帮我解答图中题目---**一、看清题目，巧思妙算。(9+3+9, 共 21 分)。** **1. 脱式计算** 2520 ÷ 24 + 76 5.74 ÷ 4 - ¼ × 1.7 1/7 ÷ [ (11/14) - ½ ] × 6/7 **2. 请你推理出原来的算式，并在右边写出完整的计算过程和结果。** [Diagram Description for Question 2, Section 一] Type: Diagram showing a step-by-step arithmetic calculation. Main Elements: - The diagram shows a sequence of operations arranged vertically, enclosed in a dotted rectangle. - Each step is presented with numbers and operators inside star-like shapes, connected by equals signs. - Step 1: Two numbers inside stars are shown with an operator between them inside a star. Numbers are 5/7, 21/10, operator is ÷. - Step 2: Below the first line, an equals sign is shown, followed by two numbers inside stars with an operator between them inside a star. Numbers are 8/9, 3/16, operator is ×. - Step 3: Below the second line, an equals sign is shown, followed by a single number inside a star. Number is 3/2. - Step 4: Below the third line, an equals sign is shown, followed by a single star shape (content inside the last star is not clearly visible, presumably the final result). Based on the calculation steps shown: Step 1 seems to be (5/7) ÷ (21/10). Step 2 seems to be (8/9) × (3/16). Step 3 shows the result of the step above it, which is 3/2. This suggests Step 2, (8/9) × (3/16), results in 3/2. Let's check: (8/9) × (3/16) = (8×3) / (9×16) = 24 / 144 = 1/6. This does not match 3/2. There seems to be a mistake in interpreting the diagram content or the diagram itself. Let's re-examine the diagram numbers: Line 1: 5/7 ÷ 21/10 (inside stars) Line 2: = 8/9 × 3/16 (inside stars) Line 3: = 3/2 (inside a star) Line 4: = (a single star, likely the final answer of Line 1's calculation) It seems the calculation flow is vertical. The calculation starts with (5/7) ÷ (21/10). Below it is the result, which is then shown as equal to (8/9) × (3/16). Below that, the result is 3/2. And finally, the final result below 3/2. This implies: (5/7) ÷ (21/10) = (8/9) × (3/16) = 3/2 = [Final Result] This interpretation is also contradictory as (5/7) ÷ (21/10) = (5/7) × (10/21) = 50/147. (8/9) × (3/16) = 24/144 = 1/6. 1/6 does not equal 3/2. 50/147 does not equal 1/6 or 3/2. Let's try another interpretation based on the question: "Please deduce the original formula and write the complete calculation process and result on the right side." The diagram might *not* be a single calculation chain, but rather showing components or intermediate steps. The structure (dotted box, separate lines) suggests it might be breaking down a complex expression or illustrating steps. Let's look closer at the numbers again. The numbers inside the stars are: Line 1: 5/7, 21/10, operator ÷ Line 2: 8/9, 3/16, operator × Line 3: 3/2 (single number) Perhaps the original formula involves these numbers. The structure with the equals signs might indicate transformations or equivalent expressions, but given the instruction to "deduce the original formula" and "write the complete calculation process", the diagram itself likely *is* the calculation process for some original formula that needs to be identified. Let's reconsider the layout. It looks like: Row 1: (5/7) [operator] (21/10) Row 2: = (8/9) [operator] (3/16) Row 3: = (3/2) Row 4: = [Result] The operators shown are ÷ and ×. Could the original expression be (5/7) ÷ (21/10)? Let's calculate it: (5/7) ÷ (21/10) = (5/7) × (10/21) = 50/147. This is not 3/2 or 1/6. Could the original expression be something that simplifies through the steps shown? Step 1: (5/7) ÷ (21/10) Step 2: = (8/9) × (3/16) - But these are not equal. Step 3: = 3/2 - And this is not equal to either. Let's assume the diagram shows *one specific calculation* broken down into steps. Step 1: (5/7) ÷ (21/10) Step 2: The result of Step 1 is then somehow used or shown to be equal to (8/9) × (3/16). This doesn't make sense arithmetically. Step 3: The result is 3/2. Step 4: Final result. Let's assume the first line is the original expression: (5/7) ÷ (21/10). Calculation process: (5/7) ÷ (21/10) = (5/7) × (10/21) = 50/147. Let's assume the second line is the original expression: (8/9) × (3/16). Calculation process: (8/9) × (3/16) = (8×3)/(9×16) = 24/144. Simplifying 24/144 by dividing numerator and denominator by 24, we get 1/6. Let's assume the expression is something that results in 3/2. Given the layout and the question "Please deduce the original formula, and write the complete calculation process and result on the right side", the diagram *is* the calculation process of the original formula which is the first line. The subsequent lines should show the simplification steps. The fact that the second and third lines are also written with operators and numbers in stars followed by equals signs suggests they *are* intermediate results or equivalent expressions. However, the numerical equality does not hold between the results of line 1, line 2, and line 3 if calculated directly. Let's assume there is a mistake in the diagram itself, and it *intends* to show the steps for calculating (5/7) ÷ (21/10). (5/7) ÷ (21/10) = (5/7) × (10/21) = 50/147. Let's assume the diagram is showing a simplification where factors are cancelled *before* multiplication. For (5/7) ÷ (21/10) = (5/7) × (10/21). No common factors here. Let's look at the second line: (8/9) × (3/16). (8/9) × (3/16) = (8×3) / (9×16). Common factors: 8 and 16 (divide by 8), 3 and 9 (divide by 3). = (1×1) / (3×2) = 1/6. Let's look at the third line: 3/2. There seems to be a significant issue with the numbers provided in the diagram not forming a consistent calculation. However, the task is to extract the content as is. The diagram shows: Original expression (implied from the top line): 5/7 ÷ 21/10 Step 1 (shown after =): 8/9 × 3/16 Step 2 (shown after =): 3/2 Step 3 (shown after =): [Empty star] Let's re-read the question: "Please deduce the original formula, and write the complete calculation process and result on the right side." This implies the diagram shows *the deduction* or the steps, and we need to write the calculation out clearly. Given the first line, the original formula is most likely 5/7 ÷ 21/10. The subsequent lines show what the calculation *becomes* or *simplifies to* at each step, leading to the final result. Despite the apparent numerical inconsistency between the intermediate steps as written, the diagram presents them as a sequence. Original formula: 5/7 ÷ 21/10 Calculation process shown in diagram steps: = 8/9 × 3/16 = 3/2 = [Final Result] This sequence only makes sense if the intermediate steps are meant to show cancellation or transformation rules leading to a result, even if the numbers chosen are incorrect examples of those rules leading to 3/2. Or, perhaps the original formula is not just the first line, but something more complex that simplifies through these steps. Let's assume the diagram represents the calculation of (5/7) ÷ (21/10), and the lines below are meant to show steps, but the numbers in the intermediate steps are flawed or from a different problem inserted by mistake. The instruction asks to deduce the original formula and write the *complete calculation process*. Let's interpret "original formula" as the first line presented in the diagram. Original Formula: 5/7 ÷ 21/10 Calculation Process (as implied by the diagram, assuming the steps are intended to represent simplification): Step 1: 5/7 ÷ 21/10 (Initial expression) Step 2: = 8/9 × 3/16 (Intermediate step 1, represented with multiplication) Step 3: = 3/2 (Intermediate step 2, simplified fraction) Step 4: = [Final Result] (Final simplified result) However, mathematically, (5/7) ÷ (21/10) = 50/147. (8/9) × (3/16) = 1/6. Neither equals 3/2. Given the impossibility of the numerical sequence, I will extract the content exactly as presented in the diagram, noting the layout. Diagram Content (Section 一, Question 2): Line 1: 5/7 [star with ÷] 21/10 [star] Line 2: = 8/9 [star with ×] 3/16 [star] Line 3: = 3/2 [star] Line 4: = [empty star] Instructions: 请你推理出原来的算式，并在右边写出完整的计算过程和结果。(Please deduce the original formula, and write the complete calculation process and result on the right side.) Let's assume the most plausible interpretation is that the first line is the original expression, and the diagram shows *its intended calculation*, even if the intermediate numbers are wrong. So, Original Formula = 5/7 ÷ 21/10. The requested output is the calculation process and result for this formula. Calculation Process for 5/7 ÷ 21/10: 5/7 ÷ 21/10 = 5/7 × 10/21 = (5 × 10) / (7 × 21) = 50 / 147 Let's write the extraction assuming the diagram *shows* the process for 5/7 ÷ 21/10, but the intermediate steps contain errors or are from another problem. The question asks for the complete and accurate calculation process and result *of the original formula*. The original formula is most likely 5/7 ÷ 21/10. Let's assume a different interpretation: The diagram shows four separate expressions/results, and we need to figure out what the original problem was. This seems less likely given the context of "deduce the original formula" and the vertical sequence with equals signs. Let's go back to the first interpretation: The original formula is 5/7 ÷ 21/10, and the diagram *intends* to show its calculation steps, but the numbers are incorrect examples of intermediate steps. The instruction asks for the *correct* calculation process and result for 5/7 ÷ 21/10. Let's try to see if any other combination of the numbers results in 3/2 or 1/6 or 50/147. 5/7 * 21/10 = (5*21)/(7*10) = 105/70 = 21/14 = 3/2. Aha! If the operator on the first line was multiplication instead of division, the result would be 3/2, which is the result in the third line. Original formula: (5/7) × (21/10) Calculation: (5/7) × (21/10) = (5 × 21) / (7 × 10) = (5 × 3 × 7) / (7 × 2 × 5) Cancel 5 and 7: = 3 / 2. This matches the third line! Now let's look at the second line: (8/9) × (3/16). (8/9) × (3/16) = (8 × 3) / (9 × 16) Cancel 8 and 16: (1 × 3) / (9 × 2) Cancel 3 and 9: (1 × 1) / (3 × 2) = 1/6. This does not match 3/2. Let's reconsider the first line operator. It *clearly* looks like a division sign inside the star. Let's assume the diagram shows multiple calculations or parts of a larger problem. But the phrasing "deduce the original formula" suggests there is *one* original formula. Let's assume the diagram represents the calculation of (5/7) ÷ (21/10), and the equality signs are showing steps. The numbers in the intermediate steps (8/9 × 3/16 and 3/2) must somehow relate to the calculation of (5/7) ÷ (21/10), perhaps showing common factors or equivalent expressions after some transformation. But as shown above, (5/7) ÷ (21/10) = 50/147, (8/9) × (3/16) = 1/6, and the third line is 3/2. There is no mathematical equality. Perhaps the diagram illustrates a method of simplification by cancellation, and the numbers are chosen poorly. For example, simplifying 8/9 × 3/16 shows cancellation leading to 1/6. Simplifying 5/7 × 21/10 (if it were multiplication) shows cancellation leading to 3/2. The diagram might be combining examples. However, sticking strictly to the instruction to extract the *content* related to the question, the content presented is: - The question asks to deduce the original formula and write the calculation process and result. - The diagram provides visual information including numbers (5/7, 21/10, 8/9, 3/16, 3/2), operators (÷, ×), and structure (vertical steps, equals signs). Let's describe the diagram accurately as presented. Diagram shows: Line 1: Fraction 5/7, operator ÷ inside a star, fraction 21/10 inside a star. Line 2: Equals sign, fraction 8/9 inside a star, operator × inside a star, fraction 3/16 inside a star. Line 3: Equals sign, fraction 3/2 inside a star. Line 4: Equals sign, empty star. Let's assume the *original formula* is indeed the first line: 5/7 ÷ 21/10. And the subsequent lines are meant to be the calculation steps *for this formula*, despite the numerical inconsistency. The question asks to write the complete calculation process and result *on the right side*. Since there is no "right side" area indicated in the image other than the blank space, this likely means to write the process next to the diagram or in the answer space provided in a test paper format (which is not fully visible here). So, for Extraction purposes, I will list the original formula as the first line, and then list the subsequent lines as the provided steps/intermediate expressions, acknowledging the structure and content. The question asks for the *correct* process and result on the right, implying the diagram might be a prompt or example, not necessarily the perfectly correct steps. But I must extract *what is given*. Let's re-read the question's phrasing carefully: "推理出原来的算式" (deduce the original formula). This strongly suggests the first line *is* the original formula. "并在右边写出完整的计算过程和结果" (and write the complete calculation process and result on the right side). This means calculate 5/7 ÷ 21/10 and show the steps. So, Extraction for Q2: Original Formula (deduced from the first line of the diagram): 5/7 ÷ 21/10 Diagram showing calculation steps (as presented): 5/7 ÷ 21/10 = 8/9 × 3/16 = 3/2 = [final result placeholder] Instruction: Write the complete calculation process and result [for 5/7 ÷ 21/10] on the right side. I will extract the formula and the diagram content. The instruction to write the process and result on the right is an action to be performed by the test-taker, not content *in* the image itself, except for the instruction text. Okay, extraction plan refined: Extract the original formula implied by the first line, extract the diagram's visual content (the sequence of expressions), and extract the instructions. **3. 解方程或比例。** x + 20%x = 24 5 × (x - 2.3) = 3.5 1/2 : x = 3/4 **二、用心思考，填一填。(第 2 小题每空 0.5 分，其余每空 1 分，共 14 分)** **1.** 某县开展“非遗手工工艺品”直播助农活动，观看人数达 7008000 人，销售额约 650 万元。 横线上的数读作 ( )，改写成用“万”作单位的数是 ( ) 人。 并在下面横线上用“▽”标出“7008000”的大概位置。 [Chart Description for Question 1, Section 二] Type: Number Line (Horizontal axis) Main Elements: - A horizontal line with tick marks. - Labels below the tick marks: 500 万, 600 万, 700 万, 800 万, 900 万. The unit is 万 (ten thousand). - The tick marks appear evenly spaced, representing intervals of 100 万 (1 million). Content extracted: Statement: 某县开展“非遗手工工艺品”直播助农活动，观看人数达 7008000 人，销售额约 650 万元。 (A county carried out a live broadcast activity to help farmers by promoting "Intangible Cultural Heritage Handicrafts", the number of viewers reached 7,008,000 people, and the sales revenue was approximately 6.5 million yuan.) Fill-in-the-blanks: - 横线上的数读作 ( ) (The number on the line reads as (...)) - The number referred to is 7008000. - 改写成用“万”作单位的数是 ( ) 人。 (Rewritten using "ten thousand" as the unit is (...) people.) - The number referred to is 7008000. Instruction for number line: 并在下面横线上用“▽”标出“7008000”的大概位置。(And mark the approximate position of "7008000" with "▽" on the number line below.) Number line values: 500 万, 600 万, 700 万, 800 万, 900 万. Okay, I have extracted all visible content related to the questions. I will now format it clearly.