4Th grade word problems multiplication: 4th grade word problem worksheets — printable

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Multiplication 4th Grade TEKS 4.4 Word Problems Google Forms Bonus

Grow your students with these engaging Multiplication 4th Grade Word Problem Task Cards. These task cards have been created to support your teaching. Your students will enjoy reviewing the skills through the interactive learning.

Kindly Note: I have added these task cards to Google FORMS as a BONUS file! Please read more below.

Included in Download:

  • 20 Multiplication Task Cards in Color and BW
  • Answer Key
  • Student Answer Sheet
  • Early Finisher Color by Answer Activity: Answer Sheet for students to self check.

Bonus Google Forms Information:

  • In download you will receive a PDF with the Teacher Notes, separate from google forms activity
  • You will receive a link for the google resource. See page 4
  • The form has 20 task cards with Self-Grading easy for teachers to download Google Sheets for record keeping.
  • Directions for using the digital product. Link is in PDF direction download.
  • You must have access to a FREE online digital Classroom for you and your students.

Math Task Cards Are Perfect for:

  • Math Center Activities
  • Early Finisher Activities
  • Test Prep
  • Skill Review
  • Scoot Activity

Teacher Tips:

  • Print all task cards in color, laminate and cut
  • Place cards in envelope for storage.

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50+ Multi-Digit Multiplication Word Problems worksheets for 4th Grade on Quizizz

Multi-Digit Multiplication Word Problems: Discover an extensive collection of free printable worksheets tailored for Grade 4 math teachers, focusing on enhancing students’ problem-solving skills and understanding of multi-digit multiplication concepts.

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    Explore printable Multi-Digit Multiplication Word Problems worksheets for 4th Grade

    Multi-Digit Multiplication Word Problems worksheets for Grade 4 are an essential resource for teachers looking to enhance their students’ math skills. These worksheets provide a variety of engaging and challenging math word problems that focus on multiplication, allowing students to practice and master this critical skill. With a range of problems that cater to different learning styles and abilities, these worksheets are perfect for incorporating into lesson plans or for use as supplementary material during independent study sessions. As students work through these problems, they will develop a deeper understanding of multiplication concepts and improve their problem-solving abilities, setting them up for success in their future math endeavors. By utilizing these Multi-Digit Multiplication Word Problems worksheets for Grade 4, teachers can ensure their students are receiving a well-rounded math education.

    In addition to these Multi-Digit Multiplication Word Problems worksheets for Grade 4, teachers can also take advantage of Quizizz, an interactive learning platform that offers a variety of engaging math resources. Quizizz provides a wide range of quizzes and games that cover various math topics, including multiplication word problems, allowing teachers to easily assess their students’ understanding and progress. These quizzes can be customized to fit the specific needs of each class, making it simple for teachers to integrate Quizizz into their existing lesson plans. Furthermore, Quizizz offers real-time feedback and analytics, allowing educators to quickly identify areas where students may need additional support or practice. By combining the use of Multi-Digit Multiplication Word Problems worksheets for Grade 4 with the interactive features of Quizizz, teachers can create a comprehensive and engaging math learning experience for their students.

    4th class. Moreau. Tutorial number 2. Answers to page 92

    Numbers from 1 to 1000
    Final repetition of everything learned
    Arithmetic operations
    Multiplication and division

    1. When can addition be replaced by multiplication? Show with examples.

    Multiplication can replace the sum of identical terms, for example: multiplication and division, and what are the names of expressions in which numbers are connected by a multiplication sign? division sign?

    Multiplication sign: dot — •, division sign: colon — : .
    25 • 4 is a product, 60 : 5 is a quotient.

    3. Show how multiplication can be replaced by addition.
    7 • 3 38 • 4 156 • 2 9 • 6

    7 • 3 = 7 + 7 + 7 = 21
    38 • 4 = 38 + 38 + 38 + 38 = 152
    156 x 2 = 156 + 156 = 312
    9 • 6 = 9 + 9 + 9 + 9 + 9 + 9 = 54


    37 • 4 + 5 Ο 37 • 5 68 • 7 Ο 68 • 7 + 68 7 • 9 Ο 7 • 10 – 7

    37 • 4 + 5 < 37 • 5 8•7+ 68
    7 9 = 7 10 – 7

    6 (first factor) • 5 (second factor) = 30 (product)
    30 (dividend) : 6 (divisor) = 5 (quotient)

    6. Read using different words clear wording as follows equality:
    18 x 3 = 54 128 : 4 = 32

    18 x 3 = 54
    3, product 54.
    4) If 18 times 3 is 54.

    128 : 4 = 32
    1) 128 divided by 4 is 54.
    2) Quotient 128 and 4 is 32.
    3) Divided by 4 imoe 128, divisor 4, quotient 32.
    4) If you divide 128 by 4, you get 32.

    by … is contained in …?», «How much will it turn out in each part if … divided into … equal parts?», «… more by … times», «… less by … times», «How many times … more than … ?”, “… in… times less than…”.

    1) Bought 5 items for the price of 30 rubles. What is the value of the purchased items?
    30 • 5 = 150 (rubles)
    Answer: the cost is 300 rubles.

    2) How many times is 5 in 40?
    40 : 5 = 8 (p.)
    Answer: 8 times.

    3) How much will be in each part if 50 is divided into 5 equal parts?
    50 : 5 \u003d 10
    Answer: 10.

    4) There were 20 books in the first cabinet, 3 times more in the second. How many books were in the second bookcase?
    20 • 3 = 60 (c.)
    Answer: 60 books.

    5) Mushroom pickers collected 5 kg of saffron milk mushrooms, and white mushrooms 5 times less. How many porcini mushrooms were collected?
    5 : 5 = 1 (kg)
    Answer: 1 kg.

    6) How many times is 60 greater than 10?
    60 : 10 = 6 (p.)
    Answer: 6 times.

    7) The intended number is 10 times less than 300. Find the intended number.
    300 : 10 = 30
    Answer: 30.

    2) multiply the divisor by the quotient; 3) Divide the dividend by the quotient?

    1) You get a different multiplier.
    2) Dividend is obtained.
    3) Get a divisor.

    9. 1) Explain two ways to check multiplication and division.
    14 • 6 = 84 Check: I 98 : 7 = 14 Check:
    84 : 6 = 14 I 1 4 • 7 = 98
    84 : 14 = 6 I 98 : 14 = 7
    2) Calculate and do check.
    356 • 8 45360: 9

    1) To check the result of multiplication, you need to divide the product by one of the factors. To check division, you can multiply the quotient by the divisor, or divide the dividend by the quotient.
    2) 356 • 8 = 2848 Check:
    2848 : 356 = 8 2848 : 8 = 356

    45360 : 9 = 5040 Check:
    5040 • 9 = 4 5360
    45360 : 5040 = 9


    FIELD TASK
    REBUS

    9 • 7 = 6 900 04 3
    9 • 3 = 2 7
    9 • 8 = 7 2
    8 • 3 = 2 4
    (8 • 8 = 6 4)
    1
    6 • 5 = 3 0
    4 • 7 = 2 8

    Math answers . Textbook. 4th class. Part 2. Moro M. I., Bantova M. A., Beltyukova M. A., Volkova S. I., Stepanova S. V.

    Mathematics. Grade 4

    Math lesson summary on the topic Written multiplication by a two-digit number Grade 4

    MATH LESSON SUMMARY

    Lesson topic: Written multiplication by a two-digit number 9023 0

    Class : 4

    Teacher: Ustyantseva D.A

    Objectives of the teacher:

    • the ability to identify the number of hundreds, tens, units in a number;

    • fixing the performance of a written multiplication by a two-digit number;

    • ability to solve problems of studied types;

    Planned results

    Subject:

    • improve computational skills, ability to solve problems;

    • instill interest in the subject;

    • develop the ability to apply knowledge in practice.

    Personal:

    • accept and master the student’s social role;

    • show motives for learning activities, skills of cooperation with adults and peers in different social situations;

    • realize the personal meaning of the teaching.

    Type of lesson : lesson consolidation

    Equipment : program : «School of Russia» ; textbook : Moro M. I. Mathematics. Grade 3 (part 2), workbook, handout (cards), presentation.

    No. p/n

    LESSON STAGES

    Methods and techniques 900 13

    Timing

    LESSON

    FORMATED TEACHER ACTIVITIES

    STUDENT ACTIVITIES

    1.

    9 0002 Self-determination stage to activity

    Verbal:

    teacher’s word

    1 min

    — Hello guys, my name is Margarita Valerievna and today I will give you a lesson in mathematics.

    -Let’s all line up, put things in order at the desks, and now let’s smile at each other. Sit down.

    -Today at the lesson we will reveal secrets with you and perform many interesting tasks. And in order to find out whose secrets we will discover with you, we must solve the problem orally.

    SWITCH ATTENTION TO THE TEACHER.

    TUNING TO WORK.

    R: Develop educational motivation, establish links between the purpose of educational activity and its motive

    P: work according to the proposed plan, put forward your own plan

    C: be able to be responsible for yourself and other participants in the educational process

    knowledge and fixing difficulties

    Verbal: learning dialogue

    Visual: educational presentation.

    Practical: verbal count

    4 min

    — So, the tram conductor sold 12 tickets for the trip. The number of the next remaining ticket is 328 353. How many lucky tickets did the conductor sell?

    -Guys, do you know what ticket is called lucky?

    -That’s right, then how many «lucky» tickets did the conductor sell? Name it.

    -Open your notebooks and write down today’s date. Write down the shares. (Explain your answer when checking)

    • February has 28 days. What fraction of a month is one week?

    • Mom bought 1 m of ribbon. She spent 50 cm on finishing the pocket. What part of the braid did mother use?

    • A bag of potatoes weighs 50 kg. What part of a centner is this?

    • The family is going to the seaside for a month. What part of the year does the family rest by the sea?

    — Well done guys look at the slide please. What do you see here?

    -That’s right, what are these examples?

    -Well, what is unusual about these examples?

    -That’s right, please, Vanya, tell us what mistakes were made.

    — How to avoid such errors in calculations?

    — Tell each other the algorithm. Solve the examples correctly. Verify the correctness of the solution with an example.

    “Lucky” is a ticket, the sums of the first three and last three digits of which are equal.

    One lucky ticket. No. 328346

    — There are 12 months in a year, 4 seasons, each season lasts 3 months, from this it follows that ¼ of the year.

    — Each month consists of 4 weeks. From this it follows that part of the month is ¼,

    -1 m of braid is 100 cm. 50 cm is half of this, it follows that mother spent 1/2

    — In one centner 100 kg. 50 g is half, from which it follows that 50 kg of potatoes is ½.

    — There are 12 months in a year, the family leaves for 1 month, therefore, one month is 1/12

    — Examples on the side.

    — For multiplying 2 numbers.

    -There are errors in these examples.

    — In the first example, the second incomplete work should be written below the tens.

    In the second example, 1 was mistakenly added to the number of thousands.

    In the third example, on the contrary, they forgot to add one to the number of thousands.

    In the fourth example, the second incomplete product was not found

    — Work according to the algorithm

    K: expressing one’s thoughts with sufficient completeness and accuracy;

    Р: performance of a trial educational activity;

    P: use of sign-symbolic means; comparison

    K: expressing one’s thoughts with sufficient completeness and accuracy;

    Р: performance of a trial educational activity;

    P: use of sign-symbolic means; comparison;

    3.

    Setting a learning task, lesson objectives

    Visual: educational presentation

    Verbal: educational dialogue

    3 min

    — Guys, what did we just do?

    — Who will tell me what the topic of the lesson will be?

    — That’s right, today we will repeat and consolidate our knowledge and skills. And the topic of our lesson: Written multiplication by the 2nd number.

    — What goals can we set for the lesson?

    — Okay, well done.

    ANSWER QUESTIONS.

    — multiply the 2nd number

    — Written multiplication by the 2nd number. multiplications

    Repetition, consolidation.

    Strengthen your knowledge on the topic «Written multiplication by the 2nd number». Recall what we learned in the previous lessons. Solve examples and problems with multiplication by a 2nd number.

    C: expressing one’s thoughts with sufficient completeness and accuracy;

    P: self-identification and formulation of a cognitive goal;

    R: setting the theme;

    4.

    Drawing up a plan, strategies for resolving difficulties

    visual: educational presentation

    practical: work in notebooks and at the blackboard

    Dynamic pause

    7 min

    — Open the tutorial on page 45, look at the examples next to the red line and explain how the multiplication is done. — Masha, please explain how you will solve the first example.

    -Vitya’s second example.

    — The third example is Sonya.

    -That’s right, page 45 number No. 161.
    Kostya goes to the board to solve the first column, while pronouncing the solution algorithm. The rest solve in a notebook, while pronouncing the solution algorithm.

    -Masha will go to solve the 2nd column.

    — Diana, solves the 3rd column.

    — We do everything in the notebook for the last column. Do not forget to pronounce the solution algorithm.

    (A cross-check is made upon completion.)

    -Let’s have a little rest and spend a physical moment with you:

    Petya was walking along the road,

    He found a pea,

    And the pea fell,

    Rolled and disappeared.

    Oh, oh, oh, oh!

    Peas will grow somewhere.

    — Well done, sit down

    — Page. 45 No. 162. What do we need to do with you?

    -That’s right, let’s read it.

    -How is it more convenient to make a short note?

    -Is that right, what items were made of fabric?

    -How many rows will the table have?

    -What does the number 12 mean?

    -What does the number 13 mean?

    -Let’s fill in the table that is on your tables.

    — Guys, let’s check if you did it right?

    -What can be learned from this data?

    — How to find out how much fabric was used for children’s coats?

    — How much fabric did you use for one coat?

    -That’s right, Nastya goes to the blackboard to solve a problem, the rest work in a notebook.

    — Great! Well done! I will get the first incomplete product 434, then I will multiply the first factors by the number of tens. I’ll get the answer 248. I’ll start signing the second partial draw under the tens. I will put together incomplete works. I am reading the answer 2914.

    -First, I will multiply the first factor by the number of units. I will get the first incomplete product 3738, then I will multiply the first factors by the number of tens. I’ll get an answer 9968. I will begin to sign the second incomplete holding under tens. I will put together incomplete works. I am reading the answer 103418.

    -First, I will multiply the first factor by the number of units. I will get the first incomplete product 4734, then I will multiply the first factors by the number of tens. I’ll get the answer 1578. I’ll start signing the second incomplete draw under tens. I will put together incomplete works. I read the answer 20514.

    — 74 * 42. I multiply the first factor by the number of units: 74*2=148. I get the first partial product of 138, then I multiply the first factor by the number of tens. I’ll get an answer 2220 I’ll start signing the second incomplete holding under tens. I will put together incomplete works. Reading response 2368.

    91*34. I will multiply the first multiplier by the number of units: 91*4=364. I will get the first incomplete product 364, then I will multiply the first factors by the number of tens. I’ll get the answer 2730. I’ll start signing the second partial draw under the tens. I will put together incomplete works. I read the answer 3094.

    — 983 * 16. I multiply the first multiplier by the number of units: 983 * 6. I will get the first incomplete product 5778, then I will multiply the first factors by the number of tens. I’ll get the answer 9830. I’ll start signing the second incomplete draw under tens. I will put together incomplete works. Reading response 15728.

    -594*37. I multiply the first factor by the number of units: 594 * 7. I will get the first incomplete product 4158, then I will multiply the first factors by the number of tens. I’ll get an answer 17820 I’ll start signing the second incomplete holding under tens. I will put together incomplete works. I read the answer 21978.

    — 632 * 72. I multiply the first multiplier by the number of units: 632 * 2. I get the first partial product of 1264, then I multiply the first factor by the number of tens. I’ll get the answer 44240. I’ll start signing the second incomplete draw under the tens. I will put together incomplete works. Reading response 45504.

    -218*94. I multiply the first multiplier by the number of units: 218 * 4. I will get the first incomplete product 872, then I will multiply the first factors by the number of tens. I’ll get the answer 19620. I’ll start signing the second partial draw under tens. I will put together incomplete works. I read the answer 20492.

    Solve in a notebook according to the proposed standard.

    Mutual check

    — PERFORM A PHYS MINUTE

    Walking in place

    Emphasis crouching, stand up

    Turning the body to the right, right hand to the side, left to the waist, and vice versa

    Tilts of the head to the right-left

    Hands on the head

    Bending back, arms apart

    — Solve a problem.

    — In the table.

    — Coats for adults, suits, children’s coats.

    — Three

    — How much fabric was saved when cutting the coat.

    — How much fabric was saved when cutting out a suit. 9

    Number of items

    9000 2 Total Savings

    Adult Coat

    12cm

    96

    ?

    }

    Suits

    13 cm0013

    96

    ?

    Children’s coats

    2 m per coat

    — How much fabric was saved on suits and coats.

    — This is all the fabric saved.

    -2 meters of fabric.

    Solve a problem.

    1) 12 • 96 = 1152 (cm) — saved when cutting the coat;

    2) 13 • 96 = 1248 (cm) — saved when cutting costumes;

    3) 1152 + 1248 = 2400 (cm) — total savings;

    4) 24 : 2 = 12 (p. ).

    Answer: 12 children’s coats can be made.

    C: expressing one’s thoughts with sufficient completeness and accuracy;

    Р: performance of a trial educational activity;

    P: use of sign-symbolic means; comparison;

    R: self-regulation;

    5.

    Implementation of the selected project

    Verbal: teacher’s word, work with textbook

    Practical: work in notebooks

    Verbal: conversation

    10 min 900 13

    — Page 45 No. 163. What do we need to do?

    -Let’s read it.

    -Let’s make a short note with you.

    -How many apartments were there in the building?

    -What kind of apartments were there in the building?

    -What do we need to find?

    — Solve the problem yourself.

    -Let’s check. Who will write the solution on the board?

    — Well done! Have a seat.

    — Page 45 No. 167.

    — What needs to be done in this task.

    Veronica, Diana, Lera go to the blackboard to solve the equation, the rest solve in the notebook.

    -Veronica, what answers did you get?

    -Diana, what answers did you get?

    -Lera, what answers did you get?

    -That’s right, take your seats.

    — Solve the problem.

    Read problem

    Total apartments -20 *16

    One-room apartments -27

    Two-room apartments -54

    Three-room apartments -?

    -16*20

    -One-room, two-room, three-room apartments.

    — Number of three-room apartments.

    1) 20 • 16 = 320 (c.) — total;

    2) 27+54=81(room) one-room and two-room apartments.

    3) 320- 81 = 239 (k) three-room apartments.

    Answer: in house 239three-room apartments.

    -Solve equations.

    Solve equations.

    -x=2400; x=3

    -x=1; x=1

    -x=260; x=300

    K: expressing one’s thoughts with sufficient completeness and accuracy;

    Р: performance of a trial educational activity;

    P: use of sign-symbolic means; comparison;

    0230

    Verbal: conversation

    Practical: work in a workbook

    7 min.

    — Guys, open R.T on page 46 #25.

    -What do we need to do here?

    -That’s right, let’s start this task on our own, and don’t forget to pronounce the solution algorithm to yourself.

    — When ready, raise your hand to your elbow. Okay, now we have exchanged notebooks and we are doing a mutual check.

    -Next task on page 46 #27.

    -So what do we need to do here?

    -Well, what do we know about the problem?

    -Right, what do we need to find?

    — Start solving the problem yourself.

    -Let’s check the solution, Anya, dictate to us the solution to this problem.

    — Anya, 617 m / min what is this?

    -Guys, check if everyone has such an explanation.

    — Is this 2468?

    -That’s right, guys, check if you have this explanation.

    Listen to the teacher

    — Solve examples.

    Solve examples

    1st example: 392 294

    2nd example: 206 856

    3rd example: 66 690

    Perform cross checking. Compare answers with the board.

    — Solve the problem.

    — That the athletes ran towards each other, the speed of the first athlete was 305 m/min, and the second 312 m/min. And that they met in 4 minutes.

    — What was the first distance.

    Solve the problem on your own in a notebook.

    1)305+312=617m/min — approach speed.

    2) 617 * 4 = 2468m (2km 468m) — was between them.

    — This is the closing speed.

    — The distance that was between them.

    Р: performance of a trial educational activity; self-regulation;

    P: use of sign-symbolic means; comparison;

    7.

    Activity reflection

    Verbal: conversation

    Visual: educational presentation

    3 min

    9 0238

    — Guys, our lesson is coming to an end. You are all great fellows. Let’s remember with you how we had the topic of the lesson.

    — And what goals did we set for the lesson?

    — Have you reached them?

    — Let’s open your diaries and write down your homework.

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