June 5th

Oh the end of the year is here….We visited grade 5 today for our Move Up Day, of course we still don’t know which class or who will be in our class but we know our teachers will do their best. Grade 5 looks to be quite a challenge, but one we are up for!


Next week is our final week and here is the plan:


Monday is a normal week B, the only difference is we will watch the Grade 5 students cross the bridge over to the Middle School (It’ll be us next year!) Tuesday is still normal but we have a leavers assembly via Zoom. Wednesday will be our last day with our class celebration taking place as well. We are hoping that you can send in a snack to share, students have also requested to watch a movie, have a dance party, and wear their pajamas! We will also get our yearbooks on Wednesday. The day ends at 12:00, and that is a wrap.


What a wild year it has been, but a great one, an interesting one.

May 29th

Drawing, dancing, coloring and creating were in store for us each morning during the Arts Week at UNIS. And the creativity didn’t stop there. Our grade 4 students have been extremely busy focusing on How We Express Ourselves, throughout everything they have been doing this week. They have been writing and performing poetry, learning new skills using digital technology, using those new technology skills to help make a performance of their Readers Theater even that much more exciting, and finding out how shapes express themselves and how they have identifiable properties. There is a flurry of activity taking place in the grade 4 wing of the campus.

A couple of quick reminders to have a chat with your child about:


  • Why we have to wear masks at school and perhaps provide them with a few extra as they get pretty sweaty throughout the day
  • Appropriate use of language as we have some students who are using language their grandparents wouldn’t want to hear
  • Hydration and how our bodies need water to thrive and survive- some of our students are thinking they are camels but even camels need water 
  • The importance of being kind to others, everyone is doing their best right now, and we know we all get hot and tired and grumpy but being kind is essential


We are talking to the students about the above messages, however, a partnership between teachers and parents is essential for success for all.


We have integrated tech this week and produced a short recording of our favorite poems written last week. We used the maker space to record on the green screen and a workshop showed us how to use a green screen APP to produce the final piece. Check it out on SeeSaw! A great process with skills gained by all for future use 🙂

Unit of Inquiry:

This week we continue to ‘express ourselves’ with stop motion animation and custom audio design.  Students have learned advanced techniques for recording motion capture using a variety of readily available objects (i.e. clay, erasers, staplers, pencils…you name it!).  Stop motion recordings are then imported into iMovie for creating custom sound effects and character voices, bringing to life those inanimate objects. 


This week we have begun to dig deeper into an investigation into shapes. We have been making connections between language and history and the precise language used to describe shapes geometrically.

<iframe width=”629″ height=”354″ src=”https://www.youtube.com/embed/WqzK3UAXaHs” frameborder=”0″ allow=”accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture” allowfullscreen></iframe> 

How would you sort these shapes? What are their properties? What precise vocabulary would you use to describe them?




May 22, 

Happy Wellness Week! This past week we celebrated our UNIS community through a daily wellness workout via Zoom. We connected with our friends around the world and our school campus by doing yoga, aerobics, and fitness challenges all led by our PE Department. Celebrating Wellness Week was unique as we danced, stretched, and practiced mindfulness all the while in a mask and remaining physically distant from each other- challenging times! This next week will be Arts Week so we are looking forward to celebrating Arts in some unique ways.

Remember way back when we had our Market Service Day in Grade 4? We raised a lot of money for the various local organizations that UNIS supports. We finally got the chance to donate our money during the International Day of Giving. Here is a photo of our donations making their way to the Advancement Office.

Swimming will start this next week- check out these important reminders! The swimming unit will run from May 25th to June 9th for Grades 1-5. 

Any student that is not swimming will be participating in a physical fitness program during the PE lesson. 

There will not be any borrowing of swimming costumes, goggles, caps, or towels during this time.

Please review the UNIS Swim Guidelines below:

ES Swimming Essentials

At UNIS we have a committed and passionate group of swimming instructors keen to get every single elementary pupil to a good technical level of swimming where they can enjoy all the joys of a life in water, well after leaving school. Swimming is a life skill with numerous health benefits and obvious safety benefits.

With this in mind, we have a few expectations before lessons even take place and these are vital in ensuring pupils take ownership and responsibility which is part of the learning process. The communication of pupil-teacher-parent is therefore extremely important for the swimmer to succeed.

Swimming Costumes – Girls must wear a one-piece costume during swim lessons and boys can either wear trunks or shorts. Note that baggy shorts can inhibit the swimmer’s progress. UNIS costumes are available from ‘The Shop’, which is situated outside the gymnasium. Please label your child’s swimming costume.

Swimming Caps – These are essential for pupils with long hair for both hygiene and clearance purposes. Silicone caps provide a good fit with latex caps often being extremely tight. Cloth caps can also be a good alternative for the younger swimmers.

Goggles – Goggles can be an extremely important part of a swimmer’s experience. Good fitting goggles can promote confidence and exploration whereas ill-fitting goggles, which let water in, can have a negative effect on certain swimmers. Molded nose bridges rather than adjustable nose pieces are recommended. To test, push the goggles on the face without the strap and if they stay put then they fit well. Masks are not allowed during lessons as they affect the natural breathing process. Finally, goggles should be changed regularly as the rubber seal wears out causing leakage.

If you have any questions, please contact the Aquatics Manager.


In reading this week we worked on perfecting our fluency and phrasing as we recorded our Readers Theater. We challenged ourselves by working with our friends and remaining focused. We offered each other constructive feedback on our performances and took risks to add characterization to our oral presentations. We also mapped out our stories to see the connection between our narrative writing and Readers Theatre.

Unit of Inquiry

Last week, our narratives were based on Distance Learning, sharing our thoughts and experiences through the application of Adobe Sketch.  This week, students will tell the story of when we came back to school, using the application Adobe Spark Video.  Students will sift through various video clips of the first week back at school and compile them into a cohesive narrative.  Additionally, students will have access to stock footage and copyright free music to complete their videos.  Once published onto Seesaw, students will be given the opportunity to send their videos to our Advancement office to share with other schools around the world, schools that might be considering reopening their campuses.  


This week we have continued to look at ways to model, compare, and represent fractions through different materials. We have investigated what happens when the size of the whole has changed and have applied our learning to a real life problem of a soup seller filling orders of pho. Here is a taste of the problem solving we have done this week.

These are Cuisenaire rods. They are a fantastic tool to use to compare fractions and develop and model the conceptual understanding of the relationship between the numerator and denominator. Ask your student questions like “If the light green rod is one half. Which rod is the whole?” or “If the orange rod is a whole, what fraction are the other rods?” Here is a link for online Cuisenaire rods. This site will give free online access through the end of June when you press “REDEEM”  and use the code CLOSURES2020SCHOOL.



We have been exploring a range of poetry, reading poems together and performing spoken word examples in class. We have dissected a selection of poems and song lyrics to discover  key parts included by authors young and old. We have  identified some different forms of poetry and have begun to write our own, finding out along the way that we are great poets! We plan to express ourselves by performing our works next week, using the green screen in the Maker space

Posted in 4B

May 15, 2020

Wow, it is so good to be back in the classroom with our students. Their ability to just get back into the swing of things but with a new sense of independence and resilience is inspiring. As you’re well aware we’re trialing something new in grade four for the remainder of the year- we have 4 subject areas and the teachers rotate. So far this new schedule has worked out beautifully, students are getting exposure to four different teachers throughout the day.


In Math, we have been flexing our problem-solving muscles by investigating the secret of a card trick (https://www.youtube.com/watch?v=HX2mTA_6EJE&feature=emb_logo), finding twelve different pentominoes (https://www.youtube.com/watch?v=wZ1E_CM7MqA), and showing our understanding of fraction concepts that were explored during Distance Learning. How would you answer:


In Writing, 

We have been using Book Week activities as a platform to launch some great story writing across grade 4. We read ‘Where The Wild Things Are’ together and had fun creating monsters at the start of the week. We built our stories around this and worked on describing the habitat and the characters. We played some word association games and continued to work on the plot of our stories. Look out for Seesaw updates for the ending to this tale…….


In Reading, we have been spending our time getting reacquainted and reflecting upon our distance learning experience. The purpose of reflecting was to connect to our Where We Are In Place and Time unit of inquiry. As the ‘reading’ teacher it has been fun and enlightening reflecting with each of the classes as I have been along with them on this Distance Learning journey. Today, we got the reaction of, “please don’t let me see that website again!” from some of our students, while others wanted to check out what was happening in week 13. We have also begun checking in with students reading progress with the Developmental Reading Assessment. We definitely want to keep up with our reading nightly, what a great way to decompress from a long hot day of learning. Please be sure to ask students what they are reading and where are their books. Everyone should be reading for at least 30 minutes a night.


In Unit of Inquiry


Where We Are In Place and Time is the theme of this week’s Unit of Inquiry, and what a historic time to be in!!  We have also been incorporating How We Express Ourselves into our Unit of Inquiry time, a unit that has been ongoing throughout the year.  Everyone has a story to tell over the last 14 weeks of COVID-19 and distance learning.  Being one of the first schools to implement distance learning, and one of the first schools to return back to campus, that story is both compelling and historic.  Using the application Adobe Sketch, students in grade 4 have been constructing their stories using a variety of multimedia.

Week 20 in 4B

Market Day

This week two of our groups connected with their Service Learning Group from the High school. They discussed their ideas for action and handed over the money they had raised from their Market Day stall.


Mapping Our Journeys

This week we have been experimenting with the idea of Sketch-noting to chart our learning journey over the last two units of inquiry.

Here is a link from Heidi’s dad (Grade 5 teacher) about this concept https://www.verbaltovisual.com

Here are a few examples of our work.


Have a great break over TET







Week 19 in 4B

Market Day

Wow!!!!! What an amazing job the the students from 4B did on Market Day. Despite having to move inside due to the high AQI the day was an outstanding success on so many levels.

4B raised over 9 320 000 VND and as a grade we raised over 27 000 000VND

The children completed SEE SAW posts about their experiences preparing for Market Day.

Here is Amelia Harman’s SEE SAW post which captures her reflection about the process.

Market Day 2020

My groups name eas Team Toys. We sold Fluffy slime in a box and in a cup and stress balls and popcorn, (cheese, caramel and salt) I discovered stress balls are not as easy as they look to make. I learned how hard it is to have a business even for only 2 hours and it takes lots of work and cooperation. I am proud of the way my group worked together we had some fights but we worked it out as a team. NowI understand more about setting up a business and how you have to research prices before you buy something to see which one is cheaper. The most important thing I have learned is how to set up a business. I am still confused about how we are going to get the money to the Chuc Son orphanage.  My group is donating to Chuc Son orphanage in Vietnam. We are donating to this place to help kids with disabilities have some fun so we are going to buy toys for them as a team. I was really interested when we got to make the things and sell the things. This will help me in the future in a high school service group or if i want to be a shop keeper or work at a shop. Something I would love to do again is work with my team. Something I did well in this was working with my team and coming up with ideas. When I think about what i have learned I feel happy and surprised because we got all that work done. We are donating 3050 000 VND to the orphanage with children who have disabilities. I have grown as a learner because know I know how to set up a business I have changed my thinking about Market day being hard because it wasn’t as hard as Ii thought it would be.

Here are some photos from the day.




In Maths this week we have been looking at factors and multiples as part of our Multiplication Unit.



Week 18 in 4B

Week 18 in 4B

Welcome back after the Winter break-it was wonderful to see all the students and hear about their holiday adventures.

Market Service Day

The students are very excited about Market Service Day next Tuesday-14 January.  Some children will arrive home today with an envelope containing money. This is the money that they have allocated to buy things for their stall. We have asked them to provide a receipt for any money spent (if they cant get a receipt just write one out on a piece of paper).

Please Note:

Their pricing was completed using the online L’s Website-I’m sure many of the ingredients can be sourced cheaper elsewhere which would assist greatly in reducing their costs. The lower they can make their costs, the greater their profit will be on Market Service Day.

Please check with your child about their plans for the day-some are planning of getting together to make things before Market Service Day.

Within the Transdisciplinary Theme of “How We Organise Ourselves” Grade 4 students investigated just how much market forces can affect the value of goods or services. They have discovered that determining the price of a product is a complicated matter. To make this as realistic an experience as possible the Grade 4 students have become Social Enterprise entrepreneurs.

All the money they raise will go towards taking action towards an SDG of their choice!

O​n ​Tuesday 14 January ​they will attempt to sell their products or services to an excited band of consumers, namely the students of Grade K2, 1, 2, 3 and 5.

Here is a copy of the email that was sent out earlier in the week

” Dear Parents,  

Happy New Year! 2020 is off and running with Market Service Day just around the corner. Market Service Day is on Tuesday, January 14th from 10:45-12:00. Students have been working incredibly hard on creating a small service or business for Market Service Day and we greatly appreciate your support. 

On Friday, groups will be coming home with their business loan money. Parents should be expecting students to ask to get together with their business partners over the weekend to shop and make their product so that it is ready for Tuesday. Students are aware that they need to keep any and all receipts for the business office, but your help to remind them would be appreciated.  Also, please be prepared to offer up some supervision if required in the kitchen (heat, knives…..). “

Each student has a copy of their Business plan on Google Drive and a job list in their bag. Please make sure they remember to bring their equipment and/or product to school either on Monday or Tuesday,

Here are some photos of the students making posters this week:



We are about to begin a Multiplication and Division unit of work.

Here are the Standards that we will be working towards over the coming weeks

Multiplication and Division

Outcome: MA2-6NA uses mental and informal written strategies for multiplication and division


Recall multiplication facts up to 10 × 10 and related division facts (ACMNA075)

  • count by fours, sixes, sevens, eights and nines using skip counting
  • use the term ‘product’ to describe the result of multiplying two or more numbers, eg ‘The product of 5 and 6 is 30’
  • use mental strategies to build multiplication facts to at least 10 × 10, including:
  • using the commutative property of multiplication, eg 7 × 9 = 9 × 7
  • using known facts to work out unknown facts, eg 5 × 7 is 35, so 6 × 7 is 7 more, which is 42
  • using doubling and repeated doubling as a strategy to multiply by 2, 4 and 8, eg 7 × 8 is double 7, double again and then double again
  • using the relationship between multiplication facts, eg the multiplication facts for 6 are double the multiplication facts for 3
  • factorising one number, eg 5 × 8 is the same as 5 × 2 × 4, which becomes 10 × 4
  • recall multiplication facts up to 10 × 10, including zero facts, with automaticity
  • find ‘multiples’ for a given whole number, eg the multiples of 4 are 4, 8, 12, 16, …
  • relate multiplication facts to their inverse division facts, eg 6 × 4 = 24, so 24 ÷ 6 = 4 and 24 ÷ 4 = 6
  • determine ‘factors’ for a given whole number, eg the factors of 12 are 1, 2, 3, 4, 6, 12
  • use the equals sign to record equivalent number relationships involving multiplication, and to mean ‘is the same as’, rather than to mean to perform an operation, eg 4 × 3 = 6 × 2
  • connect number relationships involving multiplication to factors of a number, eg ‘Since 4 × 3 = 6 × 2, then 4, 3, 2 and 6 are factors of 12’ (Communicating, Reasoning)
  • check number sentences to determine if they are true or false and explain why, eg ‘Is 7 × 5 = 8 × 4 true? Why or why not?’ (Communicating, Reasoning)

Develop efficient mental and written strategies, and use appropriate digital technologies, for multiplication and for division where there is no remainder (ACMNA076)

  • multiply three or more single-digit numbers, eg 5 × 3 × 6
  • model and apply the associative property of multiplication to aid mental computation, eg 2 × 3 × 5 = 2 × 5 × 3 = 10 × 3 = 30
  • make generalisations about numbers and number relationships, eg ‘It doesn’t matter what order you multiply two numbers in because the answer is always the same’ (Communicating, Reasoning)
  • use mental and informal written strategies to multiply a two-digit number by a one-digit number, including:
  • using known facts, eg 10 × 9 = 90, so 13 × 9 = 90 + 9 + 9 + 9 = 90 + 27 = 117
  • multiplying the tens and then the units, eg 7 × 19: 7 tens + 7 nines is 70 + 63, which is 133
  • using an area model, eg 27 × 8
  • using doubling and repeated doubling to multiply by 2, 4 and 8, eg 23 × 4 is double 23 and then double again
  • using the relationship between multiplication facts, eg 41 × 6 is 41 × 3, which is 123, and then double to obtain 246
  • factorising the larger number, eg 18 × 5 = 9 × 2 × 5 = 9 × 10 = 90
  • create a table or simple spreadsheet to record multiplication facts, eg a 10 × 10 grid showing multiplication facts (Communicating)
  • use mental strategies to divide a two-digit number by a one-digit number where there is no remainder, including:
  • using the inverse relationship of multiplication and division, eg 63 ÷ 9 = 7 because 7 × 9 = 63
  • recalling known division facts
  • using halving and repeated halving to divide by 2, 4 and 8, eg 36 ÷ 4: halve 36 and then halve again
  • using the relationship between division facts, eg to divide by 5, first divide by 10 and then multiply by 2
  • apply the inverse relationship of multiplication and division to justify answers, eg 56 ÷ 8 = 7 because 7 × 8 = 56 (Problem Solving, Reasoning)
  • record mental strategies used for multiplication and division
  • select and use a variety of mental and informal written strategies to solve multiplication and division problems
  • check the answer to a word problem using digital technologies (Reasoning)

Use mental strategies and informal recording methods for division with remainders

  • model division, including where the answer involves a remainder, using concrete materials
  • explain why a remainder is obtained in answers to some division problems (Communicating, Reasoning)
  • use mental strategies to divide a two-digit number by a one-digit number in problems for which answers include a remainder, eg 27 ÷ 6: if 4 × 6 = 24 and 5 × 6 = 30, the answer is 4 remainder 3
  • record remainders to division problems in words, eg 17 ÷ 4 = 4 remainder 1
  • interpret the remainder in the context of a word problem, eg ‘If a car can safely hold 5 people, how many cars are needed to carry 41 people?’; the answer of 8 remainder 1 means that 9 cars will be needed


Students should be able to communicate using the following language: multiply, multiplied by, product, multiplication, multiplication facts, tens, ones, double, multiple, factor, shared between, divide, divided by, division, halve, remainder, equals, is the same as, strategy, digit.






Week 17 in 4B

This week we have concluded our investigation into addition and subtraction  with our Math Coach Ms Beth. Our final task was to plan travel routes both within Vietnam and around the world using our Maths skills.

Market day

The students  are busy preparing for Market Day which will be on January 14. Market Day is a very exciting and valuable opportunity for the students to learn to work in groups, compromise, be responsible and organise themselves.  It is common that at some point during this process students could become frustrated with their group. We work to guide students through that process so that by the end of the unit they have learned valuable social and organisational skills. Please do keep in contact with any questions or concerns that may arise.

It is also important to note that after the break your child may be receiving a loan from UNIS to purchase supplies for Market Day. This will be dependent on what they are selling.  If you purchase any supplies with your own money please keep the receipt or write a record.  We want to make sure the students are keeping track of all of their costs as part of understanding how a business operates.  Again if you have any questions feel free to ask. 

Winter Break

Have a safe and restful Winter break. Thank you for all your support over the last 17 weeks.

Mr David

Week 16 in 4B

Week 16 in 4B

Market Day Preparation

UOI: How We Organize Ourselves Update

This week we have:

  • Created Market day groups
  • Decided on a Group name, the link to a Child Right and the link to the SDG’s
  • Created a Mission Statement for our Business group
  • Created a slogan
  • Learnt about Supply and Demand
  • Learnt about Profit and Lost
  • Learnt about costs
  • Brainstormed business ideas
  • Created Market surveys to determined the “wants’ of the customers
  • Decided on a final product or service
  • Researched recipes and the costs of the ingredients

Wow-no wonder we are all exhausted after such a busy week!!!!!!!!!!!

Please be sure to check in with your child about his or her group’s progress, and look for ways to support your child as this important project moves forward.






Week 15 in 4B

New Unit of Inquiry

Central Idea: Organisations consider purpose and market forces when creating goods and services.
Lines of Inquiry

  • How organisations consider purpose and needs and wants
  • Market forces influence decision making
  • The role of social enterprises in the community
Concepts: Causation, Connection, Function
Related Concepts: Systems, Economics,  Social responsibility

Market Day

Dear Parents and Families, 

You may have heard the buzz from your child that Market Service Day is approaching. Market Service Day is one of the highlights of grade 4 and for our ES community. Through Market Service Day, students raise money to donate to an organisation that links closely with the Children’s Rights they feel most passionate about.

January 14, 2020, is the day!

We will need your support with this project over the next couple of weeks. Here is a rough outline of the happenings:

December 2-7 is a focus on business, looking at profit, market forces, supply and demand, and unique selling points. Students will be looking at the Child Rights they are passionate about and groups will be formed during this time.

December 9-14 is a focus on writing up their business plan, looking at costs, and applying for their loan. Before we head out on the winter holiday students must have their plans finalised with teacher approval.

January 6-10 is finalising their product or service for Market Service Day, creating a slide/poster for the advertising campaigns and checking equipment needs. There is a very high chance that the weekend of January 11 and 12 groups will want to get together and work on their plans/product/shopping.

Please check the blog each week for any important updates from the homeroom. 

Thank you in advance for all of your support, 

Grade 4 Team


Guest Speakers 

We had guest speakers this week   from KOTO and Cousins Restaurant. It was great to hear from these two organisations as they provided  valuable insights into our current Unit of Inquiry.  IMG_9853     IMG_0157     from KOTO and Cousins Restaurant.