EASYTUTORGUIDE

Practical tutorials, tools, courses, digital skills, and business promotion.

Free Learning
Google Translate — English / فارسی / العربية
EasyTutorGuide LogoLearn, Build, & Grow

Chapter 23: Multiplication by 10, 100, and 1,000

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
Advertisement area — AdSense / Auto Ads

Chapter Overview

This chapter teaches Multiplication by 10, 100, and 1,000 in original, simple language with step-by-step reasoning, worked examples, practice exercises, common mistakes, and review questions.

23.1 One-digit number times 10

Elapsed time is the amount of time between a start time and an end time. A timeline can make the steps easier to follow. 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: An activity starts at 8:00 and lasts 15 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 8:15

Worked Example 2

Problem: An activity starts at 6:00 and lasts 15 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 6:15

Worked Example 3

Problem: An activity starts at 6:00 and lasts 15 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 6:15

Worked Example 4

Problem: An activity starts at 5:00 and lasts 15 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 5:15

Worked Example 5

Problem: An activity starts at 7:00 and lasts 45 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 7:45

Worked Example 6

Problem: An activity starts at 2:00 and lasts 60 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 3:00

Worked Example 7

Problem: An activity starts at 8:00 and lasts 45 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 8:45

Worked Example 8

Problem: An activity starts at 6:00 and lasts 30 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 6:30

Worked Example 9

Problem: An activity starts at 2:00 and lasts 15 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 2:15

Worked Example 10

Problem: An activity starts at 3:00 and lasts 30 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 3:30

Practice Exercise

Create and solve one new example of One-digit number times 10. 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.

23.2 Two-digit number times 10

Elapsed time is the amount of time between a start time and an end time. A timeline can make the steps easier to follow. 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: An activity starts at 5:00 and lasts 45 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 5:45

Worked Example 2

Problem: An activity starts at 2:00 and lasts 45 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 2:45

Worked Example 3

Problem: An activity starts at 7:00 and lasts 30 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 7:30

Worked Example 4

Problem: An activity starts at 7:00 and lasts 45 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 7:45

Worked Example 5

Problem: An activity starts at 1:00 and lasts 15 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 1:15

Worked Example 6

Problem: An activity starts at 1:00 and lasts 45 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 1:45

Worked Example 7

Problem: An activity starts at 1:00 and lasts 45 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 1:45

Worked Example 8

Problem: An activity starts at 9:00 and lasts 30 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 9:30

Worked Example 9

Problem: An activity starts at 1:00 and lasts 45 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 1:45

Worked Example 10

Problem: An activity starts at 9:00 and lasts 15 minutes. When does it end?

  1. Add the duration to the start time.
  2. Regroup 60 minutes as one hour when needed.

Very beginner explanation: Elapsed time measures the time between start and finish.

Answer: 9:15

Practice Exercise

Create and solve one new example of Two-digit number times 10. 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.

23.3 Multiplying by 100

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 7 × 4.

  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: 28

Worked Example 2

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 3

Problem: Calculate 12 × 8.

  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: 96

Worked Example 4

Problem: Calculate 12 × 9.

  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: 108

Worked Example 5

Problem: Calculate 3 × 7.

  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: 21

Worked Example 6

Problem: Calculate 7 × 3.

  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: 21

Worked Example 7

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

Worked Example 8

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 9

Problem: Calculate 9 × 3.

  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: 27

Worked Example 10

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

Practice Exercise

Create and solve one new example of Multiplying by 100. 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.

23.4 Multiplying by 1,000

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 11 × 7.

  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: 77

Worked Example 2

Problem: Calculate 9 × 8.

  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: 72

Worked Example 3

Problem: Calculate 5 × 3.

  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: 15

Worked Example 4

Problem: Calculate 4 × 3.

  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: 12

Worked Example 5

Problem: Calculate 2 × 3.

  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: 6

Worked Example 6

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 7

Problem: Calculate 4 × 3.

  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: 12

Worked Example 8

Problem: Calculate 7 × 6.

  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: 42

Worked Example 9

Problem: Calculate 5 × 7.

  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: 35

Worked Example 10

Problem: Calculate 4 × 3.

  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: 12

Practice Exercise

Create and solve one new example of Multiplying by 1,000. 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.

23.5 Place-value patterns

A pattern follows a predictable rule. Repeating patterns repeat a core; growing patterns change in a consistent way. 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: Continue 3, 9, 15, ... for two more terms.

  1. The rule is add 6.
  2. Apply the same rule twice.

Very beginner explanation: A growing pattern changes according to a consistent rule.

Answer: 21, 27

Worked Example 2

Problem: Continue 9, 11, 13, ... for two more terms.

  1. The rule is add 2.
  2. Apply the same rule twice.

Very beginner explanation: A growing pattern changes according to a consistent rule.

Answer: 15, 17

Worked Example 3

Problem: Continue 10, 12, 14, ... for two more terms.

  1. The rule is add 2.
  2. Apply the same rule twice.

Very beginner explanation: A growing pattern changes according to a consistent rule.

Answer: 16, 18

Worked Example 4

Problem: Continue 3, 8, 13, ... for two more terms.

  1. The rule is add 5.
  2. Apply the same rule twice.

Very beginner explanation: A growing pattern changes according to a consistent rule.

Answer: 18, 23

Worked Example 5

Problem: Continue 8, 14, 20, ... for two more terms.

  1. The rule is add 6.
  2. Apply the same rule twice.

Very beginner explanation: A growing pattern changes according to a consistent rule.

Answer: 26, 32

Worked Example 6

Problem: Continue 2, 8, 14, ... for two more terms.

  1. The rule is add 6.
  2. Apply the same rule twice.

Very beginner explanation: A growing pattern changes according to a consistent rule.

Answer: 20, 26

Worked Example 7

Problem: Continue 7, 13, 19, ... for two more terms.

  1. The rule is add 6.
  2. Apply the same rule twice.

Very beginner explanation: A growing pattern changes according to a consistent rule.

Answer: 25, 31

Worked Example 8

Problem: Continue 3, 5, 7, ... for two more terms.

  1. The rule is add 2.
  2. Apply the same rule twice.

Very beginner explanation: A growing pattern changes according to a consistent rule.

Answer: 9, 11

Worked Example 9

Problem: Continue 10, 12, 14, ... for two more terms.

  1. The rule is add 2.
  2. Apply the same rule twice.

Very beginner explanation: A growing pattern changes according to a consistent rule.

Answer: 16, 18

Worked Example 10

Problem: Continue 3, 7, 11, ... for two more terms.

  1. The rule is add 4.
  2. Apply the same rule twice.

Very beginner explanation: A growing pattern changes according to a consistent rule.

Answer: 15, 19

Practice Exercise

Create and solve one new example of Place-value patterns. 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.

23.6 Arrays for multiplication

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 11 × 5.

  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: 55

Worked Example 2

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 3

Problem: Calculate 8 × 6.

  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: 48

Worked Example 4

Problem: Calculate 5 × 9.

  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: 45

Worked Example 5

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

Worked Example 6

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 7

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 8

Problem: Calculate 4 × 2.

  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: 8

Worked Example 9

Problem: Calculate 4 × 9.

  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: 36

Worked Example 10

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

Practice Exercise

Create and solve one new example of Arrays for multiplication. 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.

23.7 Area models for multiplication

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 10 × 5.

  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: 50

Worked Example 2

Problem: Calculate 2 × 2.

  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: 4

Worked Example 3

Problem: Calculate 5 × 8.

  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: 40

Worked Example 4

Problem: Calculate 10 × 2.

  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: 20

Worked Example 5

Problem: Calculate 5 × 8.

  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: 40

Worked Example 6

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 7

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 8

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

Worked Example 9

Problem: Calculate 10 × 4.

  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: 40

Worked Example 10

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

Practice Exercise

Create and solve one new example of Area models for multiplication. 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.

23.8 Mental strategies

A rate compares two quantities with different units, such as pages per day or items per box. 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 Mental strategies using the numbers 13 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 Mental strategies.

Worked Example 2

Problem: Create a simple Grade 4 example about Mental strategies using the numbers 16 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 Mental strategies.

Worked Example 3

Problem: Create a simple Grade 4 example about Mental strategies using the numbers 14 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 Mental strategies.

Worked Example 4

Problem: Create a simple Grade 4 example about Mental strategies using the numbers 17 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 Mental strategies.

Worked Example 5

Problem: Create a simple Grade 4 example about Mental strategies 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 Mental strategies.

Worked Example 6

Problem: Create a simple Grade 4 example about Mental strategies using the numbers 12 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 Mental strategies.

Worked Example 7

Problem: Create a simple Grade 4 example about Mental strategies using the numbers 16 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 Mental strategies.

Worked Example 8

Problem: Create a simple Grade 4 example about Mental strategies 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 Mental strategies.

Worked Example 9

Problem: Create a simple Grade 4 example about Mental strategies using the numbers 18 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 Mental strategies.

Worked Example 10

Problem: Create a simple Grade 4 example about Mental strategies using the numbers 6 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 Mental strategies.

Practice Exercise

Create and solve one new example of Mental strategies. 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.

23.9 Estimating before multiplying

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 2 × 6.

  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: 12

Worked Example 2

Problem: Calculate 6 × 3.

  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: 18

Worked Example 3

Problem: Calculate 6 × 3.

  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: 18

Worked Example 4

Problem: Calculate 7 × 3.

  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: 21

Worked Example 5

Problem: Calculate 2 × 7.

  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: 14

Worked Example 6

Problem: Calculate 3 × 3.

  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: 9

Worked Example 7

Problem: Calculate 10 × 9.

  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: 90

Worked Example 8

Problem: Calculate 12 × 2.

  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: 24

Worked Example 9

Problem: Calculate 2 × 7.

  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: 14

Worked Example 10

Problem: Calculate 6 × 8.

  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: 48

Practice Exercise

Create and solve one new example of Estimating before multiplying. 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.

23.10 Real-life scaling problems

Real-life scaling problems is an important Grade 4 mathematics idea in Multiplication by 10, 100, and 1,000. 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 Real-life scaling problems using the numbers 12 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 Real-life scaling problems.

Worked Example 2

Problem: Create a simple Grade 4 example about Real-life scaling problems using the numbers 16 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 Real-life scaling problems.

Worked Example 3

Problem: Create a simple Grade 4 example about Real-life scaling problems using the numbers 4 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 Real-life scaling problems.

Worked Example 4

Problem: Create a simple Grade 4 example about Real-life scaling problems using the numbers 7 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 Real-life scaling problems.

Worked Example 5

Problem: Create a simple Grade 4 example about Real-life scaling 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 Real-life scaling problems.

Worked Example 6

Problem: Create a simple Grade 4 example about Real-life scaling problems using the numbers 4 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 Real-life scaling problems.

Worked Example 7

Problem: Create a simple Grade 4 example about Real-life scaling problems using the numbers 16 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 Real-life scaling problems.

Worked Example 8

Problem: Create a simple Grade 4 example about Real-life scaling problems using the numbers 15 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 Real-life scaling problems.

Worked Example 9

Problem: Create a simple Grade 4 example about Real-life scaling problems using the numbers 13 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 Real-life scaling problems.

Worked Example 10

Problem: Create a simple Grade 4 example about Real-life scaling problems using the numbers 15 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 Real-life scaling problems.

Practice Exercise

Create and solve one new example of Real-life scaling 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.

23.11 Checking products

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 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 2

Problem: Calculate 2 × 8.

  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: 16

Worked Example 3

Problem: Calculate 5 × 5.

  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: 25

Worked Example 4

Problem: Calculate 11 × 2.

  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: 22

Worked Example 5

Problem: Calculate 11 × 3.

  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: 33

Worked Example 6

Problem: Calculate 5 × 4.

  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: 20

Worked Example 7

Problem: Calculate 10 × 2.

  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: 20

Worked Example 8

Problem: Calculate 10 × 9.

  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: 90

Worked Example 9

Problem: Calculate 10 × 6.

  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: 60

Worked Example 10

Problem: Calculate 7 × 8.

  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: 56

Practice Exercise

Create and solve one new example of Checking products. 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.

23.12 Mixed powers-of-ten practice

Mixed powers-of-ten practice is an important Grade 4 mathematics idea in Multiplication by 10, 100, and 1,000. 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 Mixed powers-of-ten practice using the numbers 15 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 Mixed powers-of-ten practice.

Worked Example 2

Problem: Create a simple Grade 4 example about Mixed powers-of-ten practice 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 Mixed powers-of-ten practice.

Worked Example 3

Problem: Create a simple Grade 4 example about Mixed powers-of-ten practice using the numbers 20 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 Mixed powers-of-ten practice.

Worked Example 4

Problem: Create a simple Grade 4 example about Mixed powers-of-ten practice 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 Mixed powers-of-ten practice.

Worked Example 5

Problem: Create a simple Grade 4 example about Mixed powers-of-ten practice using the numbers 5 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 Mixed powers-of-ten practice.

Worked Example 6

Problem: Create a simple Grade 4 example about Mixed powers-of-ten practice using the numbers 11 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 Mixed powers-of-ten practice.

Worked Example 7

Problem: Create a simple Grade 4 example about Mixed powers-of-ten practice 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 Mixed powers-of-ten practice.

Worked Example 8

Problem: Create a simple Grade 4 example about Mixed powers-of-ten practice using the numbers 17 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 Mixed powers-of-ten practice.

Worked Example 9

Problem: Create a simple Grade 4 example about Mixed powers-of-ten practice using the numbers 10 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 Mixed powers-of-ten practice.

Worked Example 10

Problem: Create a simple Grade 4 example about Mixed powers-of-ten practice using the numbers 2 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 Mixed powers-of-ten practice.

Practice Exercise

Create and solve one new example of Mixed powers-of-ten practice. 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.

Advertisement area — AdSense / Auto Ads

30 Review Questions and Answers

Q1. What is important to understand about One-digit number times 10?

Answer: Elapsed time is the amount of time between a start time and an end time. A timeline can make the steps easier to follow.

Q2. What is important to understand about Two-digit number times 10?

Answer: Elapsed time is the amount of time between a start time and an end time. A timeline can make the steps easier to follow.

Q3. What is important to understand about Multiplying by 100?

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

Q4. What is important to understand about Multiplying by 1,000?

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

Q5. What is important to understand about Place-value patterns?

Answer: A pattern follows a predictable rule. Repeating patterns repeat a core; growing patterns change in a consistent way.

Q6. What is important to understand about Arrays for multiplication?

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

Q7. What is important to understand about Area models for multiplication?

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

Q8. What is important to understand about Mental strategies?

Answer: A rate compares two quantities with different units, such as pages per day or items per box.

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

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

Q10. What is important to understand about Real-life scaling problems?

Answer: Real-life scaling problems is an important Grade 4 mathematics idea in Multiplication by 10, 100, and 1,000. 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 products?

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

Q12. What is important to understand about Mixed powers-of-ten practice?

Answer: Mixed powers-of-ten practice is an important Grade 4 mathematics idea in Multiplication by 10, 100, and 1,000. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q13. How would you explain One-digit number times 10?

Answer: Elapsed time is the amount of time between a start time and an end time. A timeline can make the steps easier to follow.

Q14. How would you explain Two-digit number times 10?

Answer: Elapsed time is the amount of time between a start time and an end time. A timeline can make the steps easier to follow.

Q15. How would you explain Multiplying by 100?

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

Q16. How would you explain Multiplying by 1,000?

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

Q17. How would you explain Place-value patterns?

Answer: A pattern follows a predictable rule. Repeating patterns repeat a core; growing patterns change in a consistent way.

Q18. How would you explain Arrays for multiplication?

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

Q19. How would you explain Area models for multiplication?

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

Q20. How would you explain Mental strategies?

Answer: A rate compares two quantities with different units, such as pages per day or items per box.

Q21. How would you explain Estimating before multiplying?

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

Q22. How would you explain Real-life scaling problems?

Answer: Real-life scaling problems is an important Grade 4 mathematics idea in Multiplication by 10, 100, and 1,000. Understand the meaning first, then use a clear representation or strategy and check whether the answer makes sense.

Q23. How would you explain Checking products?

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

Q24. How would you explain Mixed powers-of-ten practice?

Answer: Mixed powers-of-ten practice is an important Grade 4 mathematics idea in Multiplication by 10, 100, and 1,000. 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 One-digit number times 10?

Answer: Elapsed time is the amount of time between a start time and an end time. A timeline can make the steps easier to follow.

Q26. What should a beginner check when working with Two-digit number times 10?

Answer: Elapsed time is the amount of time between a start time and an end time. A timeline can make the steps easier to follow.

Q27. What should a beginner check when working with Multiplying by 100?

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

Q28. What should a beginner check when working with Multiplying by 1,000?

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

Q29. What should a beginner check when working with Place-value patterns?

Answer: A pattern follows a predictable rule. Repeating patterns repeat a core; growing patterns change in a consistent way.

Q30. What should a beginner check when working with Arrays for multiplication?

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