## Math in Focus Grade 3 Chapter 19 Answer Key Area and Perimeter

This handy Math in Focus Grade 3 Workbook Answer Key Chapter 19 Area and Perimeter provides detailed solutions for the textbook questions.

## Math in Focus Grade 3 Chapter 19 Answer Key Area and Perimeter

Math Journal

Look at John’s answers for the perimeter of the squares and rectangles.

John’s mistakes are circled. Explain why his answers are not correct.
John added only two sides to find perimeter,
the perimeter formulas for rectangles and  square.
The perimeter of a rectangle is the total distance of its outer boundary.
It is twice the sum of its length and width and it is calculated with the help of the formula:
Perimeter = 2(length + width).
Explanation:
The perimeter of a square is defined as the total length that its boundary covers
The formula to calculate the perimeter of a square is as, mathematically expressed as;
Perimeter of square, (P) = 4 × Side

Example The unit for the perimeter of Figure B should be meter (m).

Question 1.
Perimeter of Figure A: _____________________
Explanation:
The perimeter of a rectangle is the total distance of its outer boundary.
It is twice the sum of its length and width and it is calculated with the help of the formula.
Perimeter = 2(length + width).
P=2(6 + 4) = 2 x 10 = 20cm

Question 2.
Perimeter of Figure C: _____________________
Explanation:
The perimeter of a square is defined as the total length that its boundary covers
The formula to calculate the perimeter of a square is as, mathematically expressed as;
Perimeter of square, (P) = 4 × Side
P = 4 x s
= 4 x 5 = 20 cm

Question 3.
Perimeter of Figure E: _____________________
Explanation:
The perimeter of a square is defined as the total length that its boundary covers.
The formula to calculate the perimeter of a square is as, mathematically expressed as;
Perimeter of square, (P) = 4 × Side

Challenging Practice

Complete.

Question 1.
Draw different rectangles with an area of 12 square centimeters. Then draw different rectangles with an area of 9 square centimeters. How many rectangles can you draw for each area?

2 rectangles can be drawn for area of  area 12 square centimeters and,
1 rectangle can be drawn for area of 9 square centimeters.

Explanation:
The area of rectangle (A) is the product of its length ‘a’ and width or breadth ‘b’.
So, Area of Rectangle = (a × b) square units.
The square is a shape with four equal sides.
The area of a square is defined as the number of square units that make a complete square.
It is calculated by using the formula Area = s × s = s2 in square units.
So, area = 9 square centimeters.

Solve.

Question 2.
Karl bends a piece of wire into a square as shown.

Explanation:
The perimeter of a square is defined as the total length that its boundary covers,
The formula to calculate the perimeter of a square is as, mathematically expressed as;
Perimeter of square, (P) = 4 × Side
P = 4 x 8 = 32 cm

Which of these rectangles can he make using the same piece of wire?

Rectangle B and C perimeter is 32cm.
Explanation:
Perimeter of rectangle A
Perimeter = 2(length + width).
P=2(8 + 4) = 2 x 12 = 24cm

Perimeter of rectangle B
Perimeter = 2(length + width).
P=2(10 + 6) = 2 x 16 = 32cm

Perimeter of rectangle C
Perimeter = 2(length + width).
P=2(11 + 5) = 2 x 16 = 32cm

Perimeter of rectangle D
Perimeter = 2(length + width).
P=2(9 + 8) = 2 x 17 = 34cm

Question 3.
Ally wants to build an exercise pen for her pet rabbit. She has 36 feet of fencing to build a rectangular enclosure in her yard. She wants to carefully plan the length and width of the pen, measuring in units of whole feet.
Find all the possible ways that Ally could build her pen and have a perimeter of 36 feet. Fill in the table below.

Explanation:
Ally wants to build an exercise pen for her pet rabbit.
So, Perimeter = 2(length + width)
Perimeter = 2(1 + 17) = 36 ft
Perimeter = 2(2 + 16) = 36 ft
Perimeter = 2(3 + 15) = 36 ft
Perimeter = 2(4 + 14) = 36 ft
Perimeter = 2(5 + 13) = 36 ft
Perimeter = 2(6 + 12) = 36 ft
Perimeter = 2(7 + 11) = 36 ft
Perimeter = 2(8 + 10) = 36 ft
Perimeter = 2(9 + 9) = 36 ft

Question 4.
What are some of the concerns that Ally needs to think of in planning for the exercise pen?
Perimeter and area of exercise pen.
length and width of exercise pen.
Explanation:
The above are some of the concerns that Ally needs to think of in planning for the exercise pen.

Problem Solving

Solve. Look at this pattern.

What is the area of each figure?

Explanation:
In the above picture each area of the square is measured as 1 square centimeter.
In figure A there is only 1 square box.
In figure B there are 3 square boxes.
In figure C there are 5 square boxes.
If the pattern continues, what will the area of Figure E be? Draw Figure E below.

the area of Figure D & E

Explanation:
In the above picture each area of the square is measured as 1 square centimeter.
In figure D there are 7 square units.
In figure E there are 9 square units.

INDIAMART Pivot Point Calculator

## Math in Focus Grade 2 Chapter 8 Practice 2 Answer Key Comparing Masses in Kilograms

Practice the problems of Math in Focus Grade 2 Workbook Answer Key Chapter 8 Practice 2 Comparing Masses in Kilograms to score better marks in the exam.

## Math in Focus Grade 2 Chapter 8 Practice 2 Answer Key Comparing Masses in Kilograms

Look at the pictures. Then fill in the blanks.

Question 1.
The mass of the bag of oranges is ____ kilograms.
The measuring scale is showing 2 kg.
Therefore, the mass of the bag of oranges is 2 kilograms.
Definition:
A Metric measure of mass (which we feel as weight).
The abbreviation is kg.
1 kg = 1000 grams.
1 kg = 2.205 pounds (approximately).

Question 2.
The mass of the bag of potatoes is ___ kilograms.
The measuring scale is showing 3 kg.
Therefore, the mass of the bag of potatoes is 3 kilograms.
Definition:
A Metric measure of mass (which we feel as weight).
The abbreviation is kg.
1 kg = 1000 grams.
1 kg = 2.205 pounds (approximately).

Question 3.
Which bag is heavier? The bag of _______________
Answer: The bag of potatoes is heavier.
Explanation:
if two objects are the same size but one is heavier, the heavier one has greater density than the lighter object
The mass of potatoes is 3 kg.
The mass of oranges is 2 kg.
Potatoes is having great density so the bag of potatoes is heavier.
Therefore, when both objects are dropped from the same height and at the same time, the heavier object should hit the ground before the lighter one.

Question 4.
How much heavier? ___ kg
The mass of potatoes is 3 kg.
Potatoes is having great density so the bag of potatoes is heavier.

Question 5.
The total mass of the bag of oranges and the bag of potatoes is ____ kilograms.
Explanation:
The mass of potatoes is 3 kg
The mass of oranges is 2 kg
The total mass of potatoes and oranges=X
X=3+2
X=5
Therefore, the total mass of potatoes and oranges are 5 kilograms.

Look at the pictures. Then answer the questions.

Question 6.
Which is the heaviest? The _______________
if two objects are the same size but one is heavier, the heavier one has greater density than the lighter object
The mass of chicken is 3 kg.
The mass of fish is 2 kg.
The mass of vegetables is 1 kg.
chicken is having great density so the mass of chicken is heavier.
Therefore, when both objects are dropped from the same height and at the same time, the heavier object should hit the ground before the lighter one.

Question 7.
Which is the lightest? The _______________
if two objects are the same size but one is lightest, the lightest one has a lesser density than the heaviest object
The mass of chicken is 3 kg.
The mass of fish is 2 kg.
The mass of vegetables is 1 kg.
vegetables is having low density so the mass of vegetables is lightest.
Therefore, when both objects are dropped from the same height and at the same time, the lightest object should go up.

Question 8.
Order the items from lightest to heaviest.

The mass of chicken is 3 kg.
The mass of fish is 2 kg.
The mass of vegetables is 1 kg.
We need to arrange from the lightest to heaviest.

Question 9.

If the items are put on a balance scale, do you think the picture above is correct? ____
Why or why not? ____
Explanation:
1. We will compare the weights of a chicken on one side and on the other side there will be fish and vegetables.
2. The mass of chicken is 3 kg.
3. The mass of fish is 2 kg and vegetables are 1 kg.
4. The total mass of fish and vegetables are 2+1=3 kg.
5. Now both chicken, fish, and vegetables are the same size.
6. The measuring scale will be at the same level. But here the scale is showing one is upwards and the other one is downwards.
7. So what the picture is showing wrong.

Fill in the blanks.

The pictures show Ally’s and Roger’s mass.

Question 10.
Ally has a mass of ____ kilograms.
Ally has a mass of 54 kilograms.
Explanation:
Mass is the amount of matter or substance that makes up an object. The units of measurement used to express mass are called kilograms (abbreviated kg). Whether you’re on the moon or Earth, your mass doesn’t change – there’s still the same amount of you. Your weight, which is different from your mass, depends on gravity – it only changes on the moon because there isn’t the same gravitational downward pull.

Question 11.
Roger has a mass of ___ kilograms.
Roger has a mass of 74 kilograms.
Explanation:
Mass is the amount of matter or substance that makes up an object. The units of measurement used to express mass are called kilograms (abbreviated kg). Whether you’re on the moon or Earth, your mass doesn’t change – there’s still the same amount of you. Your weight, which is different from your mass, depends on gravity – it only changes on the moon because there isn’t the same gravitational downward pull.

Question 12.
Who is heavier, Roger or Ally? _______________
Explanation:
The mass of Ally is 54 kg
The mass of Roger is 74 kg.
By comparing both of their masses Roger is having the heaviest mass.
Therefore, Roger is heavier.

Question 13.
How much heavier? ____ kg
The mass of Roger is 74 kg.
Question 14.
What is the total mass of Roger and Ally? ____ kg
The mass of Ally is 54 kg
The mass of Roger is 74 kg.
The total mass of Roger and Ally=X
By adding we get the total of their masses.
X=54+74
X=128.
Therefore, both of their total mass is 128 kilograms.

Read each sentence. Write True or False.

Question 15.
The mass of Bag A is 2 kilograms ____
Bag A is placed at one end and on the other end, we placed 2 ‘1’ kgs.
Explanation:
1. Choose a scale that measures in grams. Make sure the scale can handle the size of objects you plan on weighing. Since a gram is a metric unit of measurement, your scale needs to use the metric system. Scales are available in digital and mechanical models.
2. Weigh an empty container first before putting an item in it. If you plan to measure something you can’t put directly on the scale, weigh the container before putting the item in it.
3. Press the tare button to zero out the scale. The mysterious button labelled “tare” on digital scales is a reset button. Press the tare button after each item you measure on the scale. If you weighed a container, you can fill it now.
4. Set the object you wish to measure on the scale. If you measured a container first, you can now put the object you wish to measure inside the container. The scale will then calculate the heaviness of your object.
5. Finish weighing the object on the scale. Wait for the scale’s or needle to come to a stop. When it finishes moving, read the number to find out how heavy the object is. Make sure that the weight is in grams. Then, remove your object and hit the tare button again to reset the scale.

Question 16.
Bag B has the same mass as the total mass of both Bag A and Bag C ____
Explanation:
1. When we placed bag B on the one end and bag A and bag C on the other end.
2. Then watch the weighing balance.
3. Finish weighing the object on the scale. Wait for the scale’s or needle to come to a stop. When it finishes moving, read the number to find out how heavy the object is. Make sure that the weight is in grams. Then, remove your object and hit the tare button again to reset the scale.
4. Both are balanced in one place equally. So their mass is equal. Therefore, it becomes true.

Question 17.
The mass of Bag A is different from the mass of Bag B. ____
Explanation:
1. In the second picture, we kept bag B on one side and bag A and bag C on another side.
2. We already know the mass of bag A is 2 kgs.
3. From this we have to say bag B is having more mass than bag A.
4. So definitely both masses are different from one another.

Question 18.
Bag B is heavier than Bag C. _____
Explanation:
1. In the second picture, we kept bag B on one side and bag A and bag C on another side.
2. We already know the mass of bag A is 2 kgs. We don’t know about the mass of bag C. But from the above picture we can say 1 bag is equal to 2 bags.
3. From this we have to say that bag B is having more mass than bag C.
4. So definitely both masses are different from one another.

HAL Pivot Point Calculator

## Math in Focus Grade 2 Chapter 8 Practice 5 Answer Key Real-World Problems: Mass

Practice the problems of Math in Focus Grade 2 Workbook Answer Key Chapter 8 Practice 5 Real-World Problems: Mass to score better marks in the exam.

## Math in Focus Grade 2 Chapter 8 Practice 5 Answer Key Real-World Problems: Mass

Solve.

Question 1.
Angelina has two dogs. The masses of the two dogs are 35 kilograms and 67 kilograms. What is the total mass of the two dogs? The total mass of the two dogs is ___ kilograms.
Explanation:
The mass of one dog=35 kg
The mass of another dog=67 kg
The total mass of two dogs=X
X=35+67
X=102.
Therefore, the total mass of the two dogs is 102 kilograms.

Question 2.
Miguel has a mass of 32 kilograms. He is 5 kilograms lighter than Sal. What is Sal’s mass?
Sal’s mass is ___ kilograms.

Explanation:
The mass of Miguel has=32 kg
The number of kilograms of Miguel lighter than sal=5
The sal’s mass=X
Here Miguel’s mass is 5 kilograms less than sal. Now we have to calculate the sal’s mass.
Add 5 to Miguel’s mass then we get the sal’s original mass.
X=32+5
X=37.
Therefore, the mass of sal’s has 37 kg.

Question 3.
Mr. Souza needs 400 grams of clay to make a small statue. He has only 143 grams of clay. How much more clay does he need? He needs ___ grams more clay.
Explanation:
The number of grams Souza needs clay to make a statue=400
The number of grams she has now=143.
The number of more clay she needs=X
subtract total clay she needs and she has clay now
X=400-143
X=257.
Therefore, 257 grams more is needed.

Solve.

Question 4.
Ali has a mass of 25 kilograms. Tyrone is 6 kilograms heavier than Ali. What is their total mass?
Their total mass is ___ kilograms.
Explanation:
The mass of an Ali =25 kg
The mass of Tyrone=25+6=31.   ( 6kgs heavier than Ali so I added 6 to 25).
The total mass of both=25+31=56.
Therefore, Their total mass is 56 kilograms.

Question 5.
Twyla buys a bag of onions with a mass of 750 grams. She uses 100 grams of the onions for lunch. She uses 480 grams of onions for dinner. What is the mass of the onions that are left?
The mass of onions left is ___ grams.
Explanation:
The mass of onions Twyla buys=750
The number of grams of onions she uses for lunch=100
The number of grams of onions she uses for dinner=480
The total number of grams of onions she used overall=100+480=580
The mass of onions she left with her=X
Subtract the mass of onions she buys and the mass of used onions.
X =750-480
X=170
Therefore, 170 grams of onions she had left with her.

Question 6.
Tim sells 45 kilograms of rice on Monday. He sells 18 kilograms less rice on Tuesday than on Monday. How much rice does he sell in all on the two days?
He sells ___ kilograms of rice in all on the two days.
Explanation:
The number of kilograms of rice Tim sells on monday=45
The number of fewer kilograms Tim sells on Tuesday than on monday=18.
The number of kilograms of rice Tim sells on Tuesday is 45-18=27.
The number of kilograms he sells in all on the two days
Add the kilograms of rice he sells on Monday and Tuesday to get the total.
X=45+27
X=72
Therefore, he sells 72 kgs on those two days.

DIVISLAB Pivot Point Calculator

Practice the problems of Math in Focus Grade 2 Workbook Answer Key Chapter 8 Mass to score better marks in the exam.

Math Journal

Look at the pictures.

Question 1.
Write sentences to compare the mass of the boxes. Use the words lighter, heavier, lightest and heaviest.

1. The weight of an object is a force that pushes downwards. You can feel the weight of lots of different objects when you hold them. It is the reason we find it difficult to lift some objects at all.
2. Below is a set of scales. Scales can be used to compare the weights of two objects.
3. We place a mass at one end of the scale. There is nothing on the other end.
4. The weight of mass pushes down on this end of the scale and so this left side moves downwards.
5. This causes the other side to rise upwards.

Question 2.
Order the boxes from heaviest to lightest.
___, ____, ____
Explanation:
The heaviest object moves to scale downward.
The lightest object moves upward.

Write True or False.

Example
The stapler is as heavy as the pen.
False

Question 3.
The pen has a mass of 60 grams. _____

Question 4.
The stapler is 70 grams lighter than the pen. ____
Explanation:
The mass of a stapler is 130 grams.
The mass of the pen is 60 grams.
The mass of the stapler is heavier than the mass of the pen.

Question 5.
The book is the heaviest. ___
The mass of the book is about 1 kg.

Question 6.
The total mass of the stapler and the pen is 190 grams. ____
Explanation:
The mass of a stapler is 130 grams.
The mass of the pen is 60 grams.
The total mass=130+60=190.
Therefore, the total mass of both stapler and pen is 190 grams.

Challenging Practice

Fill in the blanks.

Question 1.
In Picture A, 3 are needed to make the needle on the scale point as shown. How many are needed to make the needle point as shown in Picture B?

For picture A, 3 1oog are needed.
For picture B, I represented the below add all the 3’s.
3+3+3=9
therefore, 9 100’s are needed.

Question 2.

The slice of honeydew has a mass of ___ grams.
Explanation:
1 slice of watermelon is 55 grams.
I honeydew and watermelon slice both are having a mass of 100 grams.
We need to calculate honeydew slices. assume it as X.
X=100-55
X=45
Therefore, the honeydew slice is 45 grams.

Question 3.

Box B has a mass of ___ kilograms.
Explanation:
In 1st picture, 22 kgs are given.
The mass of two A’s is 15 kgs.
So the remaining kgs are B.
To calculate the mass of B we need to subtract total kgs and two A’s mass. Assume it as X.
X=22-15
X=7
therefore, the mass of bag B is 7 kgs.

Solve.

a. What is the mass of one ball? ___ g
Explanation:
Already given in the first picture, the total balls and box are having 500 grams. Suppose If we take each ball 200 grams then 2 balls will be 200*2=400.
Therefore, the mass of one ball is 200 grams.

b. What is the mass of the box? ___ g
Explanation:
Already given in the first picture, the total balls and box are having 500 grams. Suppose If we take each ball 200 grams then 2 balls will be 200*2=400. Now coming to the mass of the box is 100 grams.
How 100 grams?
The mass of the two balls is 400 and the remaining 100 grams is the mass of the box.

Chapter Review/Test

Vocabulary

Fill in the blanks with the words below.

Question 1.
A table is ___ a watch.
a table is heavier than a watch.

Question 2.
A ___ is a bigger unit of mass and a ___ is a smaller unit of mass.
A kilogram is a bigger unit of mass.
A Metric measure of mass (which we feel as weight).
The abbreviation is kg.
1 kg = 1000 grams.
1 kg = 2.205 pounds (approximately).
Example: The gold bar has a mass of 1 kg.
A gram is a smaller unit of mass.
A Metric measure of mass (which we feel as weight)
A paperclip weighs about 1 gram
Abbreviation is g
1000 grams = 1 kilogram

Question 3.
To measure how heavy an object is, you find its ____
Mass is a measure of the amount of matter inside an object. An object can be quite small yet has a lot of matter inside of it.
A bar of gold for instance may be quite small and yet has a mass of 2 kilograms (kg)
Talking about kilograms, what is 1 kilogram?
One kilogram is the mass of 1 litre of water in its densest state.
Water is in its densest state when the temperature is close to 4 degrees Celsius.
The following cube will be able to hold 1 litre of water.

The volume of the cube = 10 × 10 × 10 = 1000 cm3
In math 1 liter = 1000 cm3

Question 4.
You use a ___ to measure the mass of an object.
Explanation:
Scales of measurement in math are used to classify and/or quantify variables based on certain properties. Each grade of measurement has relevant properties that are crucial to know. The scale of measurement in math is commonly interpreted in the form of graphs. This can be described as the mechanism of marks at fixed intervals, which clearly explain the link between the units being used and their illustration on the graph. Data of Measurement scales are basically classified under the four scales of measurement that have frequent applications in statistical analysis:
The 4 types of scales of measurement include:-
1. Nominal Scale of Measurement
2. Ordinal Scale of Measurement
3. Interval Scale of Measurement
4. Ratio scales Scale of Measurement.

Question 5.

The spoon is the ___
Explanation:
The cup is having a mass of 250 grams.
The plate is a mass of 400 grams.
The spoon is a mass of 70 grams.
So the spoon is the lightest.

Concepts and Skills

Question 6.
Which bag is heavier? Bag ____
Explanation:
Observe the picture carefully, and then write the masses of their respective bags.

The mass of bag A is 3 kgs
The mass of bag B is 7 kgs.
Here asked the bag which one is heavier.
7>3.
Bag B is having 7kgs which is heavier.

Question 7.
How much heavier is it? ___ kg

The bag B is 7 kgs heavier.

Question 8.
What is the total mass of both bags? ___ kg
The mass of bag A is 3 kgs
The mass of bag B is 7 kgs
The total of both the bags=X
X=3+7
X=10
therefore, both bags combine having 10 kgs.

Question 9.
Which bottle is the lightest? Bottle ____
Explanation:
The mass of bottle A is 350 grams.
The mass of bottle B is 900 grams.
The mass of bottle C is 120 grams.
By comparing all the bottles the lightest one is 120 grams.
So, bottle C is the lightest.

Question 10.
What is the difference in mass between the heaviest and lightest bottle? ___ g
Explanation:

The mass of bottle B is 900 grams which are the heaviest.
The mass of bottle C is 120 grams which are lighter.
To find the difference between both the masses we need to subtract them. Assume it as X. Then we get the answer.
X=900-120
X=780
Therefore, the difference is 780 grams.

Question 11.
What is the total mass of Bottle A and Bottle C? ____ g
Explanation:

The mass of bottle A is 350 grams.
The mass of bottle C is 120 grams.
To find the total we need to add both the masses. Assume it as X.
X=350-120
X=470
Therefore, the total mass is 470 grams.

Question 12.
Order the bottles from lightest to heaviest.

Explanation:

It was like ascending order. It means we need to order from lowest to highest.

Problem Solving

Solve.

Question 13.
Mr. Shepherd has 5 kilograms of rice. He buys another 8 kilograms of rice. How many kilograms of rice does he have?
Mr. Shepherd has ____ kilograms of rice.
Explanation:
The number of kilograms of rice Shepherd has=5
The number of kilograms of rice he buys extra=8
The total number of kilograms he has now=X
To get the total kilograms of rice we need to add both 5 and 8.
X=8+5
X=13
Therefore, 13 kgs of rice he has now.

Question 14.
Claudia has two boxes. The mass of Box A is 980 grams. The mass of Box B is 750 grams. What is the difference in masses between the two boxes?
The difference in masses between the two boxes is ___ grams.
Explanation:
The mass of box A=980 grams.
The mass of box B=750 grams.
The difference between two boxes=X
Subtract both the masses to get the answer.
X=980-750
X=230
Therefore, the difference between the two boxes is 230 grams.

Question 15.
Casey has 500 grams of carrots. He buys another 400 grams of carrots. He uses 725 grams of carrots for a recipe. How many grams of carrots does he have left?
Casey has ___ grams of carrots left.
Explanation:
The number of grams of carrots Casey has=500
The number of grams of carrots he buys extra=400
The total number of grams he has now=500+400=900
The number of grams of carrots he used for recipe=725.
We need to calculate the number of grams of carrots he has left with him after using for the recipe. Assume it X.
Subtract the total number of grams of carrots and use carrots.
X=900-725
X=175
Therefore, Casey has 175 grams of carrots.

Question 16.
Lily’s dog weighs 27 kilograms. Her dog is 2 kilograms heavier than Ben’s dog. Joe’s dog is 5 kilograms heavier than Ben’s dog. What is the mass of Joe’s dog?
The mass of Joe’s dog is ___ kilograms.
Explanation:
The mass of Lily’s dog=27 grams.
The number of kilograms of Lily’s dog is heavier than Ben’s dog=2
The mass of Ben’s dog=27-2=25 grams.
The number of kilograms of Joe’s dog is heavier than Ben’s dog=5
The total mass of Joe’s dog=25+5=30 kilograms.

ULTRACEMCO Pivot Point Calculator

Practice the problems of Math in Focus Grade 5 Workbook Answer Key Chapter 6 Area to score better marks in the exam.

Math Journal

Question 1.
Four students found the area of the shaded triangle.

These are their findings.
Zach: 4 × 4 = 16 cm2
Preeti: $$\frac{1}{2}$$ × 5 × 4 = 10 cm2
Brian: $$\frac{1}{2}$$ × 7 × 4 = 14 cm2
James: $$\frac{1}{2}$$ × 3 × 4 = 6 cm2

Zach: ________
Preeti: __________
Brian: ______
James: ________
The area of the shaded triangle is: ________
Zach: He didn’t consider the fraction 1/2 to calculate the area of the triangle.
Preeti: Base of the triangle is not 5. Hence the answer provided is wrong.
Brain: Base of the triangle is not 7. Hence the answer provided is wrong.
James: Base of the triangle is not 3. Hence the answer provided is wrong.
Area of the shaded triangle = 1/2 × b × h
= 1/2 × 4 × 4
= 8 cm2

Question 2.

The area of the shaded triangle is 15 square centimeters. Explain why the area of the rectangle is 30 square centimeters.
Area of the triangle = 1/2 × base × height
Area of the rectangle = base × height
= 2 × (1/2 × b × h)
= 2 × Area of triangle
= 2 × 15 cm2
= 30 cm2

Question 3.
ABCD is a rectangle and BE = EC.

Base and height are same for both the triangles. So, area (1/2 × b × h) of the both triangles will be same.

Challenging Practice

Question 1.
ABCD is a square of side 10 centimeters and BE = EC. Find the area of the shaded triangle.

Explanation:
In the above image we can observe ABCD is a square of side 10 centimeters and BE = EC.
Area = 1/2 x b x h
1/2 x 5 x 10
25 square centimeters
Area of the shaded triangle is 25 square centimeters.

Question 2.
ABCD is a rectangle 18 centimeters by 8 centimeters. AE = ED and AF = FB. Find the area of the shaded triangle.

Explanation:
In the above image we can observe ABCD is a rectangle 18 centimeters by 8 centimeters.  Here AE = ED and
AF = FB.
Area = 1/2 x b x h
1/2 x 4 x 9
18 square centimeters
The area of the shaded triangle is 18 square centimeters.

Question 3.
ABCD is a rectangle of area 48 square inches. The length of CD is 3 times the length of DF. BC = 4 inches.

a. Find the length of DF.

Explanation:
ABCD is a rectangle of area 48 square inches. The length of CD is 3 times the length of DF. Here BC = 4 inches.
The length of DF is 4 inches.

b. Find the area of the shaded triangle.

Explanation:
In the above image, we can observe ABCD is a rectangle of area 48 square inches. The length of CD is 3 times the length of DF. Here BC = 4 inches.
Area = 1/2 x b x h
1/2 x 4 x 4
8 square inches
Area of the shaded triangle is 8 square inches.

Question 4.
ABCD is a rectangle 12 centimeters by 5 centimeters. BE = 4 centimeters. Find the area of the shaded region, ABED.

Explanation:
In the above image, we can observe  ABCD is a rectangle 12 centimeters by 5 centimeters. Here BE = 4 centimeters.
Area of unshaded region = 1/2 x b x h
1/2 x 8 x 5
20 square centimeters
Area of shaded region = 12 x 5 – 20
60 – 20
40 square centimeters
The area of the shaded region is 40 square centimeters.

Question 5.
The side of square ABCD is 8 centimeters. AE = AF = 4 centimeters. Find the area of the shaded triangle, CEF.

Explanation:
In the above image we can observe the side of square ABCD is 8 centimeters. Here AE = AF = 4 centimeters.
Area of a square = 8 x 8 = 64 square centimeters
Area of a triangle a = 1/2 x b x h
a = 1/2 x 4 x 4
a = 8 square centimeters
Area of triangle b = 1/2 x b x h
b = 1/2 x 8 x 4
b = 16 square centimeters
Area of triangle c = 1/2 x b x h
c = 1/2 x 8 x 4
c = 16 square centimeters
Area of shaded triangle = 64 – 8 – 16 – 16
Area of shaded triangle =24 square centimeters

Question 6.
The perimeter of rectangle ABCD is 256 inches. Its length is 3 times as long as its width. Find the area of triangle ABC.

Explanation:
In the above image we can observe the perimeter of the rectangle ABCD is 256 inches. Its length is 3 times as long as its width.
We know that 8 units = 256 inches
4 units = 128 inches
2 units = 64 inches
1 unit = 32 inches
Here width = 32 inches
Length = 32 x 3 = 96 inches
Area of the triangle ABC = 32 x 96 = 3,072 inches

Question 7.
ABCD is a rectangle of area 72 square centimeters. The length of AD is 3 times the length of AE. BF = 8 centimeters.

a. Find the width of the rectangle.

Explanation:
In the above image we can observe ABCD is a rectangle of area 72 square centimeters.
The length of AD is 3 times the length of AE. Here BF = 8 centimeters.
Width of the rectangle = 72/12 = 7 cm

b. Find the area of the shaded region, EBFD.

Explanation:
We know that width is equal to 7cm.
Area of the shaded region EBFD = 8 x 7 = 56 square centimeters

Problem Solving

Question 1.
Look at the pattern of these triangles.

What is the area of Triangle 5 in the pattern? _____
Which triangle in the pattern will have an area of 32,768 square centimeters? _____
The Triangle 5 has the base as 32 cm and height as 32 cm.
The area of the Triangle 5 = 1/2 x base x height
1/2 x 32 x 32
512 square centimeters
The area of the Triangle 5 is 512 square centimeters.

The Triangle 6 has the base as 64 cm and height as 64 cm.
The area of the Triangle 6 = 1/2 x base x height
1/2 x 64 x 64
2,048 square centimeters
The area of the Triangle 6 is 2,048 square centimeters.

The Triangle 7 has the base as 128 cm and height as 128 cm.
The area of the Triangle 7 = 1/2 x base x height
1/2 x 128 x 128
8,192 square centimeters
The area of the Triangle 7 is 8,192 square centimeters.
The Triangle 8 has a base as 256 cm and a height of 256 cm.
The area of the Triangle 8 = 1/2 x base x height
1/2 x 256 x 256
32,768 square centimeters
The area of the Triangle 8 is 32,768 square centimeters.
The triangle 8 in the pattern will have an area of 32,768 square centimeters.

Question 2.
ABCD is a square with sides of 20 centimeters. AX = XB, BY = YC, CZ = ZD, AW = WD. WY and XZ are straight lines. Find the total area of the shaded parts.

Explanation:
In the above image, we can observe ABCD is a square with sides of 20 centimeters.
Here AX = XB, BY = YC, CZ = ZD, AW = WD. WY and XZ are straight lines.
The area of triangle WDC = 1/2 x 10 x 20 = 100 square centimeters
The area of triangle WPQ = 1/2 x 5 x 10 = 25 square centimeters
The area of triangle XPB = 25 square centimeters
Area of the shaded region = Area of the whole square – Area of WDC – Area of WPQ – Area of XPB
20 x 20 – 100 – 25 – 25
400 – 100 – 25 – 25
250 square centimeters
Area of the shaded region = 250 square centimeters.

PEL Pivot Point Calculator

## Math in Focus Grade 2 Chapter 8 Practice 1 Answer Key Measuring in Kilograms

Practice the problems of Math in Focus Grade 2 Workbook Answer Key Chapter 8 Practice 1 Measuring in Kilograms to score better marks in the exam.

## Math in Focus Grade 2 Chapter 8 Practice 1 Answer Key Measuring in Kilograms

Fill in the blanks.

Question 1.

Explanation:
1. Choose a scale that measures in grams. Make sure the scale can handle the size of objects you plan on weighing. Since a gram is a metric unit of measurement, your scale needs to use the metric system. Scales are available in digital and mechanical models.
2. Weigh an empty container first before putting an item in it. If you plan to measure something you can’t put directly on the scale, weigh the container before putting the item in it.
3. Press the tare button to zero out the scale. The mysterious button labelled “tare” on digital scales is a reset button. Press the tare button after each item you measure on the scale. If you weighed a container, you can fill it now.
4. Set the object you wish to measure on the scale. Place your object in the centre of the scale. If you measured a container first, you can now put the object you wish to measure inside the container. The scale will then calculate the heaviness of your object.
5. Finish weighing the object on the scale. Wait for the scale’s digital display or needle to come to a stop. When it finishes moving, read the number to find out how heavy the object is. Make sure that the weight is in grams. Then, remove your object and hit the tare button again to reset the scale.

Question 2.

The mass of the package is ____ 1 kilogram.
Explanation:
1. We will compare the weights of pear and 1 kg stone by placing them on each end of the scale.
2. The 1 kg stone pushes the scale down more than the pear pushes down.
3. The side with 1 kg moves downwards, causing the side with the pear to move upwards.
4. The 1 kg stone is heavier than the pear.
5.  The pear is lighter than 1 kg stone.
6. It doesn’t matter what size the object is, the heaviest object moves downwards on the scale.

Question 3.

The mass of the package is ___ 1 kilogram.
Explanation:
The measuring scale is showing 1.5 kg which means higher than 1 kg.
1. Choose a scale that measures in grams. Make sure the scale can handle the size of objects you plan on weighing. Since a gram is a metric unit of measurement, your scale needs to use the metric system. Scales are available in digital and mechanical models.
2. Weigh an empty container first before putting an item in it. If you plan to measure something you can’t put directly on the scale, weigh the container before putting the item in it.
3. Press the tare button to zero out the scale. The mysterious button labelled “tare” on digital scales is a reset button. Press the tare button after each item you measure on the scale. If you weighed a container, you can fill it now.
4. Set the object you wish to measure on the scale. Place your object in the centre of the scale. If you measured a container first, you can now put the object you wish to measure inside the container. The scale will then calculate the heaviness of your object.
5. Finish weighing the object on the scale. Wait for the scale’s digital display or needle to come to a stop. When it finishes moving, read the number to find out how heavy the object is. Make sure that the weight is in grams. Then, remove your object and hit the tare button again to reset the scale.

Fill in the blanks.

Question 4.
The ___ is the lightest.
The pear is the lightest.
Explanation:

1. The 1 kg stone moves downwards so it is heaviest.
2. The pear is in upwards so it is lightest.
3. From this we can say pear is less than 1 kg.
4. Therefore, it is the lightest.

Question 5.
The ___ is the heaviest.
Explanation:

1. On the digital display the scale is showing 1.5 kg means which is more than 1 kg.
2. So the mass of the package is 1.5 kilograms.
3. Therefore, the package is the heaviest.

Read each scale. Then write the mass.

Question 6.

The mass of sugar is 2 kg.

Explanation:
1. Choose a scale that measures in grams. Make sure the scale can handle the size of objects you plan on weighing. Since a gram is a metric unit of measurement, your scale needs to use the metric system. Scales are available in digital and mechanical models.
2. Weigh an empty container first before putting an item in it. If you plan to measure something you can’t put directly on the scale, weigh the container before putting the item in it.
3. Press the tare button to zero out the scale. The mysterious button labelled “tare” on digital scales is a reset button. Press the tare button after each item you measure on the scale. If you weighed a container, you can fill it now.
4. Set the object you wish to measure on the scale. Place your object in the centre of the scale. If you measured a container first, you can now put the object you wish to measure inside the container. The scale will then calculate the heaviness of your object.
5. Finish weighing the object on the scale. Wait for the scale’s digital display or needle to come to a stop. When it finishes moving, read the number to find out how heavy the object is. Make sure that the weight is in grams. Then, remove your object and hit the tare button again to reset the scale.

Question 7.

Explanation:
1. Choose a scale that measures in grams. Make sure the scale can handle the size of objects you plan on weighing. Since a gram is a metric unit of measurement, your scale needs to use the metric system. Scales are available in digital and mechanical models.
2. Weigh an empty container first before putting an item in it. If you plan to measure something you can’t put directly on the scale, weigh the container before putting the item in it.
3. Press the tare button to zero out the scale. The mysterious button labelled “tare” on digital scales is a reset button. Press the tare button after each item you measure on the scale. If you weighed a container, you can fill it now.
4. Set the object you wish to measure on the scale. Place your object in the centre of the scale. If you measured a container first, you can now put the object you wish to measure inside the container. The scale will then calculate the heaviness of your object.
5. Finish weighing the object on the scale. Wait for the scale’s digital display or needle to come to a stop. When it finishes moving, read the number to find out how heavy the object is. Make sure that the weight is in grams. Then, remove your object and hit the tare button again to reset the scale.

Question 8.

The mass of watermelon is 4 kg.

Explanation:
1. Choose a scale that measures in grams. Make sure the scale can handle the size of objects you plan on weighing. Since a gram is a metric unit of measurement, your scale needs to use the metric system. Scales are available in digital and mechanical models.
2. Weigh an empty container first before putting an item in it. If you plan to measure something you can’t put directly on the scale, weigh the container before putting the item in it.
3. Press the tare button to zero out the scale. The mysterious button labelled “tare” on digital scales is a reset button. Press the tare button after each item you measure on the scale. If you weighed a container, you can fill it now.
4. Set the object you wish to measure on the scale. Place your object in the centre of the scale. If you measured a container first, you can now put the object you wish to measure inside the container. The scale will then calculate the heaviness of your object.
5. Finish weighing the object on the scale. Wait for the scale’s digital display or needle to come to a stop. When it finishes moving, read the number to find out how heavy the object is. Make sure that the weight is in grams. Then, remove your object and hit the tare button again to reset the scale.

Question 9.

The mass of the rice bag is 8 kg

Explanation:
1. Choose a scale that measures in grams. Make sure the scale can handle the size of objects you plan on weighing. Since a gram is a metric unit of measurement, your scale needs to use the metric system. Scales are available in digital and mechanical models.
2. Weigh an empty container first before putting an item in it. If you plan to measure something you can’t put directly on the scale, weigh the container before putting the item in it.
3. Press the tare button to zero out the scale. The mysterious button labelled “tare” on digital scales is a reset button. Press the tare button after each item you measure on the scale. If you weighed a container, you can fill it now.
4. Set the object you wish to measure on the scale. Place your object in the centre of the scale. If you measured a container first, you can now put the object you wish to measure inside the container. The scale will then calculate the heaviness of your object.
5. Finish weighing the object on the scale. Wait for the scale’s digital display or needle to come to a stop. When it finishes moving, read the number to find out how heavy the object is. Make sure that the weight is in grams. Then, remove your object and hit the tare button again to reset the scale.

MCDOWELL-N Pivot Point Calculator

## Math in Focus Grade 3 Chapter 19 Practice 2 Answer Key Square Units (cm² and in²)

This handy Math in Focus Grade 3 Workbook Answer Key Chapter 19 Practice 2 Square Units (cm2 and in2) detailed solutions for the textbook questions.

## Math in Focus Grade 3 Chapter 19 Practice 2 Answer Key Square Units (cm2 and in2)

Find the area of each shaded figure in square centimeters. Then complete the table.

Question 1.

Explanation:
The simplest and most commonly used area calculations are for squares and rectangles.
To find the area of a rectangle, multiply its height by its width.
For a square you only need to find the length of one of the sides as each side is the same length and,
then multiply this by itself to find the area.

Draw two different figures with the same area on the grids.

Explanation:
In general, the area is defined as the region occupied inside the boundary of a flat object or 2d figure.
The measurement is done in square units with the standard unit being square meters (m 2).
As, it is mentioned  each square 1 unit square and each half square is half square unit.
So, by calculating each 1 square unit and half square units in the figure, we find Area.
The area of each figure A is 8 cm2.
The area of each figure B is 8 cm2.

Question 2.
What is the area of the figures?
Explanation:
Drawings may differ from one to one.
In the above grid each square is equal to 1 unit.
The area of drawn pictures in the grid is 8 square units.
In figure A it has 4 full squares and 8 half squares.
In figure B it has 6 full squares and 4 half squares.
So, the area of both figures = 8 cm2.

Question 3.
The figures are made of square and half-square tiles. Find the area of each figure.

Explanation:
The simplest and most commonly used area calculations are for squares and rectangles.
To find the area of a figures is by adding all the areas covered by the squares and triangles,
two triangles is one square.

Question 4.
Which figure has a larger area? Figure _____________
Figure D has largest area
Explanation:
The simplest area calculations are for squares and rectangles.
To find the area of a figures is by adding all the areas covered by the squares and triangles,
two triangles is one square.
Figure D has largest area of  8 cm2

Question 5.
How can you make both figures have the same area?
By adding 3 square centimeters to the figure C ,
we can make both the figures as same area.
Explanation:
Observe the given figure C and D ,
Figure C has 3 units less than figure D.

Find the area of each shaded figure in square inches. Then complete the table.

Question 6.

Explanation:
The simplest and most commonly used area calculations are for squares and rectangles.
To find the area of a figures is by adding all the areas covered by the squares and triangles,
two triangles is one square.

Draw two different figures with the same area on the grid.

Question 7.

Explanation:
The simplest and most commonly used area calculations are for squares and rectangles.
To find the area of a figures is by adding all the areas covered by the squares and triangles,
two triangles is one square.
The area of each figure A is 8 in2.
The area of each figure B is 8 in2.

Question 8.
The area of each figure is ____________ in.2.
Explanation:
The simplest and most commonly used area calculations are for squares and rectangles.
To find the area of a figures is by adding all the areas covered by the squares and triangles, two triangles is one square
The area of each figure A is 8 in.2.
The area of each figure B is 8 in.2.

Find the area of each shaded figure in square inches. Then complete the table.

Question 9.

Explanation:
The simplest and most commonly used area calculations are for squares and rectangles.
To find the area of a figures is by adding all the areas covered by the squares and triangles,
two triangles is one square.

Question 10.
Figure __________ and Figure __________ have the same area.
Figure A and Figure B have the same area of 11in.2
Explanation:
Compare the figures A and B,
the area of both the figures is same as 11in.2
Question 11.
Figure ___________ has the largest area.
Figure D  has the largest area of 13 in.2
Explanation:
Compare all the given figures,
Area of figure D is the greatest with 13 in.2
Question 12.
Figure __________ has the smallest area.
Figure C has the smallest area of 10 in.2
Explanation:
Compare all the given figures,
Area of figure C is the least with 10 in.2

IRCTC Pivot Point Calculator

## Math in Focus Grade 3 Chapter 4 Answer Key Subtraction up to 10,000

Go through the Math in Focus Grade 3 Workbook Answer Key Chapter 4 Subtraction up to 10,000 to finish your assignments.

## Math in Focus Grade 3 Chapter 4 Answer Key Subtraction up to 10,000

Challenging Practice
Fill in the blanks in each number sentence. Use the numbers in the box.

Question 1.
The difference between two numbers is 42.

The difference between two numbers is 42 are 68 and 26.

Explanation:
Difference:
1. 68 – 42 = 26.       68 – 26 = 42.       82 – 68 = 14.
2. 42 – 26 = 26.
3. 26
4. 82 – 68 = 14.        82 – 42 = 40.       82 – 26 = 56.

Question 2.
The difference between two numbers is 280.

The difference between two numbers is 280 are 476 and 196.

Explanation:
Difference:
1. 400 – 196 = 204.         400 – 129 = 271.           400 – 280 = 120.
2. 196 – 129 = 67.
3. 129
4. 476 – 400 = 76.       476 – 196 = 280.       476 – 129 = 347.        476 – 280 = 196.
5. 280 – 196 =          280 – 129 = 151.

Fill in the missing numbers.
Question 3.

Explanation:
Ones place number: 6 – 4 = 2.
Tens place number: 3 – 2 = 1.
Hundreds place number: ?? – 7 = 9
=> ?? = 9 + 7
=> ?? = 16(10 + 6).
Thousand place number: 5 – 1 = 4.
=> 4 – 2 = 2.

Question 4.

Explanation:
Ones place number: 5 – 3 = 2.
Tens place number: 7 – 4 = 3.
Hundreds place number: ?? – 4 = 7
=> ?? = 7 + 4
=> ?? = 11(1 + 10).
Thousand place number: 8 – 1 = 7.
=> 7 – 3 = 4.

Fill in the missing numbers.

Question 5.

Explanation:
Ones place number: 9 – 5 = 4.
Tens place number: 8 – 9 = 9.
=> (10 + 8) – 9 = 9.
Hundreds place number: 6 – ?? = 9.
=> ?? = 9 + 6
=> ?? = 15(5 + 10).
=> 15 – ?? = 9
=> ?? = 15 – 9
=> ?? = 6.
Thousand place number:
3 – 1 = 2.
=> 2 – 2 = 0.

Question 6.

Explanation:
Ones place number: ?? – 9 = 6.
=> ?? = 6 + 9
=> ?? = 15. 15 = (10 + 5)
Tens place number: 2 – 1 = 1.
=> 1 – 7 = 4.(NO)
=> 11 (10 + 1) – 7 = 4.
Hundreds place number: 3 – 1 = 2.
=> 2 – 8 = 4(NO)
=> (2 + 10 )12 – 8 = 4.
Thousand place number: 7 – 1 = 6.
=> 6 – 3 = 3.

Solve. Use the digits to make 4-digit numbers. Show your work. Do not begin any number with ‘0’.

Question 7.
Subtract the least 4-digit number from the greatest 4-digit number.
_____ – ____ = ____
9999 – 1000
= 8999.

Explanation:
Least 4-digit number = 1000.
Greatest 4-digit number = 9999.
Difference:
Greatest 4-digit number – Least 4-digit number
= 9999 – 1000
= 8999.

Solve.
Question 8.
Write a number greater than 5,632 using the digits 0, 1, 4, 7. Then subtract 5,632 from the number.
____ – ____ = _____
7410 – 5632
= 1778.

Explanation:
Number greater than 5,632 using the digits 0, 1, 4, 7.
Number greater than 5,632 = 7410.
Then subtract 5,632 from the number.
=> Difference:
=> Number greater than 5,632 – 5,632
=> 7410 – 5632
=> 1778.

Problem Solving
Question 1.
The difference between two numbers is 100. One number is more than 90 but less than 100. The other number is between 190 and 200. What are the two possible numbers?
____ and ____
The two possible numbers are 199 and 99.

Explanation:
Let the two numbers be X and Y.
The difference between two numbers is 100.
=> X – Y = 100.
One number is more than 90 but less than 100.
=> One Number = 99.
The other number is between 190 and 200.
=> Other number = 199.
Difference:
199 – 99 = 100.

Question 2.
Lilian went shopping with $1,000. She saw five items on display in a shop window. After buying two items, she had$732 left. Which two items did she buy?
___ and ____

Two items she bought are frock and necklace set.

Explanation:
Cost of frock = $68. Cost of calculator =$32.
Cost of mick = $25. Cost of necklace set =$200.
Cost of Television = $500. Amount of money Lilian went shopping =$1000.
After buying two items, she had $732 left. Amount of money spent = Amount of money Lilian went shopping – Amount of money left after buying 2 items =$1000 – $732 =$268. ($68 +$200) (Cost of frock + Cost of necklace set)

Solve.
Question 3.
Nick and Isaac are at a school fair.
They want to collect points to exchange for these prizes.

At the fair games, Nick has 215 points and Isaac has 78 points. They combine their points to exchange for three prizes.
What are the two sets of three prizes they can get?

a. ________________
Three prizes = 2(Pencils) and Pencil holder.

Explanation:
Points of Nick has = 215.
Points of Isaac has = 78.
Total combined points of Nick and Isaac = Points of Nick has  + Points of Isaac has
= 215 + 78
= 293.
Points of pencil = 30.
Points of pencil holder = 200.
Total points of three items  = 2(Points of pencil) + Points of pencil holder
= 2(30) + 200
= 60 + 200
= 260.

b. ________________
Three things are Pencil, Notebook and pencil holder.

Explanation:
Points of Nick has = 215.
Points of Isaac has = 78.
Total combined points of Nick and Isaac = Points of Nick has  + Points of Isaac has
= 215 + 78
= 293.
Points of pencil holder = 200.
Points of Pencil  = 30.
Points of Notebook = 50.
Total points of three items  = Points of pencil holder + Points of Pencil  + Points of Notebook
= 200 + 30 + 50
= 230 + 50
= 280.

ICICIPRULI Pivot Point Calculator

## Math in Focus Grade 3 Chapter 19 Practice 5 Answer Key More Perimeter

This handy Math in Focus Grade 3 Workbook Answer Key Chapter 19 Practice 5 More Perimeter detailed solutions for the textbook questions.

## Math in Focus Grade 3 Chapter 19 Practice 5 Answer Key More Perimeter

Measure the sides of each figure with a ruler. Then find the perimeter.

Question 1.

5 inches.

Explanation:
Perimeter  of a triangle is the sum of the lengths of the triangle.
the lengths are measured with ruler and the total is  perimeter (P) = 5 inches

Question 2.

10 inches

Explanation:
Perimeter  of a parallelogram is the sum of the lengths of the parallelogram
the lengths are measured with ruler and the total is  perimeter (P) = 10 inches

Question 3.

10 cm

Explanation:
Perimeter  of a pentagon is the sum of the sides length of the pentagon
the lengths are measured with ruler and the total is  perimeter (P) = 10 cm

Complete. Find the perimeter of each figure. Remember to show the correct unit in your answer.

Question 4.

Perimeter
= _______ + _______ + _______ + _______
= ______________
Explanation:
The perimeter P of a rectangle is given by the formula, P=l + w + l + w ,
where l is the length and w is the width of the rectangle.
Perimeter of a rectangle = l + w + l + w ,
= 6 + 4 + 6 + 4
= 20 cm

Question 5.

Perimeter
= _______ + _______ + _______ + _______
= ______________
Explanation:
Perimeter of area = 4s
= 7 + 7 + 7 + 7
= 28 in.

Question 6.

Perimeter
= _______ + _______ + _______ + _______
= ______________
Explanation:
The perimeter P of a rectangle is given by the formula, P= l + w + l + w ,
where l is the length and w is the width of the rectangle.
Perimeter of area = l + w + l + w ,
= 20 + 3 + 20 + 3
= 46 ft

Question 7.

Perimeter
= _______ + _______ + _______ + _______
= _______________
Explanation:
Perimeter of square = 4s
=8 + 8 + 8 + 8
= 32 in.

Complete. Find the perimeter of each figure. Remember to show the correct unit in your answer.

Question 8.
Perimeter = _______ + _______ + _______
= ______________

Explanation:
Perimeter of triangle = l + b + h
5 + 6 + 7 = 18 cm
Perimeter  of a triangle is the sum of the lengths of the triangle,
the lengths are measured with ruler and the total is  perimeter (P)

Question 9.
Perimeter = _______ + _______ + _______ + _______
= ______________

Explanation:
Perimeter = 3 + 4 + 5 + 6 =18 in
Perimeter  of a parallelogram is the sum of the lengths of the parallelogram,
the lengths are measured with ruler and the total is  perimeter (P)

Question 10.

Perimeter = ____________
Explanation:
Perimeter
= 10 + 9 + 15 + 9 + 7
= 50 ft

Question 11.

Perimeter = _____________
Explanation:
Perimeter:
12 + 9 + 4 + 6 +6 = 37 m

Question 12.
Use your ruler or a measuring tape to find the perimeter of each figure or object.

Explanation:
The measurements may vary from one to one,
depends upon the size and shape of the object.
So, we use the square centimeter and inch to estimate the perimeter of the objects.

Question 13.
Use your meterstick or yardstick to measure the perimeter of each object.

Explanation:
Measurements may vary from one to one,
depending upon the size, shape of the objects.
So, we use the square meter and square feet to estimate the perimeter of the objects in our house.

Solve.

Question 14.
Sean walks along the edge of a rectangular field once to look for his lost keychain. How far does he walk?

Explanation:
Perimeter of a rectangle (P) = 2(Length + Width)
P = 2(10+8)
=2(18)
= 36 m

Question 15.
Alyssa wants to decorate this birthday card by pasting ribbon around it. What is the length of ribbon she needs?

38 cm length of ribbon she needs.
Explanation:
Perimeter of a rectangle (P) = 2(Length + Width)
P = 2(12 + 7)
= 38 cm

Question 16.
Owen has two square cardboard pieces. Each side is 6 inches. He places them side by side to make a rectangle. What is the perimeter of the rectangle?

Explanation:
The perimeter P of a rectangle is given by the formula, P= l + w + l + w ,
where l is the length and w is the width of the rectangle.
Perimeter of area = l + w + l + w ,
= 12 + 6 + 12 + 6 = 48 in.

Solve.

Question 17.
Theo wraps tape around the top of this rectangular box twice. What is the length of sticky tape he uses?

Explanation:
The perimeter P of a rectangle is given by the formula, P= l + w + l + w ,
where l is the length and w is the width of the rectangle.
Perimeter of area = l + w + l + w ,
= 30 + 18 + 30 + 18 = 96 cm.

Question 18.
Each student in a group glued a string around a square with a side of 12 centimeters. There are 5 students in the group. What was the total length of string they used?

Explanation:
one student glued a string around a square with a side of 12 centimeters
lets calculated Perimeter of a square P= 4x s
P = 4 x 12
= 48 cm
5 students glued a string around a square with a side of 12 centimeters
5 x 48 cm = 240 cm the total length of string they used

Question 19.
The length of a rectangular pool is 4 times its width. If the perimeter of the pool is 140 meters, find the length and width of the pool.

length is 56 meters and width is 14 meters
Explanation:
Perimeter of a rectangle P=2(l + w)
let width is x and the length is 4x as per the given information
140 = 2(4x + x)
140 = 2(5x)
140 = 10x
x = 14 meters width
length = 4 x = 4 x 14 = 56 m

Question 20.
Four square tables are arranged next to each other to form one large rectangular table. The perimeter of the large rectangular table is 20 meters. What is the perimeter of each square table?

Explanation:
the perimeter of a rectangle P = 2(l+b)
P = 2(4x+x)
=10 x
20 = 10x
x = 2m
the perimeter of each square table
P = 4 s = 4 x 2 = 8 meters.

EICHERMOT Pivot Point Calculator

## Math in Focus Grade 5 Chapter 1 Practice 4 Answer Key Comparing Numbers to 10,000,000

Go through the Math in Focus Grade 5 Workbook Answer Key Chapter 1 Practice 4 Comparing Numbers to 10,000,000 to finish your assignments.

## Math in Focus Grade 5 Chapter 1 Practice 4 Answer Key Comparing Numbers to 10,000,000

Complete the place-value chart. Then use it to compare the numbers.

Question 1.
Which is greater, 197,210 or 225,302?
Compare the values of the digits, working from left to right.

___ hundred thousands is greater than ___ is greater than
So, ___ is greater than ____
Place value in Maths describes the position or place of a digit in a number. Each digit has a place in a number. When we represent the number in general form, the position of each digit will be expanded. Those positions start from a unit place or we also call it one’s position. The order of place value of digits of a number of right to left is units, tens, hundreds, thousands, ten thousand, a hundred thousand, and so on.

A whole number is larger than another if it has more digits. If the number of digits in each number is the same, then look at the digits from left to right. If the left digit is larger in one number, then this is the largest number. If this digit is the same, compare the next digit along to the right.
Now compare the numbers: 197,210 and 222,302
1 is less than 2 so 197,210 is less than 222,302. Because In hundred thousand place 1 is smaller than 2.
197,210<222,302

Fill each with >or <.

Question 2.
128,758 74,906
A whole number is larger than another if it has more digits. If the number of digits in each number is the same, then look at the digits from left to right. If the left digit is larger in one number, then this is the largest number. If this digit is the same, compare the next digit along to the right.

1. We are comparing the numbers 128,758 and 74,906.
2. The order of digits from smallest to largest is 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.
4. 1 is greater than o because in the first number the hundred thousand place is 1 and in the second number there is no hundred thousand place so it becomes zero.
5. Therefore, 128,758 is greater than 74,906.
6. The comparison symbol for greater than is >, pointing to the smaller number of 74,906.

Question 3.
523,719 523,689
A whole number is larger than another if it has more digits. If the number of digits in each number is the same, then look at the digits from left to right. If the left digit is larger in one number, then this is the largest number. If this digit is the same, compare the next digit along to the right.

1. We are comparing the numbers 523,719 and 523,689.
2. The order of digits from smallest to largest is 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.
4. Both numbers are having the same digit in the hundred thousand, ten thousand, thousands column.
5. Now we compare the next digit. It means now we have to compare hundreds place and the digits are 7 and 6.
6. 7 is greater than 6 in order of digits.
7. Therefore, 523,719 is greater than 523,689.
8. The comparison symbol for greater than is >, pointing to the smaller number of 523,689.

Question 4.
89,000 712,758
A whole number is larger than another if it has more digits. If the number of digits in each number is the same, then look at the digits from left to right. If the left digit is larger in one number, then this is the largest number. If this digit is the same, compare the next digit along to the right.

1. We are comparing the numbers 89,000 and 712,758.
2. The order of digits from smallest to largest is 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.
4. 0 is less than 7 because the first number in the hundred thousand place is 0 because there is no digit in that place and in the second number the digit of hundred thousand place is 7.
5. Therefore, 89,000 is less than 712,758.
6. The comparison symbol for less than is <, pointing to the greater number of 712,758.

Question 5.
635,002 635,100
A whole number is larger than another if it has more digits. If the number of digits in each number is the same, then look at the digits from left to right. If the left digit is larger in one number, then this is the largest number. If this digit is the same, compare the next digit along to the right.

1. We are comparing the numbers 635,002 and 635,100.
2. The order of digits from smallest to largest is 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.
4. Both numbers are having the same digit in the hundred thousand, ten thousand, thousands column.
5. Now we compare the next digit. It means now we have to compare hundreds place and the digits are 0 and 1.
6. 0 is less than 1 in order of digits.
7. Therefore, 635,002 is less than 635,100.
8. The comparison symbol for less than is <, pointing to the bigger number of 635,100.

Circle the least number and cross out the greatest number.

Question 6.

The least to greatest is a concept in a number system where the given set of numbers is arranged in an ascending order or least value to the greatest value.
In the given numbers we need to find out the least number and greatest number and then we need to circle for the least number and cross mark for the greatest number.
1. Apply the comparison method to get the least number and greatest number.
2. Compare each digit present in the place values.

Order the numbers from least to greatest.

Question 7.

Note: Least to greatest means ascending order.
Ascending order definition: Ascending order is a method of arranging numbers from smallest value to largest value. The order goes from left to right. Ascending order is also sometimes named as increasing order.
For example, a set of natural numbers are in ascending order, such as 1 < 2 < 3 < 4 < 5 < 6 < 7 < 8… and so on. The less than symbol (<), is used to denote the increasing order.

The word ‘ascending’ means going up. Hence, in the case of Mathematics, if the numbers are going up, then they are arranged in ascending order.
The other terms used for ascending order are:
1. Lowest value to highest value
2. Bottom value to Top value
These numbers can be written by using the ascending symbol: 315,679< 615,379< 739,615< 795,316.
The symbol represents that the succeeding number is greater than the preceding number in the arrangement.

Question 8.

Ascending order definition: Ascending order is a method of arranging numbers from smallest value to largest value. The order goes from left to right. Ascending order is also sometimes named as increasing order.
For example, a set of natural numbers are in ascending order, such as 1 < 2 < 3 < 4 < 5 < 6 < 7 < 8… and so on. The less than symbol (<), is used to denote the increasing order.

The word ‘ascending’ means going up. Hence, in the case of Mathematics, if the numbers are going up, then they are arranged in ascending order.
The other terms used for ascending order are:
1. Lowest value to highest value
2. Bottom value to Top value
These numbers can be written by using the ascending symbol: 97,632< 245,385< 300,596< 805,342.
The symbol represents that the succeeding number is greater than the preceding number in the arrangement.

Question 9.

_______ millions is less than ____________________ millions.
_______ is less than ___________________ .
Answer: 6 million is less than 8 million
6,990,395 is less than 8,079,720.
A whole number is larger than another if it has more digits. If the number of digits in each number is the same, then look at the digits from left to right. If the left digit is larger in one number, then this is the largest number. If this digit is the same, compare the next digit along to the right.
1. We are comparing the numbers 8,079,720 and 6,990,395
2. The order of digits from smallest to largest is 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.
4. 6 is less than 8 because the digits of the millions place 6 and 8
5. Therefore, 6,990,395 is less than 8,079,720.
6. The comparison symbol for less than is <, pointing to the greater number of 8,079,720.

Question 10.

___ is greater than ____
A whole number is larger than another if it has more digits. If the number of digits in each number is the same, then look at the digits from left to right. If the left digit is larger in one number, then this is the largest number. If this digit is the same, compare the next digit along to the right.
1. We are comparing the numbers 5,096,357 and 1,083,952
2. The order of digits from smallest to largest is 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.
4. 5 is greater than 1 because the digits of the millions place 5 and 1
5. Therefore, 5,096,357 is less than 1,083,952.
6. The comparison symbol for greater than is >, pointing to the less number of 1,083,952.

Question 11.

___ is greater than ____
A whole number is larger than another if it has more digits. If the number of digits in each number is the same, then look at the digits from left to right. If the left digit is larger in one number, then this is the largest number. If this digit is the same, compare the next digit along to the right.
1. We are comparing the numbers 6,438,671 and 6,412,586
2. The order of digits from smallest to largest is 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.
3. We start with the place value column on the left. The digits of millions and hundred thousands place are the same.
4. Now compare the next digits.
5. 3 is greater than 1 because the digits of the ten thousands  place 3 and 1
6. Therefore, 6,438,671 is less than 6,412,586.
7. The comparison symbol for greater than is >, pointing to the less number of 6,412,586.

Fill each with > or <.

Question 12.
4,015,280 2,845,000
The greater than symbol in maths is placed between two values in which the first number is greater than the second number. In inequality, greater than symbol is always pointed to the greater value and the symbol consists of two equal length strokes connecting at an acute angle at the right. ( >).

1. We are comparing the numbers 4,015,280 and 2,845,000
2. The order of digits from smallest to largest is 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.
5. 4 is greater than 2 because the digits of the millions  place 4 and 2
6. Therefore, 4,015,280 is greater than 2,845,000.
7. The comparison symbol for greater than is >, pointing to the less number of 2,845,000.

Question 13.
999,098 1,000,000
A less than symbol is placed between two numbers where the first number is less than the second number. In inequality, less than symbol points to the smaller value where the two equal length strokes connect at an acute angle at the left (<).

1. We are comparing the numbers 999,098 and 1,000,000
2. The order of digits from smallest to largest is 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.
5. 0 is less than 1 because the digits of the millions  place 0 and 1
6. Therefore, 999,098 is less than 1,000,000.
7. The comparison symbol for less than is <, pointing to the greater number of 1,000,000.

Question 14.
2,007,625 2,107,625
A less than symbol is placed between two numbers where the first number is less than the second number. In inequality, less than symbol points to the smaller value where the two equal length strokes connect at an acute angle at the left (<).

1. We are comparing the numbers 2,007,625 and 2,107,625.
2. The order of digits from smallest to largest is 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.
5. 0 is less than 1 because the digits of the hundred thousand  place 0 and 1
6. Therefore, 2,007,625 is less than 2,107,625.
7. The comparison symbol for less than is <, pointing to the greater number of 2,107,625.

Question 15.
7,405,319 905,407
The greater than symbol in maths is placed between two values in which the first number is greater than the second number. In inequality, greater than symbol is always pointed to the greater value and the symbol consists of two equal length strokes connecting at an acute angle at the right. ( >).

1. We are comparing the numbers 7,405,319 and 905,407
2. The order of digits from smallest to largest is 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.
5. 7 is greater than 0 because the digits of the millions place 7 and 0. In the second number, there is no millions place. So it becomes zero.
6. Therefore, 7,405,319 is greater than 905,407.
7. The comparison symbol for greater than is >, pointing to the less number of 905,407.

Order the numbers from greatest to least.

Question 16.

Note: Greatest to least means descending order.
Descending order definition: In simple words, descending order is defined as an arrangement in the highest to lowest format. These concepts are related to decimals, numbers, fractions or amounts of money. This is also known as decreasing the order of numbers.

The symbol used to represent the order in descending form is ‘ > ‘. The given numbers can be represented in this form using the descending symbol as 3,190,000>2,720,000>2,432,000>480,000.

Question 17.

Descending order definition: In simple words, descending order is defined as an arrangement in the highest to lowest format. These concepts are related to decimals, numbers, fractions or amounts of money. This is also known as decreasing the order of numbers.

The symbol used to represent the order in descending form is ‘ > ‘. The given numbers can be represented in this form using the descending symbol as 3,150,000>2,020,000>913,000>513,900.

Find the missing numbers.

Question 18.
738,561 938,561 1,138,561 …

a. 938,561 is ___ more than 738,561.
Explanation:
To get the answer we need to subtract 938,561 and 738,561.

Therefore, 200,000 is more than 738,561.

b. 1,138,561 is ___ more than 938,561.
Explanation:
To get the answer we need to subtract 1,138,561 and 938,561.

Therefore, 200,000 is more than 938,561.
c. ____ more than 1,138,561 is ____
We are looking for a new number which is 200000 more than 1138561.
We will get the new number by adding 200000 to 1138561.
We write it down as:
1138561+200000=1338561

d. The next number in the pattern is ____
In Mathematics, number patterns are the patterns in which a list number follows a certain sequence. Generally, the patterns establish the relationship between two numbers. It is also known as the sequence of series in numbers.

Observation of number patterns can guide to simple processes and make the calculations easier.
By adding 200000 to the number we get the next number.
738,561+200000=938,561
938,561+200000=1,138,561
1,138,561+200000=1,338,561.
Therefore, the next number in the pattern is 1,338,561.

Question 19.
4,655,230 4,555,230 4,455,230 …

a. 4,555,230 is ___ less than 4,655,230.
Explanation:

Therefore, 100000 less to the 4,555,230 from the 4,6555,230.

b. 4,455,230  is ___ less than 4,555,230.

Therefore, 100000 less to the 4,455,230 from the 4,555,230.

c. ___ less than 4,455,230 is ____
Answer: We are looking for a new number which is 4455230 less than 100000.
We will get the new number by subtracting 4455230 from 100000.
We write it down as:
4455230-100000=4355230

d. The next number in the pattern is ____
In Mathematics, number patterns are the patterns in which a list number follows a certain sequence. Generally, the patterns establish the relationship between two numbers. It is also known as the sequence of series in numbers.
Observation of number patterns can guide to simple processes and make the calculations easier.

By subtracting 100000 to the number we get the next number.
4,655,230-100000=4,555,230
4,555,230-100000=4,455,230
4,455,230-100000=4,355,230.
Therefore, the next number in the pattern is 4,355,230.

Find the rule. Then complete the number patterns.

Question 20.

It is an arithmetic pattern.
Definition: The arithmetic pattern is also known as the algebraic pattern. In an arithmetic pattern, the sequences are based on the addition or subtraction of the terms. If two or more terms in the sequence are given, we can use addition or subtraction to find the arithmetic pattern.

The given terms are 230,180    231,180    232, 180    –    –  Now find the missing term in the sequence.
Here, we can use the addition process to figure out the missing terms in the patterns.
In the pattern, the rule used is “Add 1 to the previous term to get the next term”.
Now take the second term 231, 180  If we add 1 to the second term (231), we get the third term (232) and the 180 repeats like that.
Similarly, we can find the unknown terms in the sequence.
First missing term: The previous term is 232. Therefore, 232+1 = 233.
Second missing term: The previous term is 233. So, 233+1 = 234.
Hence, the complete arithmetic pattern is 230, 180  231, 180  232, 180  233, 180  234,180.

Question 21.

It is an arithmetic pattern.
Definition: The arithmetic pattern is also known as the algebraic pattern. In an arithmetic pattern, the sequences are based on the addition or subtraction of the terms. If two or more terms in the sequence are given, we can use addition or subtraction to find the arithmetic pattern.

The given terms are 850, 400   845, 400    840, 400    –    –  Now find the missing term in the sequence.
Here, we can use the subtraction process to figure out the missing terms in the patterns.
In the pattern, the rule used is “subtract 5 to the previous term to get the next term”.
Now take the second term 845, 400  If we subtract 5 to the second term (845), we get the third term (840) and the 400 repeats like that.
Similarly, we can find the unknown terms in the sequence.
First missing term: The previous term is 840. Therefore, 840-5 = 835.
Second missing term: The previous term is 835. So, 835-5 = 830.
Hence, the complete arithmetic pattern is 850, 400  845, 400  840, 400,  835, 400  830, 400.

Question 22.

It is an arithmetic pattern.
Definition: The arithmetic pattern is also known as the algebraic pattern. In an arithmetic pattern, the sequences are based on the addition or subtraction of the terms. If two or more terms in the sequence are given, we can use addition or subtraction to find the arithmetic pattern.

The given terms are 2,650,719  3,650,719  4,650,719    –    –  Now find the missing term in the sequence.
Here, we can use the addition process to figure out the missing terms in the patterns.
In the pattern, the rule used is “Add 1,000,000 to the previous term to get the next term”.
Now take the second term 3,650,719  If we add 1,000,000 to the second term (3,650,719), we get the third term (4,650,719).
Similarly, we can find the unknown terms in the sequence.
First missing term: The previous term is 4,650,719. Therefore, 4,650,719+1,000,000=5,650,719.
Second missing term: The previous term is 5,650,719. So, 5,650,719+1,000,000=6,650,719.
Hence, the complete arithmetic pattern is 2,650,719   3,650,719    4,650,719    5,650,719    6,650,719.

Question 23.

It is an arithmetic pattern.
Definition: The arithmetic pattern is also known as the algebraic pattern. In an arithmetic pattern, the sequences are based on the addition or subtraction of the terms. If two or more terms in the sequence are given, we can use addition or subtraction to find the arithmetic pattern.

The given terms are 6,298,436   5,198,436  4,098,436   –    –  Now find the missing term in the sequence.
Here, we can use the subtraction process to figure out the missing terms in the patterns.
In the pattern, the rule used is “subtract 1,100,000 to the previous term to get the next term”.
Now take the second term 5,198,436  If we subtract 1,100,000 to the second term (5,198,436), we get the third term (4,098,436).
Similarly, we can find the unknown terms in the sequence.
First missing term: The previous term is 4,098,436. Therefore, 4,098,436-1,100,000=2,998,436.
Second missing term: The previous term is 2,998,436. So, 2,998,436-1,100,000=1,898,436.
Hence, the complete arithmetic pattern is 6,298,436  5,198,436  4,098,436  2,998,436  1,898,436.

Complete.

Question 24.
5,083,000 = 5,000,000 + ___ + 3,000
Place value in Maths describes the position or place of a digit in a number. Each digit has a place in a number. When we represent the number in general form, the position of each digit will be expanded. Those positions start from a unit place or we also call it one’s position. The order of place value of digits of a number of right to left is units, tens, hundreds, thousands, ten thousand, a hundred thousand, and so on.

The value of digit for the given number 5,083,000:
: 5×1,000,000+0x100,000+8×10,000+3×1000+0x100+0x10+0x1
: 5,000,000+0+80,000+3000+0+0+0
: 5,000,000+80,000+3,000.

Question 25.
5,000,000 + 600,000 + 2,000 = ___
Place value in Maths describes the position or place of a digit in a number. Each digit has a place in a number. When we represent the number in general form, the position of each digit will be expanded. Those positions start from a unit place or we also call it one’s position. The order of place value of digits of a number of right to left is units, tens, hundreds, thousands, ten thousand, a hundred thousand, and so on.

The value of digit for the given number 5,602,000:
: 5×1,000,000+6×100,000+0x10,000+2×1000+0x100+0x10+0x1
: 5,000,000+600,000+0+2000+0+0+0
: 5,000,000+600,000+2,000.
The number is 5,602,000.

Question 26.
Which is greater, 509,900 or 562,000? ___
Explanation:
A whole number is larger than another if it has more digits. If the number of digits in each number is the same, then look at the digits from left to right. If the left digit is larger in one number, then this is the largest number. If this digit is the same, compare the next digit along to the right.
1. We are comparing the numbers 509,900 and 562,000
2. The order of digits from smallest to largest is 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.
4. The hundred thousand place digits are the same in both numbers. Now compare the next digits.
5. 6 is greater than 0 because of the digits of the ten thousand place 0 and 6.
6. Therefore, 562,000 is greater than 509,900.
7. The comparison symbol for greater than is >, pointing to the less number of 509,900.

Question 27.
Which is less, 1,020,000 or 1,002,000? ___
1. We are comparing the numbers 1,020,000 and 1,002,000.
2. The order of digits from smallest to largest is 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9.
4. The millions, hundred thousand place digits are the same in both numbers. Now compare the next digits.
5. 0 is less than 2 because the digits of the ten thousand  place 0 and 2
6. Therefore, 1,002,000 is less than 1,020,000.
7. The comparison symbol for less than is <, pointing to the greater number of 1,020,000.

Question 28.
The value of the digit 1 in 7,1 20,000 is _100,000 and the place value is a hundred thousand.___

What goes around the world but remains in one corner? Write the letters that match the answers below to find out.

Why I choose 80,000:
Explanation:

For the given question the answer: stamp.
1. The stamp is having 5 letters.
2. In the given numbers check for the place values which is having up to 5 places.
3. Now check all the numbers and when coming to the 80,000, the place values are 8 in ten thousand, 0’s is in thousands, hundreds, tens and units place.
4. So, I think 80,000 will be the correct match to those 5 letters.
5. The five letters are ‘s’ ‘t’ ‘a’ ‘m’ ‘p’.