MultiplicationGrade 4

4.NF.4 — Multiplying Fractions by Whole Numbers

Practice multiplying fractions by whole numbers by finding the total of repeated fractional groups and simplifying results to build fluency with fraction multiplication.

CCSSAligned to Common Core 4.NF.4: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
21 problemsAnswer key included

Multiply each fraction by the whole number and write your answer in simplest form.

  1. 1.3 × 1/4 =
  2. 2.2 × 3/5 =
  3. 3.4 × 1/3 =
  4. 4.5 × 2/5 =
  5. 5.3 × 2/6 =
  6. 6.6 × 1/4 =
  7. 7.4 × 3/8 =
  8. 8.2 × 5/6 =
  9. 9.7 × 1/7 =
  10. 10.5 × 3/10 =
  11. 11.3 × 4/9 =
  12. 12.6 × 2/3 =
  13. 13.8 × 3/4 =
  14. 14.4 × 5/8 =
  15. 15.9 × 2/9 =
  16. 16.5 × 1/5 =
  17. 17.3 × 5/6 =
  18. 18.6 × 3/4 =
  19. 19.7 × 2/7 =
  20. 20.4 × 7/8 =
  21. 21.5 × 4/5 =

What this worksheet covers

The sheet holds twenty-one multiplication problems and prints to a single black-and-white page; the answers follow on page two. Several problems use mixed numbers, which have to be handled without dropping the whole-number part; answers are expected in simplest form, so the work is not finished when the arithmetic is. It is written against Common Core 4.NF.4 — part of Number & Operations—Fractions in grade 4.

Skills practiced

The skill underneath these problems is the area model and the standard algorithm. Working the page asks a student to work in fractional units and simplify the result. A right answer arrived at by an unreliable route is worth less here than a slower, repeatable one.

How to use this worksheet

Give this one uninterrupted. At grade 4, work in multiplication is where procedure and recall have to run at the same time, and a page done in fragments hides which of the two is the problem. Mark it together rather than handing it back scored. The conversation about a wrong answer is where the teaching happens.

One mistake to watch for

Multiplication is assumed to make things bigger: 0.4 × 60 is answered as 240.

Every product the student has met for years grew, so the whole-number intuition is being defended.

Frame it as scaling (5.NF.5): multiplying by less than one shrinks, by more than one grows, by exactly one leaves it alone. Ask for the prediction before the computation.

The full guide to teaching multiplicationTeaching multiplication from equal groups to integer exponents: the grade 2–8 progression, times-table strategies, and the errors that stall long multiplication.

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A step either side

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Print as many copies of this grade 4 multiplication worksheet as you need. It was built for the area model and the standard algorithm, and the answer key is already in the file.

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