GRADE

Table of Contents
1. Cover Page 1
2. Table of Contents Pages 2 - 3
3. Suggested Usage Pages 5 - 7
4. Student Notebook Covers (color & BW) Pages 8 - 9
5. Notebook Tabs Pages 10 - 14
6. Strand Dividers Pages 15 - 24
7. A Note to the Teacher Page 25
8. Operations and Algebraic Thinking (OA)
-example pictures of each student page Pages 26 - 34
-Interpreting Multiplication Pages 35 - 37
-Meanings for Multiplication Page 38
-Problem Solving Using Multiplication Pages 39 - 40
-Problem Solving with Missing Factors Pages 41 - 42
-Problem Solving Using Division Pages 43 - 44
-Problem Solving with 3-digit Numbers Pages 45 - 46
-Multi-Step Word Problems Pages 47 - 49
-Using Variable Equations to Solve Word Problems Pages 50 - 52
-Prime vs. Composite numbers Pages 53 - 54
-Factors Pages 55 -56
-Problem Solving with Factors Page 57
-Problem Solving with Prime vs. Composite Numbers Page 58
-Number Patterns Pages 59 - 62
-Shape Patterns Page 63

9. Numbers and Operations in Base 10 (NBT)

-example pictures of each student page Pages 64 - 72
-Place Value Understanding Page 73
-Base 10 Numeral, Number Names & Expanded Form Pages 74 - 77
-Greater than, Less than & Equal to Pages 78 - 81
-Rounding Pages 82 - 83
-Adding & Subtracting Multi-Digit Whole Numbers Pages 84 - 86
-Adding and Subtracting Problem Solving Pages 87 - 88
-Multiplication up to 4 digits Pages 89
-Multiplication Strategies Page 90
-Multiplication Problem Solving Pages 91 - 92
-Division with and without remainders Pages 93 - 94
-Division Problem Solving Pages 95 - 96

© Bright Concepts 4 Teachers

Table of Contents Continued

10. Geometry (G)

-example pictures of each student page Pages 97 - 100
-Identify and draw points, lines, line segments, rays, angles,
perpendicular & parallel lines Pages 101 - 106
-Triangles: Right, Acute and Obtuse Pages 107 - 108
-Triangles: Equilateral, Isosceles, Scalene Pages 109 - 110
-Quadrilaterals: identify parallel and perpendicular lines Pages 111 - 112
-Lines of symmetry Pages 113 - 114

11. Measurement and Data (MD)

-example pictures of each student page Pages 115 - 121
-Measurement Units Pages 122 - 123
-Measurement Conversion Tables Page 124
-Distance Word Problem Page 125
-Time Word Problems Page 126
-Volume Word Problem Page 127
-Money Word Problems Pages 128 -130
-Perimeter of rectangles Page 131
-Area of squares and rectangles Pages 132 - 133
-Perimeter Word Problem Page 134
-Area Word Problem Page 135
-Area v. Perimeter Word Problem Page 136
-Line Plots Pages 137 - 138
-Angles and Circles Pages 139 - 140
-Measuring Angles with a Protractor Pages 141 - 142
-Solving for Unknown Angles Page 143

© Bright Concepts 4 Teachers

Table of Contents Continued

12. Number and Operations-Fractions (NF)

-example pictures of each student page Pages 144 - 152
-Equivalent Fractions Pages 153 - 154
-Comparing Fractions Page 155
-Common Denominator Page 156
-Addition and Subtraction of Fractions Pages 157 - 158
-Decomposing Fractions Page 159
-Add and Subtract Mixed Numbers Pages 160 -161
-Fraction Word Problems (Addition and Subtraction) Pages 162 - 163
-Multiply Fractions & Whole Numbers Pages 164 - 165
-Fraction Word Problems (Multiplication) Pages 166 - 167
-Equivalent Fractions with Denominator as 10 and 100 Pages 168 - 169
-Decimals Page 170
-Comparing Decimals Page 171

13. Thank you and Terms of Use Pages 172 - 173

© Bright Concepts 4 Teachers

4th Grade Math Notebook
Interactive notebooks serve many purposes in the classroom. They
provide evidence of learning and act as an anchor for the standards that
have been taught throughout the year. They can also be used as a
reference to review skills and study needed concepts.

This notebook covers all the 4th grade MATH standards (including:
Operations & Algebraic Thinking, Numbers and Operations in Base 10,
Geometry, Measurement and Data, Number and Operations-Fractions)

This product includes the following:

- A cover for the notebook
- Dividers AND tabs for each math strand
- “I can” statements for each standard for students to put in their
notebook
- Pictures, directions and information to create each page.
- Sample pictures of every student page

Student materials needed:

-Composition or spiral notebook
-Crayons, markers and/or colored pencils
-Glue
-Copies of student pages for each standard

I hope you find this product to be a valuable learning tool in your

classroom for years to come. Enjoy!

© Bright Concepts 4 Teachers

4th Grade Math Notebook
The standards for this notebook have been placed in order for the sake
of simplicity. However, organizing your interactive notebook is a very
personal thing. Everyone has different ways of doing it. Below are a few
suggestions you may want to consider.

1. Place the dividers and tabs for each domain in the notebook but
leave several pages in between each one for the interactive pages to
be created at a later time.
OR
2. Don’t use the dividers and tabs, at all, and just use the “I can”
statements and standards numbers as a point of reference.

3. These activities can be used to introduce or reinforce the standards

you are teaching. Each class differs in ability and strengths. Use it in the
best way for your students. I like to introduce a topic and then use these
activities to reinforce and review what has been taught. The pages can
be completed as a whole group, small group or independently. I like to
start the year completing the books as a whole group, so the students
know the expectations. As the year progresses, they become more
independent with completion of the activities.

4. Each page has a title and “I can” statement that should be glued to the
top of the page. There is also a definition of each term to glue to the
bottom of each page.

© Bright Concepts 4 Teachers

This is the cover
included for your
students to use. It
comes in color and
black and white.
This packet contains
a page that says,
“4th Grade”.

These are the dividers

and tabs that are
included for each
math strand. Copy the
tabs on different
colored paper. First,
glue the tabs. Then
glue the divider page
on top of the tab for
reinforcement.

© Bright Concepts 4 Teachers

_______________’s
4th Grade
MATH
Interactive
Notebook

© Bright Concepts 4 Teachers

_______________

© Bright Concepts 4 Teachers

© Bright Concepts 4 Teachers
Operations & Operations & Operations &
Algebraic Thinking Algebraic Thinking Algebraic Thinking
Operations & Operations & Operations &
Algebraic Thinking Algebraic Thinking Algebraic Thinking
© Bright Concepts 4 Teachers
Numbers and Numbers and Numbers and
Operations in Operations in Operations in
Base 10 Base 10 Base 10
Numbers and Numbers and Numbers and
Operations in Operations in Operations in
Base 10 Base 10 Base 10
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Geometry Geometry Geometry
Geometry Geometry Geometry

4
answer
© Bright Concepts 4 Teachers
Measurement Measurement
Measurement
& Data & Data
& Data
Measurement Measurement Measurement
& Data & Data & Data
© Bright Concepts 4 Teachers
Number &
Number & Number &
Operations-
Operations- Operations-
Fractions
Fractions Fractions
Number & Number & Number &
Operations- Operations- Operations-
Fractions Fractions Fractions
Operations &
Algebraic
Thinking (OA)

© Bright Concepts 4 Teachers

Operations &
Algebraic
Thinking (OA)

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Numbers and
Operations in
Base 10 (NBT)

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Numbers and
Operations in
Base 10 (NBT)

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Geometry (G)

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Geometry (G)

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Measurement
and Data (MD)

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Measurement
and Data (MD)

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Numbers and
Operations:
Fractions (NF)

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Numbers and
Operations:
Fractions (NF)

© Bright Concepts 4 Teachers

A Note to the
Teacher

Thank you for your purchase of

the 4th Grade Interactive Math
Notebook Activities!

The sample pictures included in this packet

demonstrate ONE way the pages could be used
with your students. There are many strategies that
you may use in your class, that may not be shown
in the example pictures. The pictures are included to
give you a clear visual of the intent of each page.
You are the teacher and know your students best.
Please use this packet to best meet their needs.

© Bright Concepts 4 Teachers

Example pictures of Operations & Algebraic Thinking pages

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Example pictures of Operations & Algebraic Thinking pages

© Bright Concepts 4 Teachers

Example pictures of Operations & Algebraic Thinking pages

© Bright Concepts 4 Teachers

Example pictures of Operations & Algebraic Thinking pages

© Bright Concepts 4 Teachers

Example pictures of Operations & Algebraic Thinking pages

© Bright Concepts 4 Teachers

Example pictures of Operations & Algebraic Thinking pages

© Bright Concepts 4 Teachers

Example pictures of Operations & Algebraic Thinking pages

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Example pictures of Operations & Algebraic Thinking pages

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Example pictures of Operations & Algebraic Thinking pages

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Interpreting Multiplication
4.OA.1 I can interpret and compare multiplication equations.

Directions: Write a multiplication fact on each rectangle. Cut and glue the rectangles
by folding on the line and gluing the tab on your paper. Write the related
multiplication sentence under the flap. Use words to explain what is being compared.

8 x 4=

© Bright Concepts 4 Teachers

Properties of operation are strategies to help solve multiplication

problems.
5 x 7 = 35 7 x 5 = 35
35 is 5 times as many as 7 AND 7 times as many as 5.
Interpreting Multiplication
4.OA.1 I can interpret and compare multiplication equations.

Directions: Cut around the outside edge of each flap book. Glue the side tabs only.
Read each phrase. Write the related multiplication sentence under the flap.

42 is 6 as 16 is 4 as
many times many times
as 7. as 4.

16 is 8 as 36 is 4 as
many times many times
as 2. as 9.

20 is 5 as 60 is 12 as
many times many times
as 4. as 5.

132 is 11 as 110 is 10 as
many times many times
as 12. as 11.
© Bright Concepts 4 Teachers

Properties of operation are strategies to help solve multiplication

problems.
5 x 7 = 35 7 x 5 = 35
35 is 5 times as many as 7 AND 7 times as many as 5.
Interpreting Multiplication
4.OA.1 I can interpret and compare multiplication equations.

Directions: Cut around the outside edge of each rectangle. Glue them in your
notebook. Make each statement “true” by writing the correct number in each box.

32 is times as many as

60 is times as many as

12 is times as many as

48 is times as many as

16 is times as many as

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Meanings for Multiplication
4.OA.1 I can interpret and compare multiplication equations.

Directions: Look at each array. Under each flap, write a multiplication sentence AND a
repeated addition sentence to match each array.

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4.OA.2
Problem Solving Using
Multiplication

Max has 12 boxes of pencils. Each box has 6 pencils

in it. How many pencils does Max have in all?

What is the problem asking?

Draw a picture Write a number sentence

Answer How did you solve the problem?

__________________
__________________
__________________
__________________
__________________
__________________

© Bright Concepts 4 Teachers

Problem Solving Using
4.OA.2
Multiplication

Directions: Cut out the prompt below and glue it into your notebook. Use the
pictures below to solve the problem and show your work.

12 6 6

12 6 6

12 6 6

12 6 6

12 6 6

12 6 6
12 6 6

Max has 12 boxes of pencils. Each box has 6 pencils

in it. How many pencils does Max have in all?
© Bright Concepts 4 Teachers
Problem Solving
4.OA.2
with Missing Factors

The teacher put 8 books in a basket for her students. If she

has 72 books, how many baskets will she need?

What is the problem asking?

Draw a picture Write a number sentence

Answer How did you solve the problem?

__________________
__________________
__________________
__________________
__________________
__________________

© Bright Concepts 4 Teachers

Problem Solving
4.OA.2
with Missing Factors
Directions: Cut out the prompt below and glue it into your notebook. Use the
pictures below to solve the problem and show your work.

8 8 8

8 8 8

8 8 8

8 8 8

The teacher put 8 books in a basket for her students. If she

has 72 books, how many baskets will she need?
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4.OA.2 Problem Solving Using Division

David found 32 leaves for his school art project. He puts them
in piles of 4 leaves. How many piles does he have?

What is the problem asking?

Draw a picture Write a number sentence

Answer How did you solve the problem?

__________________
__________________
__________________
__________________
__________________
__________________

© Bright Concepts 4 Teachers

4.OA.2 Problem Solving using Division

Directions: Cut out the prompt below and glue it into your notebook. Use the
pictures below to solve the problem and show your work.

David found 32 leaves for his school art project. He puts them
in piles of 4 leaves. How many piles does he have?
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4.OA.2 Problem Solving: Divide Three
Digit Numbers

The farmer collected 522 apples. He put them into 6

baskets. How many apples are in each basket?

What is the problem asking?

Draw a picture Write a number sentence

Answer How did you solve the problem?

__________________
__________________
__________________
__________________
__________________
__________________

© Bright Concepts 4 Teachers

Problem Solving: Divide Three
4.OA.2
Digit Numbers
Directions: Cut out the prompt below and glue it into your notebook. Use the
pictures below to solve the problem and show your work.

The farmer collected 522 apples. He put them into 6

baskets. How many apples are in each basket?
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4.OA.3 Multi-step Word Problems

In Josh’s desk there are 6 pink crayons. There are 8 more blue
crayons than pink crayons, there are 2 more green crayons than
blue crayons. How many total crayons are in Josh’s desk?

What is the problem asking?

Estimate your answer Write a number sentence

Answer How did you solve the problem?

__________________
__________________
__________________
__________________
__________________
__________________

© Bright Concepts 4 Teachers

4.OA.3 Multi-step Word Problems

Directions: Cut out the prompt below and glue it into your notebook. Use the
pictures below to solve the problem and show your work.

In Josh’s desk there are 6 pink crayons. There are 8 more blue
crayons than pink crayons, there are 2 more green crayons than
blue crayons. How many total crayons are in Josh’s desk?
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4.OA.3 Multi-step Word Problems

Taylor saved $123 in September. He saved $52 in October and

$21 in November. Then, he spent $73 on a new backpack. How
much money does Taylor have left?

What is the problem asking?

Estimate your answer: Write a number sentence

Answer How did you solve the problem?

__________________
__________________
__________________
__________________
__________________
__________________

© Bright Concepts 4 Teachers

Using Variable Equations to solve
4.OA.3
Word Problems

Jane bought several pizzas. Her friends ate 109 of the pepperoni
pieces. Now there are only 8 left. Write an equation to show how
many pepperoni pieces were on the pizzas originally.

What is the problem asking?

Estimate your answer: Write a number sentence

Answer How did you solve the problem?

__________________
__________________
__________________
__________________
__________________
__________________

© Bright Concepts 4 Teachers

Using Variable Equations to solve
4.OA.3
Word Problems

Connor and Brandon wash cars in their neighborhood to make

money. They charge $12 per car. One weekend, Connor washed 3
cars, and Brandon washed 5 cars. How much money did they
earn altogether?

What is the problem asking?

Estimate your answer Write a number sentence

Answer How did you solve the problem?

__________________
__________________
__________________
__________________
__________________
__________________

© Bright Concepts 4 Teachers

Using Reasonableness to solve
4.OA.3
Word Problems

Molly multiplied 32 x 60 and got a product of 162.

Explain why Molly’s answer is NOT reasonable.

What is the problem asking?

Estimate your answer Write a number sentence

Answer How did you solve the problem?

__________________
__________________
__________________
__________________
__________________
__________________

© Bright Concepts 4 Teachers

Prime vs. Composite
4.OA.4 I can determine whether a given whole number from 1-
100 is prime or composite
Directions: Cut around the outside edge of each pocket. Glue the sides and bottom
only. On the next page, color the composite numbers green and the prime numbers
blue. Write the factors. Cut out the numbers and place them in the correct pocket.

-a whole number that has more

than two different factors

Ex: 15 has four different factors: 1, 3, 5, and 15

-a whole number that has exactly

two factors

Ex: 17 has exactly two factors: 1 and 17

© Bright Concepts 4 Teachers

A composite number is a whole number greater than 1 that has more

than two different factors.
A prime number is a whole number greater than 1 that has exactly two
factors, itself and 1.
Factors: Factors:

3 15
Factors: Factors:

27 63
Factors: Factors:

88 51
Factors: Factors:

79 92
Factors: Factors:

11 46

© Bright Concepts 4 Teachers

Factors
4.OA.4 I can find all the factor pairs for a whole number
from 1 - 1 00.
Directions: Cut around the outside edge of each rectangle. Glue them in your
notebook. Cut out the numbers that are factors of each product on the next page.
Glue the factors for each product in the correct boxes.

Factors for 24

Factors for 65

© Bright Concepts 4 Teachers

Factors are the numbers being multiplied to find the

product.
Ex: 5 x 7 = 35 5 and 7 are the factors
Factors

Factors for 44

1 1 1 2 2 3

4 4 5 6 7 8
10 11 12 13 14 15
20 21 22 24 40 44
45 50 52 54 60 65
© Bright Concepts 4 Teachers
4.OA.4 Factors
Mrs. Barker has 71 rings on display at her store. She says she can
arrange them into rows and columns without any watches left
over. Her son says that she can only make 1 row with all 71 rings.
Who is right and why?

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

© Bright Concepts 4 Teachers

4.OA.4 Prime vs. Composite Numbers

Mrs. Huff’s class has 17 students. Ms. Pink’s class has 20 students,
and Mr. Jackson’s class has 29 students. Whose class has a
composite number of students? Explain your answer.

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

© Bright Concepts 4 Teachers

Number Patterns
I can create a number pattern that follows a given rule and
4.OA.5
explain why the pattern will continue in a certain way.

Directions: Cut around the outside edge of each flap book. Glue the side tabs and
place them in your notebook. Write the missing number under each question mark.
Write the rule at the bottom of each flap book.

Input Output Input Output

12 36 102 192
3 9 9 99
10 30 90 180
? 45 15 ?
? 120 200 ?
62 ? ? 354
? 90 52 ?
RULE: RULE:

© Bright Concepts 4 Teachers

Number Patterns
I can create a number pattern that follows a given rule and
4.OA.5
explain why the pattern will continue in a certain way.

Directions: Cut around the outside edge of each flap book. Glue the side tabs and
place them in your notebook. Write the missing number under each question mark.
Write the rule at the bottom of each flap book.

Input Output Input Output

16 4 102 2
200 50 567 467
44 11 782 682
? 55 1,587 ?
? 8 932 ?
76 ? ? 2,411
? 25 2,804 ?
RULE: RULE:

© Bright Concepts 4 Teachers

Number Patterns
4.OA.5 I can create a number pattern that follows a given rule and
explain why the pattern will continue in a certain way.

Directions: Cut around the outside edge of each flap book. Glue the top tab only.
Write the missing number under each question mark.

RULE: Multiply by 2. Add 4.

6 16 ? ? ?
RULE: Double it. Add 5.

8 21 ? ? ?
RULE: Multiply by 3. Subtract 3

5 12 ? ? ?
© Bright Concepts 4 Teachers
Number Patterns
4.OA.5 I can create a number pattern that follows a given rule and
explain why the pattern will continue in a certain way.

Directions: Cut around the outside edge of each flap book. Glue the top tab only. Read the rule and
write the pattern. Under each flap explain what features you can identify in the pattern you
generated.

RULE: Start at 2. Add 4.

________, ________, ________, ________, ________

RULE: Start at 6. Add 5.

________, ________, ________, ________, ________

RULE: Start at 7. Add 3.

________, ________, ________, ________, ________

© Bright Concepts 4 Teachers

Shape Patterns
4.OA.5 I can create a shape pattern that follows a given rule and
explain why the pattern will continue in a certain way.

Directions: Cut around the outside edge of each flap book. Glue the top tab only. Read the question.
Answer the question and explain your reasoning under the flap.

What will the 20th shape in the pattern be?

What will the 24th shape in the pattern be?

How many blocks will be in 7th group?

© Bright Concepts 4 Teachers

Example pictures of Numbers & Operations in Base 10 pages

© Bright Concepts 4 Teachers

Example pictures of Numbers & Operations in Base 10 pages

© Bright Concepts 4 Teachers

Example pictures of Numbers & Operations in Base 10 pages

© Bright Concepts 4 Teachers

Example pictures of Numbers & Operations in Base 10 pages

© Bright Concepts 4 Teachers

Example pictures of Numbers & Operations in Base 10 pages

© Bright Concepts 4 Teachers

Example pictures of Numbers & Operations in Base 10 pages

© Bright Concepts 4 Teachers

Example pictures of Numbers & Operations in Base 10 pages

© Bright Concepts 4 Teachers

Example pictures of Numbers & Operations in Base 10 pages

© Bright Concepts 4 Teachers

Example pictures of Numbers & Operations in Base 10 pages

© Bright Concepts 4 Teachers

Place Value Understanding
I can recognize that in a multi-digit whole number, a digit in the
4.NBT.1 ones place represents ten times what it represents in the place
to its right.
Directions: Cut around the outside edge of the flap book. Glue the side tab only. Read the value of
the number in the first column. Then, write the equivalent value in the second column.

3 hundreds _______ tens

24 tens _______ ones

17 thousands _______ hundreds

700 ones _______ tens

6 thousands _______ hundreds

_______
90 hundreds
thousands

300 tens _______ hundreds

1,000 ones _______ tens

© Bright Concepts 4 Teachers
Base 10 Numeral, Number Name & Expanded
Form
4.NBT.2 I can read and write multi-digit whole numbers using base ten numerals,
number names, and expanded form.

Directions: Cut around the outside edge of the foldable book. Glue the center only. Choose your own
number between 1,000 and 999,999. Write the number as a base 10 numeral, number name and in
expanded form.

Number Name
© Bright Concepts 4 Teachers

A base 10 numeral is a number in standard form. Ex: 4,761

A number name is the number word. Ex: four thousand seven hundred
sixty-one
Expanded Form: 4,000 + 700 + 60 + 1
Base 10 Numeral, Number Name & Expanded
Form
4.NBT.2 I can read and write multi-digit whole numbers using base ten numerals,
number names, and expanded form.

Directions: Cut around the outside edge of each foldable book. Glue the top tab only. Write the given
number in different ways on each tab.

3.6 3.6

Base 10 Numeral: Base 10 Numeral:

Expanded Form: Expanded Form:

Number Name: Number Name:

© Bright Concepts 4 Teachers

Base 10 Numeral, Number Name & Expanded
Form

3.6 3.6

Base 10 Numeral: Base 10 Numeral:

Expanded Form: Expanded Form:

Number Name: Number Name:

© Bright Concepts 4 Teachers

Base 10 Numeral, Number Name & Expanded
Form
4.NBT.2 I can read and write multi-digit whole numbers using base ten numerals,
number names, and expanded form.

Directions: Cut around the outside edge of each foldable book. Glue the side tab only. Write the
given number in different ways in each section.

Base 10 Numeral Expanded Form Number Name

7,219
Base 10 Numeral Expanded Form Number Name

30,000 + 4,000
+ 800 + 2

Base 10 Numeral Expanded Form Number Name

Six hundred
forty-three
thousand nine
hundred
seven

© Bright Concepts 4 Teachers

Greater than, Less than and Equal to
4.NBT.2 I can compare two multi-digit numbers based on meanings of
the digits in each place, using >, <, and = symbols.

Directions: Cut around the outside edge of each pocket. Glue the side and bottom only. Read each
statement and use >, <, or = to make each statement true. Cut out the rectangles and place them into
the correct pocket.

less than
equal to

greater than

© Bright Concepts 4 Teachers

736,918 739,381 9,450 9,540

32,650 32,650 284,912 482,912

92,549 992,549 5,246 5,126

410,893 401,893 618, 044 618, 440

82,816 82,681 100,101 100,101

736,918 739,381 9,450 9,540

32,650 32,650 284,912 482,912

92,549 992,549 5,246 5,126

410,893 401,893 618, 044 618, 440

© Bright Concepts 4 Teachers

82,816 82,681 100,101 100,101

Greater than, Less than and Equal to
4.NBT.2 I can compare two multi-digit numbers based on meanings of
the digits in each place, using >, <, and = symbols.

Directions: Cut around the outside edge of the flap book. Glue the side tab only. Cut out the
rectangles on the next page and glue them under the correct flap to make the statement true.

Less than
359, 241

Equal to
359, 241

Greater than
359, 241
© Bright Concepts 4 Teachers
300,000+60,000+ fifty-six thousand two
hundred fourteen
100+20+8
eight hundred fifty-
nine thousand six
hundred two
395, 142
300,000+50,000+
241, 593 9000+200+40+1
three hundred fifty-
69, 467 nine thousand two
hundred forty-one
two hundred nine
300,000+20,000+
thousand two
9,000+400+20+1 hundred forty

300,000+60,000+ fifty-six thousand two

hundred fourteen
100+20+8
eight hundred fifty-
nine thousand six
hundred two
395, 142
300,000+50,000+
241, 593 9000+200+40+1
three hundred fifty-
69, 467 nine thousand two
hundred forty-one
two hundred nine
300,000+20,000+
thousand two
9,000+400+20+1 hundred forty
© Bright Concepts 4 Teachers
Rounding
4.NBT.3 I can use place value understanding to round multi-digit whole
numbers to any place.

Directions: Cut around the outside edge of each flap book. Glue the top tab only. Read the rule on
the tab. Write your answer under each flap.

Round to the nearest 1,000

37,809 591,945 8,032

Round to the nearest 100

2,891 87,929 719,402

Round to the nearest 10,000

999,999 39,272 321,944

© Bright Concepts 4 Teachers

Rounding
4.NBT.3 I can use place value understanding to round multi-digit whole
numbers to any place.

Directions: Cut around the outside edge of each flap book. Glue the top tab only. Read the rule on
the tab. Write your answer under each flap.

Round to the nearest 1,000

94,038 391,582 692,493

Round to the nearest 10

8,464 16,719 945,022

Round to the nearest 100

66,821 439, 077 1,752

© Bright Concepts 4 Teachers

Adding Multi-Digit Numbers
4.NBT.4 I can fluently add and subtract multi-digit whole numbers.

Directions: Cut around the outside edge of each flap book. Glue the top tab only. Estimate the
problem under each flap. Solve on the top of the flap.

265 348 89
+ 426 + 122 + 46

2,109 1,392 784

+ 387 + 5,347 + 262

32,910 9,237 678

© Bright Concepts 4 Teachers

+ 4,251 + 4,032 + 303

Subtracting Multi-Digit Numbers
4.NBT.4 I can fluently add and subtract multi-digit whole numbers.

Directions: Cut around the outside edge of each flap book. Glue the top tab only. Estimate the
problem under each flap. Solve on the top of the flap.

120 554 52
- 43 - 59 - 33

877 9,245 206

- 475 - 4,032 - 78

65,295 348 89
© Bright Concepts 4 Teachers

- 12,653 - 122 - 46
Add & Subtract Multi-Digit Numbers
4.NBT.4 I can fluently add and subtract multi-digit whole numbers.

Directions: Cut around the outside edge of each flap book. Glue the top tab only. Decide if each problem was
solved correctly. Write “correct” or “incorrect” under each tab. If it is incorrect, explain why .

178 2,358 626

+ 43 - 2,220 + 96
221 138 712

3,076 18,437 8,201

- 1,466 + 6,222 - 2,421
1,610 24,655 6,680

32,484 5,547 12,333

+ 15,734 - 3,456 + 2,771
© Bright Concepts 4 Teachers

48,218 2,091 14,004

Addition and Subtraction
4.NBT.4
Problem solving

Jacob’s family went on a trip. The cost for the airfare was
$834. The cost of the hotel was $639. What was the total
cost of the airfare and hotel?

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

© Bright Concepts 4 Teachers

Addition and Subtraction
4.NBT.4
Problem solving

Gavin wants to collect 1,200 sports cards. So far, he has

collected 276 baseball cards and 394 basketball cards. How
many more cards does Gavin need to complete his collection?

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

© Bright Concepts 4 Teachers

Multiplication
4.NBT.5 I can multiply a multi-digit number by a one-digit number.

Directions: Cut around the outside edge of each flap book. Glue the top tab only. Solve each
problem under the flaps.

2,143 3,122 5,502

x 5 x 4 x 8

7,616 8,492 5,047

x 7 x 3 x 6

© Bright Concepts 4 Teachers

Multiplication Strategies
4.NBT.5 I can demonstrate multiplication of two two-digit numbers using
rectangular arrays, place value, and array models.
Directions: Cut around the outside edge of the flap book. Glue the center back only. Fold and cut where
indicated. Use rectangular arrays, place value, and models to solve each multiplication sentence under the tab.

87
x 24 71 x 47

59
54 x 76 x 48

32
x 63 64 x 25

37
17 x 49 x 22

© Bright Concepts 4 Teachers

4.NBT.5 Multiplication Problem solving

Avery addresses 123 envelopes every week. Each envelope

contains 3 pieces of paper. How many envelopes does Avery
address in one year?

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

© Bright Concepts 4 Teachers

4.NBT.5 Multiplication Problem solving

There are 25 fish tanks at the aquarium. Each tank has 48

fish in it. How many fish are there in all?

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

© Bright Concepts 4 Teachers

Division Strategies with Remainders
4.NBT.6 I can demonstrate division of a multiple digit number using
rectangular arrays, place value, and area models.
Directions: Cut around the outside edge of the flap book. Glue the side tab only. Fold on the center line. Use
rectangular arrays, place value, and models to solve each problem under the tab.

Quotient
The quotient is the answer to a division problem. Ex: 45 ÷ 9= 5. 5 is the quotient.

57 books in
8 baskets

Quotient
44 shoes on
6 shelves

Quotient
62 pencils in
5 boxes

Quotient
39 chairs for
9 tables

© Bright Concepts 4 Teachers

Division
4.NBT.6 I can demonstrate division of a multiple digit number using
rectangular arrays, place value, and area models.

Directions: Cut around the outside edge of each flap book. Glue the top tab only. Solve each
problem under the flaps.

4 334 9 956 6 747

2 813 7 712 3 148

© Bright Concepts 4 Teachers

4.NBT.6 Division Problem solving

Molly has 516 apps on her tablet. She has the apps divided into
5 folders. How many apps do not fit in a folder?

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

© Bright Concepts 4 Teachers

4.NBT.6 Division Problem Solving

Vera says 540 ÷ 3 is 18. Is her answer reasonable?

Explain why or why not.

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

© Bright Concepts 4 Teachers

Example pictures of Geometry

© Bright Concepts 4 Teachers

Example pictures of Geometry

© Bright Concepts 4 Teachers

Example pictures of Geometry

© Bright Concepts 4 Teachers

Example pictures of Geometry

This page can be glued onto 1 or 2 pages. If you

want them spaced out more, use the 2 page
option.

© Bright Concepts 4 Teachers

Points & Lines
I can draw points, lines, line segments, rays, angles and perpendicular
4.G.1
and parallel lines. I can identify these in two-dimensional figures.

Directions: Cut around the outside edge of the flap book. Glue the side tab only. Glue a picture
and definition under the correct flaps.

Point
Line
Parallel Lines
Intersecting
Lines
Perpendicular
Lines
© Bright Concepts 4 Teachers
A straight path A straight path
of points that of points that
goes on and on in A goes on and on in A
both directions both directions

Lines that Lines that

form right form right
angles angles

An EXACT An EXACT
location in location in
space space

Points & Lines

Points & Lines

Lines that Lines that

never never
intersect intersect

Lines that Lines that

B pass through B pass through
the same point A the same point
A
© Bright Concepts 4 Teachers
Points & Lines
4.G.1 I can draw points, lines, line segments, rays, angles and perpendicular
and parallel lines. I can identify these in two-dimensional figures.

Directions: Cut around the outside edge of the flap book. Glue the center only. Look at the
picture or word on each flap. Under each flap, write the geometric term(s) or draw a picture
to describe what is shown.

(glue this section only) An EXACT

location in
space

 Cut along dotted lines ONLY

A straight 
path of
points that
goes on and
on in both
directions  Fold along solid vertical
lines 
Lines that
Lines that
pass
form right
through the
angles
same point

Lines that
never
intersect
(glue this section only)

© Bright Concepts 4 Teachers

Line Segments, Rays & Angles
I can draw points, lines, line segments, rays, angles and perpendicular
4.G.1
and parallel lines. I can identify these in two-dimensional figures.

Directions: Cut around the outside edge of the flap book. Glue the side tab only. Glue a picture
and definition under the correct flaps.

Line Segment

Ray

Right Angle

Obtuse Angle

Acute Angle

Straight Angle
© Bright Concepts 4 Teachers
Forms a straight Forms a straight
line line

A part of a line. A part of a line.

It has two It has two
endpoints. endpoints.

A B A B Less than a
Less than a
right angle right angle

A square corner A square corner

X Y X Y
Greater than a Line segments, Rays & Angles Greater than a
Line segments, Rays & Angles

right angle right angle

A part of a line. It A part of a line. It

has one endpoint has one endpoint
and goes on and on and goes on and on
in one direction in one direction
© Bright Concepts 4 Teachers
Line Segments, Rays & Angles
4.G.1 I can draw points, lines, line segments, rays, angles and perpendicular
and parallel lines. I can identify these in two-dimensional figures.

Directions: Cut around the outside edge of each flap book. Glue the top tab only. Read each
geometric term and draw what is described under each flap.

Acute Line Straigh

angle segment t angle

Obtuse Right
Ray
angle angle

© Bright Concepts 4 Teachers

Triangles
I can classify two-dimensional figures by using the presence or
4.G.2 absence of parallel or perpendicular lines, or angles of a specific
size. I can recognize and identify right angles.
Directions: Cut around the outside edge of the flap book. Glue the side tab only. Cut out the
triangles on the next page. Glue them under the correct tabs.

Acute
Triangles

Right
Triangles

Obtuse
Triangles
© Bright Concepts 4 Teachers

Right angle triangle: a triangle with a right angle

Acute triangle: a triangle with all angles less than 90 degrees
Obtuse triangle: a triangle with an angle more than 90 degrees.
Triangles

© Bright Concepts 4 Teachers

Triangles
I can classify two-dimensional figures by using the presence or
4.G.2 absence of parallel or perpendicular lines, or angles of a specific
size. I can recognize and identify right angles.
Directions: Cut around the outside edge of each accordion foldable. Glue the top tab only. Cut out
the triangles on the next page. Glue them onto the correct accordion foldable.

Equilateral Triangles
3.6 Isosceles Triangles
3.6

3.6 3.6

© Bright Concepts 4 Teachers

Equilateral triangle: all sides are the same length

Isosceles triangle: at least 2 sides are the same length
Scalene triangle: no sides are the same length
Triangles
Scalene Triangles
3.6

3.6

© Bright Concepts 4 Teachers

Quadrilaterals
I can classify two-dimensional figures by using the presence or absence of
4.G.2 parallel or perpendicular lines, or angles of a specific size. I can recognize
and identify right angles.

Directions: Cut around the outside edge of each pocket. Glue the sides and bottom only. Cut out
the quadrilaterals on the next page and sort them into the correct pockets.
**Hint: Some shapes may fit into more than one category.

1 set of 2 or more
parallel sets of
lines parallel
lines

No sets Has
of parallel perpendicular
lines lines © Bright Concepts 4 Teachers

Quadrilateral: a polygon with 4 sides

Parallel lines: two lines on a plane that never meet. They are always the
same distance apart.
Perpendicular lines: lines that form a right angle.
Quadrilaterals

© Bright Concepts 4 Teachers

Lines of symmetry
4.G.3 I can recognize, draw, and identify lines of symmetry for
a two-dimensional figure.
Directions: Cut around the outside edge of each foldable. Glue the center square only. Draw lines
of symmetry according to the directions in the center of each square.

Draw the line

of
symmetry
for each
shape.

© Bright Concepts 4 Teachers

Lines that divide a symmetric figure into congruent halves are

called lines of symmetry.
Lines of symmetry

© Bright Concepts 4 Teachers

Example pictures of Measurement and Data

© Bright Concepts 4 Teachers

Example pictures of Measurement and Data

© Bright Concepts 4 Teachers

Example pictures of Measurement and Data

© Bright Concepts 4 Teachers

Example pictures of Measurement and Data

© Bright Concepts 4 Teachers

Example pictures of Measurement and Data

© Bright Concepts 4 Teachers

Example pictures of Measurement and Data

© Bright Concepts 4 Teachers

Example pictures of Measurement and Data

Bright Concepts 4 Teachers ©2014

Measurement Units
I know relative sizes of measurement units within one system of
4.MD.1
units. I can compare larger and smaller units within a single
system of measurement.
Directions: Cut around the outside edge of each foldable. Glue the top tab only. Cut out the units
of measurement below. Glue them on the correct unit foldable from smallest unit to largest unit.

3.6 3.6 3.6

3.6 3.6 3.6

minute milligram hour pound

(min) (mg) (hr) (lb)
gram ounce kilogram second
(g) (oz) (kg) (sec)
© Bright Concepts 4 Teachers
Measurement Units
3.6 3.6 3.6

3.6 3.6 3.6

inches meter centimete

(in) (m) (cm)

quart yards gallon

(qt) (yd) (g)
cup millimeter feet
(c) (mm) (ft)
© Bright Concepts 4 Teachers
Measurement Conversion
4.MD.1 I can record equivalent measurements in a two-column table.

Directions: Cut around the outside edge of each flap book. Glue the side tab only. Write the
equivalent measurement in the second column.

1 ft ___ in 1 yd ___ ft
2 ft ___ in 2 yd ___ ft
3 ft ___ in 3 yd ___ ft
Conversion Table: Feet to Inches

Conversion Table: Yards to Feet

4 ft ___ in 4 yd ___ ft
5 ft ___ in 5 yd ___ ft
6 ft ___ in 6 yd ___ ft
7 ft ___ in 7 yd ___ ft
8 ft ___ in 8 yd ___ ft
9 ft ___ in 9 yd ___ ft
10 ft ___ in 10 yd ___ ft
© Bright Concepts 4 Teachers
4.MD.2 Distance Problem solving

Amy is training for a race. On Day 1, she ran 5 miles, which was 1/3 the
distance she ran on Day 3 and ½ the distance she ran on Day 2. How
many miles did she run over the
3-day period?

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

© Bright Concepts 4 Teachers

4.MD.2 Time Problem solving

John is 4 months older than Jacob. Lori is six months younger

than Jacob. If John’s birthday is in April, in which months are
Lori’s and Jacob’s birthdays?

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

© Bright Concepts 4 Teachers

4.MD.2 Volume Problem solving

Matt made a frozen yogurt shake with 10 ounces of milk and some
cherry frozen yogurt. He used the mixture to fill three 4-ounce
glasses and had 3 ounces left over. How much frozen yogurt did
he use?

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

© Bright Concepts 4 Teachers

Money Problem Solving

Movie Theatre Snacks

small popcorn $2.25

large popcorn $5.00

small drink $2.75

large drink $3.40

candy $1.99

Movie Theatre Snacks

small popcorn $2.25

large popcorn $5.00

small drink $2.75

large drink $3.40

candy $1.99

© Bright Concepts 4 Teachers

4.MD.2 Money Problem solving

Eric spent $11.99 on movie theatre snacks. He bought 2 of

one thing and 1 of another thing. What did he buy?

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

© Bright Concepts 4 Teachers

4.MD.2 Money Problem solving

Molly bought two snacks at the movie theatre. The cashier

told her she owed $5.49. Why is the cashier incorrect? What
did Molly purchase?

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

© Bright Concepts 4 Teachers

Perimeter of Rectangles
I can apply the area and perimeter formulas for rectangles in
4.MD.3
real world and mathematical problems.

Directions: Cut around the outside edge of each pocket. Glue the top tab only. Solve for the
perimeter under each flap.

16 cm
12 ft 2m
23 m
9 ft 14 cm

5 km 18 yd
11 in

11 in 7 km
4 yd
© Bright Concepts 4 Teachers

Perimeter: the distance around a two-dimensional shape.

Rectangular Perimeter Formula: 2(w + h) 6
2(6+2)=16 OR 6+6+2+2=16 2
Area of Squares & Rectangles
4.MD.3 I can apply the area and perimeter formulas for rectangles in
real world and mathematical problems.

Directions: Cut around the outside edge of each flap book. Glue the back of the top section only.
Solve for the area underneath each picture.

7m 40 in

16 m 42 in

© Bright Concepts 4 Teachers

Area: the size of a surface

Area Formula for Rectangles: A= length x width 6
A= 6x2 2
A= 12
Area of Squares & Rectangles

5 in

4 yd
28 in

32 yd
13 km

4 km
19 ft

14 ft

© Bright Concepts 4 Teachers

Perimeter
4.MD.3
Problem Solving

The perimeter of the rectangular school yard is 72

feet. The width of the rectangle is 6.
What is the length? Explain.

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
Perimeter _______________________

© Bright Concepts 4 Teachers

Area
4.MD.3
Problem solving

The area of a rectangle is 48 square inches. The width of the

rectangle is 12. What is the length? Explain.

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
Area _______________________

© Bright Concepts 4 Teachers

Perimeter and Area
4.MD.3
Problem Solving

A rectangle has an area of 64 square inches. Which has a

greater perimeter, Rectangle A with the dimensions 16x4 or
Rectangle B with the dimensions 32 x 2?

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

© Bright Concepts 4 Teachers

Line Plots
I can make a line plot to display a data set of measurements in
4.MD.4 fractions of a unit. I can solve problems involving addition and
subtraction of fractions by using information on a line plot.
Directions: Cut around the outside edge of each flap book. Glue the top tab only. Use the table to
create a line plot under each flap. Remember to label your line plot.

Miles
Ran
1 2 3 5 6 8 9 10
Day
2 6 5 3 4 3 2 1

Weight 2 3 4 5 6 7 9
# of
puppies 2 4 4 3 0 2 1
© Bright Concepts 4 Teachers

Line Plot: shows data on a number line with x or other marks to show
frequency. x
x
x x
x x x x
Line Plot
4.MD.4
Problem solving

The P.E. coach recorded how many laps his students

ran last week. How many students ran more than 3
laps?

What is the problem asking?

Running Laps
x
x
x x
x x
x x x
x x x
x x x x x x

Laps run

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

© Bright Concepts 4 Teachers

Angles and Circles
4.MD.5 I can measure an angle with reference to a circle.

Directions: Cut around the outside edge of the flap book. Glue the center hexagon only. Write
your answer under each angle measure.

12 ͦ

30 ͦ What 55 ͦ
fraction of a
circle
matches
each given
angle
4 ͦ measure? 10 ͦ

25 ͦ

© Bright Concepts 4 Teachers

Angles and Circles
4.MD.5 I can measure an angle with reference to a circle.

Directions: Cut around the outside edge of each flap book. Glue the top only. Find the measure of
each angle in degrees. Write your answer under each flap.

© Bright Concepts 4 Teachers

Measuring and Sketching Angles
4.MD.6 I can use a protractor to measure and sketch angles
with whole-number degrees.
Directions: Cut around the outside edge of each flap book. Measure and sketch the angles as
indicated on each flap. Glue them in your notebook.

Measure Sketch a 65 ͦ angle

_____ ͦ

Measure Sketch a 35 ͦ angle

_____ ͦ

Measure Sketch a 130 ͦ angle

_____ ͦ
© Bright Concepts 4 Teachers
Measuring and Sketching Angles
*** Each student will need a protractor to measure the given angles
on the previous page. If you don’t have a class set of protractors,
please use these.
Unknown Angles
4.MD.7 I can recognize angle measures as additive, and solve addition
and subtraction problems to find unknown angles.

Directions: Cut around the outside edge of each rectangle. Glue the left side with the picture
only. Write your answers under each flap.

Write an equation.
55 ͦ
x Solve for the unknown
angle.

Write an equation.

85 ͦ
x Solve for the unknown
angle.

Write an equation.
30 ͦ

x Solve for the unknown

angle.
© Bright Concepts 4 Teachers

Angle measures are additive which means they

45 ͦ 45 ͦ+ͦ 45 ͦ = 90 ͦ
can be decomposed or split up into smaller angles.
Complimentary angles are angles that add up to
45 ͦ
90 ͦ.
Example pictures of Numbers & Operations-Fractions(NF)

© Bright Concepts 4 Teachers

Example pictures of Numbers & Operations-Fractions(NF)

© Bright Concepts 4 Teachers

Example pictures of Numbers & Operations-Fractions(NF)

© Bright Concepts 4 Teachers

Example pictures of Numbers & Operations-Fractions(NF)

© Bright Concepts 4 Teachers

Example pictures of Numbers & Operations-Fractions(NF)

© Bright Concepts 4 Teachers

Example pictures of Numbers & Operations-Fractions(NF)

© Bright Concepts 4 Teachers

Example pictures of Numbers & Operations-Fractions(NF)

© Bright Concepts 4 Teachers

Example pictures of Numbers & Operations-Fractions(NF)

© Bright Concepts 4 Teachers

Example pictures of Numbers & Operations-Fractions(NF)

© Bright Concepts 4 Teachers

Equivalent Fractions
I can explain why a fraction is equivalent to another fraction, as
4.NF.1
well as, recognize and generate equivalent fractions.

Directions: Cut around the outside edge of the flap book. Glue the side tab only. Write a
definition for each term and show an example under each tab.

Numerator

Denominator

Equivalent
Fractions
© Bright Concepts 4 Teachers

Numerator: tells the number of equal parts described

Denominator: tells how many equal parts there are in all
Equivalent fractions: when two fractions name the same amount
Equivalent Fractions
4.NF.1 I can explain why a fraction is equivalent to another fraction, as
well as, recognize and generate equivalent fractions.

Directions: Cut around the outside edge of each tab. Glue the top flap only. Write your answers
under each flap to create equivalent fractions.

A fraction A fraction A fraction

equivalent equivalent equivalent
to ½ is… to 2/3 is… to 3/4 is…

A fraction A fraction A fraction

equivalent equivalent equivalent
to 1/12 is… to 1/6 is… to 1/4 is…

A fraction A fraction A fraction

equivalent equivalent equivalent
© Bright Concepts 4 Teachers

to 3/8 is… to 1/10 is… to 1/3 is…

Comparing Fractions
4.NF.2 I can compare two fractions with different numerators and
different denominators.
Directions: Cut around the outside edge of the rectangle. Glue it into your notebook. Cut out the
>,= and < symbols. Glue them in the circles to make the number sentences true.

2 3 5 1
8 5 20 4
7 2 4 1
10 3 8 3
6 3 9 3
12 6 15 5
1 5 3 2
3 7 8 10

> > < =

> < = =
© Bright Concepts 4 Teachers
Common Denominator
4.NF.2 I can compare two fractions with different numerators and
different denominators.
Directions: Cut around the outside edge of the flap book. Glue the side tab only. Compare each
set of fractions by finding a common denominator.

1 and 2
Compare each set of fractions by finding a common denominator.

3 5
5 and 1
6 9
1 and 3
5 8
3 and 2
8 6
2 and 5
9 8
© Bright Concepts 4 Teachers
Adding Fractions
4.NF.3 I can understand addition and subtraction of fractions as joining and
separating parts of the same whole.
Directions: Cut around the outside edge of the flap book. Glue the top tab only. Look at the
pictures/number sentences on top of the tabs. Write an addition sentence and solve under
each flap.

+ +

1 3 4 12
+ +
11 11 18 18

7 +
13
+
23 23
© Bright Concepts 4 Teachers
Subtracting Fractions
4.NF.3 I can understand addition and subtraction of fractions as joining and
separating parts of the same whole.
Directions: Cut around the outside edge of the flap book. Glue the top tab only. Look at the
number sentences on top of the tabs. Draw a picture and solve under each flap.

5 2 9 4
- -
8 8 12 12

19 8 6 5
- -
25 25 7 7

14 6 7 3
- -
18 18 9 9
© Bright Concepts 4 Teachers
Decomposing Fractions
4.NF.3 I can decompose a fraction into a sum of fractions with the same
denominator in more than one way.
Directions: Cut around the outside edge of each rectangle. Glue the left square only. Cut on the
dotted line to create two flaps. Use different colors to shade in the boxes to decompose the
fraction in two different ways. Write a matching number sentence under each flap.

5
7

7
9

9
12
© Bright Concepts 4 Teachers

When you decompose a fraction you are taking it apart.

Ex: 6/7 = 2/7 + 3/7 + 1/7
Adding Mixed Numbers
4.NF.3 I can add or subtract mixed numbers with like
denominators.
Directions: Cut around the outside edge of the flap book. Glue the right and left tabs only. Cut on
the center lines. Look at the addition sentences on each tab. Solve the problems under each tab.
You may use pictures or models to prove your answers. Make sure your answer is in the
simplest form.

1 1 4 2
2 3
+ 5 3 1 7
+ 4 7

2 1 1 5
7 4
+ 3 4 5 9
+ 3 9

1 2 6 7
4 4
+ 3 4 6 8
+ 1 8

2 2 5 7
8 3
+ 6 3 1 10
+ 1 10

© Bright Concepts 4 Teachers

Subtracting Mixed Numbers
4.NF.3 I can add or subtract mixed numbers with like
denominators.
Directions: Cut around the outside edge of the flap book. Glue the right and left tabs only. Cut on
the center lines. Look at the subtraction sentences on each tab. Solve the problems under each
tab. You may use pictures or models to prove your answers. Make sure your answer is in the
simplest form.

7 3 3 2
15 10 10 10
- 8 5
- 7 5

2 1 3 1
10 4
- 1 4 14 8
- 6 8

5 1 5 2
11 9
- 2 9 13 6
- 11 6

5 7 5 6
19 11
- 8 11 17 12
- 8 12

© Bright Concepts 4 Teachers

Adding Fractions
4.NF.3
Problem solving

Vera and her sister Linda made homemade cookies with their mother.
Vera made 3/6 of the batter with chocolate chips. Linda made 2/6 of the
batter with sprinkles. What fraction of the cookies are made with
chocolate chips or sprinkles?

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

© Bright Concepts 4 Teachers

Subtracting Fractions
4.NF.3
Problem solving

This afternoon Blake left school, he rode the bus 7/16 of a

mile. Then, he walked 1/16 of a mile to get home. How much
further did Blake ride the bus than walk?

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
_______________________
_______________________
_______________________
_______________________

© Bright Concepts 4 Teachers

Multiplying Fractions
I can apply and extend previous understandings of multiplication to
4.NF.4 multiply a fraction by a whole number.

Directions: Cut around the outside edge of the flap book. Glue the top tab only. Use the number
line to help you solve the given number sentence. Show your work and write your answer
under the flap.

0 2 7
4 4
1
10 x 4 =

0 1 8
2
1 2

7 x 2 =

0 1 8 10
© Bright Concepts 4 Teachers

10 10 10
9
9 x ? = 10
Multiplying Fractions
4.NF.4 I can apply and extend previous understandings of multiplication
to multiply a fraction by a whole number.

Directions: Cut around the outside edge of each tab. Glue the top flap only. Write your answers under
each flap. Simplify your answer and write it as a proper fraction or as a whole or mixed number.

3 x 7 x 5
8
3= 10
3= 4 x
6
=

8 2 x 3
4 x =
9 7
3= 9 x
4
=

1 x 5 x 7
7= 5= 8 x =
© Bright Concepts 4 Teachers

8 6 10
Multiplying Fractions
4.NF.4
Problem solving

Jackson drank 1/2 of a bottle of water each day at lunch.

Gavin drank 3 times as much water as Jackson. How many
bottles of water does Gavin drink each day?

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

_______________________
_______________________
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© Bright Concepts 4 Teachers

Multiplying Fractions
4.NF.4
Problem solving

Bart owns 3 acres of farmland. He grows corn on 2/5

of the land. On how many acres of land does Bart
grow corn?

What is the problem asking?

Show your thinking

Answer How did you solve the problem?

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© Bright Concepts 4 Teachers

Equivalent Fractions with 10 & 100 as a
Denominator
4.NF.5 I can express a fraction with denominator 10 as an equivalent fraction with denominator
100, and use this technique to add two fractions with those denominators.
Directions: Cut around the outside edge of each rectangle. Glue the left tab only. Write the
equivalent fraction in the second column.

1 90
10 100 100 10
6 20
10 100 100 10
8 70
10 100 100 10
3 40
10 100 100 10
5 60
10 100 100 10
2 30
10 100 100 10
© Bright Concepts 4 Teachers
Adding Fractions with 10 & 100 as a Denominator
I can express a fraction with denominator 10 as an equivalent fraction with
4.NF.5 denominator 100, and use this technique to add two fractions with those
denominators.
Directions: Cut around the outside edge of the rectangle. Glue the left tab only. Add the
fractions. Write you answer in the second column.

1 15
10
+ 100
=
7 9
10
+ 100
=
59 4
100
+ 10
=
26 3
100
+ 10
=
9 5
10
+ 100
=
2 61
10
+ 100
=
8 13
10
+ 100
=
4 6
100
+ 10
=
© Bright Concepts 4 Teachers
Decimals
4.NF.6 I can use decimal notation for fractions with denominators 10 or
100.

Directions: Cut around the outside edge of each rectangle. Glue the left side with the picture
only. Shade in different amounts of cubes on the hundreds flat. Write your answers under
each flap to match your drawing.

Fraction Fraction

Decimal Decimal

Fraction Fraction

Decimal Decimal

Fraction Fraction

Decimal Decimal

Fraction Fraction
© Bright Concepts 4 Teachers

Decimal Decimal
Comparing Decimals
I can compare decimals to the hundredths by reasoning about their size,
4.NF.7 recognizing comparisons are valid only when the two decimals refer to the
same whole, and using symbols >,=, or < to justify my answers.
Directions: Cut around the outside edge of each rectangle. Glue the center circle only. Use the
hundreds flats to model each decimal on top of the flaps. Glue the hundreds flats under the
correct flaps. Write >,=, or < in the circle to make your statement true.

0.43 0.4

0.21 0.12

0.7 0.80

0.4 0.33
© Bright Concepts 4 Teachers
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