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Term pack

Grade 4 Math

Name: ________________________

Skills in this pack

  • Patterns and tiling
  • Patterns
  • Factor pairs and multiples
  • Factors and multiples
  • Numbers beyond a thousand
  • Multiplying two digits by one
  • Multiplying larger numbers
  • Division with remainders
  • Numbers up to six digits
  • Knowing our numbers
  • Area and perimeter
  • Changing between units of measure
  • Time and how long things last
  • Money problems
  • Angles and the protractor
  • Basic geometrical ideas
  • Understanding elementary shapes
  • Line symmetry

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Grade 4 Math · 1 of 18

Patterns and tiling

Continue number and shape patterns, work out a later term in a pattern, and tell which shapes tile without leaving gaps.

  1. 1.Sort each shape by whether copies of it will tile a floor with no gaps.

    Groups: Tiles with no gaps · Leaves gaps

    • Regular pentagon
    • Regular octagon
    • Square
    • Circle
    • Regular hexagon
    • Equilateral triangle

  2. 2.Put these shapes in order by how many lines of symmetry they have, fewest first.

    • A square
    • A scalene triangle
    • A rectangle that is not a square
    • An equilateral triangle
    • An isosceles triangle

  3. 3.A pattern goes 1, 4, 7, 10, ... What is the tenth number in the pattern?

  4. 4.A pattern goes 3, 6, 9, 12, ... What number comes next?

  5. 5.How many lines of symmetry does a rectangle that is not a square have?

    • a) 2
    • b) 1
    • c) 0
    • d) 4

  6. 6.Match each shape to how many lines of symmetry it has.

    • Square
    • Equilateral triangle
    • Rectangle that is not a square
    • Isosceles triangle
    • Scalene triangle
    • 1
    • 4
    • 3
    • 2
    • 0

  7. 7.A pattern of squares uses 1 square, then 4, then 9, then 16. How many squares does the fifth shape use?

  8. 8.Which capital letter has no line of symmetry at all?

    • a) F
    • b) H
    • c) T
    • d) A

Patterns and tiling · Grade 4 Math · www.arenapublications.com/learn

Grade 4 Math · 2 of 18

Patterns

Find the rule in a pattern and say what comes next.

  1. 1.What comes next? 100, 90, 80, 70, ___

  2. 2.What comes next? 1, 2, 4, 8, ___

  3. 3.This pattern jumps by 3. Put it in order, smallest first.

    • 4
    • 1
    • 13
    • 7
    • 10

  4. 4.What comes next? 7, 9, 11, 13, ___

  5. 5.What comes next? 5, 10, 15, 20, ___

  6. 6.Match each pattern to the number that comes next.

    • 2, 4, 6
    • 5, 10, 15
    • 10, 20, 30
    • 3, 6, 9
    • 12
    • 8
    • 40
    • 20

  7. 7.What comes next? big, small, big, small, ___

    • a) huge
    • b) small
    • c) big
    • d) tiny

  8. 8.This pattern goes 3, 6, 9, 12. What is the jump each time?

Patterns · Grade 4 Math · www.arenapublications.com/learn

Grade 4 Math · 3 of 18

Factor pairs and multiples

Find the factor pairs of a number, list its multiples, and spot factors and multiples two numbers share.

  1. 1.Put these numbers in order, starting with the one that has the fewest factors.

    • 9
    • 24
    • 12
    • 7

  2. 2.Which number is a multiple of both 3 and 4?

    • a) 16
    • b) 22
    • c) 24
    • d) 9

  3. 3.What is the smallest number that is a multiple of both 4 and 6?

  4. 4.Match each number to a factor pair that makes it.

    • 16
    • 18
    • 20
    • 21
    • 25
    • 4 × 5
    • 3 × 7
    • 5 × 5
    • 3 × 6
    • 2 × 8

  5. 5.20 tiles are laid out in equal rows of 4. How many rows are there?

  6. 6.Exactly one number on this line is a multiple of 9. Tap it.

    Mark the line with an X.

    2021222324252627282930

  7. 7.What is the largest number that is a factor of both 12 and 18?

  8. 8.Sort each number by whether it divides 36 exactly.

    Groups: A factor of 36 · Not a factor of 36

    • 9
    • 8
    • 12
    • 4
    • 6
    • 15
    • 24
    • 5

Factor pairs and multiples · Grade 4 Math · www.arenapublications.com/learn

Grade 4 Math · 4 of 18

Factors and multiples

Find factors and multiples, use divisibility tests, and tell a prime number from a composite one.

Before you start

Every mark on this line is a multiple of 3. Move along them and see how many you already know from the 3 times table.

061218243036

The line could carry on for ever, because a number has no last multiple. Factors go the other way: 36 has exactly nine of them and then they run out.

  1. 1.Which of these numbers is divisible by 9?

    • a) 4651
    • b) 4650
    • c) 4653
    • d) 4652

  2. 2.What is the largest factor of 45, apart from 45 itself?

  3. 3.What is the fourth number in the seven times table?

  4. 4.Which of these numbers is prime?

    • a) 49
    • b) 39
    • c) 29
    • d) 91

  5. 5.Put these numbers in order by how many factors they have, fewest first.

    • 13
    • 9
    • 16
    • 12
    • 8

  6. 6.Which number between 20 and 30 is a multiple of 9?

  7. 7.Which of these numbers is composite?

    • a) 59
    • b) 61
    • c) 51
    • d) 53

  8. 8.What is the smallest prime number?

Factors and multiples · Grade 4 Math · www.arenapublications.com/learn

Grade 4 Math · 5 of 18

Numbers beyond a thousand

Read, write, compare and round four-digit numbers.

Before you start

This line runs from four thousand to five thousand, and only every second tick is labeled. Find the numbers in between and see how far along each one sits.

400042004400460048005000

Halfway along is 4,500 — the number that decides which way everything between four and five thousand rounds.

  1. 1.Round 3,482 to the nearest hundred.

  2. 2.What is 1 more than 5,999?

  3. 3.Write four thousand and sixty in digits.

  4. 4.Which of these is six thousand and four?

    • a) 6004
    • b) 6040
    • c) 6400
    • d) 640

  5. 5.Which number is the largest?

    • a) 7,280
    • b) 7,208
    • c) 7,802
    • d) 7,028

  6. 6.Sort each number by whether it is nearer to 3,000 or nearer to 4,000.

    Groups: Nearer 3,000 · Nearer 4,000

    • 3,900
    • 3,180
    • 3,050
    • 3,610
    • 3,420
    • 3,750

  7. 7.Put these numbers in order, smallest first.

    • 2,950
    • 5,029
    • 9,205
    • 5,092
    • 2,905

  8. 8.How many hundreds make 4,600 altogether?

Numbers beyond a thousand · Grade 4 Math · www.arenapublications.com/learn

Grade 4 Math · 6 of 18

Multiplying two digits by one

Multiply a two-digit number by a single digit.

  1. 1.64 × 2 = ?

  2. 2.Match each multiplication to its answer.

    • 24 × 3
    • 31 × 5
    • 43 × 6
    • 27 × 4
    • 72
    • 155
    • 108
    • 258

  3. 3.23 × 4 = ?

  4. 4.Put these multiplications in order, smallest answer first.

    • 21 × 4
    • 14 × 3
    • 26 × 8
    • 33 × 5

  5. 5.Which of these is another way of working out 24 × 5?

    • a) 20 × 5 + 4
    • b) 24 × 5 + 5
    • c) 2 × 5 + 4 × 5
    • d) 20 × 5 + 4 × 5

  6. 6.45 × 9 = ?

  7. 7.52 × 6 = ?

  8. 8.36 × 3 = ?

Multiplying two digits by one · Grade 4 Math · www.arenapublications.com/learn

Grade 4 Math · 7 of 18

Multiplying larger numbers

Multiply a three-digit number by a single digit, and a two-digit number by a two-digit number.

  1. 1.125 × 8 = ?

  2. 2.Work each one out, then put them in order, smallest answer first.

    • 25 × 9
    • 14 × 15
    • 12 × 12
    • 40 × 8
    • 30 × 6

  3. 3.234 × 3 = ?

  4. 4.23 × 14 = ?

  5. 5.Match each multiplication to its answer.

    • 102 × 4
    • 213 × 3
    • 150 × 6
    • 220 × 5
    • 1100
    • 639
    • 408
    • 900

  6. 6.A box holds 144 pencils. How many pencils are there in 6 boxes?

  7. 7.418 × 5 = ?

  8. 8.36 × 21 = ?

Multiplying larger numbers · Grade 4 Math · www.arenapublications.com/learn

Grade 4 Math · 8 of 18

Division with remainders

Divide by a single digit, and say what is left over when it does not go exactly.

Before you start

Twenty-four ones in a row. Count along it in fives and see where you come to a stop.

04812162024

Four fives reach 20 and there is not enough left for a fifth. The 4 still sitting there is the remainder, and it is always smaller than the number you were counting in.

  1. 1.Work out each division, then sort it by whether it goes exactly or leaves something over.

    Groups: Goes exactly · Leaves something over

    • 40 ÷ 5
    • 63 ÷ 9
    • 36 ÷ 6
    • 45 ÷ 7
    • 50 ÷ 8
    • 70 ÷ 4

  2. 2.Divide 47 by 5. How many whole fives are there?

  3. 3.96 ÷ 4 = ?

  4. 4.Divide 68 by 7. What is left over?

  5. 5.There are 53 apples to be packed into bags of 8. How many full bags are there?

  6. 6.Exactly one number on this line divides by 6 with nothing left over. Tap it.

    Mark the line with an X.

    20212223242526272829

  7. 7.Divide 47 by 5. What is left over?

  8. 8.There are 53 apples to be packed into bags of 8. How many apples are left over?

Division with remainders · Grade 4 Math · www.arenapublications.com/learn

Grade 4 Math · 9 of 18

Numbers up to six digits

Read, compare, order and round whole numbers up to six digits.

Before you start

This line runs from zero to one hundred thousand in steps of ten thousand. Look at where each number falls, and how far apart the steps are.

020000400006000080000100000

Every one of those steps is ten thousand. A six-digit number is a whole line like this one and then more.

  1. 1.47382 lies between two hundreds. Tap the hundred it rounds to.

    Mark the line with an X.

    470004750048000

  2. 2.Which digit is in the ten thousands place in 605218?

    • a) 2
    • b) 5
    • c) 6
    • d) 0

  3. 3.Round 152649 to the nearest hundred.

  4. 4.What is the value of the 7 in 273481?

  5. 5.What number is 10000 more than 236500?

  6. 6.Which of these is the largest number?

    • a) 99909
    • b) 90909
    • c) 90999
    • d) 99099

  7. 7.Round 47382 to the nearest thousand.

  8. 8.What number is one more than 89999?

Numbers up to six digits · Grade 4 Math · www.arenapublications.com/learn

Grade 4 Math · 10 of 18

Knowing our numbers

Compare, order, round and estimate with numbers of four digits and more.

Before you start

Move between four thousand and five thousand, a hundred at a time. Watch which end of the line you are nearer.

400045005000

Halfway is 4500. Everything to the left of it is nearer 4000 and everything to the right is nearer 5000 — which is the whole of rounding to the nearest thousand, and why 4783 goes up rather than down.

  1. 1.Estimate 297 + 405 by rounding each number to the nearest hundred, then tap the estimate.

    Mark the line with an X.

    4005006007008009001000

  2. 2.Sort each number by whether it is closer to 5000 or to 6000.

    Groups: Closer to 5000 · Closer to 6000

    • 5045
    • 5890
    • 5120
    • 5499
    • 5750
    • 5501

  3. 3.Match each number to what it becomes when it is rounded to the nearest ten.

    • 4623
    • 4627
    • 4638
    • 4611
    • 4646
    • 4650
    • 4610
    • 4640
    • 4630
    • 4620

  4. 4.What is the successor of 78999?

  5. 5.Which of these is the smallest number?

    • a) 30909
    • b) 30990
    • c) 30099
    • d) 39009

  6. 6.Make the smallest number you can from the digits 5, 2, 8 and 6, using each digit once.

  7. 7.Round 4678 to the nearest hundred.

  8. 8.Which of these is the largest number?

    • a) 46587
    • b) 46785
    • c) 46875
    • d) 46857

Knowing our numbers · Grade 4 Math · www.arenapublications.com/learn

Grade 4 Math · 11 of 18

Area and perimeter

Work out the area and perimeter of a rectangle.

  1. 1.A rectangle is 5 inches long and 3 inches wide. What is its perimeter, in inches?

  2. 2.Every rectangle here is measured in inches. Which one has the largest perimeter?

    • a) 3 by 9
    • b) 5 by 5
    • c) 4 by 7
    • d) 2 by 6

  3. 3.Every rectangle here is measured in inches. Put them in order, smallest perimeter first.

    • 2 by 3
    • 8 by 3
    • 4 by 3
    • 5 by 4

  4. 4.A rectangle is 6 inches by 4 inches. Which point on the line is its perimeter, in inches?

    Mark the line with an X.

    010203040

  5. 5.A rectangle is 5 inches long and 3 inches wide. What is its area, in square inches?

  6. 6.A rectangle has an area of 24 square inches and a length of 6 inches. How wide is it, in inches?

  7. 7.A rectangle is 8 ft by 4 ft. What is its perimeter, in feet?

  8. 8.Every rectangle here is measured in inches. Sort them by whether the area is below 30 square inches or above it.

    Groups: Below 30 · Above 30

    • 2 by 8
    • 3 by 4
    • 5 by 5
    • 4 by 9
    • 7 by 5
    • 6 by 6

Area and perimeter · Grade 4 Math · www.arenapublications.com/learn

Grade 4 Math · 12 of 18

Changing between units of measure

Change a measurement from a larger unit to a smaller one and back again, and add measurements written in mixed units.

  1. 1.Sort each length by whether it is less than 1 feet or more than 1 feet.

    Groups: Less than 1 feet · More than 1 feet

    • 60 inches
    • 45 inches
    • 250 inches
    • 150 inches
    • 3 feet
    • 99 inches

  2. 2.There are 1,000 oz in 1 lb. How many lb are there in 5,000 oz? Give just the number.

  3. 3.Match each measurement to the same measurement written another way.

    • 1 feet
    • 3 feet
    • 1 miles
    • 1 lb
    • 2 lb
    • 100 inches
    • 1,000 oz
    • 300 inches
    • 2,000 oz
    • 1,000 feet

  4. 4.A ribbon is 2 feet and 35 inches long. How long is it in inches altogether? Give just the number.

  5. 5.There are 100 inches in 1 feet. How many inches are there in 4 feet? Give just the number.

  6. 6.There are 1,000 feet in 1 miles. How many feet are there in 3 miles? Give just the number.

  7. 7.Put these lengths in order, shortest first.

    • 2 feet
    • 350 inches
    • 9 feet
    • 1 miles
    • 50 inches

  8. 8.There are 100 inches in 1 feet. How many feet are there in 700 inches? Give just the number.

Changing between units of measure · Grade 4 Math · www.arenapublications.com/learn

Grade 4 Math · 13 of 18

Time and how long things last

Work out how long something lasts, including when it runs past the hour, and find a start or finish time from a duration.

  1. 1.How many minutes are there in two and a half hours?

  2. 2.A shop opens at 8:30 am and closes at 8:30 pm. How many hours is it open?

  3. 3.How many minutes are there in 3 hours?

  4. 4.Sort each activity by whether it takes less than an hour or more than an hour.

    Groups: Less than an hour · More than an hour

    • A match of 2 hours
    • A lesson of 45 minutes
    • A train journey of 3 hours
    • A walk of 25 minutes
    • A swim of 55 minutes
    • A film of 90 minutes

  5. 5.A lesson starts at 9:20 am and ends at 10:05 am. How many minutes long is it?

  6. 6.A bus journey takes 35 minutes and must arrive at 8:15 am. At what time must the bus leave? Write it like 7:05.

  7. 7.Put these journeys in order, shortest first.

    • 8:00 am to 11:30 am
    • 2:10 pm to 2:55 pm
    • 1:15 pm to 3:00 pm
    • 9:00 am to 9:25 am
    • 6:30 am to 7:40 am

  8. 8.A train leaves at 6:50 am and arrives at 9:20 am. How long is the journey, in minutes?

Time and how long things last · Grade 4 Math · www.arenapublications.com/learn

Grade 4 Math · 14 of 18

Money problems

Add, subtract and multiply amounts of money, and work out the change from a payment.

  1. 1.A juice costs $24.50 and a sandwich costs $35.50. What do they cost together? Give just the number.

  2. 2.A stall sells 7 bottles at $35 each. How much money does it take altogether? Give just the number.

  3. 3.Which of these purchases costs the most?

    • a) 3 pens at $20 each
    • b) 2 books at $35 each
    • c) 4 rulers at $18 each
    • d) 5 erasers at $12 each

  4. 4.A book costs $135 and you pay with $200. How much change do you get? Give just the number.

  5. 5.Erasers cost $12 each. What do four of them cost altogether? Give just the number.

  6. 6.A box of 6 pencils costs $54. What does one pencil cost? Give just the number.

  7. 7.Work out what each purchase comes to, then sort it by whether that is less or more than $100.

    Groups: Less than $100 · More than $100

    • 4 erasers at $15 each
    • 5 rulers at $25 each
    • 2 pens at $30 each
    • 6 pencils at $9 each
    • 3 books at $45 each
    • 2 bags at $80 each

  8. 8.You buy 3 tickets at $75 each and pay with $250. How much change do you get? Give just the number.

Money problems · Grade 4 Math · www.arenapublications.com/learn

Grade 4 Math · 15 of 18

Angles and the protractor

Name an angle as acute, right, obtuse or straight, and measure one with a protractor.

  1. 1.An angle measures 130°. What kind of angle is it?

    • a) Right
    • b) Straight
    • c) Acute
    • d) Obtuse

  2. 2.Three angles are drawn below. Tap the obtuse one.

    Write the number of the part.

    123

  3. 3.An angle is a third of a half turn. How many degrees is it?

  4. 4.Sort each angle by its name.

    Groups: Acute · Obtuse

    • 89°
    • 12°
    • 150°
    • 95°
    • 30°
    • 175°

  5. 5.Put these angles in order, smallest first.

    • 25°
    • 135°
    • 170°
    • 70°
    • 90°

  6. 6.Which of these could not be the size of an acute angle?

    • a) 60°
    • b) 89°
    • c) 91°
    • d) 15°

  7. 7.How many degrees are there in a half turn?

  8. 8.An angle is measured with a protractor. One arm reads 20 and the other reads 75. How many degrees is the angle?

Angles and the protractor · Grade 4 Math · www.arenapublications.com/learn

Grade 4 Math · 16 of 18

Basic geometrical ideas

Tell points, lines, rays and line segments apart, name the parts of an angle and a circle, and count the sides and diagonals of a polygon.

Before you start

Three lines are drawn on this circle. Take them in turn and find out what each one is called, looking at where each one starts and where it ends.

123
  1. 1. Radius — center to edge
  2. 2. Diameter — right across, through the center
  3. 3. Chord — edge to edge, missing the center

Every diameter is also a chord — it is simply the longest one, and the only kind that passes through the center.

  1. 1.A circle has a radius of 7 inches. How long is its diameter, in inches?

    • a) 3.5
    • b) 21
    • c) 14
    • d) 7

  2. 2.Sort each name by whether it describes a part of a circle or a part of an angle.

    Groups: Part of a circle · Part of an angle

    • Arm
    • Radius
    • Vertex
    • Center
    • Chord
    • Diameter

  3. 3.How many line segments make up the sides of a hexagon?

  4. 4.Put these shapes in order by how many sides they have, fewest first.

    • Octagon
    • Hexagon
    • Quadrilateral
    • Triangle
    • Pentagon

  5. 5.Match each shape to the number of sides it has.

    • Triangle
    • Quadrilateral
    • Pentagon
    • Hexagon
    • Octagon
    • 8
    • 6
    • 3
    • 5
    • 4

  6. 6.A line has no ends, a ray has one end, and a line segment has two. Which of the three has a length you could measure with a ruler?

    • a) A ray
    • b) All three of them
    • c) A line
    • d) A line segment

  7. 7.Three straight lines have been drawn on this circle. Tap the diameter.

    Write the number of the part.

    123

  8. 8.An angle is made where two rays meet at a point. How many arms does one angle have?

Basic geometrical ideas · Grade 4 Math · www.arenapublications.com/learn

Grade 4 Math · 17 of 18

Understanding elementary shapes

Classify angles by size, triangles by their sides and their angles, and tell flat shapes from solid ones.

Before you start

Four angles, drawn side by side and getting wider as you go. Find out what each one is called.

1234
  1. 1. Acute
  2. 2. Right angle
  3. 3. Obtuse
  4. 4. Straight

Acute is under 90°, obtuse is over it, and the straight one is a half turn — 180°, which is why it stopped looking like a corner at all.

  1. 1.Put these kinds of angle in order by size, smallest first.

    • Acute
    • Obtuse
    • Straight
    • Right
    • Reflex

  2. 2.The angles of a triangle add up to 180°. Two of them are 55° and 65°. How big is the third, in degrees?

  3. 3.This triangle has one right angle. Tap the corner where it is.

    Write the number of the part.

    123

  4. 4.Match each angle to the name for its size.

    • 45°
    • 90°
    • 120°
    • 180°
    • 300°
    • Obtuse
    • Reflex
    • Acute
    • Straight
    • Right

  5. 5.A full turn is 360° and splits into four equal right angles. How many degrees is one right angle?

  6. 6.All three angles of an equilateral triangle are equal, and they add up to 180°. How big is each one, in degrees?

  7. 7.An angle of 200° is which kind of angle?

    • a) Obtuse
    • b) Reflex
    • c) Acute
    • d) Straight

  8. 8.A triangle has sides of 5 inches, 5 inches and 8 inches. How many of its sides are equal in length?

Understanding elementary shapes · Grade 4 Math · www.arenapublications.com/learn

Grade 4 Math · 18 of 18

Line symmetry

Find the lines of symmetry of shapes and letters, and tell a mirror line from a line that only looks like one.

  1. 1.A regular shape has 8 lines of symmetry. How many sides does it have?

  2. 2.How many lines of symmetry does a regular pentagon have?

  3. 3.This kite has one line of symmetry. Three lines have been drawn on it. Tap the one that is a line of symmetry.

    Write the number of the part.

    123

  4. 4.How many lines of symmetry does the capital letter F have?

  5. 5.Which of these capital letters has no line of symmetry?

    • a) X
    • b) R
    • c) E
    • d) M

  6. 6.Match each of these to the number of lines of symmetry it has.

    • The letter F
    • The letter T
    • The letter H
    • Equilateral triangle
    • Regular pentagon
    • 0
    • 2
    • 3
    • 5
    • 1

  7. 7.Sort each capital letter by whether it has a line of symmetry.

    Groups: Has a line of symmetry · Has none

    • F
    • R
    • M
    • A
    • P
    • T

  8. 8.How many lines of symmetry does the capital letter H have?

Line symmetry · Grade 4 Math · www.arenapublications.com/learn

Answer keys — Grade 4 Math

In the same order as the worksheets.

Patterns and tiling

  1. 1. Square → Tiles with no gaps; Regular hexagon → Tiles with no gaps; Equilateral triangle → Tiles with no gaps; Regular pentagon → Leaves gaps; Circle → Leaves gaps; Regular octagon → Leaves gaps
  2. 2. 1. A scalene triangle 2. An isosceles triangle 3. A rectangle that is not a square 4. An equilateral triangle 5. A square
  3. 3. 28
  4. 4. 15
  5. 5. a) 2
  6. 6. Square → 4; Equilateral triangle → 3; Rectangle that is not a square → 2; Isosceles triangle → 1; Scalene triangle → 0
  7. 7. 25
  8. 8. a) F

Patterns

  1. 1. 60
  2. 2. 16
  3. 3. 1. 1 2. 4 3. 7 4. 10 5. 13
  4. 4. 15
  5. 5. 25
  6. 6. 2, 4, 6 → 8; 5, 10, 15 → 20; 10, 20, 30 → 40; 3, 6, 9 → 12
  7. 7. c) big
  8. 8. 3

Factor pairs and multiples

  1. 1. 1. 7 2. 9 3. 12 4. 24
  2. 2. c) 24
  3. 3. 12
  4. 4. 16 → 2 × 8; 18 → 3 × 6; 20 → 4 × 5; 21 → 3 × 7; 25 → 5 × 5
  5. 5. 5
  6. 6. 27
  7. 7. 6
  8. 8. 4 → A factor of 36; 5 → Not a factor of 36; 6 → A factor of 36; 8 → Not a factor of 36; 9 → A factor of 36; 12 → A factor of 36; 15 → Not a factor of 36; 24 → Not a factor of 36

Factors and multiples

  1. 1. c) 4653
  2. 2. 15
  3. 3. 28
  4. 4. c) 29
  5. 5. 1. 13 2. 9 3. 8 4. 16 5. 12
  6. 6. 27
  7. 7. c) 51
  8. 8. 2

Numbers beyond a thousand

  1. 1. 3500
  2. 2. 6000
  3. 3. 4060
  4. 4. a) 6004
  5. 5. c) 7,802
  6. 6. 3,180 → Nearer 3,000; 3,420 → Nearer 3,000; 3,610 → Nearer 4,000; 3,900 → Nearer 4,000; 3,050 → Nearer 3,000; 3,750 → Nearer 4,000
  7. 7. 1. 2,905 2. 2,950 3. 5,029 4. 5,092 5. 9,205
  8. 8. 46

Multiplying two digits by one

  1. 1. 128
  2. 2. 24 × 3 → 72; 31 × 5 → 155; 43 × 6 → 258; 27 × 4 → 108
  3. 3. 92
  4. 4. 1. 14 × 3 2. 21 × 4 3. 33 × 5 4. 26 × 8
  5. 5. d) 20 × 5 + 4 × 5
  6. 6. 405
  7. 7. 312
  8. 8. 108

Multiplying larger numbers

  1. 1. 1000
  2. 2. 1. 12 × 12 2. 30 × 6 3. 14 × 15 4. 25 × 9 5. 40 × 8
  3. 3. 702
  4. 4. 322
  5. 5. 102 × 4 → 408; 213 × 3 → 639; 150 × 6 → 900; 220 × 5 → 1100
  6. 6. 864
  7. 7. 2090
  8. 8. 756

Division with remainders

  1. 1. 36 ÷ 6 → Goes exactly; 40 ÷ 5 → Goes exactly; 45 ÷ 7 → Leaves something over; 50 ÷ 8 → Leaves something over; 63 ÷ 9 → Goes exactly; 70 ÷ 4 → Leaves something over
  2. 2. 9
  3. 3. 24
  4. 4. 5
  5. 5. 6
  6. 6. 24
  7. 7. 2
  8. 8. 5

Numbers up to six digits

  1. 1. 47400
  2. 2. d) 0
  3. 3. 152600
  4. 4. 70000
  5. 5. 246500
  6. 6. a) 99909
  7. 7. 47000
  8. 8. 90000

Knowing our numbers

  1. 1. 700
  2. 2. 5120 → Closer to 5000; 5890 → Closer to 6000; 5499 → Closer to 5000; 5501 → Closer to 6000; 5045 → Closer to 5000; 5750 → Closer to 6000
  3. 3. 4623 → 4620; 4627 → 4630; 4638 → 4640; 4611 → 4610; 4646 → 4650
  4. 4. 79000
  5. 5. c) 30099
  6. 6. 2568
  7. 7. 4700
  8. 8. c) 46875

Area and perimeter

  1. 1. 16
  2. 2. a) 3 by 9
  3. 3. 1. 2 by 3 2. 4 by 3 3. 5 by 4 4. 8 by 3
  4. 4. 20
  5. 5. 15
  6. 6. 4
  7. 7. 24
  8. 8. 3 by 4 → Below 30; 5 by 5 → Below 30; 2 by 8 → Below 30; 6 by 6 → Above 30; 4 by 9 → Above 30; 7 by 5 → Above 30

Changing between units of measure

  1. 1. 60 inches → Less than 1 feet; 150 inches → More than 1 feet; 99 inches → Less than 1 feet; 3 feet → More than 1 feet; 250 inches → More than 1 feet; 45 inches → Less than 1 feet
  2. 2. 5
  3. 3. 1 feet → 100 inches; 3 feet → 300 inches; 1 miles → 1,000 feet; 1 lb → 1,000 oz; 2 lb → 2,000 oz
  4. 4. 235
  5. 5. 400
  6. 6. 3000
  7. 7. 1. 50 inches 2. 2 feet 3. 350 inches 4. 9 feet 5. 1 miles
  8. 8. 7

Time and how long things last

  1. 1. 150
  2. 2. 12
  3. 3. 180
  4. 4. A walk of 25 minutes → Less than an hour; A film of 90 minutes → More than an hour; A lesson of 45 minutes → Less than an hour; A train journey of 3 hours → More than an hour; A swim of 55 minutes → Less than an hour; A match of 2 hours → More than an hour
  5. 5. 45
  6. 6.
    • 7:40
    • 7.40
    • twenty to eight
    • 7:40 am
  7. 7. 1. 9:00 am to 9:25 am 2. 2:10 pm to 2:55 pm 3. 6:30 am to 7:40 am 4. 1:15 pm to 3:00 pm 5. 8:00 am to 11:30 am
  8. 8. 150

Money problems

  1. 1. 60
  2. 2. 245
  3. 3. c) 4 rulers at $18 each
  4. 4. 65
  5. 5. 48
  6. 6. 9
  7. 7. 2 pens at $30 each → Less than $100; 3 books at $45 each → More than $100; 4 erasers at $15 each → Less than $100; 5 rulers at $25 each → More than $100; 6 pencils at $9 each → Less than $100; 2 bags at $80 each → More than $100
  8. 8. 25

Angles and the protractor

  1. 1. d) Obtuse
  2. 2. 3 — Angle C
  3. 3. 60
  4. 4. 30° → Acute; 95° → Obtuse; 89° → Acute; 150° → Obtuse; 12° → Acute; 175° → Obtuse
  5. 5. 1. 25° 2. 70° 3. 90° 4. 135° 5. 170°
  6. 6. c) 91°
  7. 7. 180
  8. 8. 55

Basic geometrical ideas

  1. 1. c) 14
  2. 2. Radius → Part of a circle; Diameter → Part of a circle; Chord → Part of a circle; Center → Part of a circle; Vertex → Part of an angle; Arm → Part of an angle
  3. 3. 6
  4. 4. 1. Triangle 2. Quadrilateral 3. Pentagon 4. Hexagon 5. Octagon
  5. 5. Triangle → 3; Quadrilateral → 4; Pentagon → 5; Hexagon → 6; Octagon → 8
  6. 6. d) A line segment
  7. 7. 2 — the line right across through the center
  8. 8. 2

Understanding elementary shapes

  1. 1. 1. Acute 2. Right 3. Obtuse 4. Straight 5. Reflex
  2. 2. 60
  3. 3. 2 — the bottom left corner
  4. 4. 45° → Acute; 90° → Right; 120° → Obtuse; 180° → Straight; 300° → Reflex
  5. 5. 90
  6. 6. 60
  7. 7. b) Reflex
  8. 8. 2

Line symmetry

  1. 1. 8
  2. 2. 5
  3. 3. 3 — the upright line
  4. 4. 0
  5. 5. b) R
  6. 6. The letter F → 0; The letter T → 1; The letter H → 2; Equilateral triangle → 3; Regular pentagon → 5
  7. 7. A → Has a line of symmetry; F → Has none; M → Has a line of symmetry; P → Has none; T → Has a line of symmetry; R → Has none
  8. 8. 2

Grade 4 Math · www.arenapublications.com/learn