Grade 4 Factors and Multiples Worksheets — Free Printable PDF
Grade 4 is where a number stops being a single quantity and starts having a shape. Twenty-four is not just twenty-four: it is 1 × 24, 2 × 12, 3 × 8 and 4 × 6, and every one of those is a fact about the number rather than a sum to be done. Two sheets sit on this page. Factors is the one it opens on, and its three levels walk that idea across — Factor pairs writes every pair out, starting at 1 and ordered by the smaller number; Every factor listed unpacks the same pairs into one ascending line; and Is it a factor? asks the question the other two were building towards, wanting the partner factor written down as proof rather than a bare Yes. Multiples is the second sheet, running from The first few, through Spot the multiple, where exactly one of the four printed numbers really is a multiple of the target and the other three are near misses, to Multiples in a range, which makes a child find the first multiple past the floor instead of counting up from the beginning.
Every question here is a sentence rather than a sum with a box in it, so nothing on this page repeats the missing-number drill the multiplication and times tables sheets already carry. Every list answer runs in ascending order and the instruction line above the questions says so, which means a parent marking from the key is never left deciding whether a different order should count. Set the level and the number of questions below — anything from four to twenty — and tick the answer key box for a separate solutions page. There is room under each question to work in, the sheets print clean in A4 or US Letter, Shuffle builds a fresh set at the same settings, and the link in your address bar rebuilds this exact worksheet whenever you open it.
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Factors & Multiples · Grade 4
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Grade 4 · 3 pages · A4More Grade 4 factors & multiples skills
Each one generates a different kind of question, with its own three levels and answer key.
What each level generates
Grade 4 factors — the exact skill behind each difficulty setting, straight from the generator.
- Level 1Factor pairs
- Level 2Every factor listed
- Level 3Is it a factor?
Grade levels follow the progression common to most English-language curricula — not one specific national curriculum. Every level shows exactly what it generates, so you can check the fit with your own program. See the full scope & sequence →
What Grade 4 factors and multiples should cover
The Common Core names this year almost sheet for sheet. CCSS 4.OA.B.4 asks a student to find all the factor pairs of a whole number in the range 1 to 100, to recognise that a number is a multiple of each of its factors, and to decide whether one number is a multiple of another. That is what the two sheets on this page do, one each way round. Every number the Factors sheet asks about is a composite inside 100 with at least three factor pairs in it — a prime has only two factors and would teach nothing here, and a number like 25 with exactly three factors barely more — so every question on the page has real structure in it rather than an answer that is over before it starts.
4.OA.B.4 has one more clause, deciding whether a number up to 100 is prime or composite, and on this site that half is deliberately held back to the Grade 5 page. Establishing that 51 is not prime is a different job from listing the factors of 48: it is a search that has to end in a definite no, and the method that answers it is a complete factor list, which is exactly the skill this grade is still building. Vocabulary that arrives on top of a secure skill sticks; vocabulary that arrives alongside one competes with it.
The list that stops too early
Almost every wrong answer on the Factors sheet is a list that is short rather than a list that is wrong, and two factors go missing more often than all the others put together: 1 and the number itself, which feel too obvious to be worth writing down, and the pair in the middle, which is the one that actually has to be searched for. Working in pairs from the outside in fixes both. For 40 that is 1 and 40, then 2 and 20, then 4 and 10, then 5 and 8, and you stop when the two sides of the pair meet — which is precisely what Factor pairs is drilling before Every factor listed asks for the same information as a single line.
Because the key is ascending and the sheet says so, a missing factor shows up as a hole in the middle of a line rather than as a wrong number at the end, so marking takes seconds. When a list comes back short, do not read the key out — ask for the list to be said back in pairs and let the gap find itself. On the Multiples sheet the equivalent slip is different in kind: a child who has learned the first five multiples of a number as a chant can produce them without ever dividing anything, which is why Spot the multiple prints near misses, one or two either side of a real multiple, rather than random numbers.
Where this leads, and the gap it fills
The fractions worksheets on this site ask children to cancel an answer down to lowest terms, and later to add two fractions whose denominators differ. Both instructions quietly assume something nobody had been taught: that a child can look at 18 and 24 and see what they share. Times tables give the facts and multiplication and division give the operations, while fractions spend the knowledge — this topic is the step in between, and Grade 4 is the start of it.
That makes this a vocabulary year rather than a technique year. A student who finishes it should be able to say what a factor is, what a multiple is, which way round they go for a given pair of numbers, and produce a complete factor list for a number under 100 without being prompted. Eight to ten questions two or three times a week is plenty; these sheets are short by design, because the thinking here is per question rather than per page. The payoff is on the Grade 6 page, where the same knowledge becomes the highest common factor and the lowest common multiple — which is to say the cancelling step and the common denominator.
Frequently asked questions
▸What is the difference between a factor and a multiple?
A factor divides into the number; a multiple is what you land on counting up in it. 6 is a factor of 24, and 24 is a multiple of 6 — one pair of numbers read in the two directions. This page has a sheet for each direction, which is the quickest way to stop the two words swapping places.
▸What should a Grade 4 student know about factors?
All the factor pairs of a whole number up to 100, and whether one number is a multiple of another. That is CCSS 4.OA.B.4 in full apart from its prime-or-composite clause, which this site puts on the Grade 5 page. Every number on the Factors sheet has at least three factor pairs, so there is always something to find.
▸Do the answers have to be in a particular order?
Yes, and the sheet says so in the line above the questions. Every list answer is smallest first, and factor pairs are ordered by their smaller number, starting at 1. That is deliberate on both counts: a key that accepted any order would be slow to mark, and a key demanding an order the sheet never mentioned would be unfair.
▸Are prime numbers on these Grade 4 worksheets?
No. Primes and composites start on the Grade 5 page, alongside divisibility rules and prime factorisation. Deciding a number is prime means showing that nothing divides it, and the tool for that is a complete factor list — the very thing this grade is still learning to write. The order is on purpose.
▸How is this different from a times tables worksheet?
A times tables sheet asks for a product, and both it and the multiplication sheets already carry a missing-number drill of the 4 × ___ = 24 kind. Nothing here repeats that. Every question on the two sheets here is a sentence about one number — list its factors, write its pairs, say whether something divides it — and on them the × sign appears only in an answer, where a factor pair is the natural way to write one.