CLASS 4 MATHS WORKSHEET LESSON 13

The Transport Museum (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. Say in “tens” language: 16 × 10 equals how many tens and what number? (Write both forms.)

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Answer

16 tens; 160.

Solution

16 groups of 10 are 16 tens, which is 160 as a number; “language of tens” supports x10 reasoning.

Easy

Q2. Choose the better unit phrase: “11 hundreds” equals which number, and how is it written in x100 form?

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Answer

1100; 11 × 100.

Solution

Hundreds language models multiplication by 100; 11 hundreds means 11 × 100 = 1100 clearly.

Easy

Q3. In an array split as 10 and 5 columns (for ×15), what are two easier parts to multiply by and add together for ×15 problems?

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Answer

×10 and ×5 parts.

Solution

Times-15 can be seen as times-10 plus times-5 using a 10-and-5 column split for counting.

Easy

Q4. Which is larger: 14 tens or 140? Explain the relation in one phrase.

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Answer

Equal; both are 140.

Solution

“14 tens” translates directly to 140; unit language maps to the numeral exactly.

Average

Q5. Use doubling to build ×14: first find 3 × 7, then double that to get 3 × 14. What is the result?

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Answer

42.

Solution

3 × 7 = 21; doubling gives 42, modeling ×14 as 2 × (×7) from equal-group splits.

Average

Q6. Construct ×15: compute 6 × 15 using a 10-and-5 split; show the two parts and the total briefly in words or numbers.

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Answer

(6 × 10) + (6 × 5) = 60 + 30 = 90.

Solution

Split 15 as 10 and 5; add partial products for flexible computation via arrays.

Average

Q7. State the “times-10” rule to turn 26 × 10 into tens-language, then to a number. Write both forms clearly.

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Answer

26 tens; 260.

Solution

Multiplying by 10 creates tens; 26 groups of 10 are 260 numerically using place-value shift.

Average

Q8. Complete: 20 × 100 = __ hundreds = __. Fill both the unit-language and the numeral result.

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Answer

200 hundreds; 2000.

Solution

20 groups of 100 equal 200 hundreds, which count to 2000; supports ×100 patterns.

Challenging

Q9. Explain why 11 × 200 equals both “11 tw0-hundreds” and “22 hundreds,” and give the number answer; write all three forms once.

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Answer

11 × 200 = 11 two-hundreds = 22 hundreds = 2200.

Solution

200 is two hundreds; 11 groups of that are 22 hundreds by regrouping, totaling 2200.

Challenging

Q10. Describe in one sentence how splitting-and-doubling helps construct the ×14 table from ×7 for all rows without recounting each time.

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Answer

Compute ×7 and double each entry to get ×14 quickly.

Solution

Since 14 = 2 × 7, doubling any ×7 product generates the corresponding ×14 product systematically.

Worksheet B: Computational Skills

Easy

Q1. 500 g + 500 g = __ kg; 100 ml × 10 = __ ml; write both final numbers only.

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Answer

1 kg; 1000 ml.

Solution

Benchmark facts support multiplicative composition and place-value grouping in measures.

Easy

Q2. 14 × 10 = __; 30 × 10 = __; write both totals as numbers using tens-language if helpful.

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Answer

140; 300.

Solution

Fourteen tens are 140; thirty tens are 300 by place-value shifting with ×10.

Easy

Q3. 7 × 100 = __; 12 × 100 = __; give both answers in numbers and one in hundreds-language if desired.

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Answer

700; 1200.

Solution

Hundreds multiply to larger round totals; “12 hundreds” equals 1200 for clarity.

Easy

Q4. Complete the ×15 mental fact by split: 4 × 15 = (4 × 10) + (4 × 5) = __ + __ = __ (fill all blanks).

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Answer

40 + 20 = 60.

Solution

Using 10-and-5 decomposition supports fluent partial products for ×15.

Average

Q5. 12 × 20 by two ways: (i) 12 × (2 tens) = __ tens = __; (ii) (12 × 10) + (12 × 10) = __ + __ = __ (fill all forms once).

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Answer

24 tens = 240; 120 + 120 = 240.

Solution

Language of tens matches partial-products methods, ensuring consistent totals.

Average

Q6. 30 × 100 = __; 15 × 200 = __; 18 × 100 = __; write all three answers as numbers only once each on the same line separated by commas.

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Answer

3000, 3000, 1800.

Solution

Times-100 scales hundreds; times-200 doubles times-100 results (15×200 = 2×(15×100)).

Average

Q7. 24 × 40 quickly by tens-language: 24 × (4 tens) = __ tens = __ (fill both blanks only once each).

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Answer

96 tens; 960.

Solution

Multiply 24 by 4 to get 96 tens, i.e., 960 as the count in standard form.

Average

Q8. Fill the related facts: 7 × 50 = __; 7 × 500 = __; explain one-step relation from the first to the second in a word or two (like “×10”).

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Answer

350; 3500; ×10.

Solution

Scaling group size by 10 scales the total by 10, preserving the factor 7 relation.

Challenging

Q9. Mystery-matrix style: if a row’s yellow box is 6 and a white product cell reads 42, what is the needed column yellow box, and check by multiplication once (single-digit focus)?

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Answer

7; 6 × 7 = 42.

Solution

Uncover a factor from a product cell by dividing by the known row factor to get the column factor.

Challenging

Q10. Complete the pair: “75 = 5 × 15” helps build ×15. Use this to find 9 × 15 quickly by related facts and write the result only once with a brief hint in words in parentheses at the end.

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Answer

135 (9×10 + 9×5).

Solution

Leverage 10-and-5 split again to compose 135 efficiently with mental partial products.

Worksheet C: Problem-Solving & Modeling

Easy

Q1. A toy train has 10 coaches and each coach seats 14 children. How many children can sit in the train? Show one short way to compute with tens-language or partial products once in words or numbers.

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Answer

140 children.

Solution

10 × 14 = 14 tens = 140 using the ×10 rule or by partial products (10×10 + 10×4).

Easy

Q2. A small bus seats 20 people. How many people can sit in 12 buses? Use either 12×20 = 12×(2 tens) or split into two 12×10 parts once to show the method briefly.

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Answer

240 people.

Solution

12 × 20 = 24 tens = 240; or 12×10 + 12×10 = 120 + 120 = 240 for verification.

Easy

Q3. A coach seats 14 children. For 324 children, about how many full coaches are needed if each coach must be full before starting a new one? Give the quotient and note any remainder in words quickly once (no rounding up here).

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Answer

23 full coaches, remainder 2.

Solution

324 ÷ 14 = 23 R2; remainder means two children still to be seated in the next coach if allowed.

Easy

Q4. Each flight carries 152 people. In a week 64 flights ran. How many people travelled? Use a split such as (64×100) + (64×50) + (64×2) and write the final number only once at the end with brief working in words or sums.

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Answer

9728 people.

Solution

6400 + 3200 + 128 = 9728; split 152 into 100, 50, and 2 to combine partial products efficiently.

Average

Q5. For 960 participants and boats of 64 seats each, how many boats are needed if each boat must be full? Present the long-division idea in one short line and write the exact quotient (no partial boat counted).

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Answer

15 boats.

Solution

960 ÷ 64 = 15 exactly; measure-type division counts how many 64s fit into 960.

Average

Q6. A farmer packs rice in 10 kg sacks. For 600 kg rice, how many sacks are needed? Also state how many sacks would be needed if sacks were 100 kg each (write both answers in one line separated by a semicolon).

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Answer

60 sacks; 6 sacks (for 100 kg bags).

Solution

600 ÷ 10 = 60; 600 ÷ 100 = 6; changing group size changes group count inversely.

Average

Q7. A museum train has 24 coaches with 72 seats per coach. How many passengers can travel? Use partial products or tens/hundreds language to show the idea briefly then give the total only once at the end of the line in numerals.

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Answer

1728 passengers.

Solution

24×70 + 24×2 = 1680 + 48 = 1728; or 24×72 via (20+4)×72 split to sum partials.

Average

Q8. Ticket price: Child ₹359, Adult ₹899. For 36 children and 6 teachers, find each group’s total cost separately using one clean multiplication each; write both totals in one line separated by a comma (no combined sum required here).

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Answer

Children: ₹12,924; Teachers: ₹5,394.

Solution

36×359 = 36×(300+50+9) = 10,800 + 1,800 + 324 = 12,924; 6×899 = 5,394; partial-product structure.

Challenging

Q9. A kiln makes 125 bricks a day. Estimate bricks for 30 days and then refine exactly for 31 days by one extra day; write both numbers once separated by a slash with a 1-day add-on comment in parentheses at the end.

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Answer

3750 / 3875 (add 125 for the 31st day).

Solution

30×125 = 3750; add one more day’s 125 to make 3875; month-length reasoning.

Challenging

Q10. Amusement park ticket ₹750 per person. Five friends each pay with a single denomination: ₹200 notes, ₹50 notes, ₹20 notes, ₹5 coins, ₹2 coins. Write how many of each piece are needed to make ₹750 exactly once in a single comma-separated line in order (₹200, ₹50, ₹20, ₹5, ₹2).

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Answer

₹200×4; ₹50×15; ₹20×37.5 (not possible using whole pieces); ₹5×150; ₹2×375.

Solution

750 ÷ 200 = 3 R150 → need 4 to pay at least 750 exactly with that denomination; only whole counts allowed, so ₹20-only isn’t possible without mixing as it requires half a note; others divide exactly.

Two best activities

Activity 1: Tens–Hundreds Market (Language-of-Tens Lab)

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Answer

Students “buy” packs of tens/hundreds to build products like 26×10, 15×20, 11×200 using place-value tiles.

Solution

Provide mock “tens” and “hundreds” tiles. Pairs draw a problem (e.g., 26×10, 12×20, 11×200) and model it as “tens/hundreds” first (26 tens; 24 tens; 22 hundreds), then convert to numbers. Learners write both the unit-language and numeral forms on mini whiteboards, reinforcing times-10/100 patterns and regrouping (e.g., 11×200 as 22 hundreds = 2200).

Activity 2: Arrays Split Studio (10-and-5, Doubling Paths)

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Answer

Build ×15 via 10+5 splits and ×14 via doubling ×7 using dot arrays and quick sketches; present two solution paths aloud.

Solution

Groups draw arrays for targets like 6×15 and 3×14. For ×15, split into 10 and 5 columns and add partials; for ×14, compute ×7 then double. Each group explains both the visual and the number sentences (e.g., 6×15 = 6×10 + 6×5; 3×14 = 2×(3×7)) to the class, cementing pattern recognition and flexible computation.