instruction:
In this task, you're given an article and an answer. Your task is to generate the question for the answer based on the given article.
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Article: Mr Smith was the manager of a hotel in Springfield. One weekend all of the hotels in the city were full because there was a large meeting. Late in the evening three men came into the hotel and asked for rooms. Mr Smith explained that because of the meeting, there were no rooms ready for use. The men were very unhappy because they had no place to stay in. Mr Smith wanted to help them. He remembered that Room 414, a very small room, was empty. He asked them if they would share a room. The three men agreed. Mr Smith told them that the room would cost $30: $10 for each. Each of them gave Mr Smith $10, and they went up to the room. Mr Smith soon began to feel sorry. "Thirty dollars is too much for that small room," he thought. He called one of his men over and said, "Here is $ 5. Bring it to the man in Room 414. I've asked too much money for their room." The worker took the money from his manager. While he was on his way to Room 414, he started to think, "How can I divide $5? Well, I'll give each of them only $1 and I keep $2. The men will be happy to get anything back. I'll make a little money and Mr Smith will never know." So he returned $1 to each man. You see, there come a problem, each man had at first paid $10. After the worker returned them $1 each, each man had paid 9. There were three men, $9 x 3 =" $27." The worker kept $2 --$27+$2="29." Where is the missing dollar? 
 Answer: The three men stayed together in one room.
answer:
Which of the following is True?


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Article: NOT all math skills are learned in the classroom. Some of them come naturally. Consider the split-second calculations  you make when you estimate   the number of empty seats on the school bus or the number of cookies in a cookie jar. These estimates can often be done without counting. That's because humans are born with the ability to closely guess the number of items in a group. Researchers call this ability a person's "number sense". To see how a person's inborn number sense might be linked to mathematical performance in the classroom, psychologist Justin Halberda and his colleagues from Johns Hopkins University in prefix = st1 /Baltimore,USran some tests. The scientists asked 64 14-year-olds to look at images   of yellow and blue dots that flashed on a computer screen for a fraction   of a second. Each image contained between 10 and 32 dots that varied in size. Some images contained twice as many blue dots  as yellow dots. In other images, however, the number of blue and yellow dots was nearly equal. For each image, the students were asked to estimate which color1 had more dots. The scientists found a wide variation in how well students could pick the color1 with the most dots. The scientists then looked at the students' math scores dating back to kindergarten. Children that performed best in the image test also scored the highest in standard math tests. The same finding held true at the other end of the spectrum  . Students who didn't score well on the image test received lower math scores. The study was the first to show a link between a person's inborn number sense and his or her achievement in formal math training. Does this connection mean that one cannot be good in math if they have a weak number sense? Or that having a strong number sense is a guarantee for good grades in math? The answers are not clear. While scientists continue looking at the possible links between a person's number sense and math achievement, one thing is certain: Doing lots of math homework will   _ your chances of success. 
 Answer: Those who have a strong number sense are sure to do well in math.
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Which of the following is not true according to the passage?


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Article: Researchers may tell us that spending money on experiences produces more happiness than spending money on things. Going to a bar with friends is always pleasurable in slightly different ways. However, on the other hand, a table may also give us lots of positive experiences sometimes. I just moved from New York City to suburban Pennsylvania, It's been quite a change of pace, with some positives and negatives, One of the best parts is that I'm spending more time outside. I quite enjoy staying outside, especially eating outside. I had a goal to eat outside as often as possible this summer, so one of my first purchases for the new house was a table and a set of chairs for the yard. Is my yard table a thing or an experience? It's clearly a thing and yet it enables the experience of eating outside. I love eating outside, and so my yard table is one of my favorite purchases, ever. Therefore I find the dividing line between things and experiences is more nuanced than at first glance. However, to be happy, the most important thing is what kind of purchases you have made.  Sometimes we may all have purchases that seem like a waste of money like probably half the clothes in our closets, but how does this happen?'  There are many reasons for why this happens. The biggest is that we spend a lot of our time working to earn money to buy things. The problem is that we buy a lot of stuff that we don't actually need. There's nothing worse than looking in your closet and realizing how many hours you spent laboring to buy things you never wear. But how about a table that lets you enjoy being outside in the summer? That's worth every minute and penny and from it you will also get more happiness. 
 Answer: Going to a bar with friends.
answer:

Which one is an example of spending money on experiences?


