Grade 4 Workbook Answers

1 Hundreds and tens

Thinking starters
1 a) 300, 9
b) 400
2 a) Correct, 3200 is 32 hundreds.
b) Incorrect, 3200 is 320 tens not 32 tens.
c) Correct, 3200 is 3200 ones.
d) Incorrect, 3200 is 3200 ones not 320 ones.
3 Many possible answers, e.g.
7000 + 285
7200 + 85
7205 + 80
7005 + 280
1000 + 6285
4 Dan has written the significant digits in the order that they have been written, instead of their
value.
The correct answer should be 8354.
5 206 (accept 215)
6 6250

Maths mastery
Children use their skills at finding 10 and 100 more and less than different numbers to predict the
inputs and outputs of the machine. They calculate that 872 becomes 862 as follows:
872 + 100 = 972
972 − 10 = 962
962 − 100 = 862
They calculate that 704 becomes 694 as follows:
704 + 100 = 804
804 − 10 = 794
794 − 100 = 694
Children can work backwards to find that the output 762 is made from the input 772:
762 + 100 = 862
862 + 10 = 872
872 − 100 = 772
With the second machine: 412 + 200 = 612 and 412 − 30 = 382
To help assess this, these further questions may be useful:
l Which part of a number changes when you find 10 more or less than a number?
l Which part of a number changes when you find 100 more or less than a number?
l Can you think of any examples where two digits will change if you find 10 or 100 more than a
number?

Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019 1
2 Exploring numbers
Thinking starters
1 a) >
b) <
c) <
d) <
e) >
f) <
2 a) 595, 559, 550, 515, 505
b) 792, 729, 727, 712, 702
c) 191, 190, 119, 109, 99
3 Several possible answers, check first number is larger. For example:
a) 523 > 325
b) 691 > 619
c) 816 > 186
4 Many possible answers. Check that the numbers chosen put the list in order from smallest to
largest number.
5 Possible answers include 4358, 4385, 4538, 4583, 4835, 4853, 5348, 5384, 5438, 5483, 5834,
5843
6 Yes, they are all equal to or less than 999. The smallest 3-digit number is 100 and the largest is
999. One more than 999 is 1000, a 4-digit number.

Maths mastery
Children recognise the value of the digits in a three-digit number.
While playing the game, children state the value of each digit correctly. Once complete, they can
read the three-digit number they have created and state each digit’s value. For example:
My number has 7 hundreds, 9 tens and 3 ones. It is seven hundred and ninety-three.
Children are able to compare both numbers correctly and state which is the larger of the two.
To help assess this, these further questions may be useful:
l What strategy could you use to make the largest number?
l What is each of the digits in a three-digit number worth?
l How would you compare two three-digit numbers to decide which is larger?
To show mastery with greater depth, children can solve place-value problems and can justify
their choice using the language of place value. Ask: You have the digit cards 3, 6 and 7. What is
the nearest number to 700 you can make? Explain why your answer is correct.

3 Converting time
Thinking starters
1 a) 240 (minutes)
b) 240 (seconds)
c) 120 (months)
2 a) 42 (days)
b) 30 (seconds)
c) 12 (hours)
d) 31 (days)
e) 3600 (seconds)

2 Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019
3 a) 100 (years)
b) 24
c) 365 ÷ 7 = 52 r 1
There are 52 weeks and 1 day in a year. Accept 366 ÷ 7 = 52 r 2
There are 52 weeks and 2 days in a leap year.
d) 15 (days)

Maths mastery
Children can convert from larger to smaller units of time.
First, they recognise that 8 days is equivalent to 1 week and 1 day.
They can then multiply 8 (days) by 24 (hours in a day) to find the total number of hours
(24 × 8 = 192 hours).
Finally, they are able to multiply 192 (total number of hours) by 60 (minutes in an hour) to find
the total number of minutes (192 × 60 = 11 520 minutes).
To help assess this, these further questions may be useful:
l How many hours are in 1 day/minutes are in 1 hour? How can you use this to help you answer
the question?
l What multiplication strategy or strategies could you use to help you find the answer?

4 Shape and perimeter

Thinking starters
1 a) 26 (cm)
b) 30 (cm)
c) 44 (cm)
d) 60 (cm)
e) 100 (cm)
2 a) 32 (cm)
b) 80 (cm)
3 a) 18 (cm)
b) 20 (cm)
c) 18 (cm)
4 48 (cm)

Maths mastery
Children should measure the perimeter of the shape as 19 cm. Children should then draw a
second shape with a perimeter of 19 cm (for example, a rectangle with length 5 cm and width
4.5 cm).
To help assess this, these further questions may be useful:
l What does the word ‘perimeter’ mean?
l How will you measure the perimeter of this shape?
To show greater depth of understanding, children should be able to estimate the perimeter
of an L shape then check their estimate by measuring. Show children a drawn L shape with a
perimeter of 26 cm.
Ask: Without measuring it at all and by looking closely, can you write down an estimate of this
shape’s perimeter?
Children then should check the accuracy of their estimate by measuring.
Ask: How close was your estimate to the actual perimeter? Is there a way to measure the
perimeter of an L-shape without measuring every side? Explain your answer.

Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019 3
5 Equivalent fractions
Thinking starters
1 a) 2
b) 8
c) 5
d) 3
2 6, 12, 10, 18
3 a) 21
b) 21
3 6 9 12
4 a) Accept any three fractions equivalent to , e.g. , , …
4 8 12 16
2 4 6 8
b) Accept any three fractions equivalent to , e.g. , , …
5 10 15 20
Maths mastery
Children should identify the images correctly and sort the images into groups according to which
fraction they represent. These should be as follows:

1 1
  
2 4

3
4

To help assess this, these further questions may be useful:

l What fraction is shown in this image?
1 1 3
l Which of these pictures is worth the same as or or ? Explain how you know.
2 4 4

6 Exploring shapes
Thinking starters
1 b) and c)
2 a) and d)
3 octagon
4 parallelogram, kite
5 square, rectangle
6 a) and d)

Maths mastery
Children recognise regular and irregular shapes, they understand the term right angle and are
able to sort 2-D shapes according to these properties.
Children complete the Carroll diagram as follows:
All sides are equal Not all sides are equal
Has right angles D CG
Has no right angles AEH BF

4 Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019
Children should be able to identify each shape:
A equilateral triangle
B trapezium
C cross or dodecagon
D square
E regular octagon
F parallelogram
G right-angled triangle
H rhombus
To help assess this, these further questions may be useful:
l What does it mean for a shape to have right angles?
l Can you think of different types of some of these shapes? What are they called? What do they look like?
Children may be encouraged to devise at least one shape for each section of the diagram. For
example, another shape with right angles and all sides equal length might be the cross shape,
this time with sides all the same length.

7 Multiplication and division facts

Thinking starters
1 a) 3
b) 40
c) 8
d) 60
e) 1
2 a) 6
b) 9
c) 7
d) 11
3 a) 8
b) 8
c) 7
d) 99
e) 12
4 × 4 6 3 7

5 20 30 15 35

8 32 48 24 56

2 8 12 6 14

9 36 54 27 63

5 a) 240
b) 2400
c) 2400
d) 4

Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019 5
Maths mastery
Children quickly recall multiplication and division facts to complete × 12 8 6
the missing numbers as follows:
To help assess this, these further questions may be useful: 7 84 56 42
● Which squares need multiplication to work them out?
6 72 48 36
● Which squares need division to work them out?
● Which multiplication facts did you take longest to recall? Why do 9 108 72 54
you think that is?
Children should be able to use knowledge of multiplication and 3 36 24 18
division facts to respond promptly and correctly to related mystery
number questions.
For example, ask: I am thinking of two numbers. They multiply together to make 56 and have a
difference of one. What are they? (7 and 8)
Or: I am thinking of two numbers. They have a product of 48. One is a two-digit number and the
other is a single-digit number. What could they be? (2 and 24, 4 and 12)

8 Comparing numbers
Thinking starters
1 7564, 7456, 6864, 6856, 6845
2 a) 8742
The digits must be in order, largest first so they have the greatest place value.
b) 2478
The digits must be in order, smallest first so they have the least place value.
3 Both numbers have five thousands, the next most significant digit is the value of the
hundreds.
In 5841 the value of the hundreds is eight hundreds.
In 5481 the value of the hundreds is four hundreds.
5841 > 5481
4 5894 + 100 = 5994
6784 + 1100 = 7884
3581 + 1000 = 4581
Only 4581 has increased by 1000.
Only the thousands digit has increased by 1.
5 Many possible answers, e.g.
8210 + 6
8000 + 216
8006 + 210
4000 + 4216
6 4953

Maths mastery
Children understand the place value of four-digit numbers and recognise that to make the largest
possible number out of four given digits, they must place the largest digit in the thousands
place, the next largest in the hundreds place and so on.
Children answer that the largest number that Daniel can make is 8641 and the largest number
that Jayden can make is 7632.
They should understand the meaning of the < and > symbols and compare the numbers as
either 8641 > 7632 or 7632 < 8641.

6 Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019
Finally, children should be able to find the difference between the two scores by subtracting
them to find 8641 – 7632 = 1009.
To help assess this, these further questions may be useful:
● How can you arrange the digits to make sure that you make the largest possible number?
● What do the < and > symbols stand for? How do you know which is which?
● What does it mean to ‘find the difference’ between two numbers? How will you find the
difference between the two numbers you have written?

9 Money problems
Thinking starters
1 $16.44
2 $16.22
3 There are several possible answers, e.g.
$1, 10c, 10c, 10c, 10c, 10c
50c, 50c, 25c, 10c, 10c, 5c
4 $105
5 Yes ($7.50 × 2 = $15; $6.50 × 2 = $13. $15 + $13 = $28)
6 There are several possible answers. For example, Ben could have 4 × $10 and 2 × $20, or
1 × $50, 1 × $10, 4 × $5
7 $12
8 a) No, this is solved with 13 + 4
b) Yes, this can be solved with 13 × 4

Maths mastery
Children calculate that 45 × 3 = 135 and subtract this number from 200 to find that Adam will get
65c (or $0.65) change from $2 when he buys three chocolate bars.
Children also work out that $5 can buy 12 boxes of raisins because 4 × $1.10 = $4.40 and each lot
of $1.10 buys three boxes.
They will also work out that Zoe will get $6.05 change from $10 because 2 × $1.10 + 2 × 65c + 45c =
$3.95 and $10 – $3.95 = $6.05.
To help assess this, these further questions may be useful:
● How can you find the total that Adam spent?
● What do you need to do to find the amount of change?
● What do you need to do to find out the number of boxes of raisins that can be bought for $5?

10 Addition and subtraction

Thinking starters
1 a) 73 cards
b) $51
c) $49
2 a) 325 rings
b) 991
c) 929
3 a) 211 people
b) 138 T-shirts
c) 884 (passengers)

Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019 7
Maths mastery
Children derive eight different number facts from the given fact 8 + 7 = 15. These will vary
between children, but may include:
● rearranging the original calculation (15 – 7 = 8)
● multiplying by 10 (70 + 80 = 150) or 100 (800 + 700 = 1500)
● changing one of the numbers and adjusting (9 + 7 = 16)
● dividing by 10 (0.8 + 0.7 = 1.5).

To help assess this, these further questions may be useful:

● Can you make any other statements using the same three numbers?
● Can you make any other statements by rounding one of the numbers up or down and then
adjusting the answer?
● What has Gabrielle done to find 80 + 70 = 150? Is there something similar you could do to find
a related statement?

Children should be able to use addition and subtraction clues to find mystery numbers.
For example, ask: I am thinking of two numbers. Their sum is 358 and their difference is 140.
What are the numbers? (249 and 109)

11 Lines of symmetry
Thinking starters
1 a) rectangle A and B
b) trapezium D
c) isosceles triangle G
a)
2 a) rectangle
b) pentagon
c) kite
d) square
e) triangle a)(isosceles
b) and acute-angled)

Maths mastery
Children can identify the lines of symmetry in each shape as follows:

a) b) c)

b) c)

They should give the answer that shape a) has four lines of symmetry, shape b) has two and
shape c) has one.
To help assess this, these further questions may be useful:
●c) What does it mean for a shape to have a line of symmetry?
● How could you test whether any of these shapes have lines of symmetry?

8 Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019
Possible answers for the second set of shapes include:
a) b) c)

b)

c)

12 Number sequences
Thinking starters
1
c)
a) 75
b) 350
c) 14
2 12 (across); 3, 23 (down)
3 600
4 60 will only be in the sequence if Donna starts at 0 or any multiple of 4.
5 a) Add six (accept +6)
b) Add seven (accept +7)
c) Add twenty-five (accept +25)
6 a) Missing numbers are: 84, 91
b) Missing numbers are: 250, 275, 300
c) Missing numbers are: 42, 48, 60, 66
Maths mastery
Children recognise the number sequences as +1000 and –1, respectively and use this information
to complete each sequence as follows:
a) 5000, 6000, 7000, 8000, 9000, 10 000, 11 000, 12 000, 13 000, 14 000
b) 3, 2, 1, 0, –1, –2, –3, –4
Tianna’s rule is ’subtract 1000’. The next five numbers are 2500, 1500, 500, –500, –1500
To help assess this, these further questions may be useful:
● Is each sequence going up or down? How much by?
● How can you use what you know to find the missing numbers in the sequence?

13 Collecting and interpreting data

Thinking starters
1 a) 25
b) 15
c) 10
d) 2 (girls)
2 Money raising for charity
60
50
Amount in $

40
30
20
10
0
Class 1 Class 2 Class 3 Class 4 Class 5
Class
Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019 9
3 a) 20 (cm)
b) 80 (cm)
c) 7 (weeks) – accept 47 (days) to 51 (days)
d) 2 (weeks) – accept 12 (days) to 26 (days)
Maths mastery
Children should interpret the given line graph to answer the questions. They should recognise
that the highest point on the graph corresponds with the warmest temperature and so the
warmest time of day is 14:00. They should read the temperatures at 08:00 as 6º and at 14:00
as 14º. They should work out the difference between these as 14 – 6 = 8º.
Children should recognise that the largest difference in temperatures is shown by the gap
between the lowest and highest points on the graph. These are found at 06:00 and 14:00.
To help assess this, these further questions may be useful:
● Where would you expect to find the warmest temperature on this graph? Why?
● How would you use the graph to find out the temperature at a particular time of day?
● How do you find the difference between two numbers?

14 Shapes and lines

Thinking starters
1 a) 4
b) 2
c) 1
d) 2
2 a) Check shape has four pairs of perpendicular lines
b) Check shape has three pairs of parallel lines
3 No, Ned is not correct. A square does not need horizontal or vertical lines; it just needs four
straight sides of equal length and four right angles. The position of a shape does not affect its
properties.
4 Yes, Samir is correct. A triangle can have one angle that is greater than 90° as long as the three
angles total 180°.
5 A rhombus is an irregular shape as it does not have four equal angles.
6 a) always true
b) sometimes true. When a rectangle is a square, its diagonals will cross at right angles.

Maths mastery
Children should identify the faces in each 3-D shape and sort them in the following sections of
the Venn diagram:

Has a triangle as Has a square as

part of its surface part of its surface

CDF C AC

BE

● square-based pyramid: C
● triangular-based pyramid: F

10 Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019
● cube: A
● cuboid: B
● triangular prism: D
● hexagonal prism: E
(The two prisms and the cuboid could both contain square faces if the rectangular faces of the
prisms are all squares and the end faces of the cuboid are squares. So also accept this as correct
if children offer this explanation.)
To help assess this, these further questions may be useful:
● What does it mean to say a 3-D shape has a triangle/square on its surface? How can you tell?
● Describe the different areas of the Venn diagram. How can you use the Venn diagram to sort
the shapes?

15 24-hour clocks
Thinking starters
1 a) i) ten past nine (accept 10 past 9)
ii) 09:10
b) i) half past four (accept half past 4)
ii) 16:30
c) i) five to two (accept 5 to 2)
ii) 01:55
2 a) i) quarter to 7 (accept 15 to 7)
ii) 06:45
b) i) twenty-five past nine (accept 25 past 9)
ii) 21:25
c) ii) twenty to three (accept 20 to 3)
ii) 02:40
3 Ben is correct.
14:50 is 2:50 p.m.
4 In 24-hour time, the time 24:15 does not exist as only 24 hours (the length of 1 day) are used.
24:15 should be recorded as 00:15.
5 Bess is incorrect.
35 minutes past 4 means 25 minutes to 5.
16:35 is closer to 5 p.m. than 4 p.m.
6 There are a number of possible answers.
The digits should total 15, e.g.
23:55
22:38
21:57

Maths mastery
Children read, write and convert time between the analogue, 12-hour and 24-hour digital clocks
shown.
For Time 1, they recognise that the 12-hour digital clock shows 9:55 in the morning and then
record the other times as follows:
12 1
11
10 2
9 3
8 4
7 6 5

Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019 11
For Time 2, they recognise that the 12-hour digital clock shows 1:45 in the afternoon and then
record the other times as follows:
12 1
11
10 2
9 3
8 4
7 6 5

Finally, for Time 3, they recognise that the analogue time shows 4:50 and they record the other
times as follows (accept either):

or
or
or

To help assess this, these further questions may be useful:

● What do the letters a.m. and p.m. mean?
● What do you have to remember for writing 24-hour times?
● What do the different hands on an analogue clock stand for? How would you show ____ on an
analogue clock?

16 Digits and multiplication

Thinking starters
1 a) 20
b) 12
c) ×, 6
d) 96
e) 16
f) 50
2 a) 6
b) 6
c) 6
d) 6
3 Accept any two numbers that multiply to give 24, e.g.
1 × 24, 2 × 12, 3 × 8, 4 × 6, 2.4 × 10
4 1 × 4 or 2 × 2
5 a) 7
b) 14
c) 21
d) 28
6 a) 5
b) 50
c) 500
d) 5000

12 Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019
Maths mastery
Children are able to give the answer 6 to the first question, perhaps by listing 38, 83, 28, 82, 32
and 23. If the answer 6 appears without working this may indicate that they have used the more
efficient method of realising there are three options for the tens and then two options for the
ones and 3 × 2 = 6.
Children should answer 24 for the second question: 7 × 3 for Jacob’s cards then add 3 to take
account of Mia’s cards.
To help assess this, these further questions may be useful:
● Give me an example of a two-digit number that can be made with these cards.
● How did you work out the number of two-digit numbers?
● How can you work out the number of cards altogether?
For mastery with greater depth, children should be able to describe an efficient method to work
out how many four-digit numbers can be made using four cards, each with different digits from
the digits 1 to 9 on them. This should be more efficient than listing all of the numbers. They can
extend their method to answer: How many different three-digit numbers can you make using the
cards? (There are 12 two-digit numbers and 24 three-digit numbers.)

17 Money calculations
Thinking starters
1 a) $105
b) $12.40
c) $132
d) $8.70
2 $28 $42 $56
$120 $240 $300
$240 $360 $600
$400 $600 $800
3 Three posters
4 Three 10c stamps and five 5c stamps

Maths mastery
Children can add and subtract amounts of money in order to give change.
They calculate that the total Gena spends is $1.10 (magazine) + 45c (chocolate bar), which equals
$1.55. They recognise that they then need to subtract this amount from $5 to find the change that
she receives: $5 − $1.55 = $3.45
Children also calculate Jayden’s total spending as $1.10 (magazine) + 65c (can of drink), which
equals $1.75. His change will consist of a minimum of three coins (2 × 10c and 1 × 5c).
To help assess this, these further questions may be useful:
● How would you find the total that Jayden spent? How can you deal with the prices to make
your calculation easier?
● What do you need to do to find the amount of change?
Shaun gets the most change ($3 compared to $2.20 received by Holly).

18 Multiples
Thinking starters
1 a) Add four (accept +4)
b) Add eight (accept +8)
c) Add fifty (accept +50)
Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019 13
2 a) Missing numbers are: 60, 80, 100
b) Missing numbers are: 300, 400, 600
c) Missing numbers are: 24, 48, 56
d) Missing numbers are: 20, 28, 32, 36
3 a) 24, 30, 36, 42
b) 48
4 a) 56
b) 108
5 There is a pattern for multiples of 25.
The tens and ones always end in (cycle through): 00, 25, 50 and 75.
5175 ends in 75
6 105
7 114 will not divide exactly by 7 so repeated adding of 7 will never generate a number that is
divisible by 7.
8 362 is incorrect.
351 + 11 = 362
If 9 had been added, this would give 351 + 9 = 360
The sequence would be correct.

Maths mastery
Children understand the meaning of the term ‘multiple’ and use their knowledge of multiples of
6, 7, 9 and 25 to recognise that Jacinta, Leo and Maria are correct.
Reasoning can vary, but may include:
● Jacinta is correct because 13 × 6 = 78.
● Leo is correct because 12 × 9 = 108.
● Marlon is not correct because 10 × 7 = 70, so 20 × 7 = 140. 152 is 12 more than 140, so it is not a
multiple of 7.
● Maria is correct because double 25 is 50 and any number that ends in 50 is also a multiple of
25 (14 × 25 = 350).
The number 18 will have a yellow and a green counter.
The number 84 will have a yellow and a blue counter.
To help assess this, these further questions may be useful:
● What is a ‘multiple’ of a number? For example, what does it mean if a number is a multiple of 6?
● How can you find the multiple of a number? What could you use to help?
● Explain how you know whether is a multiple of .

19 Coordinates and shapes

Thinking starters
1 a) A (5,2) B (3,4)
b) Point C drawn at (1,3)
Point D drawn at (4,5)
2 (2,4) Square drawn correctly on grid
3 (4,2) Rectangle drawn correctly on grid
4 (2,3) or (3,4) or other fractional coordinates
5 Accept either (1,5) or (5,5)
Any coordinate with an x-coordinate of 3, except (3,1).
Also accept (1,–3) or (5,–3)

14 Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019
Maths mastery
Children should be able to plot the given coordinates on a grid. They 8
should connect the points in order to form a pentagon as follows: 7
6
To help assess this, these further questions may be useful:
5
● What is a pentagon? What properties does it have? 4
● What do the numbers in a pair of coordinates mean? How do you 3
remember this? 2
1

20 Fractions of amounts 0 1 2 3 4 5 6 7 8

Thinking starters
1 a) Any two sections shaded
b) Any two sections shaded
2 a) 24
b) 30
3 a) 21
b) 22
4 a) 5 (children)
b) 21 (calculations)
c) 12 (boys)

Maths mastery
Children should be able to calculate the different fractions of 40 and 30 and answer that Mark has
more chocolate buttons. They should be able to explain their working. For example:
1
To find of a number, it needs to be divided by four. As 40 ÷ 4 = 10, Mark has 10 chocolate
4
buttons.
3
of 30 can be found by dividing 30 by 10 and then multiplying by 3.
10
30 ÷ 10 = 3 and 3 × 3 = 9, so Lisa has 9 chocolate buttons.
To help assess this, these further questions may be useful:
l How do you find a quarter of a number?
l How could you use the same kind of method you used to find 1 to help you find 3 ?
4 10

21 Symmetrical patterns
Thinking starters
1 a) 2
b) 0
c) 0
d) 1
e) 2
2 No. A rectangle only has two lines of symmetry; its diagonals are not lines of symmetry.
3 No. If the shape was folded along the dotted line, the two halves would not fit exactly over
each other.
4 Sometimes true
5 Sometimes true (equilateral triangles have 3 lines of symmetry)
6 20

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Maths mastery
Children should recognise that the two lines of symmetry will be horizontal and vertical and so
the pattern should be completed as follows:

To help assess this, these further questions may be useful:

● What does it mean for a pattern to have a line of symmetry?
● Where do you think the two lines of symmetry will be in this pattern? Why?
● How could you test whether the pattern you have created has lines of symmetry?
For the second part of this task, children may recognise that, as the pattern is drawn on a square,
it could also have diagonal lines of symmetry.

22 Number patterns
Thinking starters
1 c) 66
2 b) –25
3 a) 1550
4 c) 5400
5 a) 374, 376; rule: +2
b) 1405, 1400; rule: –5
c) 90, 105; rule: +15
d) 5095, 4095; rule: –1000
6 a) 518, 718
b) 93, 85
c) 1150, 1300
d) 227, 187

Maths mastery
Children should be able to recognise the rules behind each sequence (+9, +25, +110, –50) and use
these to continue each sequence as follows:
66, 75, 84
126, 151, 176
570, 680, 790
480, 430, 380
Children should find that 55 is in the sequence starting with –35, –20, –5, +10. The sequence is +15.
To help assess this, these further questions may be useful:
● What is the rule for each sequence?
● How do you know that those are the next numbers?

16 Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019
23 Fractions and money
Thinking starters
1 a) $25
b) $12
c) $18
d) $42
2 a) $40
b) $45
c) $50
3 a) $24
b) $60
c) $48

Maths mastery
Children recognise how to find fractions of quantities and use these skills to solve the given
problem. They are able to find 1 of $120 by dividing 120 by 5 to get $24. They then multiply this
5
by 2 to find 2 of $120 ($24 × 2 = $48).
5
They can find 1 of $120 by dividing 120 by 4 to get $30.
4
Children then add the two amounts ($48 + $30 = $78) and then use subtraction to find the
amount left for games ($120 − $78 = $42).
To help assess this, these further questions may be useful:
● How do you find a unit fraction (like
1 or 1) of a number?
2 4
● How do you find a fraction like
2 of a number?
5
● What are the different steps you need to do in order to answer this question?

24 Factors
Thinking starters
1 a) 4, 8
b) 4, 8, 10
2 24 has the most factors. It has eight factors: 1, 2, 3, 4, 6, 8, 12, 24
3 a) 1 and 12, 2 and 6, 3 and 4
b) 1 and 20, 2 and 10, 4 and 5
c) 1 and 32, 2 and 16, 4 and 8
d) 1 and 48, 2 and 24, 3 and 16, 4 and 12, 6 and 8
4 Possible numbers are any one of the following in each cell:
5, 10, 15, 20, 1, 3, 4, 6, 8, 12,
30, 40, 60, 120 24
25, 35, 45, 55, Any number that
65, 70… and any is not a multiple
further multiple of 5 or a factor
of 5 apart from of 120
120
5 Yes, 7 is a factor of 63 because 63 can be divided exactly by 7.
The factor pairs for 63 are 1 × 63, 3 × 21 and 7 × 9

Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019 17
Maths mastery
Children should identify the following:
● 45 × 6 and 3 × 24 × 5 are calculations where factor pairs are helpful
● 45 × 6 = 9 × 5 × 6 = 9 × 30 = 270 as it is possible to make a multiple of 10 by factorising 45
● 3 × 24 × 5 = 3 × 12 × 2 × 5 = 36 × 10 = 360 as it is possible to make 10 (or a multiple of 10 by
24 = 6 × 4) by factorising 24
● 7 × 31 has only prime numbers so no helpful factor pairs
● 3 × 9 × 8 has a mixture of 2s and 3s when you split the numbers into factor pairs, which is not
particularly helpful (though allow children to convince you!).
To help assess this, these further questions may be useful:
● What is a ‘factor’ of a number?
● What numbers is it helpful to have in a mental calculation?
For mastery with greater depth children should be able to recognise the factors of different
numbers and identify which number has the most factors.

25 Area of shapes
Thinking starters
1 a) 8 (cm2)
b) 10 (cm2)
c) 12 (cm2)
d) 12 (cm2)
e) 21 (cm2)
f) 16 (cm2)
2 Accept rectangles with these lengths and widths in either order:
12 (cm) × 1 (cm)
6 (cm) × 2 (cm)
4 (cm) × 3 (cm)
Do not accept answers using decimals or fractions.
3 5 (cm)
4 27 (cm2)
5 49 (cm2)

Maths mastery
Children should know how to work out the area and perimeter of rectangles on a square grid.
They should complete the measurements in the table as follows:
Rectangle Length (cm) Width (cm) Perimeter (cm) Area (sq cm)
A 1 2 6 2
B 2 3 10 6
C 3 4 14 12
D 4 5 18 20
E 5 6 22 30
This includes the perimeter and area of rectangle E, which could be predicted and checked by
the children on squared paper. They may spot the pattern that the perimeter increases by 4
each time and the area increases by 4, 6, 8, 10 … They may also see the rule (or formula) for
the perimeter is double the length added to the width and the rule for the area of a rectangle is
length multiplied by width.

18 Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019
To help assess this, these further questions may be useful:
● What does the word ‘perimeter’ mean?
● How will you find out the perimeter of this shape?
● What does the word ‘area’ mean?
● How will you find out the area of this shape?

26 Calculation problems
Thinking starters
1 256 (km)
2 1499 (seats)
3 1250 and 3750
4 251 × 6 = 1506 so Tom is not correct.
5 394 × 9 = 3546
6 146 × 8 is one more eight than 145 × 8 so 146 × 8 = 1160 + 8 = 1168
7 360 × 8 = 2880
360 × 2 = 720
720 × 2 = 1440
1440 × 2 = 2880
So doubling 360 three times and multiplying 360 by 8 both give the same answer.
8 945 (counters)

Maths mastery
Children recognise the written methods depicted and can derive the missing numbers in each
calculation.
Their answers should be as follows:

7 4 3 4 1 5 2 6

+ 9 3 6 − 8 1 7

8 3 7 0 7 0 9

3 2 6

× 3 1 1 6

9 7 8 6 6 9 6

To help assess this, these further questions may be useful:

● How would you normally use this method to add/subtract/multiply/divide two numbers?
● Which numbers will you use in order to find the missing number?

Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019 19
27 Finding different possibilities
Thinking starters
1 1 + 14, 2 + 13, 3 + 12, 4 + 11, 5 + 10, 6 + 9, 7 + 8
If you record them systematically in order you will spot the patterns and see if any are missed
out.
2 Any three pairs of two-digit numbers with a difference of 13. For example, 25 and 12, 28 and
15, 34 and 21
3 20 different meals
4 Six different 2-digit numbers:
234, 243, 324, 342, 423, 432
5 Any combination of 2-digit × 1-digit numbers that have a product of 252. For example, 42 × 6,
63 × 4, 28 × 9
6 48 years old
7 There are a number of different combinations of cows and chickens if there are both these
types of animals on the farm:
1 cow, 10 chickens
2 cows, 8 chickens
3 cows, 6 chickens
4 cows, 4 chickens
5 cows, 2 chickens

Maths mastery
Children can solve the correspondence problem by recognising that each of the three different
tops can be matched with two different pairs of jeans. The calculation needed is therefore
3 × 2 = 6 different outfits.
If a further pair of jeans is added, the calculation needed is 3 × 3 = 9 different outfits.
To help assess this, these further questions may be useful:
● What calculation do you need to do to find the number of outfits? Why is this?
● Can the table of results help you work out combinations of different numbers of items?
The number of combinations is greatly increased with the addition of four different T-shirts.
Ask children to model the combinations so they see how it creates more outfits. The calculation
needed is 3 × 3 × 4 = 36 different outfits.

20 Problem Solving and Reasoning Skills for PEP Maths Grade 4 © Paul Broadbent 2019