Year 4 Place Value Worksheets with Answers (PDF)

In Year 4, children extend their counting skills to move fluently forwards and backwards in multiples of 6, 7, 9, 25, and 1,000. While earlier years focus on smaller steps such as 2s, 5s, 10s, and 100s, children now tackle these larger, less intuitive jump sizes to support their times tables up to 12 × 12 and their grasp of four-digit numbers.

A frequent stumbling block occurs when counting crosses a hundred or thousand boundary, especially when counting in reverse. For example, stepping backwards by 25 through a hundreds boundary (such as moving from 1,025 to 1,000 and then to 975) often trips children up. In steps of 7 or 9, pupils can also lose their rhythm if they attempt to calculate each individual jump by counting on their fingers rather than spotting the regular digit patterns.

Practice activities use simple sequences to build confidence with these steps:

• Keep counting by the same step or choose the next number to finish an incomplete sequence.
• Count backwards in equal steps to strengthen subtraction and reverse number sense.
• Spot mistakes in a sequence to correct the wrong number.
• Calculate how many times you must count on to get there, helping bridge the gap between counting and multiplication.

In Year 4, children use their understanding of place value to round numbers with up to four digits to the nearest multiple of 10 or 100. They learn to identify the two multiples a number sits between—such as recognising that 2,340 lies between 2,300 and 2,400—and identify which multiple is closer.

A common mistake occurs when children look at the wrong column to decide which way to round. For example, when rounding to the nearest hundred, a child might look at the ones digit instead of the tens digit, mistakenly rounding 348 up to 400 because of the 8. Children also often hesitate when a number sits exactly halfway between two multiples, forgetting the rule to round up when the decision digit is 5.

Worksheet activities provide direct practice through two dedicated templates: Round to the nearest ten and Round to the nearest hundred. These tasks present children with a series of whole numbers, giving them repeated practice in picking the correct place value column and rounding accurately.

In Year 4, children tackle two-step word problems involving increasingly large numbers, working with values up to four digits. They read a written scenario, break it down into manageable parts, and decide which operations to use and why. This requires them to find an intermediate total before carrying out a second addition or subtraction to arrive at the final solution.

A common error occurs when children stop after completing only the first calculation, mistaking the intermediate answer for the finished result. Another frequent issue is choosing the wrong operation—such as adding all the numbers together rather than subtracting what was used or sold—because they glance at numbers without picturing what is actually happening in the story.

Practice tasks place these calculations into relatable, practical contexts. With two-step word problem (combine) tasks, children might calculate the total number of items collected across two groups before working out how many more are needed to reach a target. Tasks such as most sets you can make from the stock challenge children to add batches of inventory together and determine how many complete sets can be prepared from available stock.

In Year 4, children build on their understanding of place value by using number lines to identify, estimate, and represent numbers. At this stage, they practice tracking positions along the line by making regular jumps of ten, reinforcing how adding or subtracting ten changes the value of a number.

A typical error happens when children count the printed division marks instead of the intervals between them. Mistakes also commonly occur when crossing a hundreds or thousands boundary—such as jumping ten forward from 290 or 990—where children must change both the tens and hundreds digits at the same time.

Practice tasks use the Jump by tens on the number line format. Children are given a partially completed number line and follow or draw hops of ten to track steps, fill in missing values, and arrive at a target number.