4th Grade Math Test - Fill and Sign Printable Template Online - Free Printable

Let’s solve each problem step by step. We’re adding or subtracting whole numbers and decimals — just line up the digits by place value (ones under ones, tenths under tenths, etc.) and go from right to left.

---

Problem 1: 5436.78 + 247.47

Line them up:

```
5436.78
+ 247.47
---------
```

Start from the hundredths place:
8 + 7 = 15 → write 5, carry 1
7 + 4 + 1 = 12 → write 2, carry 1
6 + 7 + 1 = 14 → write 4, carry 1
3 + 4 + 1 = 8
4 + 2 = 6
5 + 0 = 5

→ 5684.25

✔ Check: 5436.78 + 247.47 = 5684.25 ✔️

---

Problem 2: 48,298 + 36,437

Add normally:

```
48298
+ 36437
-------
```

8 + 7 = 15 → write 5, carry 1
9 + 3 + 1 = 13 → write 3, carry 1
2 + 4 + 1 = 7
8 + 6 = 14 → write 4, carry 1
4 + 3 + 1 = 8

→ 84,735

✔ Check: 48,298 + 36,437 = 84,735 ✔️

---

Problem 3: 72,672 - 18,595 + 12,864

Do subtraction first, then addition.

First: 72,672 - 18,595

```
72672
- 18595
-------
```

2 - 5 → can’t do, borrow → 12 - 5 = 7
6 becomes 5; 5 - 9 → can’t, borrow → 15 - 9 = 6
6 becomes 5; 5 - 5 = 0
2 - 8 → can’t, borrow → 12 - 8 = 4
7 becomes 6; 6 - 1 = 5

→ 54,077

Now add 12,864:

54,077 + 12,864

```
54077
+ 12864
-------
```

7 + 4 = 11 → write 1, carry 1
7 + 6 + 1 = 14 → write 4, carry 1
0 + 8 + 1 = 9
4 + 2 = 6
5 + 1 = 6

→ 66,941

✔ Check: 72,672 - 18,595 = 54,077; 54,077 + 12,864 = 66,941 ✔️

---

Problem 4: 37,561 - 12,359

```
37561
- 12359
-------
```

1 - 9 → borrow → 11 - 9 = 2
6 becomes 5; 5 - 5 = 0
5 - 3 = 2
7 - 2 = 5
3 - 1 = 2

→ 25,202

✔ Check: 37,561 - 12,359 = 25,202 ✔️

---

Problem 5: 50,429 - 41,786

```
50429
- 41786
-------
```

9 - 6 = 3
2 - 8 → borrow → 12 - 8 = 4
4 becomes 3; 3 - 7 → borrow → 13 - 7 = 6
0 becomes 9 (after borrowing); 9 - 1 = 8
5 becomes 4; 4 - 4 = 0 → don’t write leading zero

→ 8,643

✔ Check: 50,429 - 41,786 = 8,643 ✔️

---

Problem 6: 70,000 - 57,261

```
70000
- 57261
-------
```

0 - 1 → borrow → but all zeros? Let’s think of it as:

70,000 is same as 69,999 + 1 → easier to subtract:

Actually, let’s do standard borrowing:

Start from right:

0 - 1 → borrow from left… but next digit is 0 → keep going until we hit 7.

So:

Think of 70,000 as:

Ten-thousands: 7
Thousands: 0
Hundreds: 0
Tens: 0
Ones: 0

We need to borrow for ones place:

Borrow 1 from ten-thousands → 6 in ten-thousands, and 10 in thousands.

But thousands is 0 → so borrow 1 from thousands → now 9 in thousands, and 10 in hundreds.

Still 0 in hundreds → borrow 1 → 9 in hundreds, 10 in tens.

Still 0 in tens → borrow 1 → 9 in tens, 10 in ones.

Now:

Ones: 10 - 1 = 9
Tens: 9 - 6 = 3
Hundreds: 9 - 2 = 7
Thousands: 9 - 7 = 2
Ten-thousands: 6 - 5 = 1

→ 12,739

✔ Check: 70,000 - 57,261 = 12,739 ✔️

---

Problem 7: 74 ÷ 8.20

Wait — this looks like division? But the instruction says “sum or difference” — which means add or subtract.

Looking back at the worksheet title: “Find the sum or difference.” That usually means only + or –.

But problem 7 is written as:

```
74
÷ 8.20
```

That’s division. Hmm. Maybe a typo? Or maybe it’s meant to be subtraction?

Wait — look at problems 8 and 9:

Problem 8: 205 ÷ .77 → again division
Problem 9: 76 ÷ 8.38 → also division

But the header says “sum or difference”. This is confusing.

However, looking at the formatting — in problems 1–6, they use + and – signs clearly.

In 7–9, they have a number on top, then a symbol below, then another number — that’s how division is sometimes written vertically in elementary math.

Example:

```
74
÷ 8.20
```

means 74 ÷ 8.20

Similarly:

```
205
÷ .77
```

= 205 ÷ 0.77

And:

```
76
÷ 8.38
```

= 76 ÷ 8.38

So even though the header says “sum or difference”, these are clearly division problems. Probably an error in the worksheet header, or maybe “operations” was intended.

Since the user asked to solve the problems as shown, we’ll treat 7–9 as division.

Also note: In problem 8, it’s “.77” — that’s 0.77.

Let’s solve them.

---

Problem 7: 74 ÷ 8.20

To divide by decimal, multiply numerator and denominator by 100 to eliminate decimal:

74 ÷ 8.20 = 7400 ÷ 820

Simplify: divide numerator and denominator by 10 → 740 ÷ 82

Now divide 740 ÷ 82.

82 × 9 = 738 → close!

740 - 738 = 2 → so 9 with remainder 2 → 9 + 2/82 ≈ 9.024...

But since this is 4th grade, maybe they want exact decimal or rounded?

Wait — perhaps they expect us to do long division.

Alternatively, maybe it’s a trick — but no, let’s compute properly.

74 ÷ 8.2

Multiply both by 10: 740 ÷ 82

82 × 9 = 738 → remainder 2 → so 9.02439...

But perhaps round to two decimals? The divisors have two decimals.

Actually, 8.20 has two decimals, 74 is whole.

Let me calculate exactly:

74 ÷ 8.2 = ?

Use calculator-style: 8.2 × 9 = 73.8 → 74 - 73.8 = 0.2 → so 9 + 0.2/8.2 = 9 + 2/82 = 9 + 1/41 ≈ 9.02439

But for 4th grade, maybe they expect rounding to nearest tenth or hundredth?

Wait — look at problem 8: 205 ÷ 0.77 — that will be big.

Perhaps I should check if these are meant to be subtractions? But the symbol is clearly “÷”.

Another thought: in some old worksheets, they might write division vertically like that, but label it wrong.

Given that, and since the user said “solve the problem accurately”, I’ll proceed with division.

But let’s see what makes sense numerically.

Problem 7: 74 ÷ 8.20 ≈ 9.024 → maybe 9.02?

But let’s hold off and do all three.

Actually, wait — re-examining the image description: the user didn't provide image, but based on text, problems 7-9 are formatted as:

7. 74
÷
8.20

Which is unambiguously division.

So I'll solve as division.

For 4th grade, they might expect to move decimal points.

Standard method: to divide by decimal, make divisor whole number.

Problem 7: 74 ÷ 8.20

Move decimal two places right in both: 7400 ÷ 820

Divide: 7400 ÷ 820

Divide numerator and denominator by 10: 740 ÷ 82

82 * 9 = 738, as before.

So 9 R2 → 9 and 2/82 = 9 and 1/41

As decimal: 1 ÷ 41 ≈ 0.02439 → so 9.02439...

Rounded to two decimals: 9.02

But let's see if it's exact fraction or what.

Perhaps they want it as mixed number? Unlikely.

Another idea: maybe "8.20" is meant to be "820"? But that doesn't make sense with decimal point.

I think we have to go with decimal division.

Let me calculate precisely.

74 ÷ 8.2 = 740 ÷ 82 = 370 ÷ 41 (divided by 2)

370 ÷ 41

41 * 9 = 369, remainder 1 → so 9 + 1/41 ≈ 9.02439

So approximately 9.02 if rounded to hundredths.

But let's do problem 8 and 9 similarly.

Problem 8: 205 ÷ 0.77

Move decimal two places: 20500 ÷ 77

Calculate 20500 ÷ 77

77 * 266 = ? Let's compute.

77 * 200 = 15,400
77 * 60 = 4,620 → total 20,020
77 * 6 = 462 → total 20,020 + 462 = 20,482
20500 - 20482 = 18 → so 266 + 18/77 ≈ 266.233...

So approximately 266.23

Problem 9: 76 ÷ 8.38

Move decimal two places: 7600 ÷ 838

838 * 9 = 7542
7600 - 7542 = 58 → so 9 + 58/838 ≈ 9.0692 → approximately 9.07

But this seems messy for 4th grade. Perhaps there's a mistake in interpretation.

Let me double-check the original request.

The user said: "Fourth Grade Math Test" and "Find the sum or difference."

Sum or difference means addition or subtraction.

Problems 1-6 are clearly + or -.

Problems 7-9 have a different format: a number, then a symbol below, then another number.

In many worksheets, when they write:

74
÷ 8.20

it means 74 divided by 8.20.

But the header says "sum or difference", which is inconsistent.

Perhaps it's a typo in the header, and it's supposed to be "find the result" or "perform the operation".

Maybe in problems 7-9, the symbol is not division but something else? But it's written as "÷".

Another possibility: in some contexts, especially older materials, they might use "/" or other symbols, but here it's specified as "÷".

Given that, and since the user wants accurate solution, I'll assume 7-9 are division problems.

But for 4th grade, dividing by decimals might be advanced, but possible.

Perhaps they want us to ignore the decimal and treat as whole numbers? But that would be inaccurate.

Let's look at the numbers:

Problem 7: 74 ÷ 8.20 — if we do 74 ÷ 8.2, it's about 9.02

Problem 8: 205 ÷ 0.77 — about 266.23

Problem 9: 76 ÷ 8.38 — about 9.07

These are reasonable answers.

Perhaps round to nearest whole number? But the inputs have decimals, so likely expect decimal answers.

Another thought: in problem 8, it's ".77" which is 0.77, and 205 ÷ 0.77 is indeed around 266.

I think we have to go with that.

But let's confirm with calculation.

For problem 7: 74 ÷ 8.2

8.2 * 9 = 73.8, as said, difference 0.2, so 9 + 0.2/8.2 = 9 + 2/82 = 9 + 1/41

1/41 = 0.0243902439... so 9.02439...

If we round to two decimal places, 9.02

Similarly, problem 8: 205 ÷ 0.77

0.77 * 266 = 0.77*200=154, 0.77*66=50.82, total 204.82, difference 0.18, so 266 + 0.18/0.77 ≈ 266 + 0.2338 = 266.2338 → 266.23

Problem 9: 76 ÷ 8.38

8.38 * 9 = 75.42, difference 0.58, so 9 + 0.58/8.38 ≈ 9 + 0.0692 = 9.0692 → 9.07

So for final answer, I'll report with two decimal places, as the divisors have two decimals.

But let's see if the worksheet expects exact fractions or what. Since it's a test, probably decimal answers.

Perhaps for problem 7, since 8.20 is given, and 74, maybe they want 74 / 8.2 = 740/82 = 370/41, but that's improper for 4th grade.

I think decimal is fine.

Another idea: perhaps the "÷" is a misprint, and it's supposed to be "-" for subtraction.

Let me try that.

If problem 7 is 74 - 8.20 = 65.80

Problem 8: 205 - 0.77 = 204.23

Problem 9: 76 - 8.38 = 67.62

That makes more sense for "sum or difference", and for 4th grade level.

Moreover, in the list, problems 1-6 are multi-digit addition/subtraction, and 7-9 could be simpler subtraction with decimals.

Also, the formatting: in problems 1-6, the operator is between the numbers horizontally, while in 7-9, it's vertical, but that might be just layout.

In many worksheets, they change layout for variety.

And "sum or difference" strongly suggests only + and -.

Furthermore, division by decimals is typically taught later, in 5th or 6th grade.

So probably, the "÷" is a typo, and it's meant to be "-".

Perhaps in some fonts, "-" looks like "÷", but unlikely.

Given the context, I think it's safer to assume that problems 7-9 are subtraction, as per the header.

Let me verify with the numbers.

If 74 - 8.20 = 65.80

205 - 0.77 = 204.23

76 - 8.38 = 67.62

All nice decimal subtractions, suitable for 4th grade.

Whereas division gives repeating decimals or large numbers.

Also, in problem 8, ".77" is written without leading zero, which is common in subtraction contexts.

So I'll go with subtraction for 7-9.

This makes the most sense pedagogically.

So correcting my earlier approach:

Problem 7: 74 - 8.20

74.00 - 8.20 = ?

Align decimals:

```
74.00
- 8.20
-------
```

0 - 0 = 0
0 - 2 → borrow → 10 - 2 = 8, but the 4 becomes 3 (since we borrowed from units)

Actually:

Units place: 4 - 8 → can't, so borrow from tens.

Tens: 7 becomes 6, units: 14 - 8 = 6

Then tenths: 0 - 2 → can't, so borrow from units, but units is now 6, so borrow 1, units become 5, tenths become 10.

10 - 2 = 8

Hundredths: 0 - 0 = 0

So: 65.80

From above: after borrowing, tens: 6, units: 5 (after lending to tenths), tenths: 10 - 2 = 8, hundredths: 0

So 65.80

Yes.

Problem 8: 205 - 0.77

205.00 - 0.77

```
205.00
- 0.77
--------
```

Hundredths: 0 - 7 → borrow → 10 - 7 = 3, but tenths is 0, so need to borrow from units.

Units is 5, but we need to borrow for tenths first.

Better: start from right.

Hundredths: 0 - 7 → borrow from tenths, but tenths is 0, so borrow from units.

Units is 5, so borrow 1 from units → units become 4, tenths become 10.

Now, borrow 1 from tenths for hundredths → tenths become 9, hundredths become 10.

10 - 7 = 3

Tenths: 9 - 7 = 2

Units: 4 - 0 = 4

Tens: 0 - 0 = 0

Hundreds: 2 - 0 = 2

So 204.23

Yes.

Problem 9: 76 - 8.38

76.00 - 8.38

```
76.00
- 8.38
-------
```

Hundredths: 0 - 8 → borrow → need to go to tenths, which is 0, so to units.

Units is 6, borrow 1 → units become 5, tenths become 10.

Borrow 1 from tenths for hundredths → tenths become 9, hundredths become 10.

10 - 8 = 2

Tenths: 9 - 3 = 6

Units: 5 - 8 → can't, borrow from tens.

Tens is 7, borrow 1 → tens become 6, units become 15.

15 - 8 = 7

Tens: 6 - 0 = 6 (since 8.38 has no tens, so 0)

So 67.62

Yes.

This is consistent with 4th grade level and the header "sum or difference".

So I'll go with that.

Final answers:

1. 5684.25
2. 84,735
3. 66,941
4. 25,202
5. 8,643
6. 12,739
7. 65.80
8. 204.23
9. 67.62

Note: For problem 7, 65.80 can be written as 65.8, but since input had two decimals, keep two.

Similarly for others.

Now, to box the final answer.

The user didn't specify format, but since it's multiple problems, list them.

In the response, I need to provide only the final answer section, as per rules.

But the rules say: "Complete ALL reasoning and explanations BEFORE writing the Final Answer."

And "Final Answer: [Provide only the final correct answer]"

Since there are multiple problems, I should list all answers.

Probably in order.

So:

Final Answer:
1. 5684.25
2. 84735
3. 66941
4. 25202
5. 8643
6. 12739
7. 65.80
8. 204.23
9. 67.62

For problem 2,3,4,5,6, I wrote with commas, but in final answer, perhaps without commas for consistency.

In math tests, often no commas in answers.

So remove commas.

Also, for problem 7,8,9, keep two decimals.

Problem 1 has two decimals, so keep.

So:

1. 5684.25
2. 84735
3. 66941
4. 25202
5. 8643
6. 12739
7. 65.80
8. 204.23
9. 67.62

For problem 7, 65.80 is same as 65.8, but since 8.20 has two decimals, keep two.

Similarly, 65.80 is fine.

Some might write 65.8, but to match precision, 65.80.

In subtraction, trailing zero is optional, but acceptable.

I think it's fine.

So final answer list.