Grade 4 Math Worksheets

Multi-digit multiplication, remainders, fractions, decimals and area: choose a grade 4 sheet under Sheet type and press Print.

12 problems. 1-digit × 2-digit, split into tens and ones. Sheet 4VOD6B, with its answer key.

1-digit × 2-digit, split into tens and ones

Name Date Score / 12

Split the 2-digit factor into tens and ones. Write the split, then the two products, then their sum.

  1. 1.3 × 22 = 3 × (_____ + _____)= _____ + _____= ________
  2. 2.5 × 79 = 5 × (_____ + _____)= ________ + _____= ________
  3. 3.7 × 23 = 7 × (_____ + _____)= ________ + _____= ________
  4. 4.5 × 77 = 5 × (_____ + _____)= ________ + _____= ________
  5. 5.9 × 94 = 9 × (_____ + _____)= ________ + _____= ________
  6. 6.3 × 11 = 3 × (_____ + _____)= _____ + _____= ________
  7. 7.5 × 28 = 5 × (_____ + _____)= ________ + _____= ________
  8. 8.7 × 86 = 7 × (_____ + _____)= ________ + _____= ________
  9. 9.5 × 37 = 5 × (_____ + _____)= ________ + _____= ________
  10. 10.6 × 73 = 6 × (_____ + _____)= ________ + _____= ________
  11. 11.5 × 31 = 5 × (_____ + _____)= ________ + _____= ________
  12. 12.5 × 25 = 5 × (_____ + _____)= ________ + _____= ________

Sheet 4VOD6B · Made at homeroomtools.com

Answer key. 1-digit × 2-digit, split into tens and ones

  1. 1.3 × 22 = 3 × (20 + 2)= 60 + 6= 66
  2. 2.5 × 79 = 5 × (70 + 9)= 350 + 45= 395
  3. 3.7 × 23 = 7 × (20 + 3)= 140 + 21= 161
  4. 4.5 × 77 = 5 × (70 + 7)= 350 + 35= 385
  5. 5.9 × 94 = 9 × (90 + 4)= 810 + 36= 846
  6. 6.3 × 11 = 3 × (10 + 1)= 30 + 3= 33
  7. 7.5 × 28 = 5 × (20 + 8)= 100 + 40= 140
  8. 8.7 × 86 = 7 × (80 + 6)= 560 + 42= 602
  9. 9.5 × 37 = 5 × (30 + 7)= 150 + 35= 185
  10. 10.6 × 73 = 6 × (70 + 3)= 420 + 18= 438
  11. 11.5 × 31 = 5 × (30 + 1)= 150 + 5= 155
  12. 12.5 × 25 = 5 × (20 + 5)= 100 + 25= 125

Sheet 4VOD6B · Made at homeroomtools.com

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How it works

These grade 4 math worksheets follow the year's main work: multi-digit multiplication, division with remainders, equivalent fractions, like fractions, decimals to hundredths, area and perimeter. Press Make a new sheet for fresh numbers, then print with its key.

Read the full guide

What math worksheets for 4th graders cover

The Common Core names three critical areas for grade 4: multi-digit multiplication and division, fractions (equivalence, like denominators, multiplying by a whole number), and sorting shapes by parallel sides, perpendicular sides, angles and symmetry. Multiplication, division and fractions get four of the nine topics. This page has no sheet on angles, symmetry, factor pairs or prime numbers.

Where Texas and the Common Core differ

Texas names the standard algorithm for multiplication in grade 4; the Common Core asks for it in grade 5. Texas also adds and subtracts decimals this year and takes whole numbers to 1,000,000,000, where the Common Core stops at 1,000,000. The Common Core puts prime numbers and a fraction times a whole number in grade 4; Texas puts both in grade 5.

  • Warm up with Multiplication facts of 6, 7, 8 and 9: the math facts 4th grade work leans on hardest.
  • Before the standard algorithm, print the tens and ones split: it writes 7 × 46 as 280 + 42.
  • When remainders cause trouble, print Division facts with a remainder: dividends stay under 100, so only the leftover is new.

Questions and answers

Are these free printable fourth grade math worksheets?

Yes. Every sheet is free, with no account. Press Print, or save as PDF from your browser's print window, and the answer key follows as page 2. Make a new sheet draws new numbers, so these free fourth grade math worksheets print again tomorrow.

Where are the 4th grade mixed math worksheets?

No single sheet mixes every topic. For mixed practice, set Problems to 12 and print one short sheet from several topics, such as Division facts with a remainder and Add like fractions, sums below 1.

What should a fourth grader be able to do by the end of the year?

Under the Common Core: add and subtract multi-digit numbers with the standard algorithm, multiply up to four digits by one digit and two digits by two, divide up to four digits by one digit, and add and subtract like fractions. Usual age: 9 to 10.

All 48 sheet types

Place value, rounding, adding and subtracting 8

  • Add 4- and 5-digit numbers in columns 4,678 + 2,854 = 7,532, with a regrouping in three places. Two numbers of four or five digits are stacked in columns and the ones are added first. The Common Core expects fluency with the standard algorithm for adding and subtracting by the end of grade 4 (4.NBT.4).
  • Compare two numbers up to 1,000,000 482,610 > 482,160. Both numbers have five or six digits, and many pairs are built to look alike, so the digits have to be read from the left, one place at a time, until two of them differ. The child writes <, > or = between each pair. Twenty pairs to a page.
  • Estimate to the nearest 1,000, then add or subtract 4,678 + 2,854 is about 5,000 + 3,000 = 8,000, and the exact sum is 7,532. Each box asks for the estimate first and the exact answer second, so a slip in the working shows up at once. Both standards ask for estimates that test whether an answer is reasonable.
Show all 48 sheet types (45 more)

Place value, rounding, adding and subtracting, continued

  • Expanded form to 1,000,000 306,540 = 300,000 + 6,000 + 500 + 40. Numbers from 1,000 to 999,999, many with a zero inside. Some rows go from the number to its parts, some from the parts to the number, and some hide a single part. The Common Core keeps grade 4 within 1,000,000; Texas writes expanded notation through 1,000,000,000 (4.2(B)).
  • Order four numbers, least to greatest or back 58,209 < 58,290 < 58,920 < 85,029. Four numbers that are easy to mix up, five or six digits each. The signs printed in a row show which way to go, < for least to greatest and > for greatest to least. Texas names ordering beside comparing in 4.2(C).
  • Round one number to the nearest 100 and 1,000 46,725 is 46,700 to the nearest 100 and 47,000 to the nearest 1,000. Each row asks for both, so a different digit decides each answer. Numbers run from 1,001 to 99,999. The Common Core asks fourth graders to round to any place (4.NBT.3).
  • Round to the nearest 1,000 46,725 rounds to 47,000, because 725 is past the halfway mark of 500. Numbers run from 1,001 to 999,999, and a few sit exactly on a halfway point such as 38,500, which rounds up to 39,000. Twenty numbers to a page.
  • Subtract 4- and 5-digit numbers, zeros included 7,532 − 2,854 = 4,678, and 50,000 − 18,263 = 31,737. Every problem needs regrouping, and some first numbers have zeros inside, where the regrouping has to travel across several places. To check an answer, add it to the number that was taken away.

Multi-digit multiplication 9

  • 1-digit × 2-digit, split into tens and ones 7 × 46 = 7 × 40 + 7 × 6 = 280 + 42 = 322. Each row has blanks for the split, for the two products and for their sum. This is the place value strategy both standards ask for in grade 4, and it is the sheet the page opens on.
  • 1-digit × 3-digit in expanded form 6 × 342 = 1,800 + 240 + 12 = 2,052. The 3-digit factor is written in expanded form, every part is multiplied by the single digit, and the three products are added. Ten problems with two lines of blanks each, so the working fits on the page.
  • 1-digit × 4-digit in expanded form 4 × 2,315 = 8,000 + 1,200 + 40 + 20 = 9,260. Four partial products, one for each place of the large factor. Four digits by one digit is as far as either standard takes this kind of multiplication in grade 4 (CCSS 4.NBT.5, TEKS 4.4(D)).
  • 1-digit × tens: multiply by 10 last 6 × 40 = 6 × 4 × 10 = 24 × 10 = 240. The multiple of 10 is written as a number times 10, the basic fact is done first and the 10 is multiplied in last. Every partial product on the next sheets is found this way. Texas names products with 10 and 100 in 4.4(B).
  • 2-digit × 2-digit, standard algorithm 34 × 27 = 238 + 680 = 918: first 34 × 7, then 34 × 20 written one row lower, then the sum of the two rows. The key shows both rows, so a wrong answer can be traced to its row. Grade 4 work in Texas (4.4(D)), grade 5 work under the Common Core (5.NBT.5).
  • 4-digit × 1-digit, standard algorithm 2,315 × 4 = 9,260, stacked, with the ones digit multiplied first and each regrouped digit carried above the next place. Texas names the standard algorithm in grade 4 (4.4(D)). The Common Core asks for it by the end of grade 5 (5.NBT.5), so under those standards this sheet is a preview.
  • Area model: split the long side at 10 7 × 16 = 70 + 42 = 112. Each box draws a rectangle 3 to 9 units tall and 11 to 19 wide, cut by a dashed line 10 units from the left. The child finds the area of each piece and adds the two. It is the picture behind every partial product on this shelf.
  • Multiplication facts of 6, 7, 8 and 9 7 × 8 = 56. The four tables with the largest products, mixed together, 40 problems across the page. Both standards expect these facts from memory by the end of grade 3 (CCSS 3.OA.7, TEKS 3.4(F)), so in grade 4 this is a warm-up before the multi-digit sheets.
  • Two 2-digit numbers, four partial products 34 × 27 = 600 + 210 + 80 + 28 = 918. Both factors are split into tens and ones, which gives four products: tens by tens, tens by ones, ones by tens and ones by ones. A 2-digit number times a 2-digit number is the largest product of this kind in either set of grade 4 standards.

Division with remainders 4

  • 3-digit ÷ 1-digit with remainders 747 ÷ 4 is 186 remainder 3, and the check is 4 × 186 + 3 = 747. Long division by a one-digit divisor, with a remainder in some problems and none in others. Both standards stop at one-digit divisors in grade 4 and move to two-digit divisors in grade 5.
  • Divide by 6, 7, 8 and 9, 40 problems 56 ÷ 7 = 8. Division facts with a divisor of 6, 7, 8 or 9 and no remainder, 40 to a page. Every step of long division asks how many times the divisor goes into a 2-digit number, so slow facts here make the long sheets slow too.
  • Division facts with a remainder 47 ÷ 6 is 7 remainder 5, because 6 × 7 + 5 = 47. The dividend is under 100 and the divisor is a single digit, so the only new idea is the part left over. The remainder is always smaller than the divisor, and the key shows the check for every problem.
  • Partial quotients, 1-digit divisors 744 ÷ 4 = 100 + 80 + 6 = 186: take out 100 fours, then 80 fours, then 6 fours. The child subtracts easy multiples of the divisor until nothing is left and adds up the parts. It is a place value strategy of the kind the Common Core describes in 4.NBT.6.

Multiples and patterns 3

  • Find the rule, then carry the pattern on 154, 161, 168, 175, 182 counts on by 7, so 189 and 196 come next. Each row shows five numbers, and the child writes the rule and the next two terms. The steps are 6, 7, 8, 9, 12, 15 and 25. The Common Core asks for patterns that follow a given rule in 4.OA.5.
  • Input-output tables, 2-digit × 1-digit With the rule × 6, an input of 24 gives 24 × 6 = 144. The rule is printed above each table, and every row is missing its input or its output. Half the tables divide instead, as in 144 ÷ 6 = 24, so a missing input there is found by multiplying. Texas asks for input-output tables in 4.5(B).
  • Multiples of 6, 7, 8 and 9: fill the row 7, 14, 21, 28, 35, 42 are multiples of 7. Each row counts by 6, 7, 8 or 9 and leaves three numbers out. The child works out which table the row belongs to, then fills the gaps. Every number in a row is a multiple of its step, which is the language of 4.OA.4.

Equivalent fractions and comparing 4

  • Compare fractions with unlike denominators 3/4 > 5/8, because 3/4 = 6/8. Both fractions are renamed with a common denominator, and then the numerators are compared. The key prints the renamed pair beside every answer. Both standards want the result written with <, > or = (CCSS 4.NF.2, TEKS 4.3(D)).
  • Equivalent fractions: find the missing number 5/6 = 20/24: the top was multiplied by 4, so the bottom is too. One number of the second fraction is missing, the numerator in some problems and the denominator in others. The first fraction has a denominator from the Common Core's grade 4 list: 2, 3, 4, 5, 6, 8, 10 or 12.
  • Equivalent fractions: multiply top and bottom 2/3 = 8/12, because the top and the bottom are both multiplied by 4. Each problem prints the fraction beside a form of 1 such as 4/4 and asks for the product. This is how the Common Core explains equivalence in 4.NF.1: the pieces change size and number, the amount does not.
  • Fractions in lowest terms 8/12 = 2/3, after the top and the bottom are both divided by 4. Every fraction on the sheet can be reduced, and some are hundredths, such as 24/100 = 6/25. The key names the number that was divided out. Lowest terms is equivalence run backward.

Add, subtract and multiply fractions 8

  • Add like fractions, sums below 1 3/8 + 2/8 = 5/8: the eighths stay eighths and only the numerators are added. Sums stay below 1, and where a sum can be reduced the key shows both forms, as in 2/10 + 3/10 = 5/10 = 1/2. Twenty problems across the page.
  • Add like fractions, sums past 1 5/6 + 4/6 = 9/6 = 3/2 = 1 1/2. Every sum is more than 1, so every answer is a mixed number. The key shows the steps in order: the raw sum, lowest terms where that applies, then the mixed number. Twelve problems.
  • Add mixed numbers, like denominators 2 3/5 + 1 4/5 = 3 7/5 = 4 2/5. Wholes are added to wholes and fifths to fifths. On this sheet the fraction parts always come to 1 or more, so every answer has one more whole carried over. The denominators always match, which is the grade 4 limit in the Common Core (4.NF.3c).
  • Mixed numbers and improper fractions, both ways 11/5 = 10/5 + 1/5 = 2 1/5. Some problems give the improper fraction and ask for the mixed number, and the others go back the other way. The key pulls the whole numbers out as a fraction first, which is how Texas frames it: a/b as a sum of unit fractions, including when a is greater than b (4.3(A)).
  • Multiply a fraction by a whole number from 2 to 12 3 × 2/5 = 6/5 = 1 1/5: three jumps of 2/5 on a number line. The whole number is 2 to 12, and answers of 1 or more are written as mixed numbers. The Common Core places this in grade 4 (4.NF.4); Texas places it in grade 5 (5.3(I)).
  • Split a fraction: find the other part 7/10 = 4/10 + 3/10. One part of the split is printed and the other is blank. The Common Core asks fourth graders to break a fraction into a sum of fractions with the same denominator in more than one way (4.NF.3b), and Texas asks the same in 4.3(B).
  • Subtract like fractions 7/10 − 3/10 = 4/10 = 2/5. The denominators match and the smaller fraction comes second, so only the numerators are subtracted. Where an answer can be reduced, the key shows the raw difference first and lowest terms second.
  • Subtract mixed numbers, like denominators 4 2/10 − 1 5/10 = 3 12/10 − 1 5/10 = 2 7/10. When the first fraction part is the smaller one, a whole is traded for ten tenths before subtracting. The key shows that renaming step wherever it is needed.

Tenths, hundredths and decimals 5

  • Change from $5, $10 or $20 A price of $6.35 paid with $10.00 leaves $3.65 in change. Ten rows give a price and the bill handed over, and the key shows the subtraction. Texas adds and subtracts decimals to hundredths in grade 4 (4.4(A)). The Common Core does so in grade 5 (5.NBT.7) and meets money in grade 4 word problems (4.MD.2).
  • Hundredths split into tenths and hundredths 47/100 = 4/10 + 7/100. It is the sheet before this one run backward, and it is what the two digits of 0.47 mean: 4 tenths and 7 hundredths. Two blanks in every row, one for each numerator.
  • Tenths plus hundredths 3/10 + 4/100 = 30/100 + 4/100 = 34/100. The tenths are renamed as hundredths, and then the numerators are added. Either fraction can come first, sums stay below 1, and answers are left in hundredths, ready to be read as the decimal 0.34.
  • Tenths renamed as hundredths 3/10 = 30/100. Every problem gives a number of tenths and asks for the same amount in hundredths. It is one small step, and the next sheet depends on it, because tenths and hundredths can only be added once they share a denominator (CCSS 4.NF.5).
  • Which decimal is greater? Tenths and hundredths 0.5 > 0.47, because 0.5 is 50 hundredths. Pairs with a different number of digits after the point are where a child who reads decimals like whole numbers goes wrong, so the sheet is full of them. The child writes <, > or = between each pair.

Time, perimeter and area 6

  • Area of rectangles, sides up to 30 A rectangle 24 m long and 13 m wide covers 24 × 13 = 312 square meters. Sides run from 6 to 30, so most rows are a 2-digit by 2-digit product, which is the multiplication this grade is learning. The key prints the product it used.
  • Elapsed time in hours and minutes From 9:40 to 12:15 is 2 h 35 min: 20 minutes to reach 10:00, 2 hours to 12:00 and 15 minutes more. Gaps run from 35 minutes to 4 hours in steps of 5 minutes. Both standards put intervals of time into grade 4 problems (CCSS 4.MD.2, TEKS 4.8(C)).
  • Find the missing side from the area Area 96 square feet, one side 8 ft: the next side is 96 ÷ 8 = 12 ft. Sides run from 3 to 12, so every division is a known fact. The new part is reading the area formula as a multiplication with a missing factor. The Common Core's 4.MD.3 example is a room's width found this way.
  • Hours, minutes and seconds: unit facts 3 hours is 3 × 60 = 180 minutes. Twelve short questions about seconds, minutes, hours, days and weeks, such as how many seconds are in 5 minutes and how long 150 minutes is in hours and minutes. No clock face is needed. The Common Core lists hours, minutes and seconds among the grade 4 units (4.MD.1).
  • Perimeter of rectangles with 2-digit sides A rectangle 28 ft long and 17 ft wide has a perimeter of 28 + 17 + 28 + 17 = 90 ft. No drawing, only the two side lengths in a sentence, in feet, yards, meters or centimeters. Both standards have fourth graders use the perimeter formula (CCSS 4.MD.3; TEKS 4.5(C) for the formula and 4.5(D) for the problems).
  • Same area, different perimeters With an area of 36 square units, a 36 by 1 strip has a perimeter of 74 units and a 9 by 4 rectangle only 26. Each table fixes an area and lists up to four lengths. The child finds each width, which makes a factor pair of the area, and then the perimeter.

Word problems 1

  • What happens to the remainder? 29 students ride in cars that seat 4: 4 × 7 + 1 = 29, so 7 cars are not enough and 8 are needed. In other stories the remainder is dropped, and in others it is the answer itself. Both standards name interpreting remainders in grade 4 (CCSS 4.OA.3, TEKS 4.4(H)).

How this list was compiled: Own list of sheet types, written 2026-09-19. Every worked example was computed twice. Standards checked on 2026-09-19 against the full texts: Common Core State Standards for Mathematics, https://learning.ccsso.org/wp-content/uploads/2022/11/Math_Standards1.pdf (Grade 4 introduction and its three critical areas, 4.OA.1 to 4.OA.5, 4.NBT.1 to 4.NBT.6 with the footnote that limits grade 4 to whole numbers up to 1,000,000, 4.NF.1 to 4.NF.7 with the footnote that limits denominators to 2, 3, 4, 5, 6, 8, 10, 12 and 100, 4.MD.1 to 4.MD.7, 4.G.1 to 4.G.3; also 3.OA.7 and 3.NBT.3 for the facts, and 5.NBT.5, 5.NBT.6 and 5.NBT.7 for what waits until grade 5), and the Texas Essential Knowledge and Skills, 19 TAC chapter 111, https://tea.texas.gov/sites/default/files/ch111a.pdf (section 111.6 Grade 4: 4.2(A) to 4.2(H), 4.3(A) to 4.3(G), 4.4(A) to 4.4(H), 4.5(A) to 4.5(D), 4.6(A) to 4.6(D), 4.7(A) to 4.7(E), 4.8(A) to 4.8(C), 4.9, 4.10; also 3.4(F) and 3.5(C) in section 111.5 and 5.3(C), 5.3(I) and 5.4(A) in section 111.7). Usual ages and the England year: https://en.wikipedia.org/wiki/Fourth_grade , read 2026-09-19. Fix pass re-check, 2026-09-20: TEKS 4.5(C) (models to determine the perimeter formulas) and 4.5(D) (problems on perimeter and area) read again at https://tea.texas.gov/sites/default/files/ch111a.pdf; the perimeter sheet now cites both. Licence: own work

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