Educational worksheet featuring grammar, spelling, reasoning, and arithmetic tasks for students.

Let’s go through each problem one by one, step by step.

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Grammar and Punctuation – Question 1

Original sentence:
*Ria looked sadly out of the window. I wish it would stop raining so, I could go out to play with my friends, she thought.*

We need to add speech marks (quotation marks) around what Ria is thinking — that’s the part that starts with “I wish...” and ends before “she thought.”

Also, note: there’s a comma after “so” which should be removed — it breaks the flow incorrectly. The correct phrase is “so I could...”

So we rewrite it like this:

> Ria looked sadly out of the window. “I wish it would stop raining so I could go out to play with my friends,” she thought.

✔ Speech marks added around her thoughts.
✔ Comma after “so” removed.
✔ Comma placed before “she thought” because it’s reporting speech.

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Grammar and Punctuation – Question 2

We need a prefix that means ‘against’ or ‘opposite’ for these words:

- ___ septic → antiseptic (means against infection)
- ___ agree → disagree (means not agree / opposite of agree)
- ___ place → misplace? Wait — that doesn’t mean “against place.” Let’s think again.

Actually, “antiplace” isn’t a word. “Displace” means to move something from its place — that’s close to “opposite of staying in place.” But let’s check if there’s a better fit.

Wait — maybe the intended answer is “dis” for all?

- dis + septic → *disseptic*? Not a real word.
Hmm.

Actually, let’s reconsider:

The most common prefix meaning “against” or “opposite” is “anti-” or “dis-”.

But looking at standard school-level answers:

- antiseptic ✔
- disagree ✔
- misplace? No — misplace means put in wrong place, not “against place.”

Wait — perhaps it’s “re”? No, that means again.

Actually, let’s look at “place” — maybe they want “dis” as in “displace” — which can mean to remove from place — kind of opposite.

But here’s the truth: In many school worksheets, they expect:

→ anti-septic
→ dis-agree
→ mis-place? Hmm, but “mis” doesn’t mean “against.”

Wait — another possibility: “counter”? Counterplace? Not common.

Actually, let’s check online or standard curriculum — often for “place”, they might accept “dis” as in “displace” — even though it’s not perfect.

But hold on — maybe it’s “un”? Unplace? Not a word.

I think the intended answers are:

- antiseptic
- disagree
- misplace — even though “mis” means wrongly, not strictly “against”, it’s sometimes accepted in lower grades.

BUT — wait! There’s a better fit: “de”? Deplace? Not common.

Actually, let me double-check — perhaps the third one is “re”? Replacer? No.

Wait — maybe it’s “sub”? Subplace? No.

I think the worksheet expects:

✔ antiseptic
✔ disagree
✔ misplace — even if not perfectly accurate, it’s commonly used in such exercises.

Alternatively — could it be “out”? Outplace? No.

After checking common prefixes taught in schools:

Prefixes meaning “against” or “opposite”:

- anti- (against)
- dis- (not, opposite)
- un- (not)
- mis- (wrongly)

For “place”, none perfectly fit — but “misplace” is the only real word among options.

So we’ll go with:

→ antisepic
→ disagree
→ misplace

*(Note: This may be a flaw in the question, but for school purposes, this is likely expected.)*

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Arithmetic

1. 378 + 443 = ?

Add step by step:

378
+443
——
Start from right:
8 + 3 = 11 → write 1, carry 1
7 + 4 = 11 + 1 = 12 → write 2, carry 1
3 + 4 = 7 + 1 = 8

Answer: 821

2. 922 - 613 = ?

922
-613
——
Right to left:
2 - 3 → can’t do, borrow → 12 - 3 = 9
Now middle digit: 1 (since we borrowed) - 1 = 0
Left: 9 - 6 = 3? Wait — actually:

Wait, 922 minus 613:

Break it down:

922 - 600 = 322
322 - 13 = 309

Or column subtraction:

922
- 613
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Units: 2 < 3 → borrow from tens → 12 - 3 = 9
Tens: 1 (after borrow) - 1 = 0
Hundreds: 9 - 6 = 3 → but wait, we didn’t borrow from hundreds? Actually:

Wait — when you borrow for units, tens become 1 (from 2), then subtract 1 → 0.

Hundreds: 9 - 6 = 3.

So 309.

Check: 613 + 309 = 922?
613 + 300 = 913; 913 + 9 = 922 → yes.

Answer: 309

3. 155 ÷ 5 = ?

Divide: 5 into 15 is 3, 5 into 5 is 1 → so 31.

Check: 5 × 31 = 155 → yes.

Answer: 31

4. 88 × 6 = ?

80 × 6 = 480
8 × 6 = 48
Total: 480 + 48 = 528

Answer: 528

5. ³⁄₅ of 90 = ?

First, find ¹⁄₅ of 90: 90 ÷ 5 = 18
Then multiply by 3: 18 × 3 = 54

Answer: 54

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Spelling

Find meaning, synonym, and make a sentence for each:

1. Information
Meaning: Facts or details about something.
Synonym: Data, knowledge, facts
Sentence: I found useful information about dinosaurs in the library book.

2. Adoration
Meaning: Deep love and respect.
Synonym: Worship, admiration, devotion
Sentence: The fans showed adoration for their favorite singer.

3. Sensation
Meaning: A feeling or awareness caused by something touching your body or mind. Also can mean excitement or buzz.
Synonym: Feeling, thrill, excitement
Sentence: Walking barefoot on grass gave me a pleasant sensation.

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Reasoning

1. Put fractions in order from smallest to largest:

Fractions: ³⁄₅, ²⁄₄, ⁸⁄₉, ³⁄₁₀, ²⁄₃

Convert to decimals or find common denominator.

Easiest: convert to decimals.

³⁄₅ = 0.6
²⁄₄ = 0.5
⁸⁄₉ ≈ 0.888...
³⁄₁₀ = 0.3
²⁄₃ ≈ 0.666...

So ordered:

0.3 → ³⁄₁₀
0.5 → ²⁄₄
0.6 → ³⁄₅
0.666... → ²⁄
0.888... → ⁸⁄₉

So order:
³⁄₁₀, ²⁄₄, ³⁄₅, ²⁄₃, ⁸⁄

2. Sam says he has 499 candies and can equally share them among 9 children. Is he correct?

To share equally, 499 must be divisible by 9.

How to check divisibility by 9: Add digits of number. If sum is divisible by 9, then so is the number.

4 + 9 + 9 = 22 → 22 is NOT divisible by 9 → so 499 is NOT divisible by 9.

Therefore, he cannot share them equally.

Explain why: Because 499 divided by 9 gives a remainder. Let’s calculate:

9 × 55 = 495
499 - 495 = 4 → remainder 4.

So each child gets 55 candies, and 4 are left over → not equal sharing.

Answer: No, he is not correct, because 499 is not divisible by 9 — there will be 4 candies left over.

3. Convert units:

a) 2500g = ___ kg
Since 1000g = 1kg → 2500 ÷ 1000 = 2.5 kg

b) 6.25m = ___ cm
1m = 100cm → 6.25 × 100 = 625 cm

c) 32.5cm = ___ mm
1cm = 10mm → 32.5 × 10 = 325 mm

d) 5.9km = ___ m
1km = 1000m → 5.9 × 1000 = 5900 m

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Final Answer:

Grammar and Punctuation 1:
Ria looked sadly out of the window. “I wish it would stop raining so I could go out to play with my friends,” she thought.

Grammar and Punctuation 2:
antisepic
disagree
misplace

Arithmetic:
1. 821
2. 309
3. 31
4. 528
5. 54

Spelling:
- Information: Meaning – facts/details; Synonym – data; Sentence – I found useful information about dinosaurs.
- Adoration: Meaning – deep love/respect; Synonym – worship; Sentence – Fans showed adoration for the singer.
- Sensation: Meaning – a feeling or excitement; Synonym – thrill; Sentence – Walking on grass gave me a pleasant sensation.

Reasoning 1 (fractions):
³⁄₁₀, ²⁄₄, ³⁄₅, ²⁄₃, ⁸⁄

Reasoning 2 (candies):
No, Sam is not correct. 499 ÷ 9 = 55 with remainder 4, so candies cannot be shared equally.

Reasoning 3 (unit conversion):
2500g = 2.5 kg
6.25m = 625 cm
32.5cm = 325 mm
5.9km = 5900 m