Class 4 MATHS WORK SHEET LESSON 10

Elephants, Tigers, and Leopards (Preparatory Stage Math)

Concepts • Computational Skills • Problem-Solving & Modeling • 10 questions each • 40% Easy, 40% Average, 20% Challenging • One toggle shows Answer + Solution

Worksheet A: Concepts

Easy

Q1. In a race-to-10 game, players add 1 or 2 on their turn starting from 0. If the total is 8 and it is the next player’s turn, can that player win this turn? (Explain yes/no.)

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Answer

Yes, by adding 2 to reach 10.

Solution

From 8, choosing 2 makes the total 10 immediately, which wins the game in this variant.

Easy

Q2. In an addition table, each cell shows row number + column number. What number goes where row is 3 and column is 4?

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Answer

7.

Solution

Cell value equals 3 + 4 = 7; this builds table structure understanding.

Easy

Q3. Look at a 2×2 “window” of four addition-table cells. If a top row has 4 and 5, what are the two numbers directly below them in the next row?

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Answer

5 and 6.

Solution

Moving down adds 1 to both values; patterns show constant differences in rows/columns.

Easy

Q4. Reverse-and-add idea: 21 reversed is 12; add them. What is the sum?

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Answer

33.

Solution

21 + 12 = 33; many such pairs give a sum with the same tens and ones pattern.

Average

Q5. Complete the pattern: 25, 30, 35, 40, __, __ (explain the rule briefly).

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Answer

45, 50.

Solution

Increasing by 5s (skip-count by 5); extend two steps to 45 and 50.

Average

Q6. In the addition table, circle a row that has only even numbers; name the row number that works and say why (row number 0–12).

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Answer

Row 0 has 0,1,2,… with same parity as the column; row 2 has all numbers 2 more than the column values—parity alternates by column.

Solution

Only columns or specific diagonals show uniform parity; students notice even-only sequences occur on certain structured selections, not all rows.

Average

Q7. In the 2×2 window, add the two numbers in a column; now add the two numbers in the other column. What do you notice about these two sums (same/different)?

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Answer

They are the same.

Solution

Both columns increase by the same step downwards, so pairs sum to the same total (constant-sum property).

Average

Q8. Use a friendly-number trick: 298 + 102 is easy because 298 is close to 300. What is the total, and what was the idea used?

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Answer

400; make to 300 then add the rest.

Solution

298 + 2 = 300, then +100 = 400; adjust-and-compensate strategy.

Challenging

Q9. For the race-to-10 game, if it is a player’s turn at total 6, name a move that ensures a win assuming best play next (state the target-next idea briefly).

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Answer

Add 2 to reach 8 (a key target), then respond to 9 with +1 to reach 10.

Solution

Hitting target totals like 8 allows a forced sequence to 10 regardless of the opponent’s 1/2 move.

Challenging

Q10. Reverse-and-add: find a two-digit number whose sum with its reverse is 110; give one example and how it was found (tens/ones reasoning).

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Answer

Example: 65 + 56 = 121 (for 110, 54 + 45 = 99; 64 + 46 = 110).

Solution

Choose pairs with tens/ones swapping and adjust to hit the required total through balanced ones digits.

Worksheet B: Computational Skills

Easy

Q1. 300 + 200 = __; 500 − 200 = __ (work with hundreds cleanly).

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Answer

500; 300.

Solution

Combine/separate hundreds as whole units for mental ease.

Easy

Q2. 49 + 1 = __; 50 − 1 = __ (nearly-50 facts practice).

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Answer

50; 49.

Solution

Using near-benchmark complements around 50 strengthens number sense.

Easy

Q3. 27 + 13 = __ (make a ten inside: 27 + 3 + 10).

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Answer

40.

Solution

27 + 3 = 30, then +10 = 40; use make-a-ten decomposition for mental addition.

Easy

Q4. 62 − 12 = __ (subtract tens cleanly, then adjust ones if needed).

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Answer

50.

Solution

Take away 10 then 2: 62 − 10 = 52; 52 − 2 = 50; stepwise mental subtraction.

Average

Q5. 298 + 107 = __ using a friendly 300 strategy (describe briefly).

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Answer

405.

Solution

298→300 (+2), add 107→407, then subtract 2→405; compensate after rounding.

Average

Q6. 430 − 198 = __ by adding 2 to both numbers to make the subtraction easier (explain the idea briefly).

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Answer

232.

Solution

Shift both: 430−198 = 432−200 = 232; equal adjustment keeps the difference.

Average

Q7. 240 + 260 = __ and 500 − 260 = __ (use friendly hundreds to compute quickly).

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Answer

500; 240.

Solution

240+260 hits 500; subtraction mirrors the same pair, reinforcing complements.

Average

Q8. 135 + 95 = __ using “+5 then −5” or “make-100” reasoning; show the short mental path in words or steps.

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Answer

230.

Solution

135 + 95 = 135 + (100 − 5) = 235 − 5 = 230; benchmark-adjust method.

Challenging

Q9. Multi-step: A park had 6415 visitors in November and 8591 in December. How many more came in December than November? (Compute difference mentally or by columns.)

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Answer

2176 more.

Solution

8591 − 6415 = (8591 − 6000) − 415 = 2591 − 415 = 2176; or column subtraction with regrouping.

Challenging

Q10. Currency combo: Make ₹120 using notes/coins of ₹100, ₹10, ₹5, ₹2, ₹1 in two different ways; write any two valid combinations in words or tallies.

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Answer

Examples: ₹100 + ₹20; or ₹100 + ₹10 + ₹10; or ₹50 + ₹50 + ₹20; many correct answers.

Solution

Decompose 120 into tens/fives/twos/ones or mix with one ₹100 note; multiple solutions model part–whole flexibility.

Worksheet C: Problem-Solving & Modeling

Easy

Q1. Wildlife count: 200 tigers in Zone A and 50 more in Zone B. How many tigers in Zone B, and total in A+B?

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Answer

Zone B: 250; total: 450.

Solution

“50 more” means add 50 to A; then add both zones for the total population model.

Easy

Q2. Visitor log: October had 1500 visitors; November had 1587 more than October. How many in November (mental or written)?

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Answer

3087.

Solution

1500 + 1587 = 3087; add in parts: +1000 → 2500, +500 → 3000, +80 → 3080, +7 → 3087.

Easy

Q3. Juice factory: Pineapple 1348 bottles, Guava is 759 more than Pineapple. How many Guava bottles? (Round-then-correct is allowed.)

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Answer

2107.

Solution

1348 + 759 = 2107; 1348 + 700 = 2048; +50 = 2098; +9 = 2107; stepwise addition.

Easy

Q4. Friendly-difference: 400 − 199 = __ using an equal shift to make subtraction easy (explain the shift briefly).

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Answer

201.

Solution

Shift both by +1: 401 − 200 = 201 preserves the difference while simplifying.

Average

Q5. “More or less”: A state has 5719 elephants and this is 3965 more than another state. How many elephants are in the other state? (Set up the subtraction clearly.)

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Answer

1754.

Solution

Other state = 5719 − 3965 = 1754; show column subtraction with regrouping or mental steps.

Average

Q6. Vehicles: Jeeps 6304; Buses are 253 more than Jeeps. How many Buses? Then compare which is more, and by how much (state the difference again to confirm).

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Answer

Buses 6557; buses are 253 more.

Solution

6304 + 253 = 6557 confirms the “more than” relation and the difference.

Average

Q7. Deposit slip thinking: Make ₹245 using notes/coins with at least one ₹100 note; write one possible combination in words or tallies (many answers acceptable).

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Answer

Example: ₹100 + ₹100 + ₹40 + ₹5 (i.e., 4×₹10 and 1×₹5).

Solution

Decompose the total into hundreds, tens, and ones with flexible combinations to match a deposit format.

Average

Q8. Compare without calculating exactly: 84 − 68 ☐ 90 − 74 (use a reasoning pattern about “what is being subtracted” or “equal changes” to decide ☐).

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Answer

= (both equal 16).

Solution

84−68 = (80−60)+4−8 = 16; 90−74 = (90−70)−4 = 16; equal-change style reasoning.

Challenging

Q9. Leopards: Gujarat 1355, Karnataka 1131, Madhya Pradesh 1817. Find total leopards across these states (use grouping-friendly order if helpful).

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Answer

4303.

Solution

(1355+1131)=2486; 2486+1817=4303; or pair 1817+1131=2948; 2948+1355=4303.

Challenging

Q10. 8787 − 99 can be done quickly by “subtract 100 then add 1.” Compute the result using that strategy and name the idea used.

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Answer

8688.

Solution

8787 − 100 = 8687; then +1 = 8688; compensation around benchmarks.

Teacher Note

Each “Show solution” toggle reveals a concise Answer and child-friendly Solution together, supporting self-checking while nurturing pattern noticing (tables, parity, windows), mental strategies (benchmarks, compensation, equal changes), and modeling (wildlife counts, visitors, factory outputs, currency) consistent with chapter contexts.