 4
|
train
|
Q:Q: What is the smallest of the galilean moons? Choices: - phoebe - demos - aura - europa A:
A:
|
europa
|
sciq_Multiple_Choice_Closed_Book_
|
P3
|
zs_noopt
| 3
|
train
|
Q: Budding and fission in annelids are examples of what type of reproduction? Choices: - byproduct - hybrid - sexual - asexual A:
|
asexual
|
sciq_Multiple_Choice_Closed_Book_
|
P3
|
zs_opt
| 0
|
train
|
Q: Pure constructive interference and pure destructive interference are distinguished by whether or not identical waves are what? Choices: - before phase - in equilibrium - after phase - in phase A:
|
in phase
|
sciq_Multiple_Choice_Closed_Book_
|
P3
|
zs_noopt
| 0
|
train
|
Answer the following question: Q: Volcanoes can be active, dormant, or what else? Choices: - remnant - still - burgeoning - extinct A:
Answer:
|
extinct
|
sciq_Multiple_Choice_Closed_Book_
|
P3
|
zs_opt
| 5
|
train
|
Q: Group 15 of the periodic table is also called which group? Choices: - oxygen - potassium - hydrogen - nitrogen A:
A:
|
nitrogen
|
sciq_Multiple_Choice_Closed_Book_
|
P3
|
zs_noopt
| 2
|
train
|
(Q).
Q: The validity of thought experiments, of course, is determined by this? Choices: - predictive observation - theoretical observation - hypothetical observation - actual observation A:
(A).
actual observation
(Q).
Q: What type of isotopes have short half-lives and are given in very low doses? Choices: - stable isotopes - gasses - radionuclides - radioisotopes A:
(A).
radioisotopes
(Q).
Q: When magma cools slowly, what texture does it have? Choices: - large squares - large gases - small circles - large crystals A:
(A).
|
large crystals
|
sciq_Multiple_Choice_Closed_Book_
|
P3
|
fs_opt
| 8
|
train
|
Q: What forms when water in the atmosphere condenses on dust particles suspended in the air? Choices: - hail - snow - wind - clouds A:
clouds
(Question)
Q: How many processes contribute to the emergence of viral diseases? Choices: - one - four - two - three A:
(Answer)
three
Ques: Q: What type of systemic response involves lymphocytes? Choices: - natural - chronic - inflammation - immune A:
Ans: immune
(Q).
Q: What is the main makeup of the cell membrane? Choices: - glucose - antibodies - filaments - phospholipids A:
(A).
phospholipids
Ques:Q: What is the measure of how closely molecules are packed together? Choices: - length - volume - frequency - density A:
Ans:density
Ques: Q: What is the most common pattern of dispersion? Choices: - random - uniform - sporadic - clumped A:
Ans:
|
clumped
|
sciq_Multiple_Choice_Closed_Book_
|
P3
|
fs_opt
| 7
|
train
|
Q: A yolk sac replaces what structure for nourishing a marsupial embryo? Choices: - uterus - glucose - Stomach - placenta A:
Answer:
|
placenta
|
sciq_Multiple_Choice_Closed_Book_
|
P3
|
zs_noopt
| 1
|
test
|
Q: What term is used to describe a change in the characteristics of living things over time? Choices: - customization - generation - reproduction - evolution A:
evolution
Q: What kind of mammalian reproduction is risky for the offspring but not the mother? Choices: - asexual - sexual - cactaceae - monotreme A:
monotreme
Q: Q: What is a solid particle that is indestructible? Choices: - quark - nucleus - neutron - atom A:
A: atom
Question: Q: What helps us see rainbows in the sky? Choices: - spectral light - myopia - prism - visible light A:
Answer: visible light
*Question*
Q: What ultimately results in the cycling of nutrients in ecosystems? Choices: - molecules between organisms - chemical bonds - digestion - interactions between organisms A:
**Answer**
interactions between organisms
*Question*
Q: What is the hypothesis that states that the biosphere is its own living organism? Choices: - Big Bang theory - Geiger theory - Pascal's hypothesis - gaia hypothesis A:
**Answer**
|
gaia hypothesis
|
sciq_Multiple_Choice_Closed_Book_
|
P3
|
fs_opt
| 4
|
validation
|
Detailed Instructions: In this task, you are given an input list. A list contains several comma-separated items written within brackets. You need to return the position of all the numerical elements in the given list in order. Assume the position of the 1st element to be 1. Return -1 if no numerical element is in the list.
Problem:['6099', 'J', '7555', '1817', '1987', '9289', 'g']
Solution:
|
1, 3, 4, 5, 6
|
task507_position_of_all_numerical_elements_in_list
|
NIv2
|
zs_opt
| 8
|
train
|
Detailed Instructions: In this task, you are given an input list. A list contains several comma-separated items written within brackets. You need to return the position of all the numerical elements in the given list in order. Assume the position of the 1st element to be 1. Return -1 if no numerical element is in the list.
Q: ['849', 'j', 'U', '4381', '6013', 'Z', 'k', 'I', '8025', '6001', 'V', 'N', '489', 'v', 'h', '9119']
A:
|
1, 4, 5, 9, 10, 13, 16
|
task507_position_of_all_numerical_elements_in_list
|
NIv2
|
zs_opt
| 9
|
train
|
Definition: In this task, you are given an input list. A list contains several comma-separated items written within brackets. You need to return the position of all the numerical elements in the given list in order. Assume the position of the 1st element to be 1. Return -1 if no numerical element is in the list.
Input: ['O', 'B', '3395', '1361', 'f', '3665', 'd', 'x', '847', '9367', 'w', '3779', 'N', 'y', 'E', 'H', '2217', '7723', '3157', '5697', '5331', '8863', '1413', 'g']
Output:
|
3, 4, 6, 9, 10, 12, 17, 18, 19, 20, 21, 22, 23
|
task507_position_of_all_numerical_elements_in_list
|
NIv2
|
zs_opt
| 2
|
train
|
Given the task definition and input, reply with output. In this task, you are given an input list. A list contains several comma-separated items written within brackets. You need to return the position of all the numerical elements in the given list in order. Assume the position of the 1st element to be 1. Return -1 if no numerical element is in the list.
['D', '931', 'C', 'I', 'Q', 'r', 'K', 'H', '229', 'p', 'W', 'v', 'g', 'R', '6077', '6789', '9921', '687', '5497', 'H', '4237', 'U', 'k', 'x', '3225', 'S', 'D', '8549', '5915', 'P', '6525', '2951', '5835', 'P', '3835']
|
2, 9, 15, 16, 17, 18, 19, 21, 25, 28, 29, 31, 32, 33, 35
|
task507_position_of_all_numerical_elements_in_list
|
NIv2
|
zs_opt
| 5
|
train
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
In this task, you are given an input list. A list contains several comma-separated items written within brackets. You need to return the position of all the numerical elements in the given list in order. Assume the position of the 1st element to be 1. Return -1 if no numerical element is in the list.
['238', 'h', '92', 'U', '2799']
Solution: 1, 3, 5
Why? Here, the numerical elements in the input list are '238', '92' and '2799' and they are at positions '1', '3', and '5', respectively.
New input: ['7947', 'g', 'v', '6405', 'L', '5111', '7681', 'j', 'F', 'E', 'O', 'k', 'M', 'Y', 'o', '5377', '895', '1051']
Solution:
|
1, 4, 6, 7, 16, 17, 18
|
task507_position_of_all_numerical_elements_in_list
|
NIv2
|
fs_opt
| 0
|
train
|
In this task, you are given an input list. A list contains several comma-separated items written within brackets. You need to return the position of all the numerical elements in the given list in order. Assume the position of the 1st element to be 1. Return -1 if no numerical element is in the list.
['5825', 's', 'G', 'W', '7009', 'G', 'T', '8457', '7193', 'w', '6091', 's', 'N']
|
1, 5, 8, 9, 11
|
task507_position_of_all_numerical_elements_in_list
|
NIv2
|
zs_opt
| 0
|
train
|
In this task, you are given an input list. A list contains several comma-separated items written within brackets. You need to return the position of all the numerical elements in the given list in order. Assume the position of the 1st element to be 1. Return -1 if no numerical element is in the list.
Let me give you an example: ['238', 'h', '92', 'U', '2799']
The answer to this example can be: 1, 3, 5
Here is why: Here, the numerical elements in the input list are '238', '92' and '2799' and they are at positions '1', '3', and '5', respectively.
OK. solve this:
['8357', '8369', '4125', '7319', 'R', '6859', 'Q', '8219', '5491', '6209', 'j', 'v']
Answer:
|
1, 2, 3, 4, 6, 8, 9, 10
|
task507_position_of_all_numerical_elements_in_list
|
NIv2
|
fs_opt
| 8
|
train
|
Detailed Instructions: In this task, you are given an input list. A list contains several comma-separated items written within brackets. You need to return the position of all the numerical elements in the given list in order. Assume the position of the 1st element to be 1. Return -1 if no numerical element is in the list.
See one example below:
Problem: ['238', 'h', '92', 'U', '2799']
Solution: 1, 3, 5
Explanation: Here, the numerical elements in the input list are '238', '92' and '2799' and they are at positions '1', '3', and '5', respectively.
Problem: ['1409', 'T', '3933', 'w', '5563', '1621', '5097', 'r', '7949', 'B', '5821', '2691', '1857', '7005', 'Y', 'E', '8803']
Solution:
|
1, 3, 5, 6, 7, 9, 11, 12, 13, 14, 17
|
task507_position_of_all_numerical_elements_in_list
|
NIv2
|
fs_opt
| 4
|
train
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
In this task, you are given an input list. A list contains several comma-separated items written within brackets. You need to return the position of all the numerical elements in the given list in order. Assume the position of the 1st element to be 1. Return -1 if no numerical element is in the list.
['238', 'h', '92', 'U', '2799']
Solution: 1, 3, 5
Why? Here, the numerical elements in the input list are '238', '92' and '2799' and they are at positions '1', '3', and '5', respectively.
New input: ['8083', '2781', '8589', 'X', '4717', 'r', '335', '3109', '675', 'z', '7731', 'T', '5431', 'K', '489', 'a', 'C', 'J', '933', '6325']
Solution:
|
1, 2, 3, 5, 7, 8, 9, 11, 13, 15, 19, 20
|
task507_position_of_all_numerical_elements_in_list
|
NIv2
|
fs_opt
| 0
|
test
|
In this task, you are given an input list. A list contains several comma-separated items written within brackets. You need to return the position of all the numerical elements in the given list in order. Assume the position of the 1st element to be 1. Return -1 if no numerical element is in the list.
[Q]: ['5373', '1295', 'W', 'z', 'N', 'J', '8245', 'G', '9453', 'v', 's', 'g', '4289', 'f', '4331']
[A]: 1, 2, 7, 9, 13, 15
[Q]: ['3423', '1361', 'e', 'j', '2557', '657', '9857', '5781', 'j', 'L', 'S', 'x', 'j', '7287', 'k', 'S', '4827', '8915', 's', '3113', 'o', '5893', 'E', 'l', '7585']
[A]: 1, 2, 5, 6, 7, 8, 14, 17, 18, 20, 22, 25
[Q]: ['C', 'a', 'g', '2839', '7953']
[A]:
|
4, 5
|
task507_position_of_all_numerical_elements_in_list
|
NIv2
|
fs_opt
| 5
|
validation
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into Spanish.
Input: Consider Input: Dochody z radia i ze sprzedaży książek również wzrosły. Dochody z radia i ze sprzedaży książek również wzrosły.
Output: Otros mercados de contenidos, como editoriales y radios, también están creciendo.
Input: Consider Input: Trzeba starać się odnajdywać natchnienie, pamiętając przy tym, że na zmiany nigdy nie jest za późno.
Output: Tienes que encontrar alguna visión done veas lo esperanzador que es, cómo puede cambiarse.
Input: Consider Input: Ujęłam ją w trzech, krótkich anegdotach, które pokazują jak przypadkowe spotkanie z dziwnymi szumami, dostarczyło nam część z najważniejszych informacji jakie dziś wiemy o kosmosie.
|
Output: Está signada por tres anécdotas breves qué muestran cómo unos encuentros accidentales con sonidos extraños nos dieron una de las informaciones más importantes que tenemos del espacio.
|
task1258_ted_translation_pl_es
|
NIv2
|
fs_opt
| 2
|
train
|
Given the task definition and input, reply with output. You are given a sentence in Polish. Your job is to translate the Polish sentence into Spanish.
Bo larwy w takiej sadzawce są skupione,
|
Estas larvas se concentran en los charcos.
|
task1258_ted_translation_pl_es
|
NIv2
|
zs_opt
| 5
|
train
|
Given the task definition and input, reply with output. You are given a sentence in Polish. Your job is to translate the Polish sentence into Spanish.
Jeśli to zrobisz, to będziesz miał w rękach cyberbroń masowego rażenia.
|
Y si hicieras eso, con lo que terminarías es con una ciber-arma de destrucción masiva.
|
task1258_ted_translation_pl_es
|
NIv2
|
zs_opt
| 5
|
train
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into Spanish.
Input: Consider Input: Wygląda na to, że dla kilku ludzi ważne jest myślenie nad potencjalnymi katastrofami.
Output: Parece que vale la pena que unas pocas personas piensen en estos desastres potenciales.
Input: Consider Input: Tylko zdystansowanie się do życia i świata pozwala dostrzec istotę rzeczy i znaleźć dom.
Output: Y solo cuando te apartas de tu vida y del mundo, puedes ver lo que realmente es importante y conseguir un hogar.
Input: Consider Input: Większość astronomów ma ulubioną gwiazdę, dzisiaj moją ulubioną gwiazdą jest gwiazda SO-2.
|
Output: La mayoría de los astrónomos tiene una estrella favorita, la mía es una estrella que está etiquetada ahí, SO-2.
|
task1258_ted_translation_pl_es
|
NIv2
|
fs_opt
| 2
|
train
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into Spanish.
Example input: Udostępniam rozwiązanie. Jestem bardzo szczęśliwy.
Example output: Brindo soluciones. Estoy muy feliz.
Example explanation: The Polish sentence is correctly translated into Spanish, because the meaning is preserved.
Q: Zamiast leżeć nieruchomo, metal wibruje. Sposób, w jaki to robi, jest podobny do oddychania — jak rozszerzający się i kurczący miech.
A:
|
En lugar de quedarse perfectamente quieto, estaba vibrando. Y la forma en que vibraba era como una respiración de esta forma — como un fuelle que se expande y se contrae.
|
task1258_ted_translation_pl_es
|
NIv2
|
fs_opt
| 3
|
train
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into Spanish.
[Q]: wyjdźcie poza pudełko. "" I w pewnym momencie, tak się zaangażował w całe wyzwanie, że stał się członkiem zespołu.
[A]: Estiren el límite "". Y en un momento dado se involucró tanto en el desafío que él mismo formó parte del equipo.
[Q]: Nie dla ludzi na dole drabiny, tylko dla każdego, na każdym szczeblu, łącznie z chirurgiem.
[A]: No para los individuos de menor jerarquía, sino para la gente en todos los eslabones de la cadena, todo el equipo incluso los cirujanos.
[Q]: Ten element tutaj jest znacznie bardziej banalny.
[A]:
|
Y a la vez, este elemento aquí es mucho más banal.
|
task1258_ted_translation_pl_es
|
NIv2
|
fs_opt
| 5
|
train
|
Given the task definition and input, reply with output. You are given a sentence in Polish. Your job is to translate the Polish sentence into Spanish.
Mały taniec, a później rusza w konkretnym kierunku.
|
Una breve danza y luego toma un dirección en particular.
|
task1258_ted_translation_pl_es
|
NIv2
|
zs_opt
| 5
|
train
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into Spanish.
Krajobraz dookoła ma tworzyć prywatny ogród.
|
Se está contruyendo un paisaje alrededor para crear un jardín privado.
|
task1258_ted_translation_pl_es
|
NIv2
|
zs_opt
| 0
|
train
|
You are given a sentence in Polish. Your job is to translate the Polish sentence into Spanish.
Q: Ponieważ w przestrzeni istnieje grawitacyjnie aktywna materia, Ponieważ w przestrzeni istnieje grawitacyjnie aktywna materia, proces rozszerzania się zwalnia.
A:
|
Pero debido a que hay materia con atracción gravitatoria inmersa en este espacio, se tiende a frenar la expansión del espacio.
|
task1258_ted_translation_pl_es
|
NIv2
|
zs_opt
| 4
|
test
|
Instructions: You are given a sentence in Polish. Your job is to translate the Polish sentence into Spanish.
Input: Po tej tragedii zaczęły się pojawiać historie o ocaleniu.
Output:
|
Después de esta tragedia, las historias de supervivencia empezaron a surgir.
|
task1258_ted_translation_pl_es
|
NIv2
|
zs_opt
| 3
|
validation
|
A text is given in Tamil. Translate it from the Tamil language to the English language. The translation must not omit or add information to the original sentence.
Q: மாசு இல்லாத புகை என்ற நிலையை எட்டுவதற்கு இந்தியா பிஎஸ் IV தரத்தில் இருந்து பிஎஸ் VI தரத்திற்கு மாறும் எனவும் இந்த ஆண்டு ஏப்ரலுக்கு பின்னர் தில்லி சிறந்த எரிபொருளுக்கு மாறிவிட்டது என்றும் அமைச்சர் கூறினார்.
A: To achieve cleaner emissions, the Minister added, India will leapfrog from BS-IV to BS-VI standards, and the NCT of Delhi has already switched to the better fuel since April this year.
****
Q: பல்வேறு பிராந்தியங்களைச் சேர்ந்த , மாணவர்கள், நிபுணர்கள், ஆசிரியர்கள், வழக்கறிஞர்கள், விஞ்ஞானிகள், மருத்துவர்கள், பொறியாளர்கள் என அனைத்துப் பிரிவினரும் விடுதலைப் போராட்டத்தில் பங்கேற்ற காலம் அது.
A: That was the period when people from all walks of life- students, professionals, teachers, lawyers, scientists, doctors or engineers had joined the freedom struggle from different regions.
****
Q: 2014 – ம் ஆண்டு மே மாதம் தங்கள் அரசு பதவி ஏற்றதிலிருந்து 130 மாவட்டங்களைச் சேர்ந்த 94 பகுதிகளைக் கொண்ட நகர்ப்புற எரிவாயு விநியோகம் இரு மடங்காக அதிகரித்துள்ளது என்று மத்தியப் பெட்ரோலியம் மற்றும் இயற்கை வாயு, திறன் மேம்பாட்டுத்துறை அமைச்சர் திரு தர்மேந்திரப் பிரதான் கூறினார்.
A:
|
The Petroleum Natural Gas and Skill Development Minister Shri Dharmendra Pradhan has said since May 2014, when our Government took over, we have doubled the coverage of CGD networks to 94 Geographical Areas spread across 130 districts. Natural Gas isthe fuel for the future and the need is to increase share of Gas in Indias primary energy basket from current 6.
****
|
task992_pib_translation_tamil_english
|
NIv2
|
fs_opt
| 4
|
train
|
You will be given a definition of a task first, then some input of the task.
A text is given in Tamil. Translate it from the Tamil language to the English language. The translation must not omit or add information to the original sentence.
குழந்தைகளின் ஆர்வத்துக்கு ஏற்ப, பெற்றோர் அவர்களிடம் வெளிப்படையாகப் பேசவேண்டும்.
Output:
|
The parents should talk openly with their children according to their interests.
|
task992_pib_translation_tamil_english
|
NIv2
|
zs_opt
| 1
|
train
|
A text is given in Tamil. Translate it from the Tamil language to the English language. The translation must not omit or add information to the original sentence.
Q: உதய் (UIDAI) சட்டத்தை உருவாக்கியதன்மூலம், அரசு சட்டப்பூர்வமாக ஆதாரை வலுப்படுத்தி இருப்பது மட்டுமல்லாமல், ஆதாரை பயன்படுத்துவதன் மூலம் திட்டங்களின் பலன்கள் ஏழைகளுக்கு விரைவாக கிடைப்பதை உறுதி செய்வதில் வெற்றியும் அடைந்துள்ளது.
A:
|
By formulating the UIDAI Act, the government has not only strengthened Aadhaar legally but has also successfully made an attempt to deliver the benefits of the schemes to poor by increasing the use of Aadhaar.
|
task992_pib_translation_tamil_english
|
NIv2
|
zs_opt
| 4
|
train
|
A text is given in Tamil. Translate it from the Tamil language to the English language. The translation must not omit or add information to the original sentence.
முகவர் சரக்கை எடுத்துச் செல்லத் தயாரானவுடன் படிவத்தின் பகுதி பி –யை நிரப்பிக் கொள்ளலாம்.
When the transporter is ready to move the goods, he can fill the PART B of FORMGST EWB-01 i.
2009 ஆகிய தேதிகளில் வெளியிட்ட வழிகாட்டு நெறிமுறைகள்படி, மூத்த அதிகாரியின் 30 சதவீத ஊதியம், மேற்குறித்தபடி பதவி உயர்வு பெற்றவருக்கு 06.
Grant of status of Organized Group 'A' service to RPF will end stagnation, improve career progression of the officers and keep up their motivational level.
இந்த விவரங்களெல்லாம் மருத்துவ விஞ்ஞானத்தின் சில நூற்றாண்டுகளுக்கு முன் கண்டுபிடிக்கப்பட்டவை என்று என்னிடம் தெரிவிக்கப்பட்டது.
|
I was told that it was discovered by medical science just a few centuries ago.
|
task992_pib_translation_tamil_english
|
NIv2
|
fs_opt
| 0
|
train
|
A text is given in Tamil. Translate it from the Tamil language to the English language. The translation must not omit or add information to the original sentence.
[EX Q]: ஆரம்பத்தில் ஊட்டச்சத்து பற்றிய பயன்கள் அவ்வளவாக கிடைக்காமல் போகலாம், ஆனால், படிப்படியாக அதற்கு பலன் கிடைக்கும்.
[EX A]: In the beginning the results of Nutrition may not be visible but gradually it will gain momentum.
[EX Q]: மனித மேம்பாட்டுக் குறியீட்டு விஷயத்தில் நம்மை நாமே மேம்படுத்திக் கொண்டு, 115 மாவட்டங்களையும் மேம்படுத்தினால் நாடு தானாகவே முன்னேறிவிடும்.
[EX A]: If we improve ourselves in terms of human development index and improve the 115 districts, then the country is going to automatically improve.
[EX Q]: சரித்திர ரீதியாகவே, பொறியாளர்கள் அணைகள் அல்லது பாலங்கள் கட்டுவதாக இருக்கட்டும், வாகனங்கள் அல்லது கணினிகளை வடிவமைப்பதாக இருக்கட்டும் அறிவியல் தத்துவத்தை பயன்படுத்தி நடைமுறை தீர்வை எட்டியுள்ளனர்.
[EX A]:
|
Historically it is engineers who have used the logic of science to achieve practical solutions whether building dams or bridges, whether designing locomotives or computers.
|
task992_pib_translation_tamil_english
|
NIv2
|
fs_opt
| 6
|
train
|
A text is given in Tamil. Translate it from the Tamil language to the English language. The translation must not omit or add information to the original sentence.
Example input: குழுவின் அனைத்து உறுப்பினர்களையும் பிரதமர் வாழ்த்தினார்
Example output: PM greeted all members of the group
Example explanation: Correct translation for given sentence. Input sentence means 'PM greeted all members of the group' which is the same as the output sentence.
Q: பட்ஜெட் இல்லா இயற்கை வேளாண்மையில் விவ்சாயிகளின் வருவாய் அல்லது லாபம் உயர வாய்ப்புள்ளதுஆந்திரப் பிரதேசத்தில் பட்ஜெட் இல்லா இயற்கை விவசாயம் குறித்து விவசாயிகளிடையே பேச்சு
A:
|
Addresses farmers of ero Budget Natural Farming in Andhra Pradesh The Vice President of India, Shri M.
|
task992_pib_translation_tamil_english
|
NIv2
|
fs_opt
| 3
|
train
|
A text is given in Tamil. Translate it from the Tamil language to the English language. The translation must not omit or add information to the original sentence.
Q: பாரத் விகாஸ் பரிஷத் இன்று புது தில்லியில் ஏற்பாடு செய்திருந்த தேசப்பற்று பாடல்களுக்கான தேசியச் சேர்ந்திசைப் பாட்டுப் போட்டியில் குடியரசுத் தலைவர் திரு. ராம் நாகோவிந்த் பங்கேற்று உரையாற்றினார்.
A: The President of India, Shri Ram Nath Kovind, graced and addressed the 43rd edition of the National Group Song competition of patriotic songs organised by the Bharat Vikas Parishad today (December 10, 2017) in New Delhi.
****
Q: பெற்ற செலவினம்
A: Expenditure booked
****
Q: இரண்டு நூற்றாண்டுகளுக்கு முன்பு ராணி அஹில்யா பாய் ஹோல்கர், காசி விஸ்வநாதர் ஆலயத்தில் பல்வேறு சீரமைப்புப் பணிகளை மேற்கொண்டதை நினைவுகூர்ந்த அவர், இதற்காக பாராட்டும் தெரிவித்தார்.
A:
|
He recalled and praised ueen Ahiyabai Holkar for her work on the Kashi Vishwanath Temple, over two centuries ago.
****
|
task992_pib_translation_tamil_english
|
NIv2
|
fs_opt
| 4
|
train
|
You will be given a definition of a task first, then an example. Follow the example to solve a new instance of the task.
A text is given in Tamil. Translate it from the Tamil language to the English language. The translation must not omit or add information to the original sentence.
குழுவின் அனைத்து உறுப்பினர்களையும் பிரதமர் வாழ்த்தினார்
Solution: PM greeted all members of the group
Why? Correct translation for given sentence. Input sentence means 'PM greeted all members of the group' which is the same as the output sentence.
New input: ஹெல்த் மானிட்டர்கள், ஸ்மார்ட் டிரான்ஸ்போர்ட், ஸ்மார்ட் மீட்டர்கள் போன்று தகவல் தொடர்புத் துறையில் ஏற்பட்டுள்ள புதுமையான முன்னேற்றங்கள் எம்2எம் சேவைகளில் 21 சதவிகித அதிகரிப்பை ஏற்படுத்தியுள்ளது என்றும், இந்த முன்னேற்றங்கள் கைபேசித் தரவுகளின் வளர்ச்சியில் ஒரு முக்கியமான முன்னேற்றம் ஏற்பட வழிவகுக்கும் என்றும் தகவல் தொடர்புத் துறை மேலும் புதிய தொழில்நுட்பங்களை நோக்கிச் செல்லும் என்றும் அமைச்சர் கூறினார்.
Solution:
|
Shri Sinha said that advancements in innovative IoT technologies, like health monitors, smart transport, smart meters among others, is projected to result in 21 per cent increase in M2M services. These advances will result in a significant growth of mobile data, and as the telecom sector moves to newer technologies, TSPs will need to identify innovative avenues to monetise this data opportunity.
|
task992_pib_translation_tamil_english
|
NIv2
|
fs_opt
| 0
|
train
|
A text is given in Tamil. Translate it from the Tamil language to the English language. The translation must not omit or add information to the original sentence.
Q: அனைவரும் தத்தமது வழியில் இந்த இயக்கத்திற்குத் தலைமையேற்க வேண்டும். சமூகத்தில் விழிப்புணர்வை ஏற்படுத்த வேண்டும், சமூகத்தை ஒருங்கிணைக்க வேண்டும், சமூகத்தோடு இணைந்து பயணிக்க வேண்டும் - அப்போது நம்முடைய கண்களின் முன்பேயே மாற்றம் ஏற்படுவதை நாம் கண்குளிரக் காண முடியும்.
A: We must wake up the society, unite the society and join the society in this endeavour. Youll see, we will find change occurring in front of our own eyes.
****
Q: இருந்தபோதிலும், சுயநலத்தைத் தாண்டி சமூக அக்கறையில் மக்கள் பார்க்கத் தொடங்கி இருக்கிறார்கள் என்பது தான் புதிய இந்தியாவின் சாராம்சமாக இருக்கிறது என்பதே எனக்கு மிகுந்த மகிழ்ச்சியைத் தருவதாக இருக்கிறது. ஜன் தன் கணக்குகள் நிலுவை தேவைப்படாத கணக்குகளாக இருந்தாலும், பரம ஏழைகள் ஏன் ஒரு லட்சம் கோடி ரூபாய்க்கும் அதிகமாக வங்கியில் போட்டிருக்கிறார்கள்?
A: However, what makes me happiest, and which according to me is the essence of New India, is how the people of India have risen above self interest and looked at societal interest. Why else would the poorest of the poor deposit over Rupees One Lakh Crore
****
Q: 3 எம்.
A:
|
3 MMTPA)
****
|
task992_pib_translation_tamil_english
|
NIv2
|
fs_opt
| 4
|
test
|
A text is given in Tamil. Translate it from the Tamil language to the English language. The translation must not omit or add information to the original sentence.
Example: குழுவின் அனைத்து உறுப்பினர்களையும் பிரதமர் வாழ்த்தினார்
Example solution: PM greeted all members of the group
Example explanation: Correct translation for given sentence. Input sentence means 'PM greeted all members of the group' which is the same as the output sentence.
Problem: ரஷ்ய வெளியுறவுத் துறை அமைச்சர் திருமதி.
|
Solution: Minister of Foreign Affairs of Russian Federation
|
task992_pib_translation_tamil_english
|
NIv2
|
fs_opt
| 5
|
validation
|
Detailed Instructions: In this task, you're given the title and three arbitrary sentences out of a five-sentence story. You are also given three additional sentence options, a, b, and c, that may or may not belong to the story. Your job is to pick the two options that seamlessly connect with the rest of the story; note that the selected choices may fit into the story at any point. Indicate your selected choices in order, i.e., as 'ab'/'bc'/'ac' and not as 'ba'/'ca'/'cb'. If options are equally plausible, pick the ones that make more sense.
Q: Title: Harry had gotten too big for his pants and decided to go on a diet. By the third week Harry had lost five pounds. Harry was very encouraged and kept it up. Choices: a. They had a really great time and were so glad they went. b. It wasn't long before Harry could fit into his pants again. c. Harry stopped eating second dessert and started running at night.
A:
|
bc
|
task221_rocstories_two_choice_classification
|
NIv2
|
zs_opt
| 9
|
train
|
Instructions: In this task, you're given the title and three arbitrary sentences out of a five-sentence story. You are also given three additional sentence options, a, b, and c, that may or may not belong to the story. Your job is to pick the two options that seamlessly connect with the rest of the story; note that the selected choices may fit into the story at any point. Indicate your selected choices in order, i.e., as 'ab'/'bc'/'ac' and not as 'ba'/'ca'/'cb'. If options are equally plausible, pick the ones that make more sense.
Input: Title: She wanted twins. But to her dismay she was having ten kids. It was rather frightening. Choices: a. They had fun anyways. b. Allie couldn't believe it. c. Allie was going through IVF.
Output:
|
bc
|
task221_rocstories_two_choice_classification
|
NIv2
|
zs_opt
| 3
|
train
|
Given the task definition and input, reply with output. In this task, you're given the title and three arbitrary sentences out of a five-sentence story. You are also given three additional sentence options, a, b, and c, that may or may not belong to the story. Your job is to pick the two options that seamlessly connect with the rest of the story; note that the selected choices may fit into the story at any point. Indicate your selected choices in order, i.e., as 'ab'/'bc'/'ac' and not as 'ba'/'ca'/'cb'. If options are equally plausible, pick the ones that make more sense.
Title: One day he decided to play a prank on his boss. He spiked his coffee with laxatives. His boss found out and fired him on the spot. Choices: a. He had a few bad habits that would get him in trouble. b. To his surprise, the strange tip worked very well! c. Daniel was a hard working employee at his office.
|
ac
|
task221_rocstories_two_choice_classification
|
NIv2
|
zs_opt
| 5
|
train
|
Teacher:In this task, you're given the title and three arbitrary sentences out of a five-sentence story. You are also given three additional sentence options, a, b, and c, that may or may not belong to the story. Your job is to pick the two options that seamlessly connect with the rest of the story; note that the selected choices may fit into the story at any point. Indicate your selected choices in order, i.e., as 'ab'/'bc'/'ac' and not as 'ba'/'ca'/'cb'. If options are equally plausible, pick the ones that make more sense.
Teacher: Now, understand the problem? Solve this instance: Title: At first she was scared. Then she went for it. Unfortunately she got bad tooth sensitivity. Choices: a. Tim never stayed up that late again. b. Martha wanted to whiten her teeth. c. She could never use it again.
Student:
|
bc
|
task221_rocstories_two_choice_classification
|
NIv2
|
zs_opt
| 6
|
train
|
Detailed Instructions: In this task, you're given the title and three arbitrary sentences out of a five-sentence story. You are also given three additional sentence options, a, b, and c, that may or may not belong to the story. Your job is to pick the two options that seamlessly connect with the rest of the story; note that the selected choices may fit into the story at any point. Indicate your selected choices in order, i.e., as 'ab'/'bc'/'ac' and not as 'ba'/'ca'/'cb'. If options are equally plausible, pick the ones that make more sense.
Q: Title: He found the perfect pair at the store. He decided to buy them. He decided he needed to splurge on them anyway. Choices: a. Finally Andre got ready for a fun night. b. Jay needed a new pair of shoes. c. However, they were a little expensive.
A:
|
bc
|
task221_rocstories_two_choice_classification
|
NIv2
|
zs_opt
| 9
|
train
|
You will be given a definition of a task first, then some input of the task.
In this task, you're given the title and three arbitrary sentences out of a five-sentence story. You are also given three additional sentence options, a, b, and c, that may or may not belong to the story. Your job is to pick the two options that seamlessly connect with the rest of the story; note that the selected choices may fit into the story at any point. Indicate your selected choices in order, i.e., as 'ab'/'bc'/'ac' and not as 'ba'/'ca'/'cb'. If options are equally plausible, pick the ones that make more sense.
Title: The man dove down into the ocean. He swam to the ocean floor. He gathered some clams. Choices: a. He did not find any pearls. b. When the drugs wore off, we kept teasing her for awhile after. c. He searched the clams for pearls.
Output:
|
ac
|
task221_rocstories_two_choice_classification
|
NIv2
|
zs_opt
| 1
|
train
|
In this task, you're given the title and three arbitrary sentences out of a five-sentence story. You are also given three additional sentence options, a, b, and c, that may or may not belong to the story. Your job is to pick the two options that seamlessly connect with the rest of the story; note that the selected choices may fit into the story at any point. Indicate your selected choices in order, i.e., as 'ab'/'bc'/'ac' and not as 'ba'/'ca'/'cb'. If options are equally plausible, pick the ones that make more sense.
Q: Title: Landon loved being outside. He would put his fishing pole in the water and wait for a bite. He caught a huge bluegill and struggled to pull it out of the water. Choices: a. He was so proud of his catch! b. He took it home and fried it up. c. Tina was thrilled to finally get it fixed!
A:
|
ab
|
task221_rocstories_two_choice_classification
|
NIv2
|
zs_opt
| 4
|
train
|
instruction:
In this task, you're given the title and three arbitrary sentences out of a five-sentence story. You are also given three additional sentence options, a, b, and c, that may or may not belong to the story. Your job is to pick the two options that seamlessly connect with the rest of the story; note that the selected choices may fit into the story at any point. Indicate your selected choices in order, i.e., as 'ab'/'bc'/'ac' and not as 'ba'/'ca'/'cb'. If options are equally plausible, pick the ones that make more sense.
question:
Title: Tim was a short guy. He tried online dating. One date straight up cancelled. Choices: a. She would make her entire house look fancy! b. Tim was really hurt because he couldn't change things. c. Unfortunately a lot of girls underestimated his shortness.
answer:
bc
question:
Title: Tim was feeling extremely depressed about life. He decided to see a shrink. The shrink told him that he needed more outside activity. Choices: a. Tim had so much fun that he no longer was depressed. b. Soon the whole store was looking. c. Tim joined the city's soccer team.
answer:
ac
question:
Title: They got too drunk. She called the cops. The cops knew everything was fine and left. Choices: a. His girlfriends mother saw them. b. He made Ted stop selling the shirts. c. Jay and his girlfriend drank.
answer:
|
ac
|
task221_rocstories_two_choice_classification
|
NIv2
|
fs_opt
| 9
|
train
|
Teacher:In this task, you're given the title and three arbitrary sentences out of a five-sentence story. You are also given three additional sentence options, a, b, and c, that may or may not belong to the story. Your job is to pick the two options that seamlessly connect with the rest of the story; note that the selected choices may fit into the story at any point. Indicate your selected choices in order, i.e., as 'ab'/'bc'/'ac' and not as 'ba'/'ca'/'cb'. If options are equally plausible, pick the ones that make more sense.
Teacher: Now, understand the problem? Solve this instance: Title: She found a dress she liked. It had a small stain. Amelia got the dress for a discounted price. Choices: a. Josh's professor gave him an extension. b. Amelia was shopping for a dress. c. The stain was hardly noticeable.
Student:
|
bc
|
task221_rocstories_two_choice_classification
|
NIv2
|
zs_opt
| 6
|
test
|
Instructions: In this task, you're given the title and three arbitrary sentences out of a five-sentence story. You are also given three additional sentence options, a, b, and c, that may or may not belong to the story. Your job is to pick the two options that seamlessly connect with the rest of the story; note that the selected choices may fit into the story at any point. Indicate your selected choices in order, i.e., as 'ab'/'bc'/'ac' and not as 'ba'/'ca'/'cb'. If options are equally plausible, pick the ones that make more sense.
Input: Title: The dog chased the rabbit around the yard. The rabbit was very fast. The dog nearly caught the rabbit twice. Choices: a. Finally we bribed her with candy so she ended up moving. b. The rabbit managed to get away. c. The rabbit ran under the fence.
Output:
|
bc
|
task221_rocstories_two_choice_classification
|
NIv2
|
zs_opt
| 3
|
validation
|
Q: A ploynomial equation is a sum of terms. Here each term is either a constant number, or consists of the variable x raised to a certain power and multiplied by a number. These numbers are called weights. For example, in the polynomial: 2x^2+3x+4, the weights are: 2,3,4. You can present a polynomial with the list of its weights, for example, equation weights = [6, 4] represent the equation 6x + 4 and equation weights = [1, 3, 4] represent the equation 1x^2 + 3x + 4. In this task, you need to compute the result of a polynomial expression by substituing a given value of x in the given polynomial equation. Equation weights are given as a list.
x = 2, equation weights = [5, 6, 1]
A:
|
33
|
task090_equation_learner_algebra
|
NIv2
|
zs_opt
| 7
|
train
|
You will be given a definition of a task first, then some input of the task.
A ploynomial equation is a sum of terms. Here each term is either a constant number, or consists of the variable x raised to a certain power and multiplied by a number. These numbers are called weights. For example, in the polynomial: 2x^2+3x+4, the weights are: 2,3,4. You can present a polynomial with the list of its weights, for example, equation weights = [6, 4] represent the equation 6x + 4 and equation weights = [1, 3, 4] represent the equation 1x^2 + 3x + 4. In this task, you need to compute the result of a polynomial expression by substituing a given value of x in the given polynomial equation. Equation weights are given as a list.
x = 1, equation weights = [6, 4, 8]
Output:
|
18
|
task090_equation_learner_algebra
|
NIv2
|
zs_opt
| 1
|
train
|
You will be given a definition of a task first, then some input of the task.
A ploynomial equation is a sum of terms. Here each term is either a constant number, or consists of the variable x raised to a certain power and multiplied by a number. These numbers are called weights. For example, in the polynomial: 2x^2+3x+4, the weights are: 2,3,4. You can present a polynomial with the list of its weights, for example, equation weights = [6, 4] represent the equation 6x + 4 and equation weights = [1, 3, 4] represent the equation 1x^2 + 3x + 4. In this task, you need to compute the result of a polynomial expression by substituing a given value of x in the given polynomial equation. Equation weights are given as a list.
x = 7, equation weights = [3, 9]
Output:
|
30
|
task090_equation_learner_algebra
|
NIv2
|
zs_opt
| 1
|
train
|
Given the task definition and input, reply with output. A ploynomial equation is a sum of terms. Here each term is either a constant number, or consists of the variable x raised to a certain power and multiplied by a number. These numbers are called weights. For example, in the polynomial: 2x^2+3x+4, the weights are: 2,3,4. You can present a polynomial with the list of its weights, for example, equation weights = [6, 4] represent the equation 6x + 4 and equation weights = [1, 3, 4] represent the equation 1x^2 + 3x + 4. In this task, you need to compute the result of a polynomial expression by substituing a given value of x in the given polynomial equation. Equation weights are given as a list.
x = 3, equation weights = [6, 7]
|
25
|
task090_equation_learner_algebra
|
NIv2
|
zs_opt
| 5
|
train
|
A ploynomial equation is a sum of terms. Here each term is either a constant number, or consists of the variable x raised to a certain power and multiplied by a number. These numbers are called weights. For example, in the polynomial: 2x^2+3x+4, the weights are: 2,3,4. You can present a polynomial with the list of its weights, for example, equation weights = [6, 4] represent the equation 6x + 4 and equation weights = [1, 3, 4] represent the equation 1x^2 + 3x + 4. In this task, you need to compute the result of a polynomial expression by substituing a given value of x in the given polynomial equation. Equation weights are given as a list.
Example input: x = 3, equation weights = [4, 2]
Example output: 14
Example explanation: Here, the weights represent the polynomial: 4x + 2, so we should multiply 4 by 3, and add it to 2 which results in (4*3 + 2 =) 14.
Q: x = 5, equation weights = [4, 6, 2, 0]
A:
|
660
|
task090_equation_learner_algebra
|
NIv2
|
fs_opt
| 3
|
train
|
Detailed Instructions: A ploynomial equation is a sum of terms. Here each term is either a constant number, or consists of the variable x raised to a certain power and multiplied by a number. These numbers are called weights. For example, in the polynomial: 2x^2+3x+4, the weights are: 2,3,4. You can present a polynomial with the list of its weights, for example, equation weights = [6, 4] represent the equation 6x + 4 and equation weights = [1, 3, 4] represent the equation 1x^2 + 3x + 4. In this task, you need to compute the result of a polynomial expression by substituing a given value of x in the given polynomial equation. Equation weights are given as a list.
Q: x = 4, equation weights = [5, 2, 6]
A:
|
94
|
task090_equation_learner_algebra
|
NIv2
|
zs_opt
| 9
|
train
|
Teacher:A ploynomial equation is a sum of terms. Here each term is either a constant number, or consists of the variable x raised to a certain power and multiplied by a number. These numbers are called weights. For example, in the polynomial: 2x^2+3x+4, the weights are: 2,3,4. You can present a polynomial with the list of its weights, for example, equation weights = [6, 4] represent the equation 6x + 4 and equation weights = [1, 3, 4] represent the equation 1x^2 + 3x + 4. In this task, you need to compute the result of a polynomial expression by substituing a given value of x in the given polynomial equation. Equation weights are given as a list.
Teacher: Now, understand the problem? Solve this instance: x = 10, equation weights = [1, 4, 6]
Student:
|
146
|
task090_equation_learner_algebra
|
NIv2
|
zs_opt
| 6
|
train
|
A ploynomial equation is a sum of terms. Here each term is either a constant number, or consists of the variable x raised to a certain power and multiplied by a number. These numbers are called weights. For example, in the polynomial: 2x^2+3x+4, the weights are: 2,3,4. You can present a polynomial with the list of its weights, for example, equation weights = [6, 4] represent the equation 6x + 4 and equation weights = [1, 3, 4] represent the equation 1x^2 + 3x + 4. In this task, you need to compute the result of a polynomial expression by substituing a given value of x in the given polynomial equation. Equation weights are given as a list.
Input: Consider Input: x = 7, equation weights = [5, 3, 9]
Output: 275
Input: Consider Input: x = 2, equation weights = [9, 7, 2, 3]
Output: 107
Input: Consider Input: x = 0, equation weights = [4, 2, 0, 3, 6]
|
Output: 6
|
task090_equation_learner_algebra
|
NIv2
|
fs_opt
| 2
|
train
|
Q: A ploynomial equation is a sum of terms. Here each term is either a constant number, or consists of the variable x raised to a certain power and multiplied by a number. These numbers are called weights. For example, in the polynomial: 2x^2+3x+4, the weights are: 2,3,4. You can present a polynomial with the list of its weights, for example, equation weights = [6, 4] represent the equation 6x + 4 and equation weights = [1, 3, 4] represent the equation 1x^2 + 3x + 4. In this task, you need to compute the result of a polynomial expression by substituing a given value of x in the given polynomial equation. Equation weights are given as a list.
x = 9, equation weights = [9, 4, 2, 3]
A:
|
6906
|
task090_equation_learner_algebra
|
NIv2
|
zs_opt
| 7
|
test
|
A ploynomial equation is a sum of terms. Here each term is either a constant number, or consists of the variable x raised to a certain power and multiplied by a number. These numbers are called weights. For example, in the polynomial: 2x^2+3x+4, the weights are: 2,3,4. You can present a polynomial with the list of its weights, for example, equation weights = [6, 4] represent the equation 6x + 4 and equation weights = [1, 3, 4] represent the equation 1x^2 + 3x + 4. In this task, you need to compute the result of a polynomial expression by substituing a given value of x in the given polynomial equation. Equation weights are given as a list.
--------
Question: x = 8, equation weights = [0, 3, 8, 6]
Answer: 262
Question: x = 7, equation weights = [9, 3]
Answer: 66
Question: x = 1, equation weights = [9, 4, 0, 7, 6]
Answer:
|
26
|
task090_equation_learner_algebra
|
NIv2
|
fs_opt
| 7
|
validation
|
Amara had 100 pieces of clothing but started donating her clothes to others. She donated 5 to one orphanage home and triple that to another orphanage home. If she decides to throw away 15 of her old clothes, how many pieces of clothing does she have remaining? Think carefully first, then make a decision:
|
Amara donates 5 + 5 * 3 = 5 + 15 = 20 pieces of clothing. After donating she is left with 100 - 20 = 80 pieces. After throwing away some clothes, she is left with 80 - 15 = 65 pieces. So, the answer is 65.
|
cot_gsm8k
|
CoT
|
zs_opt
| 1
|
train
|
Question: Sean has 4 dollars more than half as much money as Fritz. Rick has 3 times as much money as Sean. If Fritz has 40 dollars, how much money do Rick and Sean have?
Answer: Sean has 40 / 2 + 4 = 24 dollars. Rick has 24 * 3 = 72 dollars. Sean and Rick have 24 + 72 = 96 dollars together. The answer is 96.
[Question]John has 54 pieces of gum, Cole has 45 pieces of gum and Aubrey has no pieces of gum. They decide to share the gum equally between the 3 of them. How many pieces of gum will each one get?
[Answer]Total pieces of gum are 54 pieces + 45 pieces + 0 pieces = 99 pieces. When the pieces are shared equally amongst 3 people, each one gets 99 pieces / 3 people = 33 pieces / person. The answer is 33.
Q: Ever since she was a little girl, Sheila has dreamed of traveling the world. To help fund her dream, she bought a large piggy bank in December and started saving. By last week, she had saved $3,000. Pleased with her progress, she has decided to continue saving $276 per month, for 4 years. Today, Sheila’s family secretly added $7,000 into the piggy bank. At the end of 4 years, how much money will be in Sheila’s piggy bank?
A: Today, Sheila’s piggy bank has $3000 + $7000 = $10000. Sheila will be saving for 4 years which is equivalent to 12 months / year * 4 years = 48 months. In 4 years, she will save $276 / month * 48 months = $13248. The piggy bank will have a total of $10,000 + $13,248 = $23248. The answer is 23248.
Question: Kevin holds the world record for eating the biggest quantity of hot wings in 8 minutes. He can eat 64 wings without stopping. Alan, a boy who loves hot wings, wants to beat Kevin's record. He is currently able to eat 5 hot wings per minute. How many more wings must he eat per minute to beat Kevin's record?
Answer: Knowing Kevin's record of eating 70 wings in 8 minutes or 64 / 8 = 8 wings in a minute. Alan must increase his ability to eat 5 wings per minute to 8 - 5 = 3 wings per minute to equal Kevin's world record. To beat Kevin, Alan must eat 3 + 1 = 4 hot wings per minute. The answer is 4.
[Question]There were 18 stamps in Parker’s scrapbook. If Addie put one fourth of her 72 stamps in Parker’s scrapbook, how many stamps does he have now?
[Answer]Addie put 72 / 4 = 18 stamps in the scrapbook. Parker now has 18 + 18 = 36 stamps in his scrapbook. The answer is 36.
[Question]Pat is buying supplies for S'mores. He and his friends will each eat 3 S'mores. There are 8 of them in total. It costs $3 in supplies to make 4 S'mores. How much will it cost to buy all the supplies?
[Answer]
|
They are making 24 S'mores because 8 x 3 = 24. Each S'more costs $.75 to make because 3 / 4 = .75. It will cost $18 to make them all because 24 x .75 = 18. The answer is 18.
|
cot_gsm8k
|
CoT
|
fs_opt
| 2
|
train
|
My question is: A busy port has 4 cruise ships and twice as many cargo ships. The number of sailboats is 6 more than the cargo ships and seven times more than fishing boats. How many vessels are there on the water? Your thoughts:
|
There are 4 x 2 = 8 cargo ships. There are 8 + 6 = 14 sailboats. There are 14 / 7 = 2 fishing boats. There are 4 + 8 + 14 + 2 = 28 vessels on the water. The final answer: 28.
|
cot_gsm8k
|
CoT
|
zs_opt
| 8
|
train
|
Zilla spent 7% of her monthly earnings on rent, half of it on her other monthly expenses, and put the rest in her savings. If she spent $133 on her rent, how much does she deposit into her savings account in a month? Let's think first. Chain of thought:
|
Since $133 is equal to 7% of her earnings, then 1% is equal to $133 / 7 = $19. The total monthly earning of Zilla is represented by 100%, so $19 x 100 = $1900 is her monthly earnings. So, $1900 / 2 = $950 is spent on her other monthly expenses. The total amount spent on the rent and other monthly expenses is $133 + $950 = $1083. Hence, she saves $1900 - $1083 = $817 per month.
Therefore, the answer is 817.
|
cot_gsm8k
|
CoT
|
zs_opt
| 0
|
train
|
Give the step-by-step reasoning process and then the final answer. Keanu was surfing towards the shore at a speed of 20 miles per hour. A shark was swimming alongside him, riding the same wave, when it doubled its speed and moved away from Keanu. There was a pilot fish swimming alongside Keanu and the shark, and when the shark increased its speed, the pilot fish also increased its speed and moved away from Keanu, but only increasing its speed by half as much as the shark had increased its speed by. What speed, in miles per hour, was the pilot fish swimming when it moved away from Keanu?
|
The shark went from 20 miles per hour to a speed of 2 * 20 = 40 miles per hour. The shark increased its speed by 40 - 20 = 20 miles per hour. Half of the shark's increase in speed is 20 / 2 = 10 miles per hour. Thus the pilot fish had increased its speed to 20 + 10 = 30 miles per hour.
The final answer: 30.
|
cot_gsm8k
|
CoT
|
zs_opt
| 6
|
train
|
Kimberly went strawberry picking with her family over the weekend. She picked 8 times the amount of strawberries her brother picked and her parents picked 93 strawberries less than her. If her brother picked 3 baskets each containing 15 strawberries, how many strawberries would they each have if they divide the total number of strawberries equally amongst them?
Thoughts? Step-by-step reasoning:
|
Kimberly's brother picked 3 x 15 = 45 strawberries. Kimberly picked 8 x 45 = 360 strawberries. Kimberly's parents picked 360 - 93 = 267 strawberries. Altogether, they picked 45 + 360 + 267 = 672 strawberries. Each of them will have 672 / 4 = 168 strawberries.
Thus, the answer is 168.
|
cot_gsm8k
|
CoT
|
zs_opt
| 7
|
train
|
If I give my brother 2 marbles I will have double his number of marbles, but my friend will have triple the number I do. The total number of marbles we have together is 63. How many marbles do I have? Give the rationale and then the answer.
Let's think step by step. Let X be the number of marbles I have. If I give my brother 2 marbles, I'll have X - 2 marbles left. And my brother will have (X - 2) / 2 marbles. And my friend will have (X - 2) * 3 left. So the total number of marbles is X - 2 + (X - 2) / 2 + (X - 2) * 3 = 63. (X - 2) * 9 / 2 = 63. X - 2 = 14. X = 16 marbles.. The answer is: 16.
The difference between the ages of two friends is 2 years. The sum of their ages is 74 years. Find the age of the older friend. Give the rationale and then the answer.
Let's think step by step. Let X be the age of the older friend. The younger friend is X - 2 years old. So, the age of both is X + (X - 2) = 74. X + X = 74 + 2. 2 * X = 76. Then, the older friend is X = 38 years old.. The answer is: 38.
John has five more roommates than twice as many as Bob. If Bob has 10 roommates, how many roommates does John have? Give the rationale and then the answer.
|
Let's think step by step. Twice ten roommates is 2 * 10 = 20. John has 5 more than 20 roommates which is 20 + 5 = 25 roommates.. The answer is: 25.
|
cot_gsm8k
|
CoT
|
fs_opt
| 3
|
train
|
Q: Mia can decorate 2 dozen Easter eggs per hour. Her little brother Billy can only decorate 10 eggs per hour. They need to decorate 170 eggs for the Easter egg hunt. If they work together, how long will it take them to decorate all the eggs?
A: Working together, they can decorate 24 + 10 = 34 eggs per hour. It will take them 170 / 34 = 5 hours to decorate all of the eggs. The answer is 5.
Question: Katrina has 120 cookies to sell at her bakery. She plans to take home any cookies she doesn’t sell by the end of the day. In the morning, she sells 3 dozen cookies. During the lunch rush, she sells 57 cookies. In the afternoon, she sells 16 more cookies. How many cookies does she have left to take home?
Answer: There are 12 cookies in 1 dozen, so in the morning, she sold 12 x 3 dozen = 36 cookies. Throughout the day, she sold 36 cookies in the morning + 57 cookies at lunch + 16 cookies in the afternoon = 109 cookies. She started with 120 cookies – 109 cookies sold = 11 cookies to take home. The answer is 11.
[Question]The bakery made 95 muffins. They will be packed in boxes with 5 muffins in each box. If there are only 10 available boxes, how many boxes do they still need to pack all the muffins?
[Answer]A total of 10 x 5 = 50 muffins will be packed in 10 boxes. So 95 - 50 = 45 muffins still need to be packed in the boxes. Thus, 45 / 5 = 9 boxes are still needed to pack all those 45 muffins. The answer is 9.
Q: Patrick buys a season pass for each of his sons to visit the local amusement park as often as they want. The passes were $100.00 each. The oldest son went to the park 35 times over the summer and the youngest went 15 times. What was the cost per trip to the park?
A: Patrick bought 2 tickets at $100.00 each for a total of 2 * 100 = $200.00. The oldest son went 35 times and the youngest went 15 times for a total of 35 + 15 = 50 trips. The tickets cost $200.00 and together, the boys went to the park 50 times so each trip cost 200 / 50 = $4.00. The answer is 4.
Question: When Mark bought his first tv it was was 24 inches wide and 16 inches tall. It cost $672. His new tv is 48 inches wide and 32 inches tall and costs $1152. How much more expensive as measure by cost per square inch, was his first TV compared to his newest TV?
Answer: His first TV was 384 square inches because 24 x 16 = 384. His first TV cost $1.75 per square inch because 672 / 384 = 1.75. His new TV is 1,536 square inches. It costs $.5 per square inch because 1152 / 1,536 = .5. His old TV cost $1 more per square inch because 1.75 - .75 = 1. The answer is 1.
Q: John has to get a new blanket. He decides to have a 7 foot by 8-foot quilt made. The quilt costs $40 per square foot. How much does his quilt cost?
A:
|
The quilt is 7 * 8 = 56 square feet. So it cost 40 * 56 = 2240. The answer is 2240.
|
cot_gsm8k
|
CoT
|
fs_opt
| 0
|
train
|
[Question]Barry has $10.00 worth of dimes. His little brother, Dan has half that amount but finds 2 more dimes on his way home from school. How many dimes does Dan have?
[Answer]Dimes are worth $0.10 and Barry has $10.00 worth of dimes so he has 10 / .10 = 100 dimes. Dan has half the amount of dimes as Barry so Dan has 100 / 2 = 50 dimes. Dan finds 2 more dimes on his way home so he now has 50 + 2 = 52 dimes. The answer is 52.
[Question]In a week, 450 cars drove through a toll booth. Fifty vehicles went through the toll booth on Monday and the same number of vehicles drove through the toll booth on Tuesday. On each of Wednesday and Thursday, twice the number of cars that passed through the toll booth on Monday went through the toll booth. If, for the remaining of the days of the week, an equal number of vehicles passed through the toll booth, calculate the total number of cars that passed the toll both in each of the remaining days.
[Answer]There were 50 + 50 = 100 cars that went through the toll booth on Monday and Tuesday. On Wednesday, the number of cars that went through the toll booth is 2 * 50 = 100. The exact number of cars passed through the toll booth on Thursday as Wednesday, giving a total of 100 + 100 = 200 vehicles going through the toll booth in the two days. There were 200 + 100 = 300 cars that passed through the toll booth from Monday to Thursday. If the total number of cars passed through the toll booth in the week was 450, then 450 - 300 = 150 vehicles went through the toll booth on the remaining days. Since there were an equal number of cars in the toll booth on each of the remaining days, there were 150 / 3 = 50 cars on each day. The answer is 50.
[Question]Bart makes a mixtape. The first side has 6 songs. The second side has 4 songs. Each song is 4 minutes. How long is the total tape?
[Answer]There are 6 + 4 = 10 songs on the tape. In total, the time is 10 * 4 = 40 minutes. The answer is 40.
[Question]Ping pong balls sell for $.10 each. Johnny buys 10000 for a prank. He gets a 30% discount for buying in such large bulk. How much does he pay?
[Answer]
|
The ping pong balls cost 10000 * .10 = $1000. So the discount is 1000 * .30 = $300. So he pays 1000 - 300 = $700. The answer is 700.
|
cot_gsm8k
|
CoT
|
fs_opt
| 9
|
test
|
Q: Hannah bought a new washing machine for $100 and a dryer that costs $30 less. Hannah got a 10% discount for buying two appliances. How much did Hannah pay for the two appliances after the discount?
A: The dryer costs $100 - $30 = $70. So the washing machine and dryer cost $100 + $70 = $170. Hannah got $170 x 10 / 100 = $17 discount. Thus, Hannah paid $170 - $17 = $153. The answer is 153.
Question: Travis has 10000 apples, and he is planning to sell these apples in boxes. Fifty apples can fit in each box. If he sells each box of apples for $35, how much will he be able to take home?
Answer: The total of boxes of apples is 10000 / 50 = 200. Therefore the total amount he can take home is 200 x $35 = $7000. The answer is 7000.
[Question]Lorraine made a pan of brownies and cut them into 16 pieces. Her children ate 25% of the brownies when they got home from school. After dinner, the entire family ate 50% of the remaining brownies. After everyone went to bed, Lorraine ate 1 more brownie. How many brownies are left over?
[Answer]Her children ate 25% of the 16 brownies so they ate .25 * 16 = 4 slices. There were 16 brownies and the children ate 4 slices, leaving 16 - 4 = 12 brownies. The family ate 50% of the remaining 12 brownies so they ate .50 * 12 = 6 brownies. There were 12 brownies and they ate 6 which leaves 12 - 6 = 6 brownies. Lorraine had 1 more of the 6 remaining brownies which leaves 6 - 1 = 5 brownies. The answer is 5.
Q: Calen originally had 5 more pencils than does Caleb, and Caleb has 3 less than twice as many pencils as does Candy. If Calen lost 10 pencils, which left him with 10 pencils, then how many pencils does Candy have?
A: If Calen lost 10 pencils, which left him with 10 pencils, then Calen originally had 10 + 10 = 20 pencils. Calen originally had 5 more pencils than does Caleb, and thus Caleb has 20 - 5 = 15 pencils. Let's let "x" represent the number of pencils owned by Candy. Since Caleb has 3 less than twice as many pencils as does Candy, then (2 * x) - 3 = 15. This simplifies to 2 * x = 18. Thus, the number of pencils owned by Candy is x = 9 pencils. The answer is 9.
Question: On a construction site, the Laker cement factory provided 500 bags of cement sold to Mr. Zander at $10 per bag. Mr. Zander also received twenty lorries of construction sand, each carrying 10 tons of sand, sold at $40 per ton. How much money did Mr. Zander pay for these construction materials?
Answer: The total cost for the sand is 500 * 10 = $5000. Since each lorry was carrying 10 tons of sand, the twenty lorries carried 20 * 10 = 200 tons. At $40 per ton, Mr. Zander paid 200 * $40 = $8000 for the sand that was delivered to his construction site. Altogether, Mr. Zander paid $8000 + $5000 = $13000 for the delivered construction materials. The answer is 13000.
Q: You walk twice as fast as Mr. Harris, and Mr. Harris took 2 hours to walk to the store. If your destination is 3 times further away than the store Mr. Harris walked to, how many hours will it take you to get there?
A:
|
First we find out how long it would take Mr. Harris to walk to your destination, which we find by multiplying his 2 hour walk by 3 since your destination is 3 times further away, meaning it would take him 2 * 3 = 6 hours. Since you walk twice as fast, it would take you half the time. Half of 6, 6 / 2 = 3 hours in total. The answer is 3.
|
cot_gsm8k
|
CoT
|
fs_opt
| 0
|
validation
|
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