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.

Input: Consider Input: Article: Dear mommy and daddy, I write this letter to you in hopes that you should consider your method of parenting me before I arrive. I am a joyous child. I expect love and respect, order and discipline. When I arrive, I will seem very small to you. Even though I don't look like an adult, please understand that I am a human being. Even though I will not speak words to you, I will know you with my heart. I will feel all your feelings, absorb your thoughts. I will come to know you more than you may know yourself. Do not be misled by my silence. I am open, growing and learning more rapidly than you can imagine. I will keep in heart all that I see, so please give me sweet music and language that tells me how much I am loved. Give me silence to rest my ears. I will absorb all that I feel, so please wrap life in love. I am waiting patiently to be with you. I am so happy to have the opportunity to be alive. Maybe when you see me you will remember how precious life is too! Your joyous child
Answer: Because the child wanted the parents to consider the method of being parents.

Output: According to the letter, why did the child write this letter?

Input: Consider Input: 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.

Output: Which of the following is not true according to the passage?

Input: Consider Input: Article: The practice of magic includes special words, actions, and objects. Most magic involves a person called a magician, who claims to have supernatural powers. Magic words. To work most magic, the magician sings or speaks special words in a certain order. These words are called incantations or spells. Some spells form prayers to demons , spirits, or other supernatural forces. Many societies believe the magic will not work unless the magician recites the spells perfectly. Other magic words have no meaning, though they supposedly possess power when spoken by a magician. Magic actions accompany the words spoken in performing much magic. Many of these movements act out the desired effect of the magic. For example, a magician trying to make rain fall may sprinkle water on the ground. The magician's combined words and actions form a ceremony. Magic objects include certain plants, stones, and other things with supposed supernatural powers. Any such object may be called a fetish . But this term often refers to an object--for example, a carving or a dried snake--honored by a tribe for its magic powers. Many tribes believe fetishes have magic power because spirits live in these objects. Many people carry magic objects called amulets to protect themselves from harm. Many amulets are stones or rings engraved with magic symbols. The magician, in some societies, nearly everyone knows how to work some magic. In other societies, only experts practice magic. Magicians may be called medicine men, medicine women, shamans, sorcerers, or witch doctors. In many societies, magicians must inherit their powers. In others, any person may become a magician by studying the magical arts. Many societies believe magicians must observe certain rules and taboos (forbidden actions) for their spells to work. For example, they may be required not to eat various foods or to avoid sexual activity for a certain period before the ceremony.
Answer: They have power if magician recites the right spells.
Output: What do magic words mean to people in some society?