4th Grade Math Worksheet - A Parent's Guide

Many educators, politicians, and parents believe the instruction of mathematics in the United States is in crisis mode, and has been for some time. Indeed, recent test results show that American 15-year-olds were outperformed by 29 other countries on math testing scores. To help counter this crisis, educational, civic, and business leaders worked together to develop the Common Core State Standards (CCSS).

Student solving math worksheet

The goal of Common Core is to establish consistent, nationwide guidelines of what children should be learning each school year, from kindergarten all the way through high school, in English and math. Though CCSS sets forth these criteria, states and school districts are tasked with developing curricula to meet the standards.

The 2014-15 school year will be important for Common Core as the standards are fully implemented in many states remaining states of the 43 (and the District of Columbia) that have embraced their adoption. CCSS has its advocates as well as its critics, and the debate on its merits has become more pronounced in recent months. Irrespective of the political differences about Common Core, we see that the concepts taught by Common Core are very critical for any student to know because they will help with understanding the foundational principles that form the basis of how math works.This guide steers clear of most of the controversy surrounding CCSS and primarily focuses upon the math standards your fourthgrader will encounter.

Common Core Standards

A stated objective of Common Core is to standardize academic guidelines nationwide. In other words, what fourthgraders are learning in math in one state should be the same as what students of the same age are learning in another state. The curricula may vary between these two states, but the general concepts behind them are similar. This approach is intended to replace wildly differing guidelines among different states, thus eliminating (in theory) inconsistent test scores and other metrics that gauge student success.

An increased focus on math would seem to include a wider variety of topics and concepts being taught at every grade level, including fourth grade. However, CCSS actually calls for fewer topics at each grade level. The Common Core approach (which is clearly influenced by so-called “Singapore Math”—an educational initiative that promotes mastery instead of memorization) goes against many state standards, which mandate a “mile-wide, inch-deep” curriculum in which children are being taught so much in a relatively short span of time that they aren’t effectively becoming proficient in the concepts they truly need to succeed at the next level. Hence, CCSS works to establish an incredibly thorough foundation not only for the math concepts in future grades, but also toward practical application for a lifetime.

For fourth grade, Common Core’s focus includes fluency in adding and subtracting numbers up to 1,000,000. Multiplication and division of whole numbers are emphasized, as well as problem solving, with a goal of eventually applying the concepts they learn at school to situations outside the classroom. Ultimately, the focus will enable children to develop rigor in real-life situations by developing a base of conceptual understanding and procedural fluency.

Critical Areas of Focus

Fourth grade has always been an important level for math. Students take the multiplication and division concepts they picked up in third grade and run with them. The simple one-digit multiplication problems expand to two or three. Division becomes more complex as well—hello, remainders! Fractions take on new importance as well. CCSS places even more emphasis on these concepts, hoping to ensure that students master the skills necessary to tackle fifth-grade math. Here are the three critical areas Common Core brings to fourth-grade math:

Multiplication and Division

As already mentioned, multiplication and division are the main attraction of fourthgrade math. Among the concepts students will be expected to learn:

  • An understanding of place value to 1,000,000
  • Application of models of multiplication, including arrays, equalsized groups, and area models, to compute products of whole numbers
  • Fluency in applying knowledge of multiplication procedures toward the solving of word problems
  • An understanding of the models of division in solving equations with multi-digit quotients, as well as recognizing the relationship between division and multiplication


Fourth-graders will be expected to understand fraction equivalence and various operations regarding fractions. Students will also apply their knowledge of unit fractions (that’s 1 for the numerator and an integer for the denominator—1/2 for example) into more complex operations, including multiplying a fraction by a whole number.

Two-Dimensional Shapes

Though serious topics in geometry are a couple years away, but fourthgraders will be taught how to analyze, compare, and draw two-dimensional shapes, with an additional emphasis on angles and symmetry.

Overview of Topics

From the three critical areas of focus discussed in the previous section, Common Core also further clarifies the skills fourth-graders should know by the end of the school year. The five topics presented here, taken directly from CCSS itself, 2 include some specifics on what kids will be taught at this age.

Operations and Algebraic Thinking

  • Use the four operations with whole numbers to solve problems. The four operations, of course, are addition, subtraction, multiplication, and division.
  • Gain familiarity with factors and multiples. Prime numbers are also introduced.
  • Generate and analyze patterns The idea here is that fourth-graders will recognize the patterns apparent in the four basic math operations, as well as create patterns based on a given rule.

Number Operations in Base 10

  • Generalize place value understanding for multi-digit whole numbers. Rounding, comparison, inequalities, and estimation fall under this umbrella.
  • Use place value understanding and properties of operations to perform multi-digit arithmetic. Here’s where math with big numbers emerges, including addition and subtraction of numbers up to a billion and multiplication of two-digit numbers by two-digit numbers.

Numbers and Operations: Fractions

  • Extend understanding of fraction equivalence and ordering. A fraction equivalence is two fractions that are the same amount (e.g., 2/3 and 9/12)
  • Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Essentially, this is learning how to add and subtract fractions with like denominators. Fractions multiplied by a whole number will also be taught at this level.
  • Understand decimal notation for fractions, and compare decimal fractions. Fourth-grade math under Common Core doesn’t push operations with decimals too much, but it does lay the foundation for more advanced equations in the grades ahead.

Measurement and Data

  • Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. This includes measurements of length, weights, and time. Furthermore, word problems are emphasized—making change, figuring out elapsed time, computing perimeter, and so on.
  • Represent and interpret data. Students will learn how to interpret and create their own line plots
  • Geometric measurement: Understand concepts of angle and measure angles. Protractors will be employed to help provide an understanding of angles of different degrees.


  • Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Angles— acute, right, and obtuse—will be introduced. Also, instruction of parallel, intersecting, and perpendicular lines and rays will be stressed, as well as symmetry.

The Truth About CCSS and Performance

Common Core aims to improve educational performance and standardize what students should learn at every grade in preparation for a lifetime of application, but it does not set curricula, nor does it direct how teachers should teach. As with any educational reform, some teachers, schools, and school districts will struggle with CCSS, some will seamlessly adapt, and some will thrive. As a parent, your responsibility is to monitor what your fourth-grader is learning, discover what is working or isn’t working for your child, and to communicate with his or her teacher—and to accept that your children’s math instruction does differ from what you learned when you were younger, or even what they might have learned last year. The transition can be a little daunting for parent and student alike, but that’s not a product of the standard itself. Common Core simply takes a new, more pointed approach to improving the quality of math instruction in this country.

The Benefits

As previously mentioned, CCSS decreases the number of topics students learn at each grade. However, the remaining topics are covered so extensively that the chances a child will master the corresponding skills increase. An analogy to this approach is comparing two restaurants. One restaurant has a varied menu with dozens of items; the other only serves hamburgers, fries, and milk shakes. The quality of the food at the first restaurant may vary upon the cooks’ experience, the multitude of ingredients required for so many offerings, and the efficiency (or lack thereof) of the staff. Because the second restaurant only serves three items, mastering those three items efficiently should result in an excellent customer experience. That’s not to say the first restaurant won’t succeed (because many do), but there’s always a chance that something on the menu won’t live up to the business’s own expectations.

By reducing the number of math topics taught, Common Core helps ensure students are truly ready for what comes next. Given the attention given to the included concepts, more practical applications and alternate operations of the math can be explored.

Coinciding with the reduction of topics is an emphasis on vigor—achieving a “deep command” of the math being taught. Students will be challenged to understand the concepts behind mathematical operations rather than just resorting to rote memorization and processes to get a right answer. Speed and accuracy are still important; kids won’t be getting away that easily from flash cards and quizzes that increase fluency. Moreover, Common Core places even additional emphasis on practical application—after all, the math kids learn now, will be important when they become adults, even if they never have to think about prime numbers or symmetrical lines in their day-to-day lives.

Finally, CCSS links standards from grade to grade so that the skills learned at one level translate into the tools they need to learn at the next level. This coherence would seem an obvious educational approach, but often, there is no link—students are taught a skill in fourth grade that might not be used (and might have to be retaught) until sixth. Each new concept in Common Core is an extension of a previous, already learned concept.

Math Practices to Help Improve Performance

In addition to the grade-specifc standards it sets forth, Common Core also emphasizes eight “Standards of Mathematical Practice” that teachers at all levels are encouraged to develop in their students.3 These eight practices, designed to improve student performance, are described here, with added information on how they apply to fourth-graders.

  • Make sense of problems and persevere in solving them Students explain the problem to themselves and determine ways they can reach a solution. Then, they work at the problem until it’s solved. Fourth-graders might get easily frustrated with a word problem, for example, and want to give up. Instead, this CCSS math practice encourages them to work through it, emphasizing that the process is ultimately important even if it doesn’t result in a correct answer. Fourth-graders will also be encouraged to use pictures or objects to better visualize the problem and solution.
  • Reason abstractly and quantitatively Students decontextualize and contextualize problems. By decontextualizing, they break down the problem into anything other than the standard operation. By contextualizing, they apply math into problems that seemingly have none. Fourth-graders, for example, who are decontextualizing might draw out a problem that they are having trouble solving; students who are contextualizing may infuse the math principles they have learned into word problems.
    Teacher/Parent Guiding Students solving math Worksheet
  • Construct viable arguments and critique the reasoning of others Students use their acquired math knowledge and previous results to explain or critique their work or the work of others. By fourth grade, most kids are able to put together an efective argument on why 10+10=2x10, for example. The ability to explain the math will increase their ability to excel at it.
  • Model with mathematics This is just like it sounds: Students use math to solve real-world problems. Fourthgraders can be challenged to take the math skills they have learned into their own lives. For example, a student with $20 can determine if it’s a better deal to buy fve packs of Pokemon cards at $4 for 11 cards or a tin costing $18 that includes 60 cards.
  • Use appropriate tools strategically Another self-explanatory practice: Students learn and determine which tools are best for the math problem at hand. Fourth-graders might be directed to fgure out the perimeter of their classroom and be given a choice of a yardstick, a 6-inch ruler, or a tape measurer to achieve that goal. They then decide which will work best toward a solution.
  • Attend to precision Students strive to be exact and meticulous—period. By fourth grade, the only time students should be guessing is when they are being asked to estimate. If a student can’t come up with the right answer, he or she should be taking steps to fgure out how or should ask for help.
  • Look for and make use of structure Students will look for patterns and structures within math and apply these discoveries to subsequent problems. For example, fourth-graders might be asked to solve 14x12. Multiplying by 10 is easy, as is multiplying by 2, so they might get an answer by adding the products of 14x10 and 14x2 to get 168.
    Teacher helping girl solving  Math Worksheet
  • Look for and express regularity in repeated reasoning Students come to realizations—“a-ha” moments is a good term for these realizations—about the math operations that they are performing and use this knowledge in subsequent problems. For example, a fourth-grader may realize that whenever an odd number is divided by an even number, there will be a remainder, which is something he or she can look for in future division problems.
    Geometry pencil protractor

How to Help Your Children Succeed Beyond CCSS

Some of parents’ trepidation with Common Core isn’t so much with the guidelines themselves, but with the testing now aligned with CCSS via local math curricula. Standardized testing was stressful for students and parents before; with the ongoing Common Core implementation, many families simply don’t know what to expect.

Fortunately, CCSS does not have to be that stressful, for you or your fourth-grader. Here are some tips to help your children succeed with Common Core math:

Be informed; be involved

If Common Core concerns you, intrigues you, or confuses you, don’t hesitate to learn as much about it—in your child’s classroom, at your kids’ school, and on a national level. Talk with teachers, principals, and other parents. Seek advice on how you can help your kids, and yourself, navigate CCSS math. If you want to take further action, become involved with PTA or other organizations and committees that deal with your school’s curriculum. The more you know, the more, ultimately, you can help your child.

Give them some real-world math

A basic tenet of Common Core is to apply math principles to real-world situations. Why not start now? Give your child math problems when you are out and about— the grocery store, in traffic, the park, and so on. For example, if you are putting gasoline into your car, before you start dispensing the fuel, ask your fourth-grader how much money will be required to fill up your 15-gallon tank. Without a pencil and notebook to compute the answer, he or she might have to fall back on alternative math processes—processes that Common Core encourages—for a solution.

Take time to learn what they are learning

You might look at a worksheet your child brings home and think, “This isn’t the math I’m used to.” Because Common Core emphasizes understanding the process of arriving at an answer, your child may be taught additional ways to fry a mathematical egg, so to speak. Instead of shunning these approaches, learn them for yourself. Once you comprehend these additional methods, you will be better able to help your child comprehend them as well

Encourage them to show their work

This suggestion can be read two ways. First, students will be encouraged to show how they arrived at an answer (and beginning with fourth-grade math, some answers can be self-checked to see if they are correct), especially within Common Core. Second, ask your children to show you their homework, particularly the challenging stuff. Explaining how a problem is solved is a basic CCSS tenet, so if your kids can be confident in explaining their work to you, they will carry that confidence into the classroom when the teacher asks for those same explanations.

Seek more help if necessary

If your fourth-grader is struggling with the new math standards, talk with his or her teacher first. You then might want to seek outside resources to help your child. Several online resources provide math help, including worksheets and sample tests that conform to Common Core standards. Tutoring might be an option you consider as well. Innovative iPad-based math programs have emerged that combine the personalized approach of a tutor with today’s technology. This revolutionary approach also may feature a curriculum based on Common Core, thus ensuring your child’s learning at home is aligned with what he or she is learning at school.

Math Practice Worksheets

Operations and Algebraic Thinking

  • __ x 2 = 88

  • A used car dealership has 84 SUVs and 94 cars in the lot. Each day the dealership sells 2 SUVs. How many days would it take for all the SUVs to be sold?

  • We printed 8 types of fyers for 12 employees to take for distribution. If each employee got 20 copies of each type of fyer, how many prints were made in all?

  • Select the answer which has all the factor pairs of 52.

    • (1,52),(2,26),(4,13)
    • (1,52),(2,13),(4,26)
    • (1,52),(2,13),(4,26)
  • Select all the correct options: 3 is _________ of 54

    • a factor
    • a multiple
    • neither a factor nor a multiple
  • The caterer is warming up 6 pieces of chicken nuggets per head for people at the dinner party. There are 50 men and 81 women who are present at the dinner party. How many total pieces of nuggets will the caterer warm up?

  • Natasha has to pack 434 books. She has already packed 5 boxes with 19 books in each of them. How many books does she still have to pack?

  • Megan is saving money for her next month’s picnic. She puts 50 cents in her piggy bank on day 1, 100 cents on day 2, 150 on day 3 and 200 cents on day 4. If this pattern continues, how many dollars would Megan have in the piggy bank at the end of the 11th day?

  • There are 420 girls in a school. Each one has 3 pencils on an average. Estimate, to the nearest hundreds, the total number of pencils they have. (Hint: Round of the number of girls to the nearest hundreds.)

  • Compare the numbers using the given operation: 12 x 2 _____ 6 x 4

    • >
    • <
    • =

Number Operations in Base 10

  • 6801 + 5358

  • From the sum of 31708 and 5933, subtract 9048.

  • Each shelf in the library can hold 72 books. If there are 79 such shelves, what is the total number of books that can be stored without adding any new shelves?

  • Solve to make the equation true: ____ ÷ 3 = 5 x 9

  • Find the smallest 4-digit number using 8, 7, 1, 9 with 1 in the ones place. Use all the numbers at least once.

  • Gary bought a car for 9,385. What is the cost of the car in the written form?

    • Nine thousand three hundred fifty eight
    • Nine thousand three hundred eighty five
    • Nine thousand five hundred eighty three
  • Select the scientifc notation for the number: 94,050

    • 9 × 10,000 + 4 × 1,000 + 5 × 10
    • 9 × 100,000 + 4 × 1,000 + 5 × 10
    • 9 × 10,000 + 4 × 1,000 + 5 × 1
    • 9 × 100,000 + 4 × 100 + 5 × 10
  • The sales (in dollars) of four bakeries in the year 2012 are shown below. Which bakery had the highest sales in 2012?

    • Bakery 1: 205,306
    • Bakery 2: 250,603
    • Bakery 3: 260,305
    • Bakery 4: 250,306
  • Select the correct option: 9 hundreds = ____ ones

    • 90
    • 9
    • 900
    • 9000
  • A shopkeeper has 435 dresses. 127 out of them are pink. Of the remaining dresses, 155 have fowers on it. How many dresses are neither pink nor have fowers on it?

Numbers and Operations: Fractions

  • Compare the two numbers: 0.2 _____ 0.90

    • >
    • <
    • =
  • Find the number to make the fractions equivalent: 10/__ = 70/119

  • Compare the fractions: 4/7 ____ 2/9

    • >
    • <
    • =
  • Choose the option with numbers that are all multiples of 8

    • 34,56,16
    • 72,2,56
    • 8,48,72
  • Select all the correct answers: 7/12 =

    • 3/12 + 2/12 + 3/12
    • 1/12 + 6/12
    • 3/12 + 2/12 + 2/12
    • 7 + 1/12
  • Kevin has a collection of 46 cars and three-sixth of them are blue in color. How many cars are blue in color?

  • Of the water in a storage tank, 3/10 was used for watering plants in the garden. 45/100 of the water was used for washing clothes. Express the total quantity of water used for these two activities as a fraction with denominator 100.

  • Mother ordered two pizzas of the same size and cut each into 6 equal portions. Sue ate 2 portions from each pizza. Select the fraction product that shows the portion Sue ate.

    • 1/6 × 6
    • 1/6 × 2
    • 2/6 × 2
    • 2/6 × 6
  • Write the decimal as a fraction: 70.2

  • A set of tiles are put as a border of a room. Every third tile in the border is green and every ffth tile is checked. Which would be the frst checked green tile?

Measurement and Data

  • Susan is 10 years younger than her sister, Diana. The sum of their ages is 70. How old is Diana?

  • Kia spent 1 hour 23 minutes to write an essay. Liz took 3 times as much time as Kia. How many minutes did it take for both of them to write the essay?

  • Jack is using pieces of paper to make origami birds. Each piece of paper is 18 cm long and 7 cm wide. What is the length of the paper in mm?

  • Janet spent 20 minutes on Spelling homework, 20 minutes playing Temple Run and 20 minutes playing Fruit Ninja. What fraction of the hour did she spend playing Temple Run and Fruit Ninja? Give your answer in reduced form.

  • Find COD using the protractor.

    Find COD using the protractor
    • 110°
    • 70°
    • 100°
    • 120°
  • How many acute angles do you see in the fgure?

    4th Grade Math - acute angles
    • 2
    • 2 1/2
    • 1/2
    • 3 1/2
  • The perimeter of a rectangular feld is 380 ft and the perimeter of a bigger rectangular feld is 3 times as that of the small feld. If one of the sides of the bigger feld is 290 ft, what is the length of the other side?

    Dotted graphs - math worksheet
  • The perimeter of a rectangular feld is 380 ft and the perimeter of a bigger rectangular feld is 3 times as that of the small feld. If one of the sides of the bigger feld is 290 ft, what is the length of the other side?

  • How much time has elapsed from start to end? Start Time: 03:26 pm End Time: 08:11 pm.
    Elapsed Time: ___ hours ___ minutes

  • Convert the measurements below: 3 km 800 m = ___ m


  • Are the lines intersecting, parallel or perpendicular?

    4th Grade Math - Lines intersecting
    • Perpendicular
    • Parallel
    • Intersecting
  • Are the lines intersecting, parallel or perpendicular?

    4th Grade Math - Lines intersecting
    • Perpendicular
    • Parallel
    • Intersecting
  • Identify the set of parallel lines.

    4th Grade Math - Geometric figure
    • RS and PQ
    • RS and AB
    • PQ and CD
    • AB and CD
  • Which sign makes the statement true? ABC ____ 90°

    4th Grade Math - Geometric figure
    • >
    • <
    • =
  • Fill in the missing number. Scroll down to see all options. The given shape has ____ acute angle(s).

    4th Grade Math - Geometric figure
    • 2
    • 3
    • 4
    • 5
  • A park is built such that it has no sides or angles. What is the shape of the park?

    • Rectangle
    • Circle
    • Triangle
    • Rhombus
  • Select all options that describe the image.

    4th Grade Math - Geometric figure triangle
    • Triangle
    • Scalene Triangle
    • Right Triangle
    • Equilateral Triangle
  • To make a craft project, Eva folds the fgure along the dotted line. Will the folded parts match?

    4th Grade Math - Geometric figure triangle
    • Yes
    • No
  • Identify the lines of symmetry

    4th Grade Math - Geometric figure
    • HF
    • EG
    • HE
    • EF
  • Identify the line symmetric figures

    • 4th Grade Math - Hand
    • 4th Grade Math - Plus
    • 4th Grade Math - Stop
    • 4th Grade Math - Mobile

Answer Key

Operations and Algebraic Thinking

  • (1) 44
  • (2) 42
  • (3) 1920
  • (4) A) (1,52), (2,26), (4,13)
  • (5) A) Factor
  • (6) 786
  • (7) 339
  • (8) 33
  • (9) 1200
  • (10) A) =

Number Operations in Base 10

  • (1) 12159
  • (2) 28593
  • (3) 5688
  • (4) 135
  • (5) 7891
  • (6) B
  • (7) A
  • (8) C
  • (9) C
  • (10) 153

Numbers and Operations: Fractions

  • (1) B) <
  • (2) 17
  • (3) A) <
  • (4) C) 8, 48, 72
  • (5) B) and C)
  • (6) 23
  • (7) 75/100
  • (8) C) 2/6 x 2
  • (9) 70 1/5
  • (10) 15

Measurement and Data

  • (1) 40
  • (2) 332
  • (3) 180
  • (4) 2/3
  • (5) B
  • (6) 8
  • (7) A
  • (8) 280
  • (9) 4, 45
  • (10) 3800


  • (1) C) Intersecting
  • (2) C) Intersecting
  • (3) D
  • (4) B
  • (5) A
  • (6) B
  • (7) A, B, C
  • (8) B
  • (9) A, B
  • (10) B, C, D

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