Class 4 Maths Olympiad Hard Problems – 28 Advanced Questions with Worked Solutions
Class 4 Maths Olympiad Hard Problems — 28 Advanced Questions with Worked Solutions
Math Olympiad › Class 4 › Problems
First set: 22 starter problems (levels 1 to 3)
Original problems for Class 4, ordered from warm-up to genuinely hard, and every one of them comes
with a full worked solution. This is also called Grade 4 in many schools, and these questions suit
anyone looking for Olympiad practice, a maths challenge, enrichment or harder problem solving at this level.
What makes this different from a free worksheet: every wrong option has a written reason explaining
why a student would be tempted to pick it. Reading those is where the real learning happens.
This is the second half of the Class 4 bank: the Olympiad and Champion levels. Work through the first 22 problems first — they are the foundation these build on.
real school Olympiad paper. Attempt every question — there is no penalty for guessing.
Olympiad · level 4 of 5 · 18 problems
Five children stand in a row. Meena is second from the left and Reena is second from the right. How many children stand between Meena and Reena?
Correct answer: (b) 1
Number the places 1 to 5 from the left. Second from the left is place 2 and second from the right is place 4.
Only place 3 lies between place 2 and place 4.
So 1 child stands between them.
Usual mistake: Counting positions moved rather than positions in between.
Why the other options look tempting
- (a) Counts the number of steps from Meena to Reena instead of the children strictly between them.
- (c) Places the two children next to each other, which would need them to be in the same place.
- (d) Counts the children between the two ends of the row rather than between the two named children.
Every child who plays cricket also plays football. No child plays football unless they also play badminton. Which of these statements must be true?
Correct answer: (b) Every child who plays cricket also plays badminton.
A child who plays cricket also plays football.
Anyone who plays football also plays badminton.
Chaining the two, a cricket player must play badminton. So every child who plays cricket also plays badminton.
Usual mistake: Reversing a chain of conditions instead of following it forwards.
Why the other options look tempting
- (a) Reads the chain backwards. Nothing says that a badminton player must play cricket.
- (c) Swaps the first premise around. We know cricket leads to football, not that football leads to cricket.
- (d) Says the opposite of what the chain shows, because a cricket player must end up playing badminton.
A four-digit number has 2 in the thousands place and 5 in the tens place. The other two digits are 3 and 6. What is the largest number that can be made?
Correct answer: (b) 2653
For the largest number, put the bigger of the two free digits in the highest place that is still free, which is the hundreds place.
So the hundreds digit is 6, and the remaining 3 goes in the ones place. The tens digit must stay 5.
The largest number is 2653.
Usual mistake: Maximising a number by putting the biggest digit first, regardless of which place is fixed.
Why the other options look tempting
- (a) Puts 5 in the ones place and 3 in the tens place, so 5 is no longer in the tens place.
- (c) Puts 6 in the tens place, where 5 is required to be.
- (d) Starts the number with 6, but the thousands digit is fixed at 2.
Find the smallest two-digit number which leaves remainder 1 when divided by 4, remainder 2 when divided by 5, and remainder 3 when divided by 6.
Correct answer: (a) 57
Each remainder is 1 less than the divisor, so adding 3 to the number makes it divisible by 4, by 5 and by 6.
The least common multiple of 4, 5 and 6 is 60, so the number is 60 − 3, which is 57.
Checking: 57 = 4 times 14 + 1, 57 = 5 times 11 + 2, and 57 = 6 times 9 + 3, so all three conditions hold.
So the number is 57.
Usual mistake: Not checking a candidate against every one of the conditions it has to satisfy.
Why the other options look tempting
- (b) 57 works, but 53 leaves remainder 3 when divided by 5 rather than remainder 2.
- (c) 61 leaves remainder 1 when divided by 5 rather than remainder 2.
- (d) 43 leaves remainder 3 when divided by 4 rather than remainder 1.
A pattern begins 1, 4, 9, 16, 25, 36. The numbers are the squares of whole numbers, starting with 1. Which number comes next in the pattern?
Correct answer: (a) 49
1, 4, 9, 16, 25 and 36 are 1 squared, 2 squared, 3 squared, 4 squared, 5 squared and 6 squared.
36 is 6 squared, so the next number is 7 squared.
7 times 7 is 49.
Usual mistake: Continuing a sequence of differences without noticing that the differences are themselves increasing by 2.
Why the other options look tempting
- (b) Adds 6 to 36, which continues the differences of 3, 5, 7, 9 and 11 but with the wrong step.
- (c) Adds 12 instead of 13, which is the difference between the last two terms rather than the next one.
- (d) Gives 6 squared again by adding 9, which is the step two terms back.
A shopkeeper buys 20 apples for Rs.140. He then sells 15 of them for Rs.180. What was the cost price of the 5 apples that are left?
Correct answer: (d) ₹35
The cost of one apple is 140 divided by 20, which is Rs.7.
The 5 apples that are left cost 5 times 7.
5 times 7 is Rs.35.
Usual mistake: Finding the cost of the wrong group of apples once the total is known.
Why the other options look tempting
- (a) Finds the cost of 4 apples instead of 5, using 4 in place of the number left over.
- (b) Subtracts the cost of the 5 apples from the total, which gives the cost of the other 15.
- (c) Multiplies the cost of one apple by 3, using the number of apples sold in groups instead of the number left.
A number is increased by 8 and the result is then divided by 3, giving an answer of 14. What was the number to start with?
Correct answer: (a) 34
Work backwards. The last step was a division by 3 giving 14, so multiply: 14 times 3 is 42.
Before that step 8 had been added, so subtract 8: 42 − 8 is 34.
So the number was 34.
Usual mistake: Reversing a chain of steps in the same order rather than in the opposite order.
Why the other options look tempting
- (b) Reverses the division but forgets to undo the addition of 8.
- (c) Gives the answer to the division rather than the number that was divided.
- (d) Subtracts 8 a second time while working backwards.
A rope is cut into pieces 4 cm long and pieces 7 cm long, using the same number of each kind. The rope is 66 cm long. How many pieces are 4 cm long?
Correct answer: (c) 6
One 4 cm piece together with one 7 cm piece makes a group 11 cm long.
The rope is 66 cm, and 66 divided by 11 is 6.
So there are 6 groups, and the number of 4 cm pieces is 6.
Usual mistake: Counting all the pieces when only one kind of piece was asked about.
Why the other options look tempting
- (a) Reports the number of 7 cm pieces, which happens to be the same as the 4 cm pieces but is not what was asked.
- (b) Reports the number of 4 cm pieces, which is the answer, but by a route that never divides by 11.
- (d) Counts every piece instead of only the 4 cm ones, so it is twice the answer.
A rectangle is 8 cm long and 4 cm wide. How many squares of side 1 cm can be cut out of it, with nothing left over?
Correct answer: (d) 32
Along the length there is room for 8 squares of side 1 cm.
Along the width there is room for 4 squares.
So the total is 8 times 4 = 32 squares.
Usual mistake: Counting one direction and forgetting the other.
Why the other options look tempting
- (a) Counts the squares that fit along the length only and forgets the rows.
- (b) Removes a border of squares as though the corners were not usable.
- (c) Divides by 8 instead of by 1, so the unit squares are treated as 8 cm across.
The smallest of three numbers is 3. Each of the other two numbers is 4 more than the one before it. What is the difference between the largest and the smallest of the three numbers?
Correct answer: (c) 8
The three numbers are 3, then 7, then 11, because each step adds 4.
There are two steps from the smallest to the largest.
Two steps of 4 is 2 times 4 = 8.
Usual mistake: Reporting one of the intermediate values rather than the requested difference.
Why the other options look tempting
- (a) Gives the gap between two neighbouring numbers instead of the gap from the first to the last.
- (b) Gives the largest number itself, which is 11.
- (d) Gives the middle number itself, which is 7.
A two-digit number is written backwards to give another two-digit number. The two numbers add up to 99. If the larger of the two is 68, what is the smaller?
Correct answer: (d) 31
The sum of the two numbers is 99 and the larger one is 68.
The smaller one is 99 − 68.
99 − 68 is 31, and 68 written backwards is 86, which is not a two-digit reverse of 68, so the pair that matters is 68 and 31.
Usual mistake: Getting tangled in the reversal detail instead of using the sum that is given.
Why the other options look tempting
- (a) Subtracts 68 from 108 instead of from 99.
- (b) Subtracts 68 from 97, using the tens digit as if it were part of the sum.
- (c) Reverses 68 to 86 and then subtracts 45, which is not part of the question.
A 4 by 4 grid of squares is drawn. How many rectangles of any size are there in the grid, counting squares as well as longer rectangles?
Correct answer: (b) 100
Any rectangle is fixed by choosing 2 of the 5 vertical lines and 2 of the 5 horizontal lines.
Choosing 2 from 5 gives 10 ways, and that can be done independently in each direction.
So the total is 10 times 10 = 100 rectangles.
Usual mistake: Counting squares when the question asks for rectangles, which must include squares.
Why the other options look tempting
- (a) Counts only the squares of every size, and forgets the rectangles that are not squares.
- (c) Counts only the smallest squares.
- (d) Counts only the squares whose side length is even, and no rectangles at all.
A car travels 180 km in 3 hours. If it keeps the same speed, how far will it travel in 5 hours?
Correct answer: (b) 300 km
The car covers 180 km in 3 hours, so in 1 hour it covers 180 divided by 3, which is 60 km.
In 5 hours it covers 5 times 60 km.
5 times 60 is 300 km.
Usual mistake: Adding distance for the extra hours instead of multiplying the hourly rate by the new time.
Why the other options look tempting
- (a) Adds only one hour’s worth of distance instead of two hours’ worth.
- (c) Assumes the distance stays the same however long the journey takes.
- (d) Multiplies 3 hours by 120 km, which doubles the speed by mistake.
Some marbles are taken out of a box, one at a time, without looking. The box holds 3 red, 4 blue and 5 green marbles. What is the smallest number of marbles that must be taken out to be certain of getting two of the same colour?
Correct answer: (a) 4
In the worst case the first three marbles are one red, one blue and one green, so all different.
There is no fourth colour, so the fourth marble must match one of the first three.
So 4 marbles are enough to be certain.
Usual mistake: Counting the objects rather than the number of colour choices available.
Why the other options look tempting
- (b) Three marbles can all be of different colours, so 3 does not guarantee a pair.
- (c) Counts the total number of red and blue marbles, which is not what is being asked.
- (d) Counts every marble in the box, but a pair is guaranteed much earlier than that.
A square has a perimeter of 36 cm. What is its area?
Correct answer: (c) 81 square cm
The perimeter of a square is 4 times its side, so the side is 36 divided by 4, which is 9 cm.
The area of a square is the side multiplied by itself, so it is 9 times 9.
9 times 9 is 81 square cm.
Usual mistake: Confusing perimeter and area, or dividing the perimeter by 2 instead of by 4.
Why the other options look tempting
- (a) Reports the perimeter again instead of working out the area.
- (b) Treats half the perimeter, which is 18, as the side instead of dividing the perimeter by 4.
- (d) Takes the side to be 4, confusing the perimeter with the side length.
A pattern begins 1, 2, 4, 7, 11, 16. Each number is found by adding a step that is one bigger than the step before it. Which number comes next?
Correct answer: (d) 22
The steps are 1, 2, 3, 4 and 5, so each step grows by 1.
The next step after 5 is 6.
So the next number is 16 + 6 = 22.
Usual mistake: Repeating the last step instead of increasing it.
Why the other options look tempting
- (a) Keeps adding 5, which is the step that was used last time.
- (b) Adds 7, skipping a step in the growing sequence.
- (c) Doubles the step instead of increasing it by 1.
A shopkeeper sells a pen for Rs.18 and makes a profit of Rs.3. At what price did he buy the pen?
Correct answer: (c) ₹15
Selling price is cost price plus profit, so cost price is selling price minus profit.
So the cost price is 18 − 3.
18 − 3 is Rs.15.
Usual mistake: Adding the profit when working backwards from the selling price.
Why the other options look tempting
- (a) Adds the profit to the selling price instead of removing it.
- (b) Reports the selling price instead of the cost price.
- (d) Takes the profit off twice, or works from half the selling price.
Four children scored 12, 15, 9 and 14 marks. By how many marks does the highest score differ from the mean of all four scores?
Correct answer: (b) 2.5 marks
The four scores add up to 12 + 15 + 9 + 14, which is 50.
The mean is 50 divided by 4, which is 12.5. The highest score is 15.
The difference is 15 − 12.5 = 2.5 marks.
Usual mistake: Subtracting from the second highest score, or using a different central value than the mean.
Why the other options look tempting
- (a) Uses 12 instead of 12.5, which is the smallest score and not the mean.
- (c) Subtracts the mean from 14, the second highest, instead of from 15.
- (d) Rounds the mean down to 12 before subtracting.
Champion · level 5 of 5 · 10 problems
A pattern begins 1, 1, 2, 3, 5, 8, 13. Each number is the sum of the two numbers before it. Which number comes next?
Correct answer: (a) 21
Every number is the sum of the two before it, so the next number is 8 + 13.
Adding the two gives 21.
So the next number is 21.
Usual mistake: Looking for a difference pattern when the rule is a sum of the previous two terms.
Why the other options look tempting
- (b) Keeps adding 7, which is the difference two steps back rather than the rule of the pattern.
- (c) Adds 13 to 13 instead of adding the two most recent numbers.
- (d) Adds 8 and then takes something off, as though the pattern turned downwards.
A staircase is built out of blocks. The top row has 1 block, the next has 2, then 3, and so on, with 6 rows in all. How many blocks are there in the staircase altogether?
Correct answer: (d) 21
The rows hold 1 + 2 + 3 + 4 + 5 + 6 blocks.
Adding a run of whole numbers from 1 to 6 means multiplying 6 by 7 and halving.
6 times 7 is 42, and 42 halved is 21 blocks.
Usual mistake: Leaving out the first row, or adding the same number repeatedly instead of counting up.
Why the other options look tempting
- (a) Forgets the top row, which holds 1 block.
- (b) Adds 6 six times instead of adding 1, 2, 3, 4, 5 and 6.
- (c) Adds up only the first five rows and leaves out the sixth.
A two-digit number is 3 times the product of its two digits. What is the largest two-digit number with this property?
Correct answer: (b) 24
Let the tens digit be a and the units digit be b. The number is 10a + b and the product of the digits is a multiplied by b.
So 10a + b = 3ab. Testing the digits from 1 to 9 leaves only two answers: 15, because 3 times 1 times 5 is 15, and 24, because 3 times 2 times 4 is 24.
The largest of the two is 24.
Usual mistake: Assuming a property must survive reversing the digits.
Why the other options look tempting
- (a) This is the other number that works, but the question asks for the largest.
- (c) Assumes that if a number works then so does its reverse, but 54 is not 3 times 5 times 4.
- (d) Adds the digits and multiplies by 3, giving 3 times 9, which is 27 and not 36.
A number is halved, then 6 is added, and the result is then doubled, giving 40. What was the number to start with?
Correct answer: (c) 28
Work backwards. The last step doubled the number to give 40, so halve 40 to get 20.
Before that step 6 had been added, so subtract 6: 20 − 6 is 14.
Before that the number had been halved, so double it: 14 times 2 is 28. The number was 28.
Usual mistake: Halving a chain of steps too many times and forgetting to undo the addition.
Why the other options look tempting
- (a) Stops after the halving and treats 14 as the starting number.
- (b) Adds 6 while working backwards instead of subtracting it.
- (d) Gives 20, which is the number just before the final doubling, not the original.
Find the smallest number which leaves remainder 2 when divided by 3, remainder 3 when divided by 4, and remainder 4 when divided by 5.
Correct answer: (a) 59
Each remainder is 1 less than its divisor, so adding 1 to the number makes it divisible by 3, by 4 and by 5.
The least common multiple of 3, 4 and 5 is 60, so the number is 60 − 1, which is 59.
Checking: 59 = 3 times 19 + 2, 59 = 4 times 14 + 3, and 59 = 5 times 11 + 4, so all three conditions hold.
So the number is 59.
Usual mistake: Not testing a candidate against all of the given conditions at once.
Why the other options look tempting
- (b) 59 works, but 44 leaves remainder 0 when divided by 4 rather than remainder 3.
- (c) 29 leaves remainder 1 when divided by 4 rather than remainder 3.
- (d) 14 leaves remainder 2 when divided by 4 rather than remainder 3.
A wire is bent to make a square whose side is 12 cm. The same wire is then straightened and bent into a rectangle 16 cm long. What is the width of the rectangle?
Correct answer: (b) 8 cm
The square has perimeter 4 times 12, which is 48 cm, and that is the whole length of the wire.
Half of the rectangle’s perimeter is therefore 48 divided by 2, which is 24 cm. That is the length plus the width.
So the width is 24 − 16 = 8 cm.
Usual mistake: Confusing the whole perimeter with half the perimeter when a wire is rebent.
Why the other options look tempting
- (a) Takes half the wire as the whole perimeter of the rectangle instead of using it as the semi-perimeter.
- (c) Uses half the difference between the two sides of the rectangle.
- (d) Keeps the side of the original square, ignoring that the shape changed.
A boy walks 4 km in 50 minutes. If he keeps the same steady speed, how long will he take to walk 6 km? Give the answer in minutes.
Correct answer: (a) 75 minutes
He covers 4 km in 50 minutes, so the same speed covers 6 km in the same proportion of the time.
6 km is 6 divided by 4, which is 1 and a half times as far, so the time is 1 and a half times 50 minutes.
That gives 75 minutes.
Usual mistake: Adding a time per kilometre to the original total instead of scaling it.
Why the other options look tempting
- (b) Works out 15 minutes for each kilometre instead of 12 and a half, and then adds it to 50.
- (c) Doubles the time, as though the distance had doubled rather than grown by half.
- (d) Rounds 12 and a half minutes for each kilometre down to 10 and so undercounts the time.
A shape is made by joining 6 identical squares together in one straight row. How many lines of symmetry does the whole shape have?
Correct answer: (d) 2
Six equal squares in one row make a long shape that is 6 squares wide and 1 square tall, which is a rectangle rather than a square.
A rectangle that is not a square has one line of symmetry along its length and one across the middle, in opposite directions.
So the shape has 2 lines of symmetry.
Usual mistake: Counting the symmetries of the parts instead of the symmetries of the whole joined shape.
Why the other options look tempting
- (a) Counts only the line across the middle and forgets the line running along the length.
- (b) Counts one line for each separate square, which would be right only if the squares were not joined.
- (c) Counts a line along the top and one along the bottom of every square, counting the same lines many times.
A jug holds 3 litres. Arun fills it with water up to 3/4 of its capacity, and then Bika pours in half a litre more. How much water is now in the jug? Give the answer in millilitres.
Correct answer: (b) 2750 millilitres
3/4 of 3 litres is 2 and a quarter litres, which is 2250 millilitres.
Bika adds half a litre, which is 500 millilitres, giving 2250 + 500.
The jug now holds 2750 millilitres.
Usual mistake: Converting units partway through instead of at the end, or halving the wrong quantity.
Why the other options look tempting
- (a) Stops before Bika adds her 500 millilitres.
- (c) Multiplies by 1000 only once, so the litres never become millilitres properly.
- (d) Adds a whole litre instead of half a litre.
A padlock has 3 dials, and each dial can be turned to any digit from 1 to 5. How many different codes can be set on it?
Correct answer: (c) 125
The first dial has 5 settings and so does the second and the third.
The number of codes is 5 times 5 times 5, because the dials are chosen one after another.
5 times 5 times 5 is 125 codes.
Usual mistake: Adding instead of multiplying when there is one choice to make for each of several positions.
Why the other options look tempting
- (a) Uses only 2 of the 3 dials.
- (b) Adds the settings instead of multiplying them, which is right only when there are 2 choices to make.
- (d) Multiplies by 5 four times, as though the padlock had 4 dials.
Skills covered
- Counting — 4 problems
- Number patterns — 3 problems
- Remainders — 3 problems
- Area and perimeter — 2 problems
- Geometry and symmetry — 2 problems
- Logical reasoning — 2 problems
- Money — 2 problems
- Number puzzles — 2 problems
- Time and speed — 2 problems
- Working backwards — 2 problems
- Arithmetic operations — 1 problem
- Data handling — 1 problem
- Fractions and decimals — 1 problem
- Numbers and place value — 1 problem
Common mistakes in these topics
- Counting positions moved rather than positions in between.
- Reversing a chain of conditions instead of following it forwards.
- Maximising a number by putting the biggest digit first, regardless of which place is fixed.
- Not checking a candidate against every one of the conditions it has to satisfy.
- Continuing a sequence of differences without noticing that the differences are themselves increasing by 2.
- Finding the cost of the wrong group of apples once the total is known.
- Reversing a chain of steps in the same order rather than in the opposite order.
- Counting all the pieces when only one kind of piece was asked about.
- Counting one direction and forgetting the other.
- Reporting one of the intermediate values rather than the requested difference.
- And 18 more, each shown under the problem it belongs to.
Related practice
Ready to be timed? Sit the full Class 4 practice test — 35 questions, 60 minutes, no negative marking, which uses the same
three-section format as the real paper. You can also go back to the
Class 4 Maths Olympiad hub.
