VICTORIA THANG LONG SCHOOL Name: _______________________________

School year: 2022-2023/ Grade: 4CLC Subject: Math

STUDY GUIDE AND REVISION WORKSHEET Mark

FOR THE 1ST ENDTERM TEST

˜™

PART I. MATH VOCABULARY & KNOWLEDGE REVIEW

Topic Math Vocabulary Math Knowledge
The result of multiplication is called product.
The numbers are multiplied together in the multiplication, are called
factors.

• two times four equals eight.

• the product of two and four is eight.

Multiplication The Division is the inverse, or “opposite” of multiplication.

Factor
• Twelve divided by three is four
Product • The quotient of twelve and
three is four.
Multiplication Division
and Division Dividend
Divisor
The multiplication chart is a table that shows the products of two
Quotient numbers.
Double, Triple
Number 20 is the product of 4 and 5 because
it’s on the column of 4 and row of 5.

Numbers are on the same row or column

have to share a common factor.

Numbers have a common factor could be in

a same row or column.

Area Area is the total space inside a flat shape.

Square The area of a figure is counted as the number of unit squares required
Area
Rectangle to cover the shape.
Length
Width
Square unit
Unit square
Irregular
Decompose
Distributive Formula of area of square and rectangle:

There are 2 common ways to calculate the area of an irregular shape:

Method 1: decomposing into rectangles

2 in 2 in

4 in 4 in
2 in
1 in 1 in

4 in 4 in

Whole shape = SHADED rectangle + DOTTED rectangle

= 4 × 2 + 2 × 1
= 8 + 2 = 10 in!
Method 2: surrounding rectangle.

2 in 2 in 2 in

3 in
4 in 4 in

1 in 1 in

4 in 4 in
 Whole shape = SURROUNDING rectangle – STRIPPED rectangle
= 4 × 4 − 2 × 3
= 16 − 6
= 10 in!
A picture graph uses symbols and pictures to represent data.

Data
Picture graph
To represent the data on a picture graph, follow the given steps:
Symbol
Represent and • Collect the data.
Key
interpret data • Select the symbol or picture then assign a key
Bar graph
• Draw the picture graph.
Scale
Category A bar graph uses bars to represent data.

PART II. PRACTICE

1 Maria writes the following division story for 28 ÷ 7.
28 players are on a soccer team. The coach separates the players into 7 equal groups.
Part A: Which question completes the division story for 28 ÷ 7?
A. How many players are there in all? B. How many groups are there?
C. How many players are in each group? D. How many players are NOT in a group?
Part B: Solve the problem.
28 ÷ 7 = ________
2 Use the multiplication table.
Part A: Fill in the missing factors and products.

Part B: What pattern do you see in the first row of products in the table?
A. All of the products are equal to one of the factors C. . All of the products are 0.
B. All of the products are equal to twice the factors. D. All of the products are equal.
3 Alice has 40 peach slices. She bakes 5 dumplings. How many peach slices are used
in each dumpling?
Part A
Which bar diagram represents the problem?
A. C.

B. D.

Part B: Solve the problem.

There are ________ peach slices in each dumpling.
4 Hillary has 4 pages of stamps arranged in arrays.
The table shows the number of rows and columns on each page. Which page has the most stickers?

A. Page 1 B. Page 2 C. Page 3 D. Page 4

5 Which of the following strategies can help you solve 4 × 7? Choose all that apply.
A. (4 × 2) + (4 × 5) B. (7 × 7) + (7 × 7) C. (3 × 7) + (7 × 2)
D. (2 × 7) + (2 × 7) E. (2 × 4) + (2 × 7)
6 Which number is missing from the multiplication table?

A. 21 B. 22 C. 24 D. 27

7 Use the tiles to match each equation with its product or quotient.

8 Karen notices a pattern in the multiplication table. She shades some squares orange to show her pattern.
Part A
What pattern could Karen have seen?
A. The 2s facts are equal to the sum of the factors.
B. The double of a 2s fact is a 3s fact.
C. The double of a 2s fact is a 4s fact.
D. The triple of a 2s fact is a 4s fact.

Part B:
Because 4 is (______) 2, all (_____) facts in the table will be (_________) the 2s facts.
double 3s double
triple 4s triple
6s the same as
9 Look at the figure below.
Part A
Find the length of the missing side.

The missing side is ________ feet.

Part B: Find the area.

Answer: _________ square feet.

10 Use the Distributive Property to write the equation that represents the picture.
.

11 An architect made this floor plan of a new kitchen.

What is the area of the kitchen, in square feet?

A. 18 square feet

B. 16 square feet

C. 12 square feet

D. 14 square feet

12 What is the area of all four block letters, in square units?

A. 40 square units B. 89 square units

C. 160 square units D. 178 square units
E. 156 square units

13 Some students in Carlson make a banner with the letter C on it.

Part A: Which of the following represent ways to divide the shape into
three rectangles.
A. (2 × 6) + (2 × 6) + (2 × 8)
B. (2 × 8) + (2 × 6) + (2 × 8)
C. (2 × 6) + (2 × 10) + (2 × 6)
D. (2 × 8) + (2 × 8) + (2 × 10)
E. (2 × 6) + (2 × 8) + (2 × 10)
 Part B: What is the area of the letter?
Answer: _______ square feet.
14 Gary wants to know the area of the shaded part of this design.

Part A: Use the tiles to explain how to break this problem into simpler problems.
The large rectangle is made of both the _________ and white areas.
The ________ area is the area of the larger rectangle minus the area of the ________ area.

Part B: What is the area of the blue part of the design?

The area of the blue part of the design is _________ square feet.
15 Mrs. Conner kept a tally of the number of times her children skated a mile.
She then made a picture graph.

Part A: How many miles does each symbol represent? Enter your answer in the box.

Part B: How many symbols should Mrs. Conner use for Pam on the picture graph?

A. B.

C. D.
16 Mr. Brown’s class spent three weeks working in the school garden.
The picture graph shows how many hours the students worked altogether each week.

a) On which week or weeks did the students work 5

hours?
A. Week 1

B. Week 2

C. Week 3

D. Week 2 and 3

b) How many total hours did the class spend working in the garden?
Answer: ______ hours.

c) How many more hours did the class work in Weeks 1 and 2 than in Week 3?
A. 1 hour B. 2 hours C. 3 hours D. 4 hours
17 Mrs. Ratas’ class made a bar graph of the number of pets each student has.

a) How many students in the class have 3 pets?

A. 4

B. 2

C. 7

D. 5

b) Choose the number of pets that is most common in Mrs. Ratas’ class.

A. 0 B. 1 C. 2 D. 3

c) How many students in Mrs. Ratas’ class have more than 1 pet?
Answer: _________ students have more than 1 pet.

18 Jerry is making a bar graph to compare how many of each type of flower he has in his garden.
He has 3 tulips, 18 daffodils, 15 irises, and 21 crocuses.
Which scale makes the most sense for Jerry to use with his graph?
A. Each grid line equals 1 flower. C. Each grid line equals 5 flowers.
B. Each grid line equals 3 flowers. D. Each grid line equals 10 flowers.
19 Jerry is making a bar graph to compare how many of each type of flower he has in his garden.
He has 3 tulips, 18 daffodils, 15 irises, and 21 crocuses.
Part A: Which graph shows the correct bar for the number of daffodils?
A. C.

B. D.

Part B: How many grid lines higher will the bar be for irises than for tulips?
A. 1 grid line higher B. 2 grid lines higher C. 6 grid lines higher D. 4 grid lines higher
Part C: Use the bar graph in part A, choose Yes or No to tell if the statement is true?
Statement Yes/ No
The number of crocuses is more than the total number of tulips and irises.
The total number of daffodils and irises is fewer than the number of crocuses.
The total number of tulips and daffodils is more than the number of irises.
The number of daffodils is the same as the total number of tulips and irises.

20 Karl is bringing 16 boxes of clothes to a garage sale. He can fit 4 boxes in his trunk.
How many trips must he make to bring all of the boxes to the sale?
Answer: __________
21 Which of the following stories is about 3 × 6? Choose all that apply.
A. Jennifer has 3 columns and 6 rows of coins. How many coins does Jennifer have?
B. Jennifer gives away 6 coins. Each of 3 friends gets the same number of coins.
How many coins does each friend get?
C. Jennifer has 6 coins. They are in 3 equal rows. How many coins are in each row?
D. Jennifer has a row of 3 coins and a row of 8 coins. How many coins does Jennifer have in all?
E. Jennifer has 6 rows of coins. Each row has 3 coins. How many coins are there in all?
22 Cindy has 24 pencils that she wants to put into equal groups. Can she put the pencils into groups of the
following numbers with none left over? Choose Yes or No.
3 4 5 6
Yes/ No

23 The frequency table shows the time Ken spent doing chores during the week.
Ken is making a picture graph to show the data.

Part A: How many minutes does each whole symbol represent?

A. 5 B. 10 C. 15 D. 20
Part B: What symbols will Ken put in the row for Thursday?

A. B.

C. D.
24 Look at the expressions: 36 ÷ 6 _______ 36 ÷ 4
Part A: How can you use what you see to compare without computing? Check all statements that apply.
A. Both expressions have 4 as a quotient.
B. Both expressions have 6 as a divisor.
C. Both expressions have 36 as a dividend.
D. If you divide the same amount into more groups, there will be more in each group.
E. If you divide the same amount into fewer groups, there will be more in each group.
Part B: Complete the comparison between the expressions.
36 ÷ 6 _______ 36 ÷ 4
Part C: Check your answer in Part B by computing the quotients. Which shows the quotients and the
correct symbol?
A. 6 < 9 B. 6 > 4 C. 6 = 6 D. 9 = 9

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