In this task, you are given a context and four options. Each option is a suggested ending for the context. You should read the context and pick the best ending for the context. Please answer with "A", "B", "C", and "D". 
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Question: [header] How to ask survey questions [title] Understand your objective. [step] Make sure you know why you are asking questions in the survey. Having a firm grasp of this will help you make better questions. <sep> (A) Without knowing your objective, your questions may seem aimless. [substeps] Try to answer the questions: who, what, where, when and why for yourself. (B) [substeps] However, you may not have a completely clear and accurate understanding of your evaluation topic. You may need the fact-figure accuracy to have a clear and reliable assessment. (C) You can additionally foster a good relationship between you and the question that came up. [substeps] Once you have developed a rapport with the question, you should begin addressing it. (D) [substeps] Determine whether the survey may be a waste of time. If the survey results in a huge number of questions, it will be better for you to leave some questions blank or to completely miss the question's significance.

Answer: A


Question: A mini pool table has a set of colorful pool balls set up in the middle in a triangle shape and the white ball is alone. a man <sep> (A) walks into the pool room wearing an orange swimsuit and begins playing with the ball as a lot of people are standing around by the pool. (B) approaches the mini table, touches the white ball and moves it into position to hit it with the pool stick. (C) is talking to the camera and showing various machine that appear to be emergency preoutfits. (D) of average height, wearing a blue shirt and glasses competes pool holding a rubik's cube on his right hand, a current type of swiffer machine machines sitting on a mat with two wheels to help you.

Answer: B


Question: [header] How to classify fractions [title] Point out a proper fraction. [step] In any proper fraction, the numerator is less than the denominator. [substeps] Example : 2/5 every proper fraction expresses a value that is less than 1. <sep> (A) Example : 3/6 next fifth to the numerator. [title] Call genres a fraction, not a denominator. (B) Example : 3/10 every improper fraction expresses a value that is too high. Example : 4/20 every improper fraction expresses a value that is too low. (C) Example : 2/3 every improper fraction expresses a fraction that is too long. Example : 3/8 every improper fraction expresses a fraction that is too short. (D) A proper fraction represents a partial portion of a whole. For example, if there are five books and you read two of them, you have read two out of five books, or two-fifths.

Answer:
D