Grade 4

Math
Coursebook

Oak Meadow, Inc.

Post Office Box 615
Putney, Vermont 05346
[Link]
 Table of Contents
Introduction...................................................................................................................0vii
Lesson 1: Addition, Subtraction, and Skip Counting........................................01
Lesson 2: Three-Digit Addition and Subtraction..............................................011
Lesson 3: Place Value and Telling Time................................................................021
Lesson 4: Simple Division and Word Problems.................................................029
Lesson 5: Carrying and Borrowing.........................................................................039
Lesson 6: Division with Remainders.....................................................................047
Lesson 7: Roman Numerals and Multistep Word Problems..........................053
Lesson 8: Multiplication with Tens........................................................................063
Lesson 9: Roman Numerals to the Thousands...................................................071
Lesson 10: Two-Digit Multiplication......................................................................077
Lesson 11: Skills Review..............................................................................................083
Lesson 12: Skills Review.............................................................................................085
Lesson 13: Weights and Measures..........................................................................087
Lesson 14: Liquid Measures......................................................................................091
Lesson 15: Two-Digit Multipliers............................................................................095
Lesson 16: Two-Digit Multiplication with Carrying..........................................0101

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Table of Contents Grade 4 Math

Lesson 17: Word Problems with Measuring........................................................0107

Lesson 18: More Weights and Measures..............................................................0111
Lesson 19: Introduction to Fractions.....................................................................0115
Lesson 20: More Fractions........................................................................................0123
Lesson 21: Adding and Subtracting Fractions with the
Same Denominator................................................................................................0127
Lesson 22: Money Math.............................................................................................0135
Lesson 23: More Money Math..................................................................................0141
Lesson 24: Skills Review............................................................................................0147
Lesson 25: Rounding and Estimating...................................................................0151
Lesson 26: Long Division...........................................................................................0161
Lesson 27: Long Division with Remainders........................................................0173
Lesson 28: Two-Digit Division with Tens.............................................................0181
Lesson 29: Mixed Numbers......................................................................................0189
Lesson 30: Improper Fractions................................................................................0195
Lesson 31: Equivalent Fractions..............................................................................0207
Lesson 32: Common Denominators and Adding and Subtracting
Fractions with Different Denominators.........................................................0215
Lesson 33: Simplifying Fractions............................................................................0227
Lesson 34: Multiplying by 100s..............................................................................0233
Lesson 35: Year-End Review.....................................................................................0243
Lesson 36: Year-End Assessment............................................................................0251

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Grade 4 Math Table of Contents

Appendix.........................................................................................................................0261
Materials....................................................................................................................... 263
Extra Practice Worksheets........................................................................................... 265
Answer Key to Lesson Practice Sets............................................................................ 295
Answer Key to Extra Practice Worksheets.................................................................. 319

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 Introduction
To the Student
Welcome to Grade 4 Math! This year, you will be learning exciting new ways to use math. The things
you learn this year, you will use all your life: fractions, multiplying large numbers, long division, and
money math.
Your parent or teacher will help you learn these new skills, and you will have plenty of time to practice
them throughout the year so that you can become comfortable with the new material. These math
skills are important for practical situations in daily life, but they are also the foundation for advanced
math skills in later grades.
We hope you enjoy the new challenges and learning that will take place in fourth grade math!

To the Parent/Teacher
Fourth grade math is an exciting time of discovering new concepts and mastering important computa-
tional skills. By the end of the year, your child will be able to solve four-digit addition and subtraction
with carrying and borrowing, multiply multi-digit numbers, do long division, turn word problems into
equations, add and subtract fractions, and find common denominators. Students will work with mixed
numbers, improper fractions, bar graphs, money math, and a great many other mathematical skills.
In the process of learning these skills, we hope to demystify math
while retaining the wonder inherent in the world of numbers. Your Your child will discover
child will discover the satisfying patterns and puzzles that exist in the satisfying patterns and
the study of mathematics. Doors to new understanding will open, puzzles that exist in the
but we encourage you to recognize and even appreciate that such study of mathematics.
doors will sometimes close again. Learning can often be a cyclical
process of clarity and confusion, and this can be especially true
with math. While some students will make exciting connections and leap ahead with enthusiasm, oth-
ers will need to gradually add layers of understanding and comfort. The same student can have both
experiences with different skills, such as “getting” fractions on the first try, yet needing more time with
long division.

Oak Meadow vii

Introduction Grade 4 Math

When confusion reigns, or a door closes, letting the skill rest is usually the best and most effective
approach. Often, after taking a break for a few days or even weeks, the child’s mind is ready to receive
and comprehend the process, and they are ready to move forward once again. Gaining a real under-
standing of math takes time and plenty of practice, and it is a good idea to frequently let your child go
back and review previously learned material. This helps build a solid foundation of math skills and
helps build your child’s confidence in his abilities. After taking a break from a challenging skill, always
go back to the skill and take as long as is necessary to let your child grasp it fully. Math skills frequently
build upon one another, and each one is essential to a complete math education.
Before each lesson, take some time to familiarize yourself with the material by reading the informa-
tion in the “New Concepts” section and looking over the assignments and the practice sets. Use the
assignment summary in each lesson to check off each assignment as it is completed and keep track of
what still needs to be done. In addition, you will find a learning assessment at the end of each lesson
that you can use to make notes on your child’s progress as math skills are strengthened and new skills
are acquired. There is also a list of materials in each lesson, as well as a comprehensive list included in
the appendix.
In addition to the practice sets in each week’s lesson, there is a selection of practice sets in the appen-
dix of this coursebook. Use these for extra review at any time during the year, or as a basis for creating
your own practice problems that are specifically tailored to meet your child’s individual needs. You will
find answers for all the practice sets (those in each lesson and those in the appendix) as well as the
year-end assessment in the appendix.
Every child has a unique learning style, and it is important to take this into consideration when intro-
ducing new skills. Students who are very physical (kinesthetic or tactile learners) will enjoy marching,
jumping, or skipping around the house or yard while reciting the times tables. Math manipulatives,
such as unit blocks or simple household objects like acorns, pennies, or pebbles, are very useful for the
tactile learner. Auditory learners will benefit from chanting math facts or talking aloud while doing
computations. Students who are visual learners can be encouraged to illustrate math problems to get
a clear picture of the equation before translating it into abstract numbers.
While moving through this course, you may want to have your child work directly in this book, and
space has been provided for writing computations and solutions. Alternately, you can have your child
copy the problems by hand into the math main lesson book or a separate notebook. Learning to copy
number problems accurately is an important skill requiring great attention to detail.
When working with place value, using graph paper can be particularly helpful for students. Even if
graph paper is not needed for adding and subtracting multi-digit numbers, once your student begins
multiplying two- and three-digit numbers and doing long division, keeping track of place value can
become tricky. Graph paper helps students learn to keep columns straight and place value evident.
Using graph paper with a small grid can present problems if your child’s numbers become cramped
and hard to read, so try to find graph paper with a large grid, or make your own.

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Grade 4 Math Introduction

Many adults have memories of struggling with math, but it is very probable that math was fun until a
particular skill was introduced in a way that did not make sense. Maybe it was long division, or deci-
mals, or fractions, but the door to understanding did not open and confusion continued. For many of
us, all subsequent math work (and memories) became colored by this difficulty, which we tend to
remember keenly. No matter what the parent’s experience with math, it’s important to let students
approach new skills like fractions and long division with enthusiasm and optimism. We invite you to do
the same! As you work through this material with your child, we hope both of you, as learners, are
allowed the patience, space, and creativity to let things unfold at the right pace. Of course, when your
student is ready to leap ahead conceptually, be ready to leap forward together!
There is a great deal of satisfaction when math “makes sense.” We have written this math course with
that goal in mind. Good luck to you and your child, and we hope you enjoy Oak Meadow’s Grade 4
Math.

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Lesson

1 Addition, Subtraction,
and Skip Counting
The year begins with a thorough review of the four processes— ASSIGNMENT SUMMARY
addition, subtraction, multiplication, and division—all of which
■ Review four processes,
were covered in third grade. Over the next few weeks, review each
orally and in writing.
of these processes to help your child “sweep out the cobwebs” of
summer vacation. Practice problems are provided for you on the ■ Practice skip counting by
pages following, but we hope you will not limit your child’s practice 2s, 5s, and 10s.
to these worksheets. Most children learn best by using a variety of Complete practice sets
methods.
■ Practice Adding
Assignments ■ Practice Subtracting
1. Review the four processes, both orally and in written form. ■ Practice Adding Columns
2. Review counting by 2s, 5s, and 10s (“skip counting”). Take some of Numbers
time this week to do active counting games, such as jumping ■ Practice Skip Counting
rope, tossing a ball back and forth, or doing hand-clapping and Sequencing
games while skip counting. Take turns with your child saying
Activity
the numbers, or say them in unison. Practice throughout the
week in a variety of ways to review the 2, 5, and 10 times tables. ■ Math Games
3. Do some or all of the practice sets in this lesson:
MATERIALS
• Practice Adding
poster board
• Practice Subtracting crayons or colored pencils
• Practice Adding Columns of Numbers small playing pieces
• Practice Skip Counting and Sequencing one die
colored sidewalk chalk
Activity deck of cards
Math Games
All games can be played exactly as outlined, but we suggest that you use your imagination to create
new versions that suit your child’s particular needs. Most games can be changed for use in a variety of
different situations.

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Lesson 1: Addition, Subtraction, and Skip Counting Grade 4 Math

Store-bought games that use numbers are also excellent practice and lots of fun. Ideas include
Monopoly, Dominoes, and Yahtzee, as well as many card games.

Number Pie
MATERIALS
poster board
crayons or colored pencils
small playing pieces
1 die
Number of players: Unlimited
1. Draw a large circle on a piece of poster board and divide it into 14 even slices. Number each slice
of the circle, using the numbers from 1–14 in random order. Make your number pie colorful and
attractive (see diagram).
2. Each player needs a small playing piece, such as a dried bean, pebble, or penny.
3. Designate the slot with “1” as the starting place. Players will be moving their playing pieces
around the entire circle from there.
4. To play, throw the die. The player must add the number on the die to the number in the pie slice
their playing piece currently occupies.
Example: Your child throws a 5,
and her playing piece is on 1. 1 5
She must add 5 + 1. If she
answers correctly, she moves 8 9
her playing piece to the next
slice and adds 5 to that num-
ber. In this fashion, she pro- 11 3
gresses around the entire
circle, adding 5 to each num-
ber. If she keeps answering cor- 4 7
rectly, she keeps taking
another turn. If she is unable to
answer a problem, other play-
13 12
ers may help her; or, she for-
feits her turn and the next
player throws the die and pro- 6 2
ceeds in the same fashion.
14 10

2 Oak Meadow
Grade 4 Math Lesson 1: Addition, Subtraction, and Skip Counting

Number Hopscotch
MATERIALS
colored chalk
driveway or other large flat surface
Number of players: Unlimited
Note: T his game will quickly take the student into
addition far beyond 20, so it is best for those
who are very comfortable with number com-
binations up to 20 and are ready for more of a
challenge.
1. With colored chalk, draw a large hopscotch board on your
driveway or other appropriate surface. It should have enough squares to include all the numbers
from 1–10, or higher if you desire. Write the numbers in the squares in random order.
2. To play: Hop onto the first square and add that number to itself. (If the first square has a 5
written on it, add 5 + 5.) Next, hop to the next square and add that number to the current sum.
(If the next square is 7, add 10 + 7.) When you land with two feet on two squares, add the two
squares together first, and then add them to the current sum—this will not be easy! Make your
way through all the squares, adding the numbers to the current total. See how fast you can hop
and add!
3. When you get to the end of the squares, turn around and play it backward, subtracting as you
hop back toward the first square.

Pyramid Solitaire
MATERIALS
a full deck of cards
Number of players: One
Lay out the cards faceup in a pyramid
shape. Start with one card, then place
two cards overlapping the bottom of
the first card, then place three cards
overlapping the bottom of those two, and
so on, until you have laid out a pyramid. There should be 7 cards in the final row at the bottom. (See
the illustration above.) Lay the rest of the cards facedown.
1. King = 13, Queen = 12, Jack = 11, 10 = 10, 9 = 9, and so on down to Ace = 1.

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Lesson 1: Addition, Subtraction, and Skip Counting Grade 4 Math

2. The object is to remove all the cards from the pyramid. This is done by adding together any pairs
of cards that are not covered by any other card to make a sum of 13. Remove each card as you add
it. A King stands alone, so if a King is not covered, simply remove it. You are looking for pairs that
equal 13 (9 + 4, 10 + 3, Jack + 2, etc.). Remove all the pairs you can. You are likely to have many
cards left that cannot be removed.
3. When you have made all the sums of 13 you can, begin going through the cards remaining in the
deck, one by one. Whenever a card is turned up that can be matched with one of the completely
exposed cards on the pyramid to make a sum of 13, set those two cards aside.
4. Go through the extra stack as often as necessary—but only in the order they appear as you turn
them over one by one. When no more combinations of 13 can be made, you’re done! Your goal is
to use all the cards and use up the entire pyramid, but you will “win” the game only occasionally.
5. If your child has trouble remembering the value of the face cards, you can write them down so he
can refer to it as often as necessary, or you can remove the face cards from the deck.
6. To make the game trickier and improve mental math skills, you can also allow three-card
combinations that add up to 13.

Concentration
MATERIALS
a full deck of cards
Number of players: Unlimited
1. Just as with any regular game of concentration, begin by
shuffling the deck and laying all the cards out face down in
a large, orderly rectangle.
2. The goal is to pair each card with another of the same number, thereby winning
the most number of pairs. Players go about this by turning over two cards per turn. Players may
only keep cards that match (a pair of 3s, a pair of 7s, a pair of Queens, etc.). The hitch is that each
player must also add (or subtract, depending on what you are currently working on with your
child) the numbers on the two cards she turns over each turn.
Example: Player #1 turns over a 3 and a 4. He adds 3 + 4. Clearly, these are not a pair, so he doesn’t
get to keep them. Player #2 turns over a 3 and a 7 and adds 3 + 7. She doesn’t get to keep them,
because they’re not a pair. Now it is Player #1’s turn again, and he remembers where both the 3s
are. He turns them over, adds 3 + 3, and removes the two 3s from the playing field. In this way,
turn after turn, your child is practicing adding (or subtracting) while also exercising visual memory
in trying to locate the card pairs.
3. If you are playing competitively, the player with the most pairs of cards at the end of the game is
the winner.

4 Oak Meadow
Grade 4 Math Lesson 1: Addition, Subtraction, and Skip Counting

Duel
MATERIALS
a full deck of cards
Number of players: Two
1. Deal out the entire deck, facedown, so each player ends up with half a deck.
2. At the same time, the players turn the top card faceup. The person with the higher card wins
the two cards, but only if she can add (or subtract, depending on what you are working on) the
numbers on the cards correctly. If the arithmetic is done correctly the player keeps the pair of
cards; otherwise the cards are returned to the bottom of the deck.
3. Decide ahead of time what math operation you will practice with this game. It’s good for
addition, subtraction, and even multiplication. The adult may also make mistakes for the child to
catch, and if the child can catch the errors, she wins the cards.

Skip-Counting Game for Times Table Practice

Number of players: Unlimited
1. Decide which times table to use for skip counting. We suggest beginning with 2, 5, or 10. When
you get more involved in a times table review, expand the game to include any table you are
working on.
2. While marching around in a large circle, skip count (chanting or singing, if you like) up to 50. (If
you are starting with skip counting by 2 or if your child finds this activity to be very challenging,
begin by counting only up to 20 until your child feels confident.) When you get to 50, you must
begin to march backward while skip counting backward down through the numbers to zero.
Example: If you had planned to count by 5s, march forward and say, “5, 10, 15, 20, 25, 30, 35, 40,
45, 50,” and then begin marching backward, saying, “50, 45, 40, 35,” etc. Try to create a smooth
transition when you hit 50, so you move forward from 45 to 50 and then immediately backward
to 45 as you move down the numbers again.
3. Your child might also enjoy clapping while marching, but don’t give up the marching. The
physical movement is a crucial part of what makes this game effective for memorization. Most
children respond well to music and rhythm, and will also benefit from chanting the numbers to a
simple tune.

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Lesson 1: Addition, Subtraction, and Skip Counting Grade 4 Math

Practice Adding

6 7 2 8
+3 +4 +1 +4

7 9 10 9
+3 +7 + 0 +2

5 9 6 4
+0 +5 +3 +1

6 Oak Meadow
Grade 4 Math Lesson 1: Addition, Subtraction, and Skip Counting

Practice Subtracting

7 9 2 9
–1 –2 –1 –8

4 9 7 1
–3 –6 –5 –0

3 4 5 8
–0 –1 –2 –6

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Lesson 1: Addition, Subtraction, and Skip Counting Grade 4 Math

Practice Adding Columns of Numbers

2 5 2 3 6
4 4 1 5 3
+3 +3 +7 +2 +4

4 7 9 7 3
+0 +3 2 1 3
+7 +6 +4

3 1 2 5 6
2 6 5 4 1
3 3 3 6 2
+4 +4 +1 +2 +3

8 Oak Meadow
Grade 4 Math Lesson 1: Addition, Subtraction, and Skip Counting

Practice Skip Counting and Sequencing

2, 4, , 8, 10, 12, , 16, , 20, , , , , 30

40, 42, 44, , , 50, 52, 54, , , 60

5, 10, , 20, , 30, 35, , , 50

100, 105, 110, , 120, 125, , , 140, , 150

0, 10, 20, , 40, , , 70, , , 100

200, 210, , 230, , , , 270, , , 300

50, , 60, , , 75, , , 90, , 100

100, 110, , , , , 160, , , 190,

601, 602, , 604, , , , 608, , 610

350, 352, , , 358, , 362, , 366, , 370

Oak Meadow 9
Lesson 1: Addition, Subtraction, and Skip Counting Grade 4 Math

FOR ENROLLED STUDENTS

You will be sending a sample of work from this lesson to your Oak Meadow teacher at the end of
lesson 4. In the meantime, feel free to contact your teacher if you have any questions about the assign-
ments or the learning process. You can use the assignment summary checklist and the learning assess-
ment form to keep track of your student’s progress. You will be sending this documentation to your
teacher every four weeks (with each submission of student work).

Learning Assessment
These assessment rubrics are intended to help you track your student’s progress throughout the year.
Please remember that these skills continue to develop over time. Use this space to make notes about
the learning your child demonstrates or skills that need work.

SKILLS Developing Consistent Competent Notes

Uses addition and subtraction in

daily situations
Solves two- and three-digit
addition and subtraction without
carrying or borrowing
Solves two- and three-digit
addition and subtraction with
carrying or borrowing
Checks addition and subtraction
answers using opposite process
Has memorized times tables up
to 12
Solves simple division problems in
vertical format
Solves simple division problems
with remainders in vertical format
Identifies place value up to six
digits
Translates word problems into
mathematical equations
Tells time and solves time questions
using an analog clock
Demonstrates understanding of
odd, even, greater than, less than,
and equal to

10 Oak Meadow
Lesson

2 Three-Digit Addition
and Subtraction
As we move forward this week into word problems and multi-digit ASSIGNMENT SUMMARY
addition and subtraction, continue to focus on anything your child
■ Practice two- and three-
struggled with last week. If your child is ready to practice number
digit addition and
combinations above 20, proceed at his pace. The math games from
subtraction.
lesson 1 can be adapted to higher number combinations.
■ Check addition and
Remember to take advantage of daily real-life opportunities for your
subtraction answers using
child to solve simple math problems.
the opposite process.

New Concepts ■ Review place value up to

four digits.
Word problems are introduced this week. Encourage your child to
draw the word problem first to have a pictorial representation. ■ Practice skip counting
Next, help your child fig­ure out how to turn the words into a mathe- with large numbers (20,
matical equation before solving the prob­lem. 50, 100, 1,000, etc.)

For example, the first problem reads: ■ Translate word problems

into numeric equations.
Jeff and Maggie went to the pet store. They saw 4 red fish and
7 blue fish. How many fish did they see? Complete practice sets
Your child might draw it like this: ■ Review Skip Counting and
Sequencing
■ Practice Adding and
Subtracting
■ More Practice Adding and
Next, have your child translate this into numbers. Your child can use
Subtracting
either the horizontal or vertical format:
■ Practice Adding and
4 + 7 = 11 Subtracting Larger
Numbers
4 ■ Place Value Practice
+ 7 ■ Word Problems for
11 Adding and Subtracting

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Lesson 2: Three-Digit Addition and Subtraction Grade 4 Math

Word problems always get answered with words. First, they are translated into numeric equations and
solved, and then answered as a sentence. After your child has solved the problem in numeric form,
have them write the answer as a complete sentence: They saw 11 fish. This is the format to follow for all
the word problems in this book. Both the numeric equation and the written sentence form the final
answer.

Assignments
1. Practice two- and three-digit adding and subtracting on paper (without borrowing and carrying).
Show your child how to check addition answers by subtracting, and check subtraction answers by
adding. Help your child develop the habit of checking all answers in this way.
2. Review the place value for each digit in a series of numbers of different sizes up through a
place value of one thousand. Moving from right to left, the columns are as follows: ones, tens,
hundreds, thousands.
3. Continue last week’s skip-counting game with 2, 5, and 10. If your child is ready, go on to practice
skip counting with 20, 50, 100, and 1,000. Practice orally with active movement, such as
marching, skipping, hopping, or tossing a ball).
4. Do some or all of the practice sets in this lesson:
• Review Skip Counting and Sequencing
• Practice Adding and Subtracting
• More Practice Adding and Subtracting
• Practice Adding and Subtracting Larger Numbers
• Place Value Practice
• Word Problems for Adding and Subtracting

FOR ENROLLED STUDENTS

Feel free to contact your teacher if you have any questions about the assignments or the learning pro-
cess. You will be sending a sample of work from this lesson to your Oak Meadow teacher at the end of
lesson 4. Continue documenting your student’s progress with the assignment summary checklist and
the learning assessment form.

12 Oak Meadow
Grade 4 Math Lesson 2: Three-Digit Addition and Subtraction

Review Skip Counting and Sequencing

22, , , 28, 30, , , 36, , 40

20, 40, , , 100, , , , 180,

220, 222, 224, , , 230, 232, , , 238,

35, 40, , 50, , 60, 65, , , 80

300, 305, , , 320, 325, , , 340, ,

0, , , 30, , , 60, , , , 100

200, 250, , , 400, , , 550, , , 700

110, , 120, , , 135, , , 150, ,

70, 80, , , , , 130, , , 160,

430, , 432, , , , , , 438, ,

100, , 300, , , 600, , , 900,

1,000, 2,000, , , , , 7,000, , , 10,000

1,001, 1,002, , 1,004, , , , 1,008, , 1,010

250, 300, , , 450, , , 600, , , , 800

5,000, 5,100, , , 5,400, , , , 5,800, ,

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Lesson 2: Three-Digit Addition and Subtraction Grade 4 Math

Practice Adding and Subtracting

Note: Pay careful attention to whether it is a plus or minus sign!

21 13 56 82 55
+ 18 + 5 + 23 + 17 – 34

47 66 89 123 340
– 22 – 31 – 45 + 456 + 229

4 2 6 204 421
1 3 4 + 263 + 366
2 4 7
+6 +2 +3

14 Oak Meadow
Grade 4 Math Lesson 2: Three-Digit Addition and Subtraction

More Practice Adding and Subtracting

7 8 9 11 12
–0 –5 +6 – 2 + 3

65 91 18 41 72
+ 12 + 7 – 9 + 36 – 22

873 667 348 876 421

– 141 – 245 – 36 – 72 + 36

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Lesson 2: Three-Digit Addition and Subtraction Grade 4 Math

Practice Adding and Subtracting Larger Numbers

124 416 190 276
+ 305 + 242 + 208 – 136

976 842 758 415

– 325 – 340 – 437 + 362

4,643 8,987 9,940 8,763

+ 246 – 3,214 – 720 – 721

16 Oak Meadow
Grade 4 Math Lesson 2: Three-Digit Addition and Subtraction

Place Value Practice

1. In 1,342, what digit is in the tens place? What digit is in the thousands place?

2. In 4,874, what digit is in the hundreds place?

3. Write a number with 3 in the ones place and 5 in the tens place.

4. Write a number with 4 in the thousands place and 3 in the tens place.

5. Write this number in words: 627

6. Write this number in words: 8,645

7. Write a number with 2 in the thousands place, 7 in the hundreds place, and 4 in the ones place.

8. In 3,410, in which place is the 4?

9. In digits, write the number six thousand, three hundred twenty-one.

10. In 5,025, in what places are the 5s?

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Lesson 2: Three-Digit Addition and Subtraction Grade 4 Math

Word Problems for Adding and Subtracting

Note: Write the problem out in number form either in a line (horizontally) like this, 5 + 5 = 10, or in a
column (vertically) like this:
5
+ 5
10
1. Jeff and Maggie went to the pet store. They saw 4 red fish and 7 blue fish. How many fish did they
see?

2. Maggie wanted to buy some fish for her aquarium. She bought 3 blue fish, 2 goldfish, and 5 tiny
silver fish. How many fish did she buy?

3. Jeff was especially interested in the kittens. There were lots of kittens at the pet store. In one cage
there were 6 little newborn kittens. In another cage there were 5 bigger kittens with short hair. In
a third cage there were 7 kittens with long hair. How many kittens did the pet store have?

4. While Maggie and Jeff were in the store, someone came in to buy some hamsters. There were
15 hamsters in the cage. The customer decided to buy 4 hamsters. How many were left?

5. In another hamster cage there were 8 hamsters. A woman came in and bought 3. How many
hamsters were left in that cage?

6. How many hamsters were bought altogether?

7. How many hamsters were left in the two cages?

18 Oak Meadow
Grade 4 Math Lesson 2: Three-Digit Addition and Subtraction

Learning Assessment
These assessment rubrics are intended to help you track your student’s progress throughout the year.
Please remember that these skills continue to develop over time. Use this space to make notes about
the learning your child demonstrates or skills that need work.

SKILLS Developing Consistent Competent Notes

Uses addition and subtraction in

daily situations
Solves two- and three-digit
addition and subtraction without
carrying or borrowing
Solves two- and three-digit
addition and subtraction with
carrying or borrowing
Checks addition and subtraction
answers using opposite process
Has memorized times tables up
to 12
Solves simple division problems in
vertical format
Solves simple division problems
with remainders in vertical format
Identifies place value up to six
digits
Translates word problems into
mathematical equations
Tells time and solves time questions
using an analog clock
Demonstrates understanding of
odd, even, greater than, less than,
and equal to

Oak Meadow 19
Lesson

6 Division with
Remainders
Throughout the year, continue reviewing times tables 0–12 until they ASSIGNMENT
become automatic. Use a variety of practice techniques, including games, SUMMARY
physical approaches, verbal drills, and written problems.
■ Review using signs
for greater than, less
Assignments than, and equal.
1. Review the concepts of greater than, less than, and equal to. Write
■ Practice division
down pairs of whole numbers and ask your child to identify one
with remainders.
number as greater than, less than, or equal to the other. Start with
easy numbers before progressing to more challenging material. Have Complete practice
your child use the symbols > (greater than), < (less than), or = (equal sets
to). ■ Practice with Odd
For example: 6>3 8 < 10 12 > 9 20 = 20 and Even
When your child feels confident with simple problems, you can offer ■ Practice Greater
ones like this: Than, Less Than,
Equal To
52 81
■ Practice
1,344 1,452 Multiplication and
1,105 1,105 Division
8+2 3+9 ■ Practice Addition
4×1 7–3 and Subtraction

3×5 15 + 2 ■ Practice Division

with Remainders
2. Practice simple division with remainders in vertical format. For now,
you may want to stay within the bounds of the times tables your child
has mastered. More complicated long division will be presented later.
Example:

1 r1 2 r3
4) 5     6) 15

Oak Meadow 47
Lesson 6: Division with Remainders Grade 4 Math

3. Do some or all of the practice sets in this lesson:

• Practice with Odd and Even
• Practice Greater Than, Less Than, Equal To
• Practice Multiplication and Division
• Practice Addition and Subtraction
• Practice Division with Remainders

FOR ENROLLED STUDENTS

A sample of work from this lesson will be sent to your Oak Meadow teacher at the end of lesson 8.
Continue to use the assignment checklist and learning assessment form to help you organize your les-
sons and track your student’s progress.

Practice with Odd and Even

1. List 4 even numbers between 0 and 20.

2. List 5 odd numbers between 1 and 19.

3. Circle the even numbers below:

1 4 7 9 6 3 12 15 16 20 24 13 8
4. Circle the odd numbers below:

3 4 8 9 11 12 15 16 17 18 24 27

48 Oak Meadow
Grade 4 Math Lesson 6: Division with Remainders

Practice Greater Than, Less Than, Equal To

1. 16 13

2. 29 62

3. 5 11

4. 25 52

5. 3 × 12 40

6. 33 – 11 2 × 11

7. 9+5 2 + 12

8. 8×2 17 – 3

9. 3×6 20

10. If a number is more than 5 × 4, is it > (greater than), < (less than), or = (equal to) 15?

11. If a number is two less than 6 × 5, is it > (greater than), < (less than), or = (equal to) 20?

12. If a number is either 6 × 4 or 3 × 8, is it > (greater than), < (less than), or = (equal to) 27?

13. Make up a series of practice problems along these lines. Let your child make up some for you, too.
Take turns trying to trick each other.

Oak Meadow 49
Lesson 6: Division with Remainders Grade 4 Math

Practice Multiplication and Division

5×6= 42 ÷ 7 = 8×4=

9×3= 64 ÷ 8 = 15 = 3 ×

24 ÷ 8 = 6× = 48 72 = 9 ×

Practice Addition and Subtraction

12 326 729 868
47 – 243 + 496 – 693
+ 62

Practice Division with Remainders

4) 15 5) 26 3) 11 8) 65

12) 28 3) 17 2) 9 6) 39

50 Oak Meadow
Grade 4 Math Lesson 6: Division with Remainders

Learning Assessment
Use these assessment rubrics to track your student’s progress throughout the year. Please remember
that these skills continue to develop over time. Use this space to make notes about the learning your
child demonstrates or skills that need work.

SKILLS Developing Consistent Competent Notes

Uses addition and subtraction in

daily situations
Solves two- and three-digit
addition and subtraction without
carrying or borrowing
Solves two- and three-digit
addition and subtraction with
carrying or borrowing
Checks addition and subtraction
answers using opposite process
Has memorized times tables up
to 12
Solves simple division problems in
vertical format
Solves simple division problems
with remainders in vertical format
Identifies place value up to six
digits
Translates word problems into
mathematical equations
Tells time and solves time questions
using an analog clock
Demonstrates understanding of
odd, even, greater than, less than,
and equal to

Oak Meadow 51
Lesson

17 Word Problems
with Measuring
New Concepts ASSIGNMENT SUMMARY

Now that we’ve reviewed teaspoons, tablespoons, cups, pints, and ■ Use conversions and the
so on, we’ll learn more about pounds and ounces. four processes to solve
multistep word problems.
16 ounces = 1 pound
Complete practice set
To change pounds to ounces, multiply the number of pounds
by 16. ■ Word Problems Using
Measurements
If you have access to a reasonably accurate scale, help your child col-
lect and weigh a variety of different items. If you do not have access
MATERIALS
to such a scale, explore weights at the market by weigh­ing various
amounts of produce and reading the weights on packages of foods. kitchen scale (optional)
Find as many opportunities as you can in daily life to explore
weights and measures with your child this week.
Now that your child is familiar with weights and measures, we can introduce story problems using
measurements. Story problems often contain many steps. Work through the sample problem below
with your child, showing how each step can be written out in number form as you work toward the
solution. (Refer back to earlier lessons on measurement if necessary.)
Renee and Julia are making a chocolate cake for their mom’s birthday. They need 4 cups of flour,
1
1 cup of chocolate powder, and 2 cups of sugar. They have a 2 cup measuring cup. How many times
1
will they fill the 2 cup measuring cup with flour?
1
1 cup = two 2 cups
1
4 (cups of flour) × 2 ( 2 cups) = 8
They will fill the measuring cup 8 times with flour.
How many times will they fill the measuring cup with chocolate powder? How many times with
sugar?
1
1 (cup of chocolate) × 2 ( 2 cups) = 2
1
2 (cups of sugar) × 2 ( 2 cups) = 4

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Lesson 17: Word Problems with Measuring Grade 4 Math

They will fill the cup 2 times with chocolate powder and 4 times with sugar.
1
How many times did Renee and Julia use the 2 cup measuring cup in all?
8 + 2 + 4 = 14
They used it 14 times.

Assignments
1. Practice weighing amounts and converting between ounces and pounds.
2. Work with your child on solving word problems using measurements. Give plenty of practical
experience with everyday tasks in the kitchen.
3. Do the following practice set:
• Word Problems Using Measurements

FOR ENROLLED STUDENTS

You will be sending the next batch of work to your Oak Meadow teacher at the end of lesson 20.
Continue to use the assignment checklist and learning assessment form to help you organize your les-
sons and track your student’s progress.

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Grade 4 Math Lesson 17: Word Problems with Measuring

Word Problems Using Measurements

1. Gabe and Nell made lemonade for the swim team picnic. They used a 1-cup measure to fill two
1-gallon jugs. How many cups of lemonade did they need? Gabe poured 18 cups. How many did
Nell pour?

2. Katie and Mark are making muffins for the picnic. The recipe uses 4 cups of blueberries. The
blueberries at the market are all in 1-pint containers. How many pints will they need? How many
pints will Katie and Mark need if they decide to double the recipe?

3. Erin and Evan are making sandwiches for the picnic. They plan to make 24 sandwiches. How
many slices of bread will they need? If each 1-pound loaf of bread has 12 slices in it, how many
pounds of bread will they need? (Hint: Remember each sandwich needs two slices of bread.)

4. Mary Ellen’s grandmother is knitting several pairs of mittens. She needs 8 balls of yarn for the
mittens. Each ball of yarn weighs 4 ounces and costs 1 dollar an ounce. How much will the yarn
cost? How much will the total amount of yarn weigh in ounces?

5. A.J. weighs 83 pounds. How many ounces does he weigh? He is 4 feet 7 inches tall. How tall is he
in inches?

6. Make a bar graph of the weights of four different children. (You can use weights of your friends or
siblings, or just make up weights for imaginary children.)

7. Make a bar graph of the heights, in inches, of four different items in your house.

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Lesson 17: Word Problems with Measuring Grade 4 Math

Learning Assessment
Use these assessment rubrics to track your student’s progress throughout the year and make notes
about the learning your child demonstrates or skills that need work. Please remember that these skills
continue to develop over time.

SKILLS Developing Consistent Competent Notes

Solves problems with two-digit

multipliers without carrying
Solves problems with two-digit
multipliers with carrying
Takes measurements and solves
problems with weights and
measures
Makes conversions between
different units of measurement
Records data on a bar graph

Solves multistep word problems

Demonstrates knowledge of
Roman numerals to 1,000
Uses math in daily situations

Solves two- and three-digit

addition and subtraction with
carrying or borrowing
Checks addition and subtraction
answers using opposite process
Has memorized times tables up
to 12
Solves simple division problems
with remainders in vertical format
Identifies place value up to seven
digits
Tells time and solves time questions
using an analog clock
Demonstrates understanding of
odd, even, greater than, less than,
and equal to

110 Oak Meadow

Lesson

23 More Money Math

New Concepts ASSIGNMENT SUMMARY

Now that your child is comfortable with money values, you can ■ Add and subtract money
introduce adding and subtract­ing with money. Explain that it is just in written format.
like regular adding and subtracting, except that a dollar sign and a ■ Create a custom catalog
decimal point are added. Adding these two symbols doesn’t change and shop with a budget.
how the numbers are added and subtracted.
■ Use restaurant menus to
The important thing to remember is that the decimal point sepa- plan and budget meals.
rates the amount of dollars from the amount of cents. This means
that your child must be very careful to keep the decimal points lined Complete practice set
up properly in written problems, so dollars get added to dollars and ■ Practice Adding Money
cents get added to cents. (It may help to use graph paper to separate
■ Practice Adding and
the place value columns and keep the decimal points lined up.)
Subtracting Money
Remind your child that lining the decimal points up and keeping the
columns aligned is important because the columns stand for ones, MATERIALS
tens, etc. Point out that there are only two columns for cents (a col-
graph paper
umn for ones and a column for tens), but there can be as many dollar
columns as you need: ones, tens, hundreds, thousands, and more! magazines
restaurant menus
$.25 = 2 tens + 5 ones (or 2 dimes + 5 pennies)
$25.00 = 2 tens + 5 ones (or 2 ten-dollar bills + 5 one-dollar bills)
Help your child work out these problems on paper by talking through it:
“If you were adding 25¢ and 75¢, it would equal one dollar or $1.00. You add these numbers
together just like you would normally, carrying as necessary, and bring the decimal point straight
down into your answer, like this.”

1 1
. 25
+ . 75
$1 . 00

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Lesson 23: More Money Math Grade 4 Math

Point out that the decimal point shows where the ones column for the dollars begins. If your child
seems confused by this, tell them not to worry about it, and just add the problems in the usual way,
ignoring the dollar sign and decimal point. You can revisit the idea of place value after your child is
more comfortable adding and subtracting with the dollar sign and decimal point in place.

Assignments
1. Introduce adding and subtracting money in written format. For the rest of the week, work with
your child to put these new money skills to use with real-life situations and a variety of word
problems.
2. Help your child cut pictures from magazines to make a custom-made catalog. Assign small
money values to the items, and let your child “go shopping” with the $10 in change. Try to set it up
so your child has many options and can spend the money in a variety of different ways. (Keep this
homemade catalog, as you may want to use it again later for review.)
Sometime this week, give your child a set amount of money (a budget) and a short grocery list and
ask them to purchase as many items on the list as possible. It is up to your child to determine
whether they have enough money.
3. Assemble your restaurant menus and work with your child on the following problems. Each
problem requires several different steps, so you will probably want to spread them out over the
course of the week, doing just a few each day. Remind your child to use the good nutrition habits
learned in science as they plan various meals for these problems. (Keep your menus for review
later in the year.)
a. You are feeling very hungry, and you just happen to have $15. From one of your menus, order a
meal that uses all or nearly all of your money. List your choices, along with the cost. Add them
up, then subtract the total amount from your $15 to see if you have any money left. (Hint: $15
has to be written as $15.00 before you can use it in a subtraction problem.)
b. You have $25.00 to take your cousin out to lunch. Your mother says your little brother wants to
come too. Using one of your menus, plan a healthy meal for the three of you. Your little brother
might be able to order from the children’s section of the menu, which could save you money.
Add up the amounts and see how much money will be left over.
c. Your family is going on a three-day trip. You are taking an ice chest and will buy grocer­ies for
picnic lunches, but you’ll have to eat out for breakfast and dinner. Using three different menus,
plan three days’ worth of breakfasts and dinners. Use good nutritional guidelines and include
desserts and beverages for at least some of the meals. Write down the meals you select and
total the money spent for each meal. Then add up all the meals to find out how much your
family will spend for restaurant meals on the trip.
d. After going to the movies, your dad offers to take everyone out for ice cream. How many
people are in your group? Will they have single or double scoops? Will anyone have a shake

142 Oak Meadow

Grade 4 Math Lesson 23: More Money Math

or banana split? Write down the mathematical calculations needed to figure out how much
money your father spent on ice cream treats that night.
e. One of your friends is vegetarian. Another friend loves meat. Plan a restaurant meal for the
three of you, and figure out the cost. Each person needs a drink and a main meal. Desserts and
salads are optional, but at least one of you is very hungry, so you’ll need to order at least one
dessert and one salad. How much money will you spend?
f. You are doing a few errands with your mom, and you’ve gotten very hungry and thirsty. You
don’t have much money with you—just a few dollars. What can you order that will provide
the most food for your money? Remember, you need to get both food and drink. Search your
menus carefully.
g. Look at the menu from your favorite restaurant. Plan a meal for yourself that includes each of
the main food groups—dairy, grains, fruits and vegetables, and meats and proteins. List your
choices (with prices) and total your bill.
h. Using the same menu as above, plan the same type of balanced meal for a small group of
people—three or more. No one orders the same thing. List your choices (with prices) and total
your bill.
4. Do some or all of the practice sets in this lesson:
• Practice Adding Money
• Practice Adding and Subtracting Money

FOR ENROLLED STUDENTS

You will be sending the next batch of work to your Oak Meadow teacher at the end of the next lesson.
You may want to begin gathering samples of your child’s work to send.

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Lesson 23: More Money Math Grade 4 Math

Practice Adding Money

6 . 25 5 . 72 2 . 41
+ 1 . 63 + 4 . 15 + . 35
$ . $ . $ .

4 . 91 1 . 16 8 . 68
+ . 21 + 2 . 27 + 6 . 93
$ . $ . $ .

Practice Adding and Subtracting Money

If necessary, help your child work out these problems on paper until she feels confident enough to do
them on her own.
Point out that when you have a column of money values, you only have to write the dollar sign in front
of the first (or top) number and in front of the answer.

$8 . 95 $7 . 54 $14 . 28
– 2 . 31 – 3 . 24 – 1 . 07

$3 . 09 $25 . 25 $49 . 89
– 2 . 96 – 22 . 19 – 19 . 99

$42 . 15 $32 . 41 $90 . 00

22 . 10 60 . 20 4 . 09
+ 3 . 07 + 82 . 06 + 88 . 88

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Grade 4 Math Lesson 23: More Money Math

Learning Assessment
Use these assessment rubrics to track your student’s progress throughout the year and make notes
about the learning your child demonstrates or skills that need work. Please remember that these skills
continue to develop over time.

SKILLS Developing Consistent Competent Notes

Differentiates between numerator

and denominator
Adds and subtracts fractions with
common denominators
Writes money amounts in numbers
and words
Adds and subtracts money
amounts
Conducts money transactions
accurately
Solves problems and makes
conversions with weights and
measures
Records data on a bar graph

Solves problems with two-digit

multipliers without carrying
Solves problems with two-digit
multipliers with carrying
Solves multistep word problems

Demonstrates knowledge of
Roman numerals to 1,000
Uses math skills in practical
situations
Solves multi-digit addition and
subtraction with carrying or
borrowing
Uses opposite process to check
answers
Has memorized times tables up
to 12
Solves division problems with
remainders in vertical format

Oak Meadow 145

Lesson 23: More Money Math Grade 4 Math

SKILLS (CONTINUED) Developing Consistent Competent Notes

Identifies place value up to seven

digits
Tells time and solves time questions
using an analog clock
Demonstrates understanding of
odd, even, greater than, less than,
and equal to

146 Oak Meadow

 Appendix
Materials.........................................................................................................................0263
Extra Practice Worksheets........................................................................................0265
Answer Key to Lesson Practice Sets.......................................................................0295
Answer Key to Extra Practice Worksheets...........................................................0319

Oak Meadow 261

 Materials
Materials in Alphabetical Order
Analog clock Kitchen scale, knife
Apple Magazines
Colored sidewalk chalk Measuring cups (for both liquid and dry
measuring)
Containers in various sizes
Measuring spoons
Crayons or colored pencils
Deck of cards Money in different denominations

Dice Pennies, nuts, pebbles, or any other tangible item

Food coloring Poster board

Glasses or jars of the same size Restaurant menus

Ruler
Graph paper
Index card or card stock Tape
Index cards, colored Yardstick

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Appendix: Materials Grade 4 Math

Materials (sorted by lesson)

LESSON MATERIALS
1 Poster board
Crayons or colored pencils
Small playing pieces
One die
Colored sidewalk chalk
Deck of cards
3 Analog clock
4 Deck of cards
10 Colored index cards
One die
13 Containers in various sizes (cup, pint, quart, gallon)
Ruler
Yardstick
14 Measuring spoons
Measuring cups (for both liquid and dry measuring)
Ruler
Yardstick
15 Graph paper (optional, wide grid is best)
17 Kitchen Scale
19 Apple
Knife
20 4 clear glasses or jars of the same size
Measuring cup
Paper, crayons, and tape
Food coloring
21 Index card or card stock
22 Money in different denominations: pennies, nickels, dimes, quarters, half dollars, and an
assortment of bills
23 Graph paper
Magazines
Restaurant menus
26 Graph paper
28 200–300 pennies, nuts, pebbles, or any other tangible item

264 Oak Meadow

 Extra Practice
Worksheets
Section One: Addition and Subtraction
Addition and Subtraction without Carrying and Borrowing

567 382 832

– 35 – 51 – 21

773 645 273

– 43 + 32 + 24

374 853 38
+ 22 + 34 – 16

42 25 69
– 22 – 12 – 29

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Appendix: Extra Practice Worksheets Grade 4 Math

Addition and Subtraction without Carrying and Borrowing

21 53 45
+ 31 + 41 + 64

70 725 246
+ 76 – 14 – 33

159 126 572

– 48 – 15 + 20

612 961 369

+ 75 + 37 + 20

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Grade 4 Math Appendix: Extra Practice Worksheets

Addition and Subtraction with Carrying and Borrowing

375 421 311

– 68 – 86 – 45

853 455 265

– 84 + 79 + 17

644 152 28
+ 56 + 74 – 19

33 62 41
– 24 – 35 – 32

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Appendix: Extra Practice Worksheets Grade 4 Math

Addition and Subtraction with Carrying and Borrowing

63 32 41
+ 49 + 68 + 49

84 563 714
+ 37 + 75 – 38

143 542 174

– 95 – 99 + 36

377 753 296

+ 43 + 38 + 33

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Grade 4 Math Appendix: Extra Practice Worksheets

Simple Division without Remainders (up to 12 × 12)

9) 63 6) 54 10) 120

12) 108 7) 49 3) 27

6) 42 8) 72 7) 35

8) 64 5) 60 12) 96

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Appendix: Extra Practice Worksheets Grade 4 Math

Simple Division with Remainders

8) 65 10) 76 10) 112

11) 125 4) 39 9) 56

8) 97 6) 29 12) 140

9) 110 7) 48 8) 79

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Grade 4 Math Appendix: Extra Practice Worksheets

Simple Division with Remainders

11) 91 3) 38 7) 57

12) 37 8) 43 7) 85

9) 38 6) 44 12) 135

5) 62 11) 67 12) 77

Oak Meadow 275

 Answer Key to
Lesson Practice Sets
Lesson 1
Practice Adding Practice Adding Columns of Numbers
6+3=9 2+4+3=9
7 + 4 = 11 5 + 4 + 3 = 12
2+1=3 2 + 1 + 7 = 10
8 + 4 = 12 3 + 5 + 2 = 10
7 + 3 = 10 6 + 3 + 4 = 13
9 + 7 = 16 4+0=4
10 + 0 = 10 7 + 3 = 10
9 + 2 = 11 9 + 2 + 7 = 18
5+0=5 7 + 1 + 6 = 14
9 + 5 = 14 3 + 3 + 4 = 10
6+3=9 3 + 2 + 3 + 4 = 12
4+1=5 1 + 6 + 3 + 4 = 14
2 + 5 + 3 + 1 = 11
5 + 4 + 6 + 2 = 17
Practice Subtracting 6 + 1 + 2 + 3 = 12
7–1=6
9–2=7
2–1=1 Practice Skip Counting and Sequencing
9–8=1 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30
4–3=1 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60
9–6=3 5, 10, 15, 20, 25, 30, 35, 40, 45, 50
7–5=2 100, 105, 110, 115, 120, 125, 130, 135, 140, 145, 150
1–0=1 0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100
3–0=3 200, 210, 220, 230, 240, 250, 260, 270, 280, 290, 300
4–1=3 50, 55, 60, 65, 70, 75, 80, 85, 90, 95, 100
5–2=3 100, 110, 120, 130, 140, 150, 160, 170, 180, 190, 200
8–6=2 601, 602, 603, 604, 605, 606, 607, 608, 609, 610
350, 352, 354, 356, 358, 360, 362, 364, 366, 368, 370

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Appendix: Answer Key to Lesson Practice Sets Grade 4 Math

Lesson 2
Review Skip Counting and Sequencing 72 – 22 = 50
22, 24, 26, 28, 30, 32, 34, 36, 38, 40 873 – 141 = 732
20, 40, 60, 80, 100, 120, 140, 160, 180, 200 667 – 245 = 422
220, 222, 224, 226, 228, 230, 232, 234, 236, 238, 240 348 – 36 = 312
35, 40, 45, 50, 55, 60, 65, 70, 75, 80 876 – 72 = 804
300, 305, 310, 315, 320, 325, 330, 335, 340, 345, 350 421 + 36 = 457
0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100
200, 250, 300, 350, 400, 450, 500, 550, 600, 650, 700
Practice Adding and Subtracting Larger
110, 115, 120, 125, 130, 135, 140, 145, 150, 155, 160
70, 80, 90, 100, 110, 120, 130, 140, 150, 160, 170 Numbers
430, 431, 432, 433, 434, 435, 436, 437, 438, 439, 440 124 + 305 = 429
100, 200, 300, 400, 500, 600, 700, 800, 900, 1000 416 + 242 = 658
1000, 2000, 3000, 4000, 5000, 6000, 7000, 8000, 190 + 208 = 398
9000, 10,000 276 – 136 = 140
1001, 1002, 1003, 1004, 1005, 1006, 1007, 1008, 1009, 976 – 325 = 651
1010 842 – 340 = 502
250, 300, 350, 400, 450, 500, 550, 600, 650, 700, 750, 758 – 437 = 321
800 415 + 362 = 777
5000, 5100, 5200, 5300, 5400, 5500, 5600, 5700, 5800, 4,643 + 246 = 4,889
5900, 6000 8,987 – 3,214 = 5,773
9,940 – 720 = 9,220
8,763 – 721 = 8,042
Practice Adding and Subtracting
21 + 18 = 39
13 + 5 = 18 Place Value Practice
56 + 23 = 79 1. 4, 1
82 + 17 = 99 2. 8
55 – 34 = 21 3. Any number that ends in 53
47 – 22 = 25 4. Any number with 4 in the thousands place and 3 in
66 – 31 = 35 the tens place (e.g. 4,030)
89 – 45 = 44 5. Six hundred twenty-seven
123 + 456 = 579 6. Eight thousand, six hundred forty-five
340 + 229 = 569 7. Any number with 2 in the thousands place, 7 in the
4 + 1 + 2 + 6 = 13 hundreds place, and 4 in the ones place (e.g. 2,704)
2 + 3 + 4 + 2 = 11 8. The hundreds place
6 + 4 + 7 + 3 = 20 9. 6,321
204 + 263 = 467 10. The thousands place and the ones place
421 + 366 = 787

Word Problems for Adding and Subtracting

More Practice Adding and Subtracting 1. 4 + 7 = 11; They saw 11 fish.
7–0=7 2. 3 + 2 + 5 = 10; Maggie bought 10 fish.
8–5=3 3. 6 + 5 + 7 = 18; The pet store had 18 kittens.
9 + 6 = 15 4. 15 – 4 = 11; There were 11 hamsters left.
11 – 2 = 9 5. 8 – 3 = 5; There were 5 hamsters left.
12 + 3 = 15 6. 4 + 3 = 7; There were 7 hamsters bought altogether.
65 + 12 = 77 7. 11 + 5 = 16; There were 16 hamsters left in the two
91 + 7 = 98 cages.
18 – 9 = 9
41 + 36 = 77

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Grade 4 Math Appendix: Answer Key to Lesson Practice Sets

8 × 5 = 40 12 + 11 = 23
2 × 8 = 16 101 – 46 = 55
12 × 4 = 48 280 + 43 = 323
7 × 7 = 49 317 – 198 = 119
9 × 4 = 36 125 – 31 = 94
7 × 8 = 56
8 × 5 = 40
6 × 4 = 24 Place Value Practice
10 × 4 = 40 1. 5
12 × 11 = 132 2. Any number with 2 in the hundred thousands place,
6 × 8 = 48 0 in the ten thousands place, and 5 in the ones place
12 × 9 = 108 (e.g. 200,005)
9 × 3 = 27 3. The thousands place and the tens place
4. Seven million, ninety-three thousand, forty
5. Six hundred ninety-eight thousand, two hundred
Practice Adding and Subtracting 6. 9,436,042
191 – 111 = 80 7. Any three numbers with 4 in the ten thousands place
351 + 55 = 406 and 4 in the tens place (e.g. 40,040).
326 – 270 = 56 8. The millions place, the hundred thousands place, the
407 + 345 = 752 tens place
237 – 214 = 23 9. Forty-five thousand, nine hundred nine
284 – 207 = 77 10. 227,014
380 + 40 = 420
164 – 41 = 123
483 + 151 = 634 More Practice Dividing
468 – 7 = 461 80 ÷ 8 = 10
451 – 6 = 445 49 ÷ 7 = 7
367 + 143 = 510 4÷2=2
291 + 160 = 451 60 ÷ 12 = 5
416 + 393 = 809 36 ÷ 4 = 9
99 + 37 = 136 36 ÷ 3 = 12
325 + 316 = 641 21 ÷ 7 = 3
321 + 81 = 402 8÷4=2
404 + 205 = 609 33 ÷ 11 = 3
120 – 29 = 91 63 ÷ 9 = 7
254 + 70 = 324 20 ÷ 4 = 5
376 + 103 = 479 54 ÷ 9 = 6
288 – 177 = 111 66 ÷ 11 = 6
96 – 27 = 69 36 ÷ 9 = 4
480 + 126 = 606 63 ÷ 7 = 9
493 + 407 = 900

Lesson 6
Practice with Odd and Even Practice Greater Than, Less Than, Equal To
1. 2, 4, 6, 8, 10, 12, 14, 16, and 18 are possible answers. 1. 16 > 13
2. 3, 5, 7, 9, 11, 13, 15, and 17 are possible answers. 2. 29 < 62
3. 4, 6, 12, 16, 20, 24, 8 3. 5 < 11
4. 3, 9, 11, 15, 17, 27 4. 25 < 52
5. 3 × 12 < 40
6. 33 – 11 = 2 × 11
7. 9 + 5 = 2 + 12

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8. 8 × 2 > 17 – 3 Practice Addition and Subtraction

9. 3 × 6 < 20 12 + 47 + 62 = 121
10. > 326 – 243 = 83
11. > 729 + 496 = 1,225
12. < 868 – 693 = 175
Practice Multiplication and Division
5 × 6 = 30
42 ÷ 7 = 6 Practice Division with Remainders
8 × 4 = 32 15 ÷ 4 = 3 r3
9 × 3 = 27 26 ÷ 5 = 5 r1
64 ÷ 8 = 8 11 ÷ 3 = 3 r2
15 = 3 × 5 65 ÷ 8 = 8 r1
24 ÷ 8 = 3 28 ÷ 12 = 2 r4
6 × 8 = 48 17 ÷ 3 = 5 r2
72 = 9 × 8 9 ÷ 2 = 4 r1
39 ÷ 6 = 6 r3

Lesson 7
Practice Using Greater Than, Less Than, and Practice Division
Equal To 24 ÷ 8 = 3
78 > 19 21 ÷ 7 = 3
94 > 58 25 ÷ 2 = 12 r1
72 > 10 14 ÷ 7 = 2
27 < 28 8÷4=2
33 < 52 16 ÷ 8 = 2
82 > 31 31 ÷ 7 = 4 r3
22 > 17 12 ÷ 4 = 3
20 < 85 37 ÷ 1 = 37
49 < 72 45 ÷ 9 = 5
23 < 90 42 ÷ 7 = 6
46 = 46 21 ÷ 10 = 2 r1
37 < 69 15 ÷ 3 = 5
66 > 22 19 ÷ 2 = 9 r1
50 > 47 30 ÷ 6 = 5
60 > 53 20 ÷ 3 = 6 r2
78 > 31 21 ÷ 3 = 7
11 < 51 44 ÷ 4 = 11
68 = 68 24 ÷ 3 = 8
65 > 44 5÷5=1
63 > 11
28 < 49

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Lesson 16
Practice Two-Digit Multipliers with Carrying Practice Problems with the Four Processes
67 × 59 = 3,953 73 × 22 = 1,606
68 × 27 = 1,836 53 × 23 = 1,219
70 × 13 = 910 93 × 31 = 2,883
75 × 32 = 2,400 43 × 33 = 1,419
49 × 28 = 1,372 372 + 917 = 1,289
27 × 19 = 513 623 – 412 = 211
67 × 33 = 2,211 49 × 28 = 1,372
67 × 44 = 2,948 26 ÷ 5 = 5 r1
54 × 30 = 1,620 74 ÷ 9 = 8 r2
17 × 12 = 204 767 + 398 = 1,165
96 × 58 = 5,568 876 – 519 = 357
36 × 13 = 468 71 × 42 = 2,982
66 × 32 = 2,112 36 × 74 = 2,664
84 × 57 = 4,788 36 ÷ 12 = 3
66 × 18 = 1,188 161 + 879 = 1,040
436 – 399 = 37
532 – 444 = 88
43 × 33 = 1,419
61 ÷ 11 = 5 r6
735 + 537 = 1,272

Lesson 17
Word Problems Using Measurements
1. 16 cups = 1 gallon
16 × 2 = 32; They needed 32 cups of lemonade.
32 – 18 = 14; Nell poured 14 cups.
2. 2 cups = 1 pint; They will need 2 pints of blueberries. If
they double the recipe, they will need 4 pints.
3. 24 × 2 = 48; They will need 48 slices of bread.
48 ÷ 12 = 4; They will need 4 pounds.
4. 4 × $1.00 = $4.00 per ball
8 × 4 = 32; The yarn will cost $32.00.
8 × 4 = 32; The yarn will weigh 32 ounces.
5. 83 × 16 = 1,328; A.J. weighs 1,328 ounces.
4 × 12 = 48
48 + 7 = 55; A.J. is 55 inches tall.
6. Answers will vary.
7. Answers will vary.

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Word Problems
1. Lisa needs to leave at 3:15.
2. 19 – 6 = 13
37 – 2 = 35
5–2=3
13 + 35 + 3 = 51; There were 51 seeds left for Peter to plant.
3. Yes, Rachel had enough money to buy the book ($17.23).

Lesson 23
Practice Adding Money Practice Adding and Subtracting Money
$6.25 + $1.63 = $7.88 $8.95 – $2.31 = $6.64
$5.72 + $4.15 = $9.87 $7.54 – $3.24 = $4.30
$2.41 + $0.35 = $2.76 $14.28 – $1.07 = $13.21
$4.91 + $0.21 = $5.12 $3.09 – $2.96 = $0.13
$1.16 + $2.27 = $3.43 $25.25 – $22.19 = $3.06
$8.68 + $6.93 = $15.61 $49.89 – $19.99 = $29.90
$42.15 + $22.10 + $3.07 = $67.32
$32.41 + $60.20 + $82.06 = $174.67
$90.00 + $4.09 + $88.88 = $182.97

Lesson 25
Rounding Numbers to the Nearest Ten Rounding Numbers to the Nearest Hundred
52 = 50 218 = 200
66 = 70 479 = 500
124 = 120 815 = 800
258 = 260 129 = 100
146 = 150 541 = 500
185 = 190 748 = 700
233 = 230 550 = 600
495 = 500 6,460 = 6,500
12 = 10 355 = 400
24 = 20 3,098 = 3,100
86 = 90 4,009 = 4,000
63 = 60 8,895 = 8,900
77 = 80
98 = 100
125 = 130 Practice Estimating
367 = 370 46 + 81 = 127 (rounded to 50 + 80 = 130)
854 = 850 891 – 422 = 469 (rounded to 890 – 420 = 470)
735 = 740 153 + 476 = 629 (rounded to 150 + 480 = 630)
243 = 240 956 – 725 = 231 (rounded to 960 – 730 = 230)
105 = 110 95 × 12 = 1,140 (rounded to 100 × 10 = 1,000)
404 = 400 39 × 31 = 1,209 (rounded to 40 × 30 = 1,200)
1,086 = 1,090 58 + 63 = 121 (rounded to 60 + 60 = 120)
3,987 = 3,990 506 + 981 = 1,487 (rounded to 510 + 980 = 1,490)
5,055 = 5,060
9,001 = 9,000
20,316 = 20,320

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Practice Worksheets

Section One: Addition and Subtraction

Addition and Subtraction without Carrying and Addition and Subtraction with Carrying
Borrowing and Borrowing
567 –35 = 532 387 – 68 = 307
382 – 51 = 331 421 – 86 = 335
832 – 21 = 811 311 – 45 = 266
773 – 43 = 730 853 – 84 = 769
645 + 32 = 677 455 + 79 = 534
273 + 24 = 297 265 + 17 = 282
374 + 22 = 396 644 + 56 = 700
853 + 34 = 887 152 + 74 = 226
38 – 16 = 22 28 – 19 = 9
42 – 22 = 20 33 – 24 = 9
25 – 12 = 13 62 – 35 = 27
69 – 29 = 40 41 – 32 = 9
63 + 49 = 112
21 + 31 = 52 32 + 68 = 100
53 + 41 = 94 41 + 49 = 90
45 + 64 = 109 84 + 37 = 121
70 + 76 = 146 563 + 75 = 638
725 – 14 = 711 714 – 38 = 676
246 – 33 = 213 143 – 95 = 48
159 – 48 = 111 542 – 99 = 443
126 – 15 = 111 174 + 36 = 210
572 + 20 = 592 377 + 43 = 420
612 + 75 = 687 753 + 38 = 791
961 + 37 = 998 296 + 33 = 329
369 + 20 = 389

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Section Two: Multiplication and Division

Two- and Three-Digit Multiplication 70 × 80 = 5,600
574 × 14 = 7,994 20 × 80 = 1,600
297 × 41 = 12,177 70 × 90 = 6,300
739 × 68 = 50,252
372 × 58 = 21,576
Simple Division without Remainders
65 × 32 = 2,080
63 ÷ 4 = 7
37 × 18 = 666
54 ÷ 6 = 9
71 × 66 = 4,686
120 ÷ 10 = 12
89 × 37 = 3,293
108 ÷ 12 = 9
322 × 54 = 17,388
49 ÷ 7 = 7
612 × 11 = 6,732
27 ÷ 3 = 9
196 × 99 = 19,404
42 ÷ 6 = 7
987 × 75 = 74,025
72 ÷ 8 = 9
35 ÷ 7 = 5
46 × 78 = 3,588
64 ÷8 = 8
57 × 29 = 1,653
60 ÷ 5 = 12
43 × 19 = 817
96 ÷ 12 = 8
26 × 79 = 2,054
465 × 20 = 9,300
900 × 23 = 20,700 Simple Division with Remainders
867 × 35 = 30,345 65 ÷ 8 = 8 r1
763 × 84 = 64,092 73 ÷ 10 = 7 r3
92 × 36 = 3,312 112 ÷ 10 = 11 r2
83 × 56 = 4,648 125 ÷ 11 = 11 r4
95 × 86 = 8,170 39 ÷ 4 = 9 r3
58 × 93 = 5,394 56 ÷ 9 = 6 r2
97 ÷ 8 = 12 r1
29 ÷ 6 = 4 r5
Multiplication with 10s and 100s 140 ÷ 12 = 11 r8
990 × 70 = 69,300
110 ÷ 9 = 12 r2
680 × 40 = 27,200
48 ÷ 7 = 6 r6
980 × 90 = 88,200
79 ÷ 8 = 9 r7
790 × 70 = 55,300
30 × 80 = 2,400
91 ÷ 11 = 8 r3
50 × 30= 1,500
38 ÷ 3 = 12 r2
40 × 20 = 800
57 ÷ 7 = 8 r1
90 × 50 = 4,500
37 ÷ 12 = 3 r1
450 × 50 = 22,500
43 ÷ 8 = 5 r3
760 × 90 = 68,400
85 ÷ 7 = 12 r1
240 × 60 = 14,400
38 ÷ 9 = 4 r2
970 × 80 = 77,600
44 ÷ 6 = 7 r2
135 ÷ 12 = 11 3
60 × 20 = 1,200
62 ÷ 5 = 12 r2
80 × 40 = 3,200
67 ÷ 11 = 6 r1
80 × 90 = 7,200
77 ÷ 12 = 6 r5
50 × 60 = 3,000
830 × 90 = 74,700
570 × 70 = 39,900 Long Division without Remainders
860 × 40 = 34,400 8,658 ÷ 6 = 1,443
390 × 40 = 15,600 2,224 ÷4 = 556
90 × 60 = 5,400 5,868 ÷ 9 = 652

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57,728 ÷ 1 = 5,248 Long Division with Remainders

4,992 ÷ 12 = 416 5,938 ÷ 7 = 848 r2
10,263 ÷ 11 = 933 4,458 ÷ 5 = 891 r3
6,720 ÷ 12 = 560 9,462 ÷ 7 = 1351 r5
4,194 ÷ 9 = 466 7,493 ÷128 = 624 r5
13,275 ÷ 5 = 2,655 9,634 ÷ 5 = 1926 r4
4,935 ÷ 5 = 987 2,954 ÷ 6 = 492 r2
15,491 ÷ 7 = 2,213 8,973 ÷ 12 = 747 r9
4,044 ÷ 12 = 337 47,892 ÷ 10 = 4,789 r2
8,993 ÷ 5 = 1,798 r3
5,976 ÷9 = 664 5,732 ÷63 = 955 r2
2,506 ÷ 7 = 358 6,384 ÷ 10 = 638 r4
2,382 ÷ 3 = 794 8,534 ÷ 3 = 2,844 r2
9,730 ÷ 10 = 973 77,683 ÷ 8 = 9,710 r3
9,856 ÷ 8 = 1,232 3,375 ÷ 2 = 1,687 r1
3,872 ÷ 11 = 352 5,428 ÷ 3 = 1,809 r1
3,824 ÷ 4 = 956 39,276 ÷ 8 = 4,909 r4
6,008 ÷ 8 = 751 73,592 ÷ 9 = 8,176 r8
5,898 ÷ 6 = 983 63,372 ÷ 8 = 7,921 r4
13,865 ÷ 5 = 2,773 34,782 ÷ 9 = 3,864 r6
58,961 ÷ 7 = 8,423 9,975 ÷ 2 = 4,987 r1
16,734 ÷ 6 = 2,789 3,598 ÷ 4 = 899 r2
16,872 ÷ 8 = 2,109 97,565 ÷ 11 = 8,869 r6
1,968 ÷ 3 = 656 32,278 ÷ 9 = 3,586 r4
20,025 ÷ 3 = 6,675 9,125 ÷ 6 = 1,520 r5
26,838 ÷ 6 = 4,473 3,268 ÷ 3 = 1,089 r1
17,208 ÷ 3 = 5,736 7,298 ÷ 11 = 663 r5
19,830 ÷ 2 = 9,915 67,243 ÷ 8 = 8,405 r3
2,806 ÷84 = 352 38,826 ÷ 4 = 9,706 r2
3,892 ÷ 4 = 973 8,556 ÷ 7 = 1,222 r2
3,204 ÷ 6 = 534 5,227 ÷ 8 = 653 r3
31,104 ÷ 12 = 2,592 6,543 ÷ 7 = 934 r5
60,057 ÷ 9 = 6,673 20,361 ÷ 12 = 1,696 r9
9,044 ÷ 4 = 2,261 9,577 ÷ 4 = 2,394 r1
83,645 ÷ 12 = 6,970 r5
25,436 ÷ 5 = 5,087 r1
26,835 ÷ 11 = 2,439 r6

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