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What is place value?
Place value tells us the value of a digit depending on where it sits in the number. In Class 4 we use ones, tens, hundreds and thousands. For example, the digit 5 in 5,432 stands for five thousand, not five ones. Each place is ten times the place to its right.
Reading and writing numbers
We read numbers by naming each group: thousands, hundreds, tens and ones. Writing a number in expanded form shows what each digit means: 5,432 = 5000 + 400 + 30 + 2. This helps when adding and subtracting because we work place by place.
Number line and counting
A number line helps us see order and distance between numbers. Practice jumping by ones, tens or hundreds to reach a number. This visual tool supports understanding of greater than, less than and equal signs. Learn to count forwards and backwards, and to find the predecessor and successor of a number.
Even, odd and rounding
Learn even and odd numbers: even numbers end in 0,2,4,6 or 8. Rounding to the nearest ten or hundred is useful for quick estimates; for example 267 ≈ 270. Estimation checks answers and builds number sense. Activities include making numbers with place value cards, filling in missing digits, comparing numbers using >, <, = and using number puzzles to strengthen flexible thinking.
Adding and subtracting numbers
We add to combine two or more numbers. We subtract to find the difference. In Class 4 students practise both small and larger sums using columns. Column method means lining up ones, tens, hundreds and thousands and working from right to left.
Regrouping (borrowing and carrying) is an important idea. When a column adds to ten or more, we carry to the next column. When a column in subtraction is too small, we borrow from the next left column. Clear steps and neat columns help avoid mistakes.
Mental addition and subtraction are useful for quick calculations. For example, add tens first, then ones. Estimation is used to check answers. Word problems require reading carefully, choosing whether to add or subtract, and showing steps. Practise with money and measurements helps relate these operations to daily life.
Always check by estimating or using the inverse operation: add to check subtraction and subtract to check addition. This habit builds accuracy and confidence.
Understanding multiplication
Multiplication means putting equal groups together quickly. If one packet has 6 pencils and there are 4 packets, multiplication writes this as 4 × 6. Instead of adding 6 four times, we use the multiplication sign. Learning tables up to 10 × 10 helps solve many problems quickly.
Methods and models
Use arrays (rows and columns) to show multiplication. Draw 3 rows of 4 dots to see 3 × 4 = 12. Use repeated addition and number line jumps to check. Doubling and halving are helpful tricks: to find 4 × 25, double 25 to get 50 and double again to get 100.
Understanding division
Division is sharing into equal groups or finding how many groups of a size fit into a number. 24 ÷ 6 asks how many groups of 6 are in 24. Use sharing pictures and repeated subtraction to understand. When division is not exact, there is a remainder; for example 25 ÷ 4 = 6 remainder 1.
Inverse and word problems
Multiplication and division are inverse operations: if 7 × 5 = 35 then 35 ÷ 5 = 7. In word problems choose which operation fits: equal sharing or equal grouping uses division; finding total from groups uses multiplication. Practice with money, items and rows of chairs makes the ideas real. Always show steps and check answers using the inverse.
What is a fraction?
A fraction shows part of a whole. It has two parts: numerator (top) and denominator (bottom). The denominator shows how many equal parts the whole is divided into. The numerator shows how many parts we have.
We meet simple fractions like halves, thirds and quarters. A half means two equal parts and one half is one of those parts. A quarter is one of four equal parts. Use shapes like circles and rectangles, and real objects like fruit and paper, to show fractions.
Equivalent fractions are different fractions that mean the same part, for example 1/2 = 2/4. We also learn to compare simple fractions with the same denominator or with halves and quarters using shading and number lines. Addition and subtraction of fractions are limited to like denominators at this stage, for example 1/4 + 2/4 = 3/4.
Practical work—cutting paper, sharing bread—helps understand fractions clearly. Always draw parts equally to avoid confusion.
Units and tools
We measure length (cm, m), weight (g, kg) and capacity (ml, l). Use a ruler for centimetres and metres, a weighing scale for grams and kilograms, and measuring jugs for millilitres and litres. Know simple conversions: 100 cm = 1 m, 1000 g = 1 kg, 1000 ml = 1 l.
How to measure
Place the object correctly at zero on a ruler for length. For weight place the object gently on the scale. For capacity pour liquid to the marked level and read at eye level. Always use the correct unit for the object: measure a pencil in cm, a bag of rice in kg, and a water bottle in ml or l.
Practice estimating first, then measure to check. Learn to add measurements, for example 2 m 30 cm + 1 m 75 cm = 4 m 5 cm by converting to centimetres, adding and converting back.
Working with word problems about packing, cooking and travel helps link measurement to daily life. Encouraging careful reading and showing steps prevents mistakes.
Reading the clock
We learn to read analogue clocks to the nearest five minutes and digital time in hours and minutes. The short hand shows hours and the long hand shows minutes. Remember: 60 minutes = 1 hour and 24 hours = 1 day.
Using calendars
Know days of the week and months of the year. Learn how many days are in each month. Use a calendar to find dates, count days between events and find weekdays for given dates.
Time problems
Solve simple problems like how long an activity lasts, or what time it will be after a given number of hours. Convert hours and minutes: for example 1 hour 30 minutes = 90 minutes. Practice with timetables and daily routines to make the idea real.
Use drawing of clock faces to show times; act out daily routines to link times with activities. Encouraging students to set clocks and say times aloud helps them internalise the concept.
Understanding currency
Learn Indian currency notes and coins commonly used (₹1, ₹2, ₹5, ₹10, ₹20, ₹50, ₹100, ₹200, ₹500, ₹2000 and paise coins in lower classes as needed). Counting money is an important skill: start by grouping notes and coins and add their values. Use different combinations of coins and notes to make the same amount so children see many ways to pay.
Buying and change
In a shop we add prices to find the total cost and subtract to find change. Teach the steps: calculate total, decide amount to pay, subtract to find change. Practice paying with single notes, two notes or a note plus coins to understand combinations. Role-play a shop with real or play money helps practice these steps in a safe way.
Comparing and saving
Compare prices to choose the cheaper item or to find how much money is saved. Introduce simple budgeting: if you have a certain amount, which items can you buy? Keeping a simple record of purchases as a bill or list helps children check totals and prevents mistakes.
Everyday examples
Use real-life situations such as buying snacks, paying for a bus fare or sharing the cost of a gift. Teach estimating the total before paying to see if you have enough money. These activities make number work practical and build confidence in handling money.
Collecting and organising data
Start by asking a question the class can answer, for example: Which fruit do you like? Record each student's answer as a tally. Tally marks are quick to make and easy to count later. After collecting, organise the data into a table with categories and totals.
Making pictographs and simple bar-like diagrams
Use pictographs where one picture stands for one or more items; always write a key (for example 1 picture = 2 students). Draw bars or pictures to represent counts and label each category. Reading these charts helps answer questions such as which category has the most or how many more one category has than another.
Reading and asking questions
Practice questions like: How many? Who has the least? How many more than? Use addition and subtraction to compare and find totals. Encourage students to draw their own charts from a small survey and then ask their classmates questions about the results.
Patterns in numbers and shapes
Look for repeating patterns and growing patterns. For number patterns find the rule: for example 2, 4, 6, 8 adds 2 each time. Shape patterns use colour or rotation. Predicting the next items in a pattern trains logical thinking and prepares children for later algebraic ideas.