For NC EOG · Grade 4

Grade 4 EOG practice,
every standard, every kid.

Standards-aligned practice for the North Carolina End-of-Grade tests. Browse all 36 Reading and Math standards below — every one comes with a kid-friendly explanation and a sample question with worked solutions.

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Every grade-4 question maps to an NC Standard Course of Study standard. No off-grade content.

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Untimed practice for learning, plus timed tests that mimic the real EOG format.

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Reading

Passage-based reading comprehension and language standards. 11 standards.

RL.4.1Cite text — literatureShow example
Refer to details and examples in a literary text when explaining what the text says explicitly and when drawing inferences from the text.
What this standard is about
When you answer questions about a story, you should use details from the text to prove your thinking. You can use words from the story that tell something directly or clues that help you figure something out.
Try a question
In a story, Maya sees a new student sitting alone at lunch. The story says, “Maya carried her tray across the room and asked, ‘Do you want to sit with me?’” Which detail best proves Maya is kind?
A. “Maya carried her tray across the room and asked, ‘Do you want to sit with me?’”
B. “The lunchroom was noisy with clattering trays and talking students.”
C. “Maya had a peanut butter sandwich, apple slices, and milk.”
D. “The bell rang right after the students finished eating.”
Reveal answer + explanation
Answer: A
Choice A is the best proof because it shows Maya including someone who was alone. That action is a clear detail from the story that supports the idea that Maya is kind.
Why each option
A. This is correct because it directly shows Maya doing something kind for the new student.
B. If you picked B, you probably chose a detail about the setting instead of a detail that proves Maya’s character.
C. If you picked C, you probably chose an interesting fact, but it only tells what Maya ate, not how she acted.
D. If you picked D, you probably picked a story event that happened, but it does not give evidence that Maya is kind.
Watch a video
Looking back at the text for evidence | Reading | Khan Academy
RL.4.2Theme & summary — literatureShow example
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
What this standard is about
A theme is the big lesson or message in a story. You can figure it out by thinking about what happens, how the characters act, and what the story seems to teach you.
Try a question
Mia forgot her homework and blamed her little brother. Later, the teacher found the homework in Mia’s own desk. Mia told the truth and apologized. What is the theme of the story?
A. It is always easy to tell the truth.
B. Being honest is important, even after you make a mistake.
C. Homework should be kept in a desk.
D. Little brothers usually cause problems.
Reveal answer + explanation
Answer: B
The story shows Mia making a mistake, then telling the truth and apologizing. That teaches the lesson that honesty matters, even when you mess up.
Why each option
A. This is not the best answer because the story does not show that telling the truth was easy. If you picked A, you probably focused on one word from the ending instead of the lesson of the whole story.
B. This is correct because Mia learns to be honest after blaming someone else. That is the big message of the story.
C. This is not a theme. It is just a small detail about where the homework was found. If you picked C, you probably chose a fact from the story instead of the lesson.
D. This is not supported by the story because the little brother did not do anything wrong. If you picked D, you probably blamed the wrong character instead of using the story details carefully.
Watch a video
Summarizing a story with SWBST | Reading | Khan Academy
RL.4.3Describe characters/settings/events — literatureShow example
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
What this standard is about
This standard means you use details from the story to explain a character, setting, or event. You look at what a character says, thinks, feels, or does to figure out what the story is showing you.
Try a question
In a story, Maya sees her little brother drop his books in the rain. She runs back, helps him pick them up, and gives him her dry jacket. What do Maya's actions show about her?
A. She is careless.
B. She is kind.
C. She is lonely.
D. She is angry.
Reveal answer + explanation
Answer: B
Maya stops to help her brother and gives him her dry jacket. Those actions show that she cares about him and is kind.
Why each option
A. If you picked A, you probably focused on the messy problem in the rain instead of Maya's choice to help. Her actions do not show carelessness.
B. This is correct. Helping her brother and sharing her jacket are specific details that show Maya is kind.
C. If you picked C, you probably guessed a feeling that is not shown in the details. Nothing here tells us Maya is lonely.
D. If you picked D, you probably mixed up rushing with being upset. The details show helping and caring, not anger.
Watch a video
Characters' thoughts and feelings | Reading | Khan Academy
RL.4.4Word meaning & figurative language — literatureShow example
Determine the meaning of words and phrases as they are used in a literary text, including those that allude to significant characters found in mythology.
What this standard is about
When you read a story, some words or phrases can mean something different from their usual meaning. You can use the other words and sentences around them to figure out what the author really wants you to understand.
Try a question
In a story, Maya is waiting backstage before the school play. The author writes, "Maya had butterflies in her stomach as the curtain began to rise." What does "butterflies in her stomach" mean?
A. She felt nervous
B. She was very hungry
C. She had a stomachache
D. She wanted to catch insects
Reveal answer + explanation
Answer: A
"Butterflies in her stomach" is a phrase that means Maya feels nervous or excited in a shaky way. The clue is that she is waiting for the play to start, which can make someone feel nervous.
Why each option
A. This is right. "Butterflies in her stomach" is a figurative phrase that means she felt nervous.
B. If you picked B, you probably used the word "stomach" too literally and thought the phrase was about food.
C. If you picked C, you probably focused on the stomach part and made the common mistake of thinking every body phrase means a real pain or sickness.
D. If you picked D, you probably imagined real butterflies and took the figurative phrase literally.
Watch a video
Using context clues to figure out new words | Reading | Khan Academy
RI.4.1Cite text — informationalShow example
Refer to details and examples in an informational text when explaining what the text says explicitly and when drawing inferences from the text.
What this standard is about
When you answer questions about an informational text, you should look back at the article and use details from it. You can use exact facts from the text to tell what it says clearly and to help figure out an answer the text hints at.
Try a question
In an article about bees, it says: "Bees move pollen from flower to flower. This helps plants make seeds and grow more fruits." Which detail best supports the claim that bees help plants?
A. Bees move pollen from flower to flower.
B. Bees have yellow and black stripes.
C. Some bees live in large groups called colonies.
D. Bees can fly quickly on sunny days.
Reveal answer + explanation
Answer: A
The claim is that bees help plants. The best supporting detail is the one that tells how bees help plants, which is moving pollen from flower to flower.
Why each option
A. This is correct because it directly explains how bees help plants.
B. If you picked B, you probably chose a detail about what bees look like instead of a detail that supports the claim.
C. If you picked C, you probably chose an interesting fact about bees, but it does not explain how bees help plants.
D. If you picked D, you probably picked a detail from the topic that is true, but it does not give evidence for the claim about helping plants.
Watch a video
Referring to details in an informational text | Reading | Khan Academy
RI.4.2Main idea & supporting details — informationalShow example
Determine the main idea of an informational text and explain how it is supported by key details; summarize the text.
What this standard is about
The main idea is the most important point the whole informational text is mostly about. You can find it by thinking about what details the text repeats or explains, and then choosing the big idea those details support.
Try a question
A short article says bees help flowers grow by moving pollen from one flower to another. It also says many fruits and vegetables grow because bees pollinate plants. What is the main idea of the article?
A. Bees are yellow and black insects.
B. Bees help plants grow by pollinating them.
C. Flowers need soil, sun, and rain.
D. Some people are afraid of bees.
Reveal answer + explanation
Answer: B
The details tell how bees move pollen and help fruits and vegetables grow. Those details support the big idea that bees help plants grow by pollinating them.
Why each option
A. A is not the main idea. If you picked A, you probably chose a small fact about bees instead of the big point of the whole article.
B. B is correct because it tells the big idea that matches both details in the article.
C. C is not the main idea. If you picked C, you probably used something true about plants that the article did not focus on.
D. D is not the main idea. If you picked D, you probably chose an opinion or side detail instead of the article's central idea.
Watch a video
Supporting a main idea with key details | Reading | Khan Academy
RI.4.3Relationships between ideas/events — informationalShow example
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
What this standard is about
When you read an informational text, you should look for details that tell what happened and why it happened. You can use those exact facts from the text to explain cause and effect in your own words.
Try a question
In a science article, you read: "After three days without rain, the soil became dry. The dry soil cracked, so water could not stay near the plant roots. The tomato plants drooped by the end of the week." Why did the tomato plants droop?
A. Because the soil was dry and water could not stay near the roots
B. Because the plants got too much rain for three days
C. Because the tomato plants grew new roots overnight
D. Because the week ended on Friday
Reveal answer + explanation
Answer: A
The text says the soil became dry and cracked, so water could not stay near the roots. That caused the tomato plants to droop by the end of the week.
Why each option
A. This is correct because it matches the cause given in the text: dry, cracked soil kept water away from the roots.
B. If you picked B, you probably mixed up the cause and chose the opposite detail. The text says there was no rain for three days, not too much rain.
C. If you picked C, you probably added an idea that was not in the text. The passage never says the plants grew new roots overnight.
D. If you picked D, you probably chose a detail that happened at the same time instead of the cause. The end of the week tells when, not why, the plants drooped.
Watch a video
Relationships between scientific ideas in a text | Reading | Khan Academy
RI.4.4Word meaning — informationalShow example
Determine the meaning of general academic and domain-specific words or phrases in an informational text relevant to a grade 4 topic or subject area.
What this standard is about
When you read an informational article, you can use the other words around a tricky word to figure out what it means. You can look for clues in the sentence and think about what meaning makes the most sense in the topic you are reading about.
Try a question
In a science article, you read: "Cactuses survive in dry deserts because they store water in their thick stems. This helps the plants live for a long time without rain." What does the word "store" mean in this article?
A. to throw away
B. to save for later
C. to spill on the ground
D. to grow taller
Reveal answer + explanation
Answer: B
The article says cactuses keep water in their thick stems so they can live without rain. That means "store" here means to save for later.
Why each option
A. If you picked A, you probably used a meaning that does not fit the sentence. Throwing water away would not help a cactus survive in the desert.
B. This is correct because the sentence explains that the cactus keeps water in its stem for later use.
C. If you picked C, you probably focused on the word water but missed the context clue about surviving without rain. Spilling water would be the opposite of what helps the plant live.
D. If you picked D, you probably mixed up what the cactus does with how a plant might change. The sentence is about keeping water, not growing taller.
Watch a video
Using context clues to figure out new words | Reading | Khan Academy
RI.4.5Text structure — informationalShow example
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
What this standard is about
Authors organize information in different ways to help you understand it. You can look for clues to tell if a text puts things in time order, compares ideas, shows cause and effect, or explains a problem and its solution.
Try a question
A student reads a passage about frogs. It tells how a frog starts as an egg, then becomes a tadpole, and later grows legs and becomes an adult. How is the information mostly organized?
A. By putting events in time order
B. By showing a problem and its solution
C. By comparing two animals
D. By giving causes and effects
Reveal answer + explanation
Answer: A
The passage tells the stages of a frog’s life in the order they happen. That means the author is using time order, or chronology.
Why each option
A. This is right because the passage explains the frog’s life stages step by step in the order they happen.
B. If you picked B, you probably noticed that something changes in the passage, but it does not describe a problem that gets solved.
C. If you picked C, you probably thought about how frogs change over time, but the passage is not comparing frogs to another animal.
D. If you picked D, you probably focused on what happens next, but the passage is mainly ordered by time, not by causes and results.
Watch a video
Using text features to locate information | Reading | Khan Academy
RI.4.8Reasons & evidence — informationalShow example
Explain how an author uses reasons and evidence to support particular points in a text.
What this standard is about
When you read an informational text, the author makes points and then gives reasons and evidence to support them. You can look for the detail that best proves the author's point and choose the evidence that matches it most clearly.
Try a question
In an article about school gardens, the author says, "A school garden helps students learn in many ways." Which detail best supports that point?
A. Students measure plant growth each week and write down their observations in science journals.
B. The garden has red tomatoes, green beans, and yellow sunflowers.
C. The garden is behind the school near the playground.
D. Many students say the garden is their favorite place to visit.
Reveal answer + explanation
Answer: A
Choice A is the best evidence because it shows students are doing real learning activities in the garden, like measuring and recording. That directly supports the point that the garden helps students learn in many ways.
Why each option
A. This is correct because it gives evidence of students learning skills through the garden.
B. If you picked B, you probably chose an interesting detail instead of evidence that proves the author's point. The colors and kinds of plants do not show how students learn.
C. If you picked C, you probably chose a location detail. Where the garden is does not support the point that it helps students learn.
D. If you picked D, you probably mixed up liking something with learning from it. Students enjoying the garden does not clearly prove that it teaches them in many ways.
Watch a video
Finding connections between ideas within a passage | Reading | Khan Academy
L.4.4Word meaning from context, affixes, rootsShow example
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from context clues, common Greek/Latin affixes and roots, and reference materials.
What this standard is about
Sometimes you can figure out a tricky word by reading the other words and sentences around it. You can also look for word parts like prefixes, suffixes, or roots to help you make a smart guess about what the word means.
Try a question
Mia forgot to water her plant for many days. Now the leaves look droopy and wilted. What does wilted mean?
A. standing tall and strong
B. dry and falling over
C. covered with bright flowers
D. growing very fast
Reveal answer + explanation
Answer: B
The clues are droopy and forgot to water her plant for many days. Those details show the plant is dry and bending over, so wilted means dry and falling over.
Why each option
A. If you picked A, you probably ignored the context clue droopy. A plant that is wilted is not standing tall and strong.
B. This is correct. The context clues show the plant did not get water, so it became dry and falling over.
C. If you picked C, you probably focused on what healthy plants can look like instead of the clues in the sentences. Wilted does not mean covered with bright flowers.
D. If you picked D, you probably guessed from the word plant and not from the context. A wilted plant is weak from lack of water, not growing very fast.
Watch a video
Using context clues to figure out new words | Reading | Khan Academy

Math

Number sense, fractions, geometry, measurement, and data. 25 standards.

4.OA.1Multiplicative comparison (a is n times as much as b)Show example
Interpret a multiplication equation as a comparison. Multiply or divide to solve word problems involving multiplicative comparisons using models and equations with a symbol for the unknown number. Distinguish multiplicative comparison from additive comparison.
What this standard is about
Multiplication can compare two amounts by telling how many times as much one amount is as another. You can use multiplication or division to solve these problems, and you should be careful not to mix up “times as many” with “more than.”
Try a question
Mia has 4 stickers. Noah has 3 times as many stickers as Mia. How many stickers does Noah have?
A. 7
B. 12
C. 16
D. 1
Reveal answer + explanation
Answer: B
Noah has 3 times as many as 4, so multiply 4 × 3 = 12. That means Noah has 12 stickers.
Why each option
A. If you picked A, you probably used an additive comparison and did 4 + 3. But “3 times as many” means multiply, not add.
B. B is correct because 3 times 4 equals 12.
C. If you picked C, you probably multiplied and then added the starting amount again: 4 × 3 = 12, then 12 + 4 = 16. “3 times as many” already includes the 4 in the multiplication.
D. If you picked D, you probably divided 4 ÷ 3 and thought about sharing instead of comparing. This problem asks for 3 times as many, so you multiply.
Watch a video
Compare with multiplication examples
4.OA.3Two-step word problems with the four operations, with estimation and remaindersShow example
Solve two-step word problems involving the four operations with whole numbers. Use estimation strategies to assess reasonableness of answers. Interpret remainders in word problems. Represent problems using equations with a letter standing for the unknown quantity.
What this standard is about
You can solve some story problems in two steps, like adding or subtracting first and then multiplying or dividing. You can also make an estimate to check if your answer makes sense, and when you divide, you need to think about what the remainder means in the story.
Try a question
A teacher has 53 markers and buys 19 more. She puts the markers into boxes that hold 8 markers each. How many boxes does she need to hold all the markers?
A. 8
B. 9
C. 7 R 2
D. 72
Reveal answer + explanation
Answer: B
First add to find the total: 53 + 19 = 72. Then divide: 72 ÷ 8 = 9, so she needs 9 boxes. An estimate also works: about 50 + 20 = 70, and 70 is close to 72, so 9 boxes makes sense.
Why each option
A. If you picked A, you probably used only one step and did 72 ÷ 9 = 8 or mixed up the box size and the number of boxes. The boxes hold 8 markers each, so 8 is not the number of boxes.
B. This is correct. There are 72 markers total, and 72 ÷ 8 = 9 boxes.
C. If you picked C, you probably found a quotient with a remainder from a division problem and forgot to match it to this story. Here, 72 divides evenly by 8, so there is no remainder.
D. If you picked D, you probably added 53 + 19 and stopped after the first step. But the question asks for boxes, so you still need to divide 72 by 8.
Watch a video
Comparing with multiplication: money and distance | 4th grade | Khan Academy
4.OA.4Factor pairs, multiples, prime, and composite (numbers up to 50)Show example
Find all factor pairs for whole numbers up to and including 50. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number is a multiple of a given one-digit number. Determine if the number is prime or composite.
What this standard is about
Factors are numbers you can multiply to make another number, and multiples are numbers you get when you count by a number. You can use factor pairs to decide if a number is prime, composite, or neither: prime has exactly 2 factors, composite has more than 2 factors, and 1 is neither.
Try a question
Lena has 21 stickers. She wants to make equal rows with no stickers left over. Which answer shows all the factor pairs of 21 and tells if 21 is prime or composite?
A. 1 and 21; 3 and 7; composite
B. 1 and 21; prime
C. 1 and 20; 3 and 7; composite
D. 1 and 21; 2 and 10; composite
Reveal answer + explanation
Answer: A
The factor pairs of 21 are 1 × 21 and 3 × 7. Since 21 has more than two factors, it is composite.
Why each option
A. A is correct because 1 × 21 and 3 × 7 both make 21, so these are the factor pairs. Since 21 has more than two factors, it is composite.
B. If you picked B, you probably found only one factor pair and forgot to check for more. A number is prime only if it has exactly two factors.
C. If you picked C, you probably chose a pair that is close to 21 instead of checking the product. 1 × 20 = 20, not 21.
D. If you picked D, you probably used numbers that do not make 21. 2 × 10 = 20, so that is not a factor pair of 21.
Watch a video
Finding common denominators | Fractions | Pre-Algebra | Khan Academy
4.OA.5Generate and analyze growing patterns (number or shape)Show example
Generate and analyze a number or shape pattern that follows a given rule.
What this standard is about
A pattern is a list of numbers or shapes that follows a rule. You can look at how each part changes to figure out the rule, and then use the rule to find what comes next.
Try a question
Lena writes a number pattern: 5, 8, 12, 17, 23, ... She starts at 5 and adds 1 more each time than she added before. What number comes next?
A. 28
B. 29
C. 30
D. 31
Reveal answer + explanation
Answer: C
The numbers go up by 3, then 4, then 5, then 6. Next you add 7, so 23 + 7 = 30.
Why each option
A. A is not correct. If you picked A, you probably kept adding 5 instead of noticing the rule changes each time.
B. B is not correct. If you picked B, you probably added 6 again instead of increasing the amount added to 7.
C. C is correct. The pattern adds 3, 4, 5, 6, so the next step is +7, and 23 + 7 = 30.
D. D is not correct. If you picked D, you probably added 8 next instead of following the growing pattern of +3, +4, +5, +6, then +7.
Watch a video
Math patterns example 1 | Applying mathematical reasoning | Pre-Algebra | Khan Academy
4.NBT.1Place value relationship: a digit is 10 times the digit to its rightShow example
Explain that in a multi-digit whole number, a digit in one place represents 10 times as much as it represents in the place to its right, up to 100,000.
What this standard is about
Each time a digit moves one place to the left, its value becomes 10 times bigger. Each time it moves one place to the right, its value becomes 10 times smaller, so you can compare the same digit in different places.
Try a question
At a school, 6,248 books are on the shelves. What is true about the 2 in 6,248 and the 2 in 624?
A. The 2 in 6,248 is 10 times the value of the 2 in 624.
B. The 2 in 6,248 is 100 times the value of the 2 in 624.
C. The 2 in 6,248 is 1/10 the value of the 2 in 624.
D. The 2 in 6,248 has the same value as the 2 in 624.
Reveal answer + explanation
Answer: A
In 6,248, the 2 is in the hundreds place, so it is worth 200. In 624, the 2 is in the tens place, so it is worth 20, and 200 is 10 times 20.
Why each option
A. This is correct. The 2 is worth 200 in 6,248 and 20 in 624, so 200 = 10 × 20.
B. If you picked B, you probably counted two place-value jumps instead of one. The 2 moved from tens to hundreds, which is only 1 place left, so it is 10 times as much, not 100 times.
C. If you picked C, you probably mixed up left and right in the place-value chart. A digit one place to the left is 10 times greater, not 1/10 as much.
D. If you picked D, you probably looked at the digit 2 and forgot that its place changes its value. The 2s are the same digit, but one is 200 and the other is 20.
Watch a video
Understanding place value 1 exercise | Arithmetic properties | Pre-Algebra | Khan Academy
4.NBT.2Read and write multi-digit whole numbers in numeral, word, and expanded formsShow example
Read and write multi-digit whole numbers up to and including 100,000 using numerals, number names, and expanded form.
What this standard is about
You can show the same big whole number in different ways: as digits, in words, or by breaking it apart by place value. When you read a number, each digit tells how many ten thousands, thousands, hundreds, tens, and ones there are.
Try a question
A school collected 54,208 cans for a food drive. Which expanded form matches 54,208?
A. 50,000 + 4,000 + 200 + 8
B. 5,000 + 4,000 + 200 + 8
C. 50,000 + 400 + 20 + 8
D. 50,000 + 4,000 + 20 + 8
Reveal answer + explanation
Answer: A
The number 54,208 has 5 ten-thousands, 4 thousands, 2 hundreds, 0 tens, and 8 ones. So its expanded form is 50,000 + 4,000 + 200 + 8.
Why each option
A. This is right. It matches the place values in 54,208 exactly.
B. If you picked B, you probably mixed up the 5 in the ten-thousands place with the thousands place.
C. If you picked C, you probably read the 4 as 4 hundreds instead of 4 thousands and the 2 as 2 tens instead of 2 hundreds.
D. If you picked D, you probably forgot that the 2 is in the hundreds place, not the tens place.
Watch a video
Adding whole numbers by their place values | Math | 4th grade | Khan Academy
4.NBT.7Compare two multi-digit whole numbers with >, =, <Show example
Compare two multi-digit numbers up to and including 100,000 based on the values of the digits in each place, using >, =, and < symbols to record the results of comparisons.
What this standard is about
You can compare big numbers by looking at the greatest place value first. If those digits are the same, move one place to the right until you find a difference, then use >, <, or = to show which number is larger.
Try a question
A school library counted 48,305 books. A town library counted 48,350 books. Which comparison is correct?
A. 48,305 > 48,350
B. 48,305 < 48,350
C. 48,305 = 48,350
D. 48,350 < 48,305
Reveal answer + explanation
Answer: B
Both numbers have 4 ten-thousands, 8 thousands, and 3 hundreds. Then compare the tens: 0 tens is less than 5 tens, so 48,305 < 48,350.
Why each option
A. If you picked A, you probably looked at the last digit only and saw 5 is more than 0. But you need to compare from the greatest place value first, and the tens place shows 48,305 is smaller.
B. This is correct. The digits match until the tens place, and 0 tens is less than 5 tens.
C. If you picked C, you probably noticed that many digits are the same and stopped too soon. The tens digits are different, so the numbers are not equal.
D. If you picked D, you probably reversed the meaning of the < symbol. The smaller number should be on the left side of <, and 48,305 is the smaller number.
Watch a video
Comparing multi-digit numbers | Math | 4th grade | Khan Academy
4.NBT.4Add and subtract multi-digit whole numbers using the standard algorithmShow example
Add and subtract multi-digit whole numbers up to and including 100,000 using the standard algorithm with place value understanding.
What this standard is about
You can add and subtract large whole numbers by lining up the digits by place value: ones under ones, tens under tens, and so on. Then you work from right to left, regrouping when needed, to find the correct sum or difference.
Try a question
A school library had 58,476 books. It gave 19,589 books to other schools. How many books are left?
A. 38,887
B. 39,887
C. 48,987
D. 38,987
Reveal answer + explanation
Answer: A
Start with 58,476 − 19,589. Subtract by place value and regroup when needed, and you get 38,887 books left.
Why each option
A. This is correct. 58,476 − 19,589 = 38,887.
B. If you picked B, you probably made a regrouping mistake in the hundreds or tens place.
C. If you picked C, you probably subtracted some digits without regrouping correctly.
D. If you picked D, you probably made an error in the tens place when regrouping.
Watch a video
Adding multi digit numbers with place value
4.NBT.5Multiply (3-digit by 1-digit, 2-digit by 2-digit) using place value strategiesShow example
Multiply a whole number of up to three digits by a one-digit whole number, and multiply up to two two-digit numbers with place value understanding using area models, partial products, and the properties of operations. Use models to make connections and develop the algorithm.
What this standard is about
When you multiply bigger numbers, you can break them into tens and ones to make the work easier. You can find smaller products, called partial products, and then add them to get the total.
Try a question
A class packs 23 crayons into each box. They fill 14 boxes. How many crayons do they pack in all?
A. 222
B. 322
C. 312
D. 324
Reveal answer + explanation
Answer: B
Break 14 into 10 and 4. Then 23 × 10 = 230 and 23 × 4 = 92, and 230 + 92 = 322.
Why each option
A. If you picked A, you probably added 23 + 14 and then multiplied or combined parts the wrong way. That does not match 23 boxes of 14 or 14 boxes of 23.
B. This is correct. Using partial products, 23 × 14 = 23 × 10 + 23 × 4 = 230 + 92 = 322.
C. If you picked C, you probably found 23 × 4 = 92 but then added 220 instead of 230 for 23 × 10. That is a place value mistake with the tens.
D. If you picked D, you probably multiplied 20 × 10 and 3 × 4 but did not combine all the parts correctly. In 23 × 14, you need all four parts: 20 × 10, 20 × 4, 3 × 10, and 3 × 4.
Watch a video
Estimating 2 digit multiplication example
4.NBT.6Divide (3-digit by 1-digit, with remainders) using place value strategiesShow example
Find whole-number quotients and remainders with up to three-digit dividends and one-digit divisors with place value understanding using rectangular arrays, area models, repeated subtraction, partial quotients, properties of operations, and/or the relationship between multiplication and division.
What this standard is about
When you divide a bigger number by a 1-digit number, you can break the number into hundreds, tens, and ones to make it easier. Sometimes there are some left over, and those are called remainders.
Try a question
A teacher has 437 stickers. She puts them into 6 equal gift bags. How many stickers go in each bag, and how many are left over?
A. 72 R5
B. 73 R1
C. 71 R11
D. 72 R6
Reveal answer + explanation
Answer: A
437 ÷ 6 = 72 remainder 5. You can think of it as 6 × 72 = 432, and 437 − 432 = 5 left over.
Why each option
A. This is right. Since 6 × 72 = 432, there are 5 stickers left, so the answer is 72 R5.
B. If you picked B, you probably used a multiplication fact close to 437 but did not check the leftover amount carefully.
C. If you picked C, you probably made the common mistake of giving a remainder that is bigger than the divisor. A remainder must be less than 6.
D. If you picked D, you probably forgot that if 6 are left over, that makes one more full group, so the quotient should increase.
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Estimating 2 digit multiplication example
4.NF.1Equivalent fractions using area and length modelsShow example
Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size.
What this standard is about
Equivalent fractions are fractions that name the same amount, even when the whole is split into different numbers of equal parts. You can show this with a picture model or a number line by noticing that the pieces may be smaller or larger, but the total length or area is the same.
Try a question
A ribbon is shown on two fraction strips. On the first strip, 1/2 of the ribbon is shaded. On the second strip, which fraction could shade the same amount?
A. 2/4
B. 1/4
C. 3/4
D. 2/3
Reveal answer + explanation
Answer: A
The same amount can be named 1/2 or 2/4. The second strip is split into more equal parts, so each part is smaller, but 2 of those 4 parts still make the same length as 1 out of 2 parts.
Why each option
A. A is correct because 2/4 is equivalent to 1/2. They name the same length on a fraction strip.
B. If you picked B, you probably counted only 1 shaded part out of 4 and forgot that 1/4 is smaller than 1/2.
C. If you picked C, you probably chose a fraction greater than 1/2. 3/4 is more than half of the whole.
D. If you picked D, you probably noticed the numerator got bigger but did not compare the actual sizes of the parts. 2/3 is not the same amount as 1/2.
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Equivalent fractions on number lines
4.NF.2Compare fractions with unlike numerators and unlike denominatorsShow example
Compare two fractions with different numerators and different denominators, using the denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions by reasoning about their size and using area and length models, using benchmark fractions 0, 1/2, and a whole, and comparing common numerator or common denominators.
What this standard is about
Fractions can be compared by thinking about their size, not just the numbers you see. You can use 0, 1/2, and 1 as helpful benchmarks, and remember that you can only compare fractions fairly when they are parts of the same whole.
Try a question
Two friends each ate part of the same size sandwich. Lena ate 3/8 of her sandwich, and Marco ate 2/3 of his. Which comparison is true?
A. 3/8 > 2/3
B. 3/8 < 2/3
C. 3/8 = 2/3
D. You cannot compare them
Reveal answer + explanation
Answer: B
3/8 is less than 1/2 because 4/8 is 1/2. But 2/3 is greater than 1/2, so 3/8 < 2/3.
Why each option
A. If you picked A, you probably compared the numerators and saw 3 is bigger than 2. That is a common mistake because the pieces are not the same size.
B. This is correct. 3/8 is less than 1/2, and 2/3 is greater than 1/2, so 3/8 is smaller than 2/3.
C. If you picked C, you probably thought different fractions can be equal just because both are less than 1. But 3/8 and 2/3 are different distances from 0 on a number line.
D. If you picked D, you probably forgot that the problem says the sandwiches are the same size whole. Since they are the same whole, you can compare the fractions.
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Comparing fractions of different wholes | Fractions | 3rd grade | Khan Academy
4.NF.3Decompose, add, and subtract fractions with like denominators (including mixed numbers)Show example
Understand and justify decompositions of fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. Decompose a fraction into a sum of unit fractions and a sum of fractions with the same denominator in more than one way using area models, length models, and equations. Add and subtract fractions, including mixed numbers, with like denominators, by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. Solve word problems involving addition and subtraction of fractions, including mixed numbers by writing equations from a visual representation of the problem.
What this standard is about
Fractions with like denominators are easy to add and subtract because the pieces are the same size. You keep the denominator the same and add or subtract the numerators, and you can also break a fraction into smaller parts in more than one way.
Try a question
Lena walked 2 3/8 miles in the morning and 1 4/8 miles in the afternoon. How far did she walk in all?
A. 3 7/8 miles
B. 3 1/8 miles
C. 4 7/16 miles
D. 4 7/8 miles
Reveal answer + explanation
Answer: A
Add the whole numbers: 2 + 1 = 3. Then add the fractions: 3/8 + 4/8 = 7/8, so Lena walked 3 7/8 miles in all.
Why each option
A. This is right. You added the whole numbers and the eighths: 2 3/8 + 1 4/8 = 3 7/8.
B. If you picked B, you probably subtracted the fractions or only added part of the mixed numbers instead of combining both amounts.
C. If you picked C, you probably added the denominators and got sixteenths, but when fractions have like denominators, the denominator stays 8.
D. If you picked D, you probably added the whole numbers wrong and got 4 instead of 3.
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Decomposing a fraction visually | Fractions | Pre-Algebra | Khan Academy
4.NF.4Multiply a whole number by a fraction (and find a fraction of a set)Show example
Apply and extend previous understandings of multiplication to: model and explain how fractions can be represented by multiplying a whole number by a unit fraction, using this understanding to multiply a whole number by any fraction less than one. Solve word problems involving multiplication of a fraction by a whole number.
What this standard is about
A fraction can tell about part of one whole or part of a group. You can find a fraction of a whole number by first finding 1 part, like 1/4, and then counting how many of those parts you need.
Try a question
Lena has 16 strawberries. She uses 3/4 of them to make smoothies. How many strawberries does she use?
A. 4
B. 12
C. 19
D. 13
Reveal answer + explanation
Answer: B
First find 1/4 of 16, which is 4. Then multiply by 3 because 3/4 means 3 groups of 1/4, so 3 × 4 = 12.
Why each option
A. A is not correct. If you picked A, you probably found only 1/4 of 16 and forgot to take 3 groups.
B. B is correct. 1/4 of 16 is 4, and 3 groups of 4 is 12.
C. C is not correct. If you picked C, you probably added 3 to 16 instead of finding 3/4 of the set.
D. D is not correct. If you picked D, you probably made a counting or multiplication mistake after finding 1/4.
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Multiplying unit fractions and whole numbers | Fractions | Pre-Algebra | Khan Academy
4.NF.6Decimal notation for fractions with denominators 10 and 100; add 10ths and 100thsShow example
Use decimal notation to represent fractions. Express, model and explain the equivalence between fractions with denominators of 10 and 100. Use equivalent fractions to add two fractions with denominators of 10 or 100. Represent tenths and hundredths with models, making connections between fractions and decimals.
What this standard is about
Decimals are another way to write fractions with 10 or 100 equal parts. You can change tenths into hundredths to help add, like 3/10 = 30/100, and then add the hundredths.
Try a question
A hundredths grid shows 4/10 shaded blue and 23/100 shaded green. How much of the grid is shaded in all?
A. 0.27
B. 0.63
C. 0.43
D. 0.423
Reveal answer + explanation
Answer: B
First change 4/10 to 40/100. Then add 40/100 + 23/100 = 63/100, which is 0.63.
Why each option
A. A is not correct. If you picked A, you probably added only the digits 4 + 23 in the wrong place value and got 27 hundredths instead of changing 4/10 to 40/100 first.
B. B is correct. 4/10 = 40/100, and 40/100 + 23/100 = 63/100 = 0.63.
C. C is not correct. If you picked C, you probably wrote 4/10 as 0.20 instead of 0.40 before adding.
D. D is not correct. If you picked D, you probably joined the numbers together instead of adding the fractions.
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Comparing fractions of different wholes | Fractions | 3rd grade | Khan Academy
4.NF.7Compare two decimals to hundredths using >, =, <Show example
Compare two decimals to hundredths by reasoning about their size using area and length models, and recording the results of comparisons with the symbols >, =, or <. Recognize that comparisons are valid only when the two decimals refer to the same whole.
What this standard is about
Decimals show parts of one whole. To compare decimals, you look at tenths first, then hundredths if needed, and you can only compare them when they are parts of the same-sized whole.
Try a question
Two number lines both show 0 to 1 whole. Ella marks 0.3 on one line and 0.21 on the other. Which comparison is true?
A. 0.3 < 0.21
B. 0.3 > 0.21
C. 0.3 = 0.21
D. You cannot compare them
Reveal answer + explanation
Answer: B
0.3 means 3 tenths, which is the same as 30 hundredths. 0.21 means 21 hundredths, and 30 hundredths is greater than 21 hundredths, so 0.3 > 0.21.
Why each option
A. If you picked A, you probably looked at 21 and 3 and forgot that 0.3 is really 0.30, or 30 hundredths.
B. This is correct. 0.3 = 0.30, and 30 hundredths is greater than 21 hundredths.
C. If you picked C, you probably thought the decimals were the same because they both start with 0, but their tenths and hundredths are different.
D. If you picked D, you probably mixed up the rule about the same whole. Here, both number lines show 0 to 1 whole, so they can be compared.
Watch a video
Comparing decimals visually example | 4th grade | Khan Academy
4.MD.1Metric measurement: relative sizes and one-step problemsShow example
Know relative sizes of measurement units. Solve problems involving metric measurement. Measure to solve problems involving metric units: centimeter, meter, gram, kilogram, Liter, milliliter. Add, subtract, multiply, and divide to solve one-step word problems involving whole-number measurements of length, mass, and capacity that are given in metric units.
What this standard is about
Metric units help you measure length, mass, and liquid. You should know which unit makes sense, like centimeters or meters, grams or kilograms, and liters or milliliters, and then use +, −, ×, or ÷ to solve a one-step problem.
Try a question
A jug has 8 liters of water. 4 friends share the water equally. How many liters does each friend get?
A. 12 liters
B. 2 liters
C. 4 liters
D. 32 liters
Reveal answer + explanation
Answer: B
You need to divide because 8 liters are shared equally by 4 friends. 8 ÷ 4 = 2, so each friend gets 2 liters.
Why each option
A. A is not correct. If you picked A, you probably added 8 + 4 instead of dividing to share equally.
B. B is correct. 8 ÷ 4 = 2, so each friend gets 2 liters.
C. C is not correct. If you picked C, you probably forgot that 8 liters must be split into 4 equal parts.
D. D is not correct. If you picked D, you probably multiplied 8 × 4 instead of dividing.
Watch a video
Metric system: units of volume | 4th grade | Khan Academy
4.MD.2Convert metric measurements from larger units to smaller unitsShow example
Use multiplicative reasoning to convert metric measurements from a larger unit to a smaller unit using place value understanding, two-column tables, and length models.
What this standard is about
You can change a bigger metric unit into a smaller metric unit by multiplying by 10, 100, or 1,000. For example, 1 meter = 100 centimeters, so if you have 4 meters, you think 4 × 100 = 400 centimeters.
Try a question
A jump rope is 6 meters long. How long is it in centimeters? Use 1 meter = 100 centimeters.
A. 60 cm
B. 600 cm
C. 106 cm
D. 6,000 cm
Reveal answer + explanation
Answer: B
Since 1 meter = 100 centimeters, multiply 6 × 100. That gives 600 centimeters.
Why each option
A. A is not correct. If you picked A, you probably multiplied by 10 instead of 100.
B. B is correct. 6 meters = 6 × 100 = 600 centimeters.
C. C is not correct. If you picked C, you probably added 100 + 6 instead of multiplying.
D. D is not correct. If you picked D, you probably multiplied by 1,000, which is too much for meters to centimeters.
Watch a video
Metric system: units of volume | 4th grade | Khan Academy
4.MD.8Time intervals that cross the hour (start, end, elapsed)Show example
Solve word problems involving addition and subtraction of time intervals that cross the hour.
What this standard is about
When time goes past the next hour, you can break it into parts to make it easier. You can count to the next hour first, then add or subtract the extra minutes to find the missing time.
Try a question
Lena started reading at 2:45 p.m. She read for 1 hour 30 minutes. What time did she finish?
A. 3:15 p.m.
B. 4:05 p.m.
C. 4:15 p.m.
D. 4:30 p.m.
Reveal answer + explanation
Answer: C
Start at 2:45 p.m. Add 15 minutes to reach 3:00 p.m., then add 1 hour to reach 4:00 p.m., and 15 more minutes to reach 4:15 p.m.
Why each option
A. A is not correct. If you picked A, you probably added only 30 minutes and forgot to add the 1 hour.
B. B is not correct. If you picked B, you probably made a counting mistake when adding the extra minutes after the hour.
C. C is correct. 2:45 p.m. + 1 hour 30 minutes = 4:15 p.m.
D. D is not correct. If you picked D, you probably added 45 minutes to get to 3:30 and then added 1 more hour, which does not match 1 hour 30 minutes total.
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Currency conversion word problem | 4th grade | Khan Academy
4.MD.3Area and perimeter of rectangles and rectilinear figures (including fixed-area/fixed-perimeter exploration)Show example
Solve problems with area and perimeter. Find areas of rectilinear figures with known side lengths. Solve problems involving a fixed area and varying perimeters and a fixed perimeter and varying areas. Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
What this standard is about
Area tells how many square units cover a shape, and perimeter tells the distance around it. You can find a rectangle’s area by multiplying side lengths, and you can find a rectilinear figure’s area by breaking it into rectangles and adding. You can also explore how rectangles can have the same area but different perimeters, or the same perimeter but different areas.
Try a question
A garden is shaped like an L. Break it into 2 rectangles: one is 6 ft by 3 ft, and the other is 2 ft by 4 ft. What is the total area of the garden?
A. 18 square feet
B. 8 square feet
C. 26 square feet
D. 20 square feet
Reveal answer + explanation
Answer: C
Find the area of each rectangle, then add them. 6 × 3 = 18 and 2 × 4 = 8, so 18 + 8 = 26 square feet.
Why each option
A. A is not correct. If you picked A, you probably found the area of only the first rectangle and forgot to add the second part.
B. B is not correct. If you picked B, you probably found the area of only the smaller rectangle and forgot the larger part.
C. C is correct. The two rectangle areas are 18 square feet and 8 square feet, and together they make 26 square feet.
D. D is not correct. If you picked D, you probably added side lengths or mixed up area with perimeter instead of multiplying to find each rectangle’s area.
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Area and perimeter word problem: width of a dog pen | Khan Academy
4.MD.4Represent and interpret data: frequency tables, scaled bar graphs, line plots; categorical vs numericalShow example
Represent and interpret data using whole numbers. Collect data by asking a question that yields numerical data. Make a representation of data and interpret data in a frequency table, scaled bar graph, and/or line plot. Determine whether a survey question will yield categorical or numerical data.
What this standard is about
Data can be sorted into two kinds. Categorical data tells what kind or group something is, and numerical data tells a number you can count or measure. You can use bar graphs for categories and line plots or frequency tables for numbers to help you understand the data.
Try a question
Ms. Lee asks, “How many books did you read last month?” What kind of data will this question collect?
A. categorical data
B. numerical data
C. picture data
D. color data
Reveal answer + explanation
Answer: B
The question asks for a number of books, so the answers will be numbers like 2, 5, or 8. That means the data is numerical data.
Why each option
A. If you picked A, you probably thought any survey answer is a category. But “how many” asks for a number, not a group.
B. This is right because the question collects whole-number answers.
C. If you picked C, you probably focused on how data can be shown instead of what kind of data it is. A picture graph is a way to display data, not a data type.
D. If you picked D, you probably confused an example of a category with the kind of answer in this question. The question is not asking about color.
Watch a video
Making line plots with fractional data
4.MD.6Angles and angle measurement (using a protractor; finding unknown angles)Show example
Develop an understanding of angles and angle measurement. Understand angles as geometric shapes that are formed wherever two rays share a common endpoint, and are measured in degrees. Measure and sketch angles in whole-number degrees using a protractor. Solve addition and subtraction problems to find unknown angles on a diagram in real-world and mathematical problems.
What this standard is about
An angle is made when two rays meet at one endpoint, and angles are measured in degrees. You can use a protractor to measure an angle, and you can also add or subtract angle parts to find a missing angle.
Try a question
Mia drew a large angle that measures 120 degrees. One part of the angle measures 45 degrees. What is the measure of the other part?
A. 65 degrees
B. 75 degrees
C. 85 degrees
D. 165 degrees
Reveal answer + explanation
Answer: B
The whole angle is 120 degrees, and one part is 45 degrees. Subtract to find the missing part: 120 − 45 = 75 degrees.
Why each option
A. If you picked A, you probably made a subtraction mistake when finding 120 − 45.
B. This is right because 120 − 45 = 75, so the missing part is 75 degrees.
C. If you picked C, you probably subtracted the tens and ones incorrectly.
D. If you picked D, you probably added 120 + 45 instead of subtracting the known part from the whole angle.
Watch a video
Acute right and obtuse angles | Angles and intersecting lines | Geometry | Khan Academy
4.G.1Draw and identify points, lines, line segments, rays, angles, perpendicular and parallel linesShow example
Draw and identify points, lines, line segments, rays, angles, and perpendicular and parallel lines.
What this standard is about
In geometry, you can name and spot different kinds of parts in a shape. You can look for points, lines, line segments, rays, angles, and also tell whether lines are parallel or perpendicular.
Try a question
A city map shows 2 straight roads crossing each other like a plus sign. What word tells how the roads meet?
A. parallel lines
B. perpendicular lines
C. ray
D. line segment
Reveal answer + explanation
Answer: B
The roads cross to make right angles, like the corners of a square. Lines that meet at right angles are perpendicular lines.
Why each option
A. If you picked A, you probably used the mistake of calling any 2 straight lines parallel. Parallel lines never cross.
B. This is correct. Perpendicular lines cross and make right angles.
C. If you picked C, you probably mixed up a type of line with a pair of lines. A ray has one endpoint and goes on forever in one direction.
D. If you picked D, you probably mixed up how a single piece of a line looks with how 2 lines meet. A line segment has 2 endpoints.
Watch a video
Acute right and obtuse angles | Angles and intersecting lines | Geometry | Khan Academy
4.G.2Classify quadrilaterals and triangles by sides, angles, and parallel/perpendicular relationshipsShow example
Classify quadrilaterals and triangles based on angle measure, side lengths, and the presence or absence of parallel or perpendicular lines.
What this standard is about
You can sort shapes by looking at their sides and angles. You might look for equal sides, right angles, or sides that are parallel or perpendicular to decide what the shape is called.
Try a question
A shape has 4 sides. It has exactly 1 pair of parallel sides and no right angles. Which shape is it?
A. rectangle
B. trapezoid
C. square
D. parallelogram
Reveal answer + explanation
Answer: B
The shape is a trapezoid because it has exactly 1 pair of parallel sides. A rectangle, square, and parallelogram each have 2 pairs of parallel sides, so they do not fit.
Why each option
A. If you picked A, you probably focused on it being a 4-sided shape and forgot that a rectangle has 2 pairs of parallel sides and 4 right angles.
B. This is correct. A trapezoid has exactly 1 pair of parallel sides.
C. If you picked C, you probably thought of a shape with special sides, but a square has 2 pairs of parallel sides and 4 right angles.
D. If you picked D, you probably noticed parallel sides but forgot that a parallelogram has 2 pairs of parallel sides, not exactly 1 pair.
Watch a video
Quadrilateral properties | Perimeter, area, and volume | Geometry | Khan Academy
4.G.3Recognize line symmetry and draw lines of symmetryShow example
Recognize symmetry in a two-dimensional figure, and identify and draw lines of symmetry.
What this standard is about
A line of symmetry splits a shape into two matching halves. If you fold the shape on that line, both sides would line up exactly. Some shapes have no lines of symmetry, some have one or more, and a circle has many.
Try a question
Mia draws a square window. How many lines of symmetry does a square have?
A. 2
B. 3
C. 4
D. 5
Reveal answer + explanation
Answer: C
A square has 4 lines of symmetry: one up-and-down, one side-to-side, and 2 diagonal lines. Each line cuts the square into two matching halves.
Why each option
A. A is not correct. If you picked A, you probably found only the 2 diagonal lines and forgot the vertical and horizontal lines.
B. B is not correct. If you picked B, you probably counted one extra line but missed one of the 4 true symmetry lines.
C. C is correct. A square has 4 lines of symmetry: vertical, horizontal, and 2 diagonals.
D. D is not correct. If you picked D, you probably thought every line through the middle works, but only 4 lines make matching halves in a square.
Watch a video
Identifying symmetrical figures | Math | 4th grade | Khan Academy