Question
Find the area of a rectangle with side lengths 
units and 
units?
Hint:
Area of rectangle= length x breadth
The correct answers are: ,
Area of a rectangle is the product of its length and breadth. In the given problem, multiplying the dimensions will give us the required result. Let’s multiply 5/3 x 3/4. We get 5/4 square units.
Related Questions to study
Find area of the shaded region of this figure.
Area of a rectangle is the product of its length and breadth. In the given problem, multiplying the dimensions will give us the required result. Let’s multiply 4/5 x 5/7. We get 4/7 square units.The breadth of rectangle is divided into 5 equal parts and length into 7 equal parts. The shaded portion in the breadth side is 4/5 and In the length side is 5/7
Find area of the shaded region of this figure.
Area of a rectangle is the product of its length and breadth. In the given problem, multiplying the dimensions will give us the required result. Let’s multiply 4/5 x 5/7. We get 4/7 square units.The breadth of rectangle is divided into 5 equal parts and length into 7 equal parts. The shaded portion in the breadth side is 4/5 and In the length side is 5/7
Find area of the shaded region of this figure.
Area of a rectangle is the product of its length and breadth. In the given problem, multiplying the dimensions will give us the required result. Let’s multiply 3/4 x 2/5. We get 3/10 square units.
Find area of the shaded region of this figure.
Area of a rectangle is the product of its length and breadth. In the given problem, multiplying the dimensions will give us the required result. Let’s multiply 3/4 x 2/5. We get 3/10 square units.
Find the area of a rectangle with side lengths 
foot and 
foot.?
Area of a rectangle is the product of its length and breadth. In the given problem, multiplying the dimensions will give us the required result. Let’s multiply 2/3 x 1/4. We get 1/6 square feet
Find the area of a rectangle with side lengths foot and foot.?
Area of a rectangle is the product of its length and breadth. In the given problem, multiplying the dimensions will give us the required result. Let’s multiply 2/3 x 1/4. We get 1/6 square feet
Find the area of a square with side lengths of 
inch?
Area of a square is the square of its side length. Let’s square the side length. 5/8x 5/8= 25/64 square inches. Option c is the required answer.
Find the area of a square with side lengths of inch?
Area of a square is the square of its side length. Let’s square the side length. 5/8x 5/8= 25/64 square inches. Option c is the required answer.
Area of a rectangle is the product of its length and breadth. In the given problem, multiplying the dimensions will give us the required result. Let’s multiply 4/3 x 1/4. We get 1/3 square feet. Option d is the required result.
Area of a rectangle is the product of its length and breadth. In the given problem, multiplying the dimensions will give us the required result. Let’s multiply 4/3 x 1/4. We get 1/3 square feet. Option d is the required result.
Without multiplying, order the following products from the least to the greatest.
A. 
B. 
C. 
Without multiplying, order the following products from the least to the greatest.
A.
B.
C.
Mixed number of 
is,
23/5 is an example of an improper fraction. An improper fraction is the one in which the numerator is greater than or equal to the denominator.
Mixed number of is,
23/5 is an example of an improper fraction. An improper fraction is the one in which the numerator is greater than or equal to the denominator.
Subtract 
Subtraction of fraction involves the concept of LCM (Lowest common Multiplier) to make the denominators equal. In this case, denominators are already equal. Hence, we can directly subtract the numerators. We get the result 7-4=3 in the numerator and 9 in the denominator. The resultant fraction is 3/9. As we can see, this fraction can still be reduced to its simplest form. Let’s divide both the numerator and denominator by 3. This gives us 1/3.
Subtract
Subtraction of fraction involves the concept of LCM (Lowest common Multiplier) to make the denominators equal. In this case, denominators are already equal. Hence, we can directly subtract the numerators. We get the result 7-4=3 in the numerator and 9 in the denominator. The resultant fraction is 3/9. As we can see, this fraction can still be reduced to its simplest form. Let’s divide both the numerator and denominator by 3. This gives us 1/3.
The figure below is cut into 8 equal slices. What fraction of the figure is shaded?
Let’s count the number of shaded parts in the figure. We find out that 5 parts are shaded blue. Each part of the strip represents 1/8th of the whole strip. This implies that 5 x1/8 parts are shaded in total. This means that 5/8 fraction of the figure is shaded.
The figure below is cut into 8 equal slices. What fraction of the figure is shaded?
Let’s count the number of shaded parts in the figure. We find out that 5 parts are shaded blue. Each part of the strip represents 1/8th of the whole strip. This implies that 5 x1/8 parts are shaded in total. This means that 5/8 fraction of the figure is shaded.
An equivalent fraction means that each of the fractions might have different numerators and denominators but have the same exact value when reduced to their simplest form.
For example, 5/15 and 2/6 have then same value, 1/3 when reduced to their simplest form.
Simplest form means that the highest common factor of the denominator and numerator is 1.
Common factor is that number by which 2 or more numbers can be divided without leaving a remainder
An equivalent fraction means that each of the fractions might have different numerators and denominators but have the same exact value when reduced to their simplest form.
For example, 5/15 and 2/6 have then same value, 1/3 when reduced to their simplest form.
Simplest form means that the highest common factor of the denominator and numerator is 1.
Common factor is that number by which 2 or more numbers can be divided without leaving a remainder
An equivalent fraction means that each of the fractions might have different numerators and denominators but have the same exact value when reduced to their simplest form.
For example, 5/15 and 2/6 have then same value, 1/3 when reduced to their simplest form.
Simplest form means that the highest common factor of the denominator and numerator is 1.
Common factor is that number by which 2 or more numbers can be divided without leaving a remainder
An equivalent fraction means that each of the fractions might have different numerators and denominators but have the same exact value when reduced to their simplest form.
For example, 5/15 and 2/6 have then same value, 1/3 when reduced to their simplest form.
Simplest form means that the highest common factor of the denominator and numerator is 1.
Common factor is that number by which 2 or more numbers can be divided without leaving a remainder
A strip is cut into 8 equal parts. Shade 
of this strip.
7/8 is an example of a proper fraction. A proper fraction is one whose value is less than 1 and the denominator is always greater than the numerator. There’s no whole number part in the fraction.
A strip is cut into 8 equal parts. Shade of this strip.
7/8 is an example of a proper fraction. A proper fraction is one whose value is less than 1 and the denominator is always greater than the numerator. There’s no whole number part in the fraction.
Model the fraction
A mixed fraction means that the quotient and remainder are both represented in the same fraction.
Model the fraction
A mixed fraction means that the quotient and remainder are both represented in the same fraction.
The fraction that is equivalent to ?
.
An equivalent fraction means that each of the fractions might have different numerators and denominators but have the same exact value when reduced to their simplest form.
For example, 5/15 and 2/6 have then same value, 1/3 when reduced to their simplest form.
Simplest form means that the highest common factor of the denominator and numerator is 1.
Common factor is that number by which 2 or more numbers can be divided without leaving a remainder
The fraction that is equivalent to ?
.
An equivalent fraction means that each of the fractions might have different numerators and denominators but have the same exact value when reduced to their simplest form.
For example, 5/15 and 2/6 have then same value, 1/3 when reduced to their simplest form.
Simplest form means that the highest common factor of the denominator and numerator is 1.
Common factor is that number by which 2 or more numbers can be divided without leaving a remainder
The fraction that is equivalent to 
?
.
An equivalent fraction means that each of the fractions might have different numerators and denominators but have the same exact value when reduced to their simplest form.
For example, 5/15 and 2/6 have then same value, 1/3 when reduced to their simplest form.
Simplest form means that the highest common factor of the denominator and numerator is 1.
Common factor is that number by which 2 or more numbers can be divided without leaving a remainder
The fraction that is equivalent to ?
.
An equivalent fraction means that each of the fractions might have different numerators and denominators but have the same exact value when reduced to their simplest form.
For example, 5/15 and 2/6 have then same value, 1/3 when reduced to their simplest form.
Simplest form means that the highest common factor of the denominator and numerator is 1.
Common factor is that number by which 2 or more numbers can be divided without leaving a remainder
