CLASS 4TH MATHS WORKSHET LESSON 9.

Equal Groups (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. Frog jumps 3 steps at a time: write the first five numbers it lands on starting from 0.

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Answer

0, 3, 6, 9, 12.

Solution

Skip-count by 3s to model equal groups, as in animal jumps context for multiples of 3.

Easy

Q2. Squirrel jumps 4 at a time: does it land on 20?

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Answer

Yes.

Solution

20 is a multiple of 4, so it appears in the 4s skip-count sequence.

Easy

Q3. Show two arrays for 6 objects using rows and columns (describe in words).

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Answer

1×6 and 2×3 (or 3×2).

Solution

Arrays represent equal groups; 6 can be arranged in one row of 6, two rows of 3, or three rows of 2.

Easy

Q4. Double 7 using mental strategy (add the number to itself).

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Answer

14.

Solution

Doubling is repeated addition of the same group, a foundation for multiplication facts.

Average

Q5. Kangaroo jumps 8 each time: list the first four numbers it lands on after 0, and say if 24 appears.

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Answer

0, 8, 16, 24; yes, 24 appears.

Solution

Skip-counting by 8s generates multiples of 8; 24 is 8×3 in the sequence.

Average

Q6. Choose the common landing number for rabbit (6s) and kangaroo (8s) under 50, and explain briefly.

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Answer

24.

Solution

24 is a common multiple of 6 and 8 within 50; both jump sequences meet at 24.

Average

Q7. Fill an array statement: 3 rows of 4 make __ objects; also 4 rows of 3 make __ objects (commutativity idea).

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Answer

12; 12.

Solution

Rows×columns and columns×rows yield the same total, highlighting commutative structure in arrays.

Average

Q8. Predict the ones digit when doubling 26, and explain the pattern for ones digits on doubling even numbers ending in 6.

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Answer

2.

Solution

6+6=12 gives ones digit 2; doubling patterns cycle in ones place and support mental facts.

Challenging

Q9. Complete: In the 5s row of a multiplication table, predict the ones digits pattern for 5×1 to 5×10 and describe the repeat cycle in words.

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Answer

5, 0, 5, 0, 5, 0, 5, 0, 5, 0; alternates 5 then 0.

Solution

Products of 5 alternate between ending in 5 and 0, a key place-value pattern in the times table.

Challenging

Q10. Choose a number that both frog (3s) and squirrel (4s) can land on between 30 and 50, and justify your choice from their sequences.

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Answer

36 or 48.

Solution

36 and 48 are common multiples of 3 and 4 in that interval; both appear in 3s and 4s skip-count lists.

Worksheet B: Computational Skills

Easy

Q1. Make 12 using equal groups of 3: how many groups are needed?

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Answer

4 groups.

Solution

3+3+3+3=12 models grouping and links to 12÷3=4 fact.

Easy

Q2. Fill the fact family: 2×5=10, 5×2=10, 10÷2=__, 10÷5=__.

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Answer

5; 2.

Solution

Multiplication and division facts are inverse operations within the same set of numbers.

Easy

Q3. Double 9 and half of 18 (show the relation between the two results).

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Answer

Double 9 is 18; half of 18 is 9.

Solution

Doubling and halving are inverse moves, reinforcing flexible computation strategies.

Easy

Q4. Skip-count by 4s to reach 20 and state how many jumps it took from 0.

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Answer

0,4,8,12,16,20; 5 jumps.

Solution

Counting equal steps builds multiplication-as-repeated-addition for 4×5=20.

Average

Q5. Use a 10-times idea: 10 groups of 3 equals __; 20 groups of 3 equals __ (explain the relationship briefly).

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Answer

30; 60.

Solution

20 groups is double 10 groups, so totals double from 30 to 60 with the same group size.

Average

Q6. Fill: 5 rows of 4 make __; 4 rows of 5 make __; which is larger or are they equal, and why?

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Answer

20; 20; equal.

Solution

Commutative property in arrays shows totals are the same though orientation changes.

Average

Q7. Choose the correct comparison: 24 ☐ 3×8 and 24 ☐ 4×6 (use =, <, or > for each).

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Answer

=; =.

Solution

Both 3×8 and 4×6 equal 24, highlighting factor-pair flexibility for computation.

Average

Q8. Complete: 100 has equal groups of 10 that make __ groups; explain how this helps count tens quickly in larger totals (oral explanation acceptable).

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Answer

10 groups.

Solution

Counting tens chunks supports mental multiplication with multiples of 10 or 100.

Challenging

Q9. Use equal groups to solve: 3 groups of 7 and 7 groups of 3; write the totals and comment on any relationship noticed between them.

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Answer

21; 21; both equal.

Solution

Group-size×number-of-groups is symmetric in multiplication, so totals match.

Challenging

Q10. A 1–10 multiplication row shows even/odd product patterns; predict whether row 8 has only even numbers and justify your reasoning in one sentence.

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Answer

Yes, only even numbers.

Solution

Any multiple of 8 is even, so every entry in row 8 is an even product.

Worksheet C: Problem-Solving & Modeling

Easy

Q1. There are 12 cupcakes shared equally into groups of 3; how many groups are made, and what real-life arrangement could represent this (e.g., rows)?

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Answer

4 groups; rows of 3.

Solution

12÷3=4; arrays like 4 rows of 3 model equal sharing or grouping.

Easy

Q2. A child steps in 2s along tiles to reach 12; how many steps are taken and what skip-count is used?

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Answer

6 steps; by 2s.

Solution

0→2→4→6→8→10→12 gives six equal jumps of 2 for a movement model of grouping.

Easy

Q3. An egg tray holds 5 eggs in each row and there are 2 rows; how many eggs in the tray, and which representation fits this situation (rows×columns)?

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Answer

10 eggs; 2×5 array.

Solution

Rows×columns structure yields 2×5=10 to represent the total count.

Easy

Q4. Double 8 to plan pairs of stickers; how many stickers will be in two equal sets together, and what operation models this?

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Answer

16; doubling.

Solution

8+8=16 shows combining two equal groups to make a larger set.

Average

Q5. Arrange 12 beads in equal rows and columns in two different ways and write each as a multiplication sentence with the same total beads each time.

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Answer

3×4=12 and 2×6=12.

Solution

Arrays can be reconfigured into different factor pairs but represent the same total items.

Average

Q6. A garden has 4 rows with 5 plants each; how many plants are there, and what equal-groups idea is shown here (rows or groups)?

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Answer

20 plants; rows as equal groups.

Solution

4 groups of 5 model multiplication as equal-sized groups in a spatial layout.

Average

Q7. Use a 10-times structure: 10 tricycles have 3 wheels each, so wheels total __; then 20 tricycles have __ wheels (explain how you scaled).

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Answer

30; 60.

Solution

Doubling the number of groups doubles the total, keeping group size constant.

Average

Q8. A shop stacks 3 books per pile and has 7 piles; how many books in all, and which equal-group model matches this situation (groups of size 3 or 7)?

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Answer

21; 7 groups of 3.

Solution

There are 7 piles (groups), each with 3 books, giving 7×3=21 total books.

Challenging

Q9. Two jumpers move: one in 3s, the other in 2s; starting at 0 together, name the smallest number after 0 where they meet and relate it to common multiples in simple words.

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Answer

6.

Solution

6 is the first common multiple of 2 and 3 beyond 0, where both skip-counts land together.

Challenging

Q10. A sports store has 18 shuttlecocks and packs them equally into tubes of 3; how many tubes will be filled, and which division idea is used (share or measure)?

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Answer

6 tubes; measure (how many groups of size 3 fit).

Solution

18÷3 counts groups of 3 that fit into 18, linking grouping to division facts.

Teacher Note

Each “Show solution” reveals both a concise Answer and a child-friendly Solution to support self-checking without exposing responses prematurely, reinforcing equal-group structures, arrays, doubling/halving, skip-counting, and simple division consistent with the chapter’s approaches.