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Chapter 20: Multi-Operation Whole-Number Problems

Learn Grade 4 mathematics with very-beginner explanations, original worked examples, practice, reasoning, and review.

Grade 4Beginner Friendly10 Examples Per Topic30 Q&APractice + Review
Estimated reading time0% read
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Chapter Overview

This chapter teaches Multi-Operation Whole-Number Problems in original, simple language with step-by-step reasoning, worked examples, practice exercises, common mistakes, and review questions.

20.1 Understanding multi-step problems

Understanding multi-step problems is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Understanding multi-step problems using the numbers 18 and 3.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Understanding multi-step problems.

Worked Example 2

Problem: Create a simple Grade 4 example about Understanding multi-step problems using the numbers 13 and 4.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Understanding multi-step problems.

Worked Example 3

Problem: Create a simple Grade 4 example about Understanding multi-step problems using the numbers 6 and 9.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Understanding multi-step problems.

Worked Example 4

Problem: Create a simple Grade 4 example about Understanding multi-step problems using the numbers 10 and 12.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Understanding multi-step problems.

Worked Example 5

Problem: Create a simple Grade 4 example about Understanding multi-step problems using the numbers 16 and 9.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Understanding multi-step problems.

Worked Example 6

Problem: Create a simple Grade 4 example about Understanding multi-step problems using the numbers 6 and 14.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Understanding multi-step problems.

Worked Example 7

Problem: Create a simple Grade 4 example about Understanding multi-step problems using the numbers 14 and 9.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Understanding multi-step problems.

Worked Example 8

Problem: Create a simple Grade 4 example about Understanding multi-step problems using the numbers 20 and 17.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Understanding multi-step problems.

Worked Example 9

Problem: Create a simple Grade 4 example about Understanding multi-step problems using the numbers 12 and 2.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Understanding multi-step problems.

Worked Example 10

Problem: Create a simple Grade 4 example about Understanding multi-step problems using the numbers 7 and 8.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Understanding multi-step problems.

Practice Exercise

Create and solve one new example of Understanding multi-step problems. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

20.2 Choosing the first operation

Choosing the first operation is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Choosing the first operation using the numbers 15 and 15.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the first operation.

Worked Example 2

Problem: Create a simple Grade 4 example about Choosing the first operation using the numbers 2 and 7.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the first operation.

Worked Example 3

Problem: Create a simple Grade 4 example about Choosing the first operation using the numbers 3 and 10.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the first operation.

Worked Example 4

Problem: Create a simple Grade 4 example about Choosing the first operation using the numbers 10 and 5.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the first operation.

Worked Example 5

Problem: Create a simple Grade 4 example about Choosing the first operation using the numbers 4 and 14.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the first operation.

Worked Example 6

Problem: Create a simple Grade 4 example about Choosing the first operation using the numbers 11 and 12.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the first operation.

Worked Example 7

Problem: Create a simple Grade 4 example about Choosing the first operation using the numbers 14 and 2.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the first operation.

Worked Example 8

Problem: Create a simple Grade 4 example about Choosing the first operation using the numbers 8 and 6.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the first operation.

Worked Example 9

Problem: Create a simple Grade 4 example about Choosing the first operation using the numbers 16 and 6.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the first operation.

Worked Example 10

Problem: Create a simple Grade 4 example about Choosing the first operation using the numbers 17 and 3.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the first operation.

Practice Exercise

Create and solve one new example of Choosing the first operation. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

20.3 Choosing the second operation

Choosing the second operation is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Choosing the second operation using the numbers 14 and 15.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the second operation.

Worked Example 2

Problem: Create a simple Grade 4 example about Choosing the second operation using the numbers 3 and 2.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the second operation.

Worked Example 3

Problem: Create a simple Grade 4 example about Choosing the second operation using the numbers 3 and 7.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the second operation.

Worked Example 4

Problem: Create a simple Grade 4 example about Choosing the second operation using the numbers 17 and 11.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the second operation.

Worked Example 5

Problem: Create a simple Grade 4 example about Choosing the second operation using the numbers 9 and 2.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the second operation.

Worked Example 6

Problem: Create a simple Grade 4 example about Choosing the second operation using the numbers 19 and 20.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the second operation.

Worked Example 7

Problem: Create a simple Grade 4 example about Choosing the second operation using the numbers 6 and 19.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the second operation.

Worked Example 8

Problem: Create a simple Grade 4 example about Choosing the second operation using the numbers 8 and 17.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the second operation.

Worked Example 9

Problem: Create a simple Grade 4 example about Choosing the second operation using the numbers 12 and 3.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the second operation.

Worked Example 10

Problem: Create a simple Grade 4 example about Choosing the second operation using the numbers 13 and 12.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Choosing the second operation.

Practice Exercise

Create and solve one new example of Choosing the second operation. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

20.4 Addition then subtraction

Addition combines quantities. Align place values, regroup when needed, and estimate first to predict a reasonable answer. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Calculate 3,499 + 2,433.

  1. Line up place values.
  2. Add from right to left.
  3. Regroup when needed.

Very beginner explanation: Place-value alignment keeps like places together.

Answer: 5,932

Worked Example 2

Problem: Calculate 1,239 + 516.

  1. Line up place values.
  2. Add from right to left.
  3. Regroup when needed.

Very beginner explanation: Place-value alignment keeps like places together.

Answer: 1,755

Worked Example 3

Problem: Calculate 2,119 + 1,744.

  1. Line up place values.
  2. Add from right to left.
  3. Regroup when needed.

Very beginner explanation: Place-value alignment keeps like places together.

Answer: 3,863

Worked Example 4

Problem: Calculate 356 + 2,559.

  1. Line up place values.
  2. Add from right to left.
  3. Regroup when needed.

Very beginner explanation: Place-value alignment keeps like places together.

Answer: 2,915

Worked Example 5

Problem: Calculate 1,296 + 539.

  1. Line up place values.
  2. Add from right to left.
  3. Regroup when needed.

Very beginner explanation: Place-value alignment keeps like places together.

Answer: 1,835

Worked Example 6

Problem: Calculate 3,447 + 751.

  1. Line up place values.
  2. Add from right to left.
  3. Regroup when needed.

Very beginner explanation: Place-value alignment keeps like places together.

Answer: 4,198

Worked Example 7

Problem: Calculate 1,261 + 2,772.

  1. Line up place values.
  2. Add from right to left.
  3. Regroup when needed.

Very beginner explanation: Place-value alignment keeps like places together.

Answer: 4,033

Worked Example 8

Problem: Calculate 3,557 + 554.

  1. Line up place values.
  2. Add from right to left.
  3. Regroup when needed.

Very beginner explanation: Place-value alignment keeps like places together.

Answer: 4,111

Worked Example 9

Problem: Calculate 2,727 + 1,582.

  1. Line up place values.
  2. Add from right to left.
  3. Regroup when needed.

Very beginner explanation: Place-value alignment keeps like places together.

Answer: 4,309

Worked Example 10

Problem: Calculate 1,328 + 2,810.

  1. Line up place values.
  2. Add from right to left.
  3. Regroup when needed.

Very beginner explanation: Place-value alignment keeps like places together.

Answer: 4,138

Practice Exercise

Create and solve one new example of Addition then subtraction. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

20.5 Multiplication then addition

Multiplication combines equal groups. Arrays, place value, known facts, and breaking apart numbers can all help. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Calculate 6 × 9.

  1. Break 6 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 54

Worked Example 2

Problem: Calculate 9 × 2.

  1. Break 9 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 18

Worked Example 3

Problem: Calculate 12 × 3.

  1. Break 12 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 36

Worked Example 4

Problem: Calculate 3 × 9.

  1. Break 3 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 27

Worked Example 5

Problem: Calculate 2 × 5.

  1. Break 2 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 10

Worked Example 6

Problem: Calculate 11 × 8.

  1. Break 11 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 88

Worked Example 7

Problem: Calculate 4 × 7.

  1. Break 4 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 28

Worked Example 8

Problem: Calculate 2 × 9.

  1. Break 2 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 18

Worked Example 9

Problem: Calculate 10 × 3.

  1. Break 10 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 30

Worked Example 10

Problem: Calculate 4 × 8.

  1. Break 4 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 32

Practice Exercise

Create and solve one new example of Multiplication then addition. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

20.6 Multiplication then subtraction

Multiplication combines equal groups. Arrays, place value, known facts, and breaking apart numbers can all help. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Calculate 8 × 4.

  1. Break 8 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 32

Worked Example 2

Problem: Calculate 8 × 3.

  1. Break 8 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 24

Worked Example 3

Problem: Calculate 9 × 9.

  1. Break 9 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 81

Worked Example 4

Problem: Calculate 8 × 8.

  1. Break 8 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 64

Worked Example 5

Problem: Calculate 5 × 2.

  1. Break 5 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 10

Worked Example 6

Problem: Calculate 7 × 7.

  1. Break 7 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 49

Worked Example 7

Problem: Calculate 12 × 3.

  1. Break 12 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 36

Worked Example 8

Problem: Calculate 3 × 9.

  1. Break 3 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 27

Worked Example 9

Problem: Calculate 11 × 4.

  1. Break 11 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 44

Worked Example 10

Problem: Calculate 4 × 5.

  1. Break 4 apart if helpful.
  2. Multiply each part by the other factor.
  3. Combine the partial products.

Very beginner explanation: Multiplication finds a total made from equal groups.

Answer: 20

Practice Exercise

Create and solve one new example of Multiplication then subtraction. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

20.7 Division then addition

Division means sharing equally or finding equal groups. Multiplication can be used to check the result. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Calculate 40 ÷ 3.

  1. Use multiplication facts to find the largest equal group.
  2. Find any amount left over.
  3. Check with divisor × quotient + remainder.

Very beginner explanation: The remainder must be smaller than the divisor.

Answer: 13 remainder 1

Worked Example 2

Problem: Calculate 23 ÷ 3.

  1. Use multiplication facts to find the largest equal group.
  2. Find any amount left over.
  3. Check with divisor × quotient + remainder.

Very beginner explanation: The remainder must be smaller than the divisor.

Answer: 7 remainder 2

Worked Example 3

Problem: Calculate 114 ÷ 6.

  1. Use multiplication facts to find the largest equal group.
  2. Find any amount left over.
  3. Check with divisor × quotient + remainder.

Very beginner explanation: The remainder must be smaller than the divisor.

Answer: 19

Worked Example 4

Problem: Calculate 82 ÷ 7.

  1. Use multiplication facts to find the largest equal group.
  2. Find any amount left over.
  3. Check with divisor × quotient + remainder.

Very beginner explanation: The remainder must be smaller than the divisor.

Answer: 11 remainder 5

Worked Example 5

Problem: Calculate 32 ÷ 7.

  1. Use multiplication facts to find the largest equal group.
  2. Find any amount left over.
  3. Check with divisor × quotient + remainder.

Very beginner explanation: The remainder must be smaller than the divisor.

Answer: 4 remainder 4

Worked Example 6

Problem: Calculate 29 ÷ 3.

  1. Use multiplication facts to find the largest equal group.
  2. Find any amount left over.
  3. Check with divisor × quotient + remainder.

Very beginner explanation: The remainder must be smaller than the divisor.

Answer: 9 remainder 2

Worked Example 7

Problem: Calculate 23 ÷ 4.

  1. Use multiplication facts to find the largest equal group.
  2. Find any amount left over.
  3. Check with divisor × quotient + remainder.

Very beginner explanation: The remainder must be smaller than the divisor.

Answer: 5 remainder 3

Worked Example 8

Problem: Calculate 62 ÷ 3.

  1. Use multiplication facts to find the largest equal group.
  2. Find any amount left over.
  3. Check with divisor × quotient + remainder.

Very beginner explanation: The remainder must be smaller than the divisor.

Answer: 20 remainder 2

Worked Example 9

Problem: Calculate 122 ÷ 6.

  1. Use multiplication facts to find the largest equal group.
  2. Find any amount left over.
  3. Check with divisor × quotient + remainder.

Very beginner explanation: The remainder must be smaller than the divisor.

Answer: 20 remainder 2

Worked Example 10

Problem: Calculate 49 ÷ 5.

  1. Use multiplication facts to find the largest equal group.
  2. Find any amount left over.
  3. Check with divisor × quotient + remainder.

Very beginner explanation: The remainder must be smaller than the divisor.

Answer: 9 remainder 4

Practice Exercise

Create and solve one new example of Division then addition. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

20.8 Simple brackets

Simple brackets is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Simple brackets using the numbers 19 and 4.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple brackets.

Worked Example 2

Problem: Create a simple Grade 4 example about Simple brackets using the numbers 14 and 13.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple brackets.

Worked Example 3

Problem: Create a simple Grade 4 example about Simple brackets using the numbers 18 and 14.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple brackets.

Worked Example 4

Problem: Create a simple Grade 4 example about Simple brackets using the numbers 18 and 17.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple brackets.

Worked Example 5

Problem: Create a simple Grade 4 example about Simple brackets using the numbers 13 and 15.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple brackets.

Worked Example 6

Problem: Create a simple Grade 4 example about Simple brackets using the numbers 8 and 19.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple brackets.

Worked Example 7

Problem: Create a simple Grade 4 example about Simple brackets using the numbers 4 and 10.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple brackets.

Worked Example 8

Problem: Create a simple Grade 4 example about Simple brackets using the numbers 4 and 14.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple brackets.

Worked Example 9

Problem: Create a simple Grade 4 example about Simple brackets using the numbers 2 and 4.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple brackets.

Worked Example 10

Problem: Create a simple Grade 4 example about Simple brackets using the numbers 5 and 4.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Simple brackets.

Practice Exercise

Create and solve one new example of Simple brackets. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

20.9 Estimating before solving

Estimating before solving is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Estimating before solving using the numbers 13 and 12.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Estimating before solving.

Worked Example 2

Problem: Create a simple Grade 4 example about Estimating before solving using the numbers 13 and 16.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Estimating before solving.

Worked Example 3

Problem: Create a simple Grade 4 example about Estimating before solving using the numbers 14 and 18.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Estimating before solving.

Worked Example 4

Problem: Create a simple Grade 4 example about Estimating before solving using the numbers 13 and 12.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Estimating before solving.

Worked Example 5

Problem: Create a simple Grade 4 example about Estimating before solving using the numbers 8 and 17.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Estimating before solving.

Worked Example 6

Problem: Create a simple Grade 4 example about Estimating before solving using the numbers 19 and 13.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Estimating before solving.

Worked Example 7

Problem: Create a simple Grade 4 example about Estimating before solving using the numbers 14 and 5.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Estimating before solving.

Worked Example 8

Problem: Create a simple Grade 4 example about Estimating before solving using the numbers 18 and 20.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Estimating before solving.

Worked Example 9

Problem: Create a simple Grade 4 example about Estimating before solving using the numbers 18 and 9.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Estimating before solving.

Worked Example 10

Problem: Create a simple Grade 4 example about Estimating before solving using the numbers 3 and 10.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Estimating before solving.

Practice Exercise

Create and solve one new example of Estimating before solving. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

20.10 Writing a number sentence

Writing a number sentence is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Writing a number sentence using the numbers 19 and 5.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a number sentence.

Worked Example 2

Problem: Create a simple Grade 4 example about Writing a number sentence using the numbers 4 and 13.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a number sentence.

Worked Example 3

Problem: Create a simple Grade 4 example about Writing a number sentence using the numbers 16 and 17.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a number sentence.

Worked Example 4

Problem: Create a simple Grade 4 example about Writing a number sentence using the numbers 7 and 10.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a number sentence.

Worked Example 5

Problem: Create a simple Grade 4 example about Writing a number sentence using the numbers 5 and 12.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a number sentence.

Worked Example 6

Problem: Create a simple Grade 4 example about Writing a number sentence using the numbers 19 and 18.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a number sentence.

Worked Example 7

Problem: Create a simple Grade 4 example about Writing a number sentence using the numbers 9 and 15.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a number sentence.

Worked Example 8

Problem: Create a simple Grade 4 example about Writing a number sentence using the numbers 20 and 11.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a number sentence.

Worked Example 9

Problem: Create a simple Grade 4 example about Writing a number sentence using the numbers 3 and 13.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a number sentence.

Worked Example 10

Problem: Create a simple Grade 4 example about Writing a number sentence using the numbers 13 and 15.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Writing a number sentence.

Practice Exercise

Create and solve one new example of Writing a number sentence. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

20.11 Checking each step

Checking each step is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Checking each step using the numbers 14 and 7.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Checking each step.

Worked Example 2

Problem: Create a simple Grade 4 example about Checking each step using the numbers 3 and 11.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Checking each step.

Worked Example 3

Problem: Create a simple Grade 4 example about Checking each step using the numbers 17 and 14.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Checking each step.

Worked Example 4

Problem: Create a simple Grade 4 example about Checking each step using the numbers 4 and 15.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Checking each step.

Worked Example 5

Problem: Create a simple Grade 4 example about Checking each step using the numbers 19 and 10.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Checking each step.

Worked Example 6

Problem: Create a simple Grade 4 example about Checking each step using the numbers 5 and 12.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Checking each step.

Worked Example 7

Problem: Create a simple Grade 4 example about Checking each step using the numbers 13 and 20.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Checking each step.

Worked Example 8

Problem: Create a simple Grade 4 example about Checking each step using the numbers 4 and 18.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Checking each step.

Worked Example 9

Problem: Create a simple Grade 4 example about Checking each step using the numbers 8 and 18.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Checking each step.

Worked Example 10

Problem: Create a simple Grade 4 example about Checking each step using the numbers 16 and 11.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Checking each step.

Practice Exercise

Create and solve one new example of Checking each step. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

20.12 Explaining why a solution is reasonable

Explaining why a solution is reasonable is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense. Work one step at a time, use a model or number sentence when useful, and check whether the answer is reasonable.

Beginner Explanation

First identify what is given and what must be found. Then choose a strategy, show the steps clearly, and check the final answer.

10 Worked Examples with Answers

Worked Example 1

Problem: Create a simple Grade 4 example about Explaining why a solution is reasonable using the numbers 19 and 10.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Explaining why a solution is reasonable.

Worked Example 2

Problem: Create a simple Grade 4 example about Explaining why a solution is reasonable using the numbers 17 and 15.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Explaining why a solution is reasonable.

Worked Example 3

Problem: Create a simple Grade 4 example about Explaining why a solution is reasonable using the numbers 5 and 11.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Explaining why a solution is reasonable.

Worked Example 4

Problem: Create a simple Grade 4 example about Explaining why a solution is reasonable using the numbers 8 and 3.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Explaining why a solution is reasonable.

Worked Example 5

Problem: Create a simple Grade 4 example about Explaining why a solution is reasonable using the numbers 20 and 14.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Explaining why a solution is reasonable.

Worked Example 6

Problem: Create a simple Grade 4 example about Explaining why a solution is reasonable using the numbers 14 and 10.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Explaining why a solution is reasonable.

Worked Example 7

Problem: Create a simple Grade 4 example about Explaining why a solution is reasonable using the numbers 20 and 9.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Explaining why a solution is reasonable.

Worked Example 8

Problem: Create a simple Grade 4 example about Explaining why a solution is reasonable using the numbers 3 and 18.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Explaining why a solution is reasonable.

Worked Example 9

Problem: Create a simple Grade 4 example about Explaining why a solution is reasonable using the numbers 12 and 16.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Explaining why a solution is reasonable.

Worked Example 10

Problem: Create a simple Grade 4 example about Explaining why a solution is reasonable using the numbers 5 and 5.

  1. Identify what the topic means.
  2. Use the numbers in a way that follows the rule.
  3. Check that the result or representation makes sense.

Very beginner explanation: Meaning comes first; the numbers should illustrate the concept clearly.

Answer: A correct example that demonstrates Explaining why a solution is reasonable.

Practice Exercise

Create and solve one new example of Explaining why a solution is reasonable. Show the steps and explain how you checked it.

Common Mistake

Do not rush into a calculation before understanding the question. Check place values, labels, units, and whether your answer fits the situation.

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30 Review Questions and Answers

Q1. What is important to understand about Understanding multi-step problems?

Answer: Understanding multi-step problems is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q2. What is important to understand about Choosing the first operation?

Answer: Choosing the first operation is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q3. What is important to understand about Choosing the second operation?

Answer: Choosing the second operation is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q4. What is important to understand about Addition then subtraction?

Answer: Addition combines quantities. Align place values, regroup when needed, and estimate first to predict a reasonable answer.

Q5. What is important to understand about Multiplication then addition?

Answer: Multiplication combines equal groups. Arrays, place value, known facts, and breaking apart numbers can all help.

Q6. What is important to understand about Multiplication then subtraction?

Answer: Multiplication combines equal groups. Arrays, place value, known facts, and breaking apart numbers can all help.

Q7. What is important to understand about Division then addition?

Answer: Division means sharing equally or finding equal groups. Multiplication can be used to check the result.

Q8. What is important to understand about Simple brackets?

Answer: Simple brackets is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q9. What is important to understand about Estimating before solving?

Answer: Estimating before solving is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q10. What is important to understand about Writing a number sentence?

Answer: Writing a number sentence is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q11. What is important to understand about Checking each step?

Answer: Checking each step is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q12. What is important to understand about Explaining why a solution is reasonable?

Answer: Explaining why a solution is reasonable is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q13. How would you explain Understanding multi-step problems?

Answer: Understanding multi-step problems is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q14. How would you explain Choosing the first operation?

Answer: Choosing the first operation is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q15. How would you explain Choosing the second operation?

Answer: Choosing the second operation is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q16. How would you explain Addition then subtraction?

Answer: Addition combines quantities. Align place values, regroup when needed, and estimate first to predict a reasonable answer.

Q17. How would you explain Multiplication then addition?

Answer: Multiplication combines equal groups. Arrays, place value, known facts, and breaking apart numbers can all help.

Q18. How would you explain Multiplication then subtraction?

Answer: Multiplication combines equal groups. Arrays, place value, known facts, and breaking apart numbers can all help.

Q19. How would you explain Division then addition?

Answer: Division means sharing equally or finding equal groups. Multiplication can be used to check the result.

Q20. How would you explain Simple brackets?

Answer: Simple brackets is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q21. How would you explain Estimating before solving?

Answer: Estimating before solving is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q22. How would you explain Writing a number sentence?

Answer: Writing a number sentence is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q23. How would you explain Checking each step?

Answer: Checking each step is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q24. How would you explain Explaining why a solution is reasonable?

Answer: Explaining why a solution is reasonable is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q25. What should a beginner check when working with Understanding multi-step problems?

Answer: Understanding multi-step problems is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q26. What should a beginner check when working with Choosing the first operation?

Answer: Choosing the first operation is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q27. What should a beginner check when working with Choosing the second operation?

Answer: Choosing the second operation is an important Grade 4 mathematics idea in Multi-Operation Whole-Number Problems. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q28. What should a beginner check when working with Addition then subtraction?

Answer: Addition combines quantities. Align place values, regroup when needed, and estimate first to predict a reasonable answer.

Q29. What should a beginner check when working with Multiplication then addition?

Answer: Multiplication combines equal groups. Arrays, place value, known facts, and breaking apart numbers can all help.

Q30. What should a beginner check when working with Multiplication then subtraction?

Answer: Multiplication combines equal groups. Arrays, place value, known facts, and breaking apart numbers can all help.