Continue the sequence :

 

3/3 = 5/3 = 1/5 = 10/5 = 8/4 = 6/4 = 4/6 = 100/ ?

a) 3
b) 20
c) 50
d) 100
e) 200
f) 500

 

You should remove the equal signs between the manifestly unequal terms, before your teacher sees them.

 

This is your math tutor talking; you're welcome.

You should remove the equal signs between the manifestly unequal terms, before your teacher sees them.

 

This is your math tutor talking; you're welcome.

For equality there must be different number bases for various numerators and denominators.

The elements of a sequence are usually presented in a canonical form, viz: {a1, a2, a3,...}. Everybody understands what the elements of the sequence are.

 

In this case the equal signs clearly don't mean what they normally mean, so I assume their use is some form of syntax. Do the slashes mean what we normally think, or is their use purely syntactic as well?

 

Are we supposed to deduce the meaning of the operators in order to figure out the elements of the sequence?

100/100

Continue the sequence :

 

3/3 = 5/3 = 1/5 = 10/5 = 8/4 = 6/4 = 4/6 = 100/ ?

 

a) 3

b) 20

c) 50

d) 100

e) 200

f) 500

 

answer is six

Take out the equality sign..........i take 500