Equal Groups Class 4 Maths Chapter 9 CBSE Notes 2025-26

In this chapter, students explore how multiplication and division help us make equal groups and solve real-life problems. The concept of “equal groups” is introduced using stories and examples from nature, such as how animals jump certain steps at a time, which leads to understanding multiples. The frog, squirrel, rabbit, and kangaroo each have their own jump patterns, leading them to land on numbers that are multiples of 3, 4, 6, and 8, respectively.

Through these activities, you learn how to find out whether a number belongs to a list of multiples by seeing if it can be divided evenly. For example, to check if 67 is in the frog’s path (jumping by 3), you check if 67 is a multiple of 3. If it’s not, then it won’t land on it. Similarly, students practice finding the smallest three-digit number that a rabbit (jumping by 6) can land on, which is 102, since 6 times 17 is 102.

Animal Jumps and Equal Groups

Animals like frogs, squirrels, rabbits, and kangaroos help explain the concept of making “equal jumps” and identifying multiples. For instance:

• Frog jumps 3 steps at a time, and will land on numbers like 0, 3, 6, 9, 12, 15, 18, and so on.
• Squirrel jumps 4 steps at a time and touches all multiples of 4—0, 4, 8, 12, …, 60. It takes 15 jumps to reach 60.
• Rabbit jumps 6 steps at a time, landing on 0, 6, 12, 18, ... The first three-digit number the rabbit lands on is 102 (after 17 jumps).
• Kangaroo jumps 8 steps at a time, touching every multiple of 8 like 0, 8, 16, 24, and so on.

The chapter encourages students to observe and compare jumps to find common multiples. For example, both the rabbit and the kangaroo land on numbers like 24, 48, 72, and so on. This builds the idea of Least Common Multiple (LCM) in a simple way.

Common Multiples and Observations

When two animals, say the frog and squirrel, jump with their own patterns, sometimes they land on the same numbers. These are “common multiples.” Some common multiples of 3 and 4 are 0, 12, 24, 36, 48, and 60. Similarly, rabbit and kangaroo share common multiples of 6 and 8, namely 24, 48, 72, and so on. Observing such patterns helps understand how multiplication relates to division and grouping.

Multiplication and Division Sentences

Students are given a grid of numbers to find multiplication and division sentences. This improves their skills in identifying relationships among numbers, reinforcing how multiplication and division are interconnected. For example, finding that 3 × 4 = 12 or 20 ÷ 4 = 5, and recognizing other similar equations in the chart, builds foundational arithmetic thinking.

Multiplication Stories

The chapter uses real-life stories to strengthen multiplication concepts. For example, Gulabo’s Garden highlights calculating total flower petals by multiplying the number of flowers and petals per flower. If there are 12 lilies with 3 petals each, the total petals are 12 × 3 = 36. Similarly, if there are 80 petals in hibiscus flowers with 5 petals each, there are 80 ÷ 5 = 16 flowers.

Using rows and columns, you find total saplings by multiplying the number of rows by saplings per row. Problems with arranging objects, such as cupcakes, also develop logical and spatial reasoning by finding different ways to make equal groups through multiplication.

Doubling and Patterns

The magic of doubling is taught as a special case of multiplication, where a number is added to itself. For example, double of 32 is 64, double of 39 is 78, and double of 45 is 90. Patterns show that doubling always gives even numbers and you never get 3, 5, 7, or 9 as the units digit. Students practice predicting the ones place after doubling numbers.

Multiplication Table Patterns

Filling the multiplication table helps identify patterns and common multiples visually. Questions encourage coloring squares representing numbers that are multiples of two numbers (like 2 and 3, or 4 and 8), reinforcing the idea of common multiples. Students also practice finding the ones digit for large products, for example, the product of 13 and 8 is 104, so the ones digit is 4.

Multiples of Ten and Hundred

The chapter includes several calculations involving multiples of ten and hundred. Examples: 10 tricycles with 3 wheels each have 10 × 3 = 30 wheels, and 30 cars with 4 wheels each have 30 × 4 = 120 wheels. Students also solve for products and sums like 10 × 6 = 60, 40 × 6 = 240, and so on, showing the usefulness of multiplying by round numbers in daily life.

Multiplying bigger numbers is made simple by breaking them into parts, such as multiplying 18 by 4 as (10 × 4) + (8 × 4) = 40 + 32 = 72.

Division Stories and Practice

Many problems ask students to divide items equally. For example, a dairy farm has 88 legs seen, and each cow has 4 legs, so there must be 88 ÷ 4 = 22 cows. In another example, a school bus has to divide 245 children into 7 buses, so 245 ÷ 7 = 35 children per bus. Step-by-step division is shown through repeated subtraction and grouping.

A partial quotient method is mentioned for dividing numbers like 108 by 9, where each boat gets 12 people.

Patterns in Multiplication and Division

The chapter encourages observing shortcuts and patterns. Students realize that multiplying by 10 often gives a number with zero at the end, and dividing the same number with an extra zero (like 30, 300, 3000) reveals clear patterns: 30 ÷ 3 = 10, 300 ÷ 3 = 100, 3000 ÷ 3 = 1000.

• Multiplying or dividing any number with 10 or 100 changes the place value, which is handy for mental math.
• Halving any number sometimes gives an even number, sometimes not, so students explore and note such facts.

Always, Sometimes, or Never True?

The chapter ends with a summary table about rules in multiplication and division, such as:

• Multiplying by 10 gives a zero in the ones place sometimes, not always
• Multiplying by 2 never gives an odd number
• Multiplying by 5 sometimes ends with 5
• The number after any odd number is always even
• Adding zero never increases a number by one

This helps children develop logical reasoning and a deeper understanding of operations with equal groups, multiplication, and division.

Class 4 Maths Chapter 9 Notes – Equal Groups: Key Points for Quick Revision

These CBSE Class 4 Maths chapter 9 revision notes on Equal Groups summarise animal jumps, multiplication stories, and division methods. All key points are structured for easy memory, helping students quickly review topics like common multiples and real-life problem-solving.

With plenty of solved examples, these notes clarify how multiplication, division, and equal groupings are used in maths. By reading, students can prepare effectively for school exams and understand maths patterns confidently for everyday use.