[Illustration: FIG. 25_a_.--Specimens taken at random from the computation work of eighth-grade pupils. This computation occurred in a genuine test. In the original gray of the pencil marks the work is still harder to make out.] [Illustration: FIG. 25_b_.--Specimens taken at random from the computation work of eighth-grade pupils. This computation occurred in a genuine test. In the original gray of the pencil marks the work is still harder to make out.] Write the products:-- A. 3 4s= B. 5 7s= C. 9 2s= 5 2s= 8 3s= 4 4s= 7 2s= 4 2s= 2 7s= 1 6 = 4 5s= 6 4s= 1 3 = 4 7s= 5 5s= 3 7s= 5 9s= 3 6s= 4 1s= 7 5s= 3 2s= 6 8s= 7 1s= 3 9s= 9 8s= 6 3s= 5 1s= 4 3s= 4 9s= 8 6s= 2 4s= 3 5s= 8 4s= 2 2s= 9 6s= 8 5s= 8 7s= 2 5s= 7 9s= 5 8s= 5 4s= 6 2s= 7 6s= 8 2s= 7 4s= 7 3s= 8 9s= 9 3s= D. 4 20s = E. 9 60s = F. 40 × 2 = 80 4 200s = 9 600s = 20 × 2 = 6 30s = 5 30s = 30 × 2 = 6 300s = 5 300s = 40 × 2 = 7 × 50 = 8 × 20 = 20 × 3 = 7 × 500 = 8 × 200 = 30 × 3 = 3 × 40 = 2 × 70 = 300 × 3 = 900 3 × 400 = 2 × 700 = 300 × 2 = Write the missing numbers: (_r_ stands for remainder.) 25 = .... 3s and .... _r_. 25 = .... 4s " .... _r_. 25 = .... 5s " .... _r_. 25 = .... 6s " .... _r_. 25 = .... 7s " .... _r_. 25 = .... 8s " .... _r_. 25 = .... 9s " .... _r_. 26 = .... 3s and .... _r_. 26 = .... 4s " .... _r_. 26 = .... 5s " .... _r_. 26 = .... 6s " .... _r_. 26 = .... 7s " .... _r_. 26 = .... 8s " .... _r_. 26 = .... 9s " .... _r_. 30 = .... 4s and .... _r_. 30 = .... 5s " .... _r_. 30 = .... 6s " .... _r_. 30 = .... 7s " .... _r_. 30 = .... 8s " .... _r_. 30 = .... 9s " .... _r_. 31 = .... 4s and .... _r_. 31 = .... 5s " .... _r_. 31 = .... 6s " .... _r_. 31 = .... 7s " .... _r_. 31 = .... 8s " .... _r_. 31 = .... 9s " .... _r_. Write the whole numbers or mixed numbers which these fractions equal:-- 5 4 9 4 7 - - - - - 4 3 5 2 3 7 5 11 3 8 - - -- - - 4 3 8 2 8