Market Service Day and Maths Update

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, Tuesday-14 January.  Some children arrived home Thursday with an envelope of 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 can’t 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 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…..). “


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 generalizations 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.

Posted in 4D

We Made It!

Wow, the holidays are finally upon us. Relax. I am hopeful that wherever you and your family are headed that you get to breathe in some fresh air and not think about AQI. Our students have been rockstars these last few days with the high AQI and being inside all-day long- absolute rockstars! Rest up this holiday because once we get back, lots are happening.

Once we get back from the holidays on January 6, 2020 (what?!), we will be in full Market Day swing. Students will be presenting their advertisements to the ES community, and the weekend of the 11/12 will be students creating their goods (ideally with your supervision). Market Day is Tuesday, the 14th of January, so a week after we get back!

In Math, we will dive deep into multiplication and division, so you might want to start practicing over the holidays.

The following week after Market Day is parent/student/teacher conferences on Wednesday, January 22. Followed by the Tet assembly, and then another holiday! Before you know it, we are in February.

Take care, and thank you for all of your support. Happy New Year!

Posted in 4D

Wrapping our Heads around a Mission Statement

This week we cemented our Market Service Day product after doing some market research. Students worked together to create google forms and then gave up some recess time to go an interview with students G1-5 about what goods or services they would be willing to buy. Companies then got together, analyzed their market research and decided upon the goods they would sell on Market Service Day. We then looked at mission statements from some different companies to create our own. Currently, students are working on their business plans and early next week they will be costing their materials. It has been a fun process thus far and students are enjoying talking about the unique selling points of their company- for instance three of the four groups are female-owned and operated companies that support local women’s organizations- so the idea of women building up women is strong.


Posted in 4D

How We Organize Ourselves Market Service 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 organization 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 finalized with teacher approval.
January 6-10 is finalizing 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

Posted in 4D

Reminder about Open Classrooms

We warmly invite you to our Elementary School Open Classrooms –  Tuesday 19th November.

 What are Open Classrooms?

On the day, at selected times, our classrooms are open for you to observe lessons that put the philosophy and pedagogy of the Primary Years Programme into practice.

 Purpose of Open Classrooms

Open Classrooms is for parents to get an insider’s view of what life is like inside the classrooms at UNIS.  By opening up our classroom doors we would like to give parents a glimpse of student-centered, constructivist teaching and learning in action. We aim to demonstrate our inquiry-based teaching philosophy which is central to our identity as an IB school.

 How does it work?

  • Classrooms across all subject areas in the ES will be designated as ‘open house’ events for certain lessons – 19th November 2019.
  • A minimum of two lessons will be designated as ‘open’ in your child’s homeroom class
  • All specialist lessons will be designated as ‘open’
  • Parents may attend any of their child’s open lessons – both homeroom classes and specialist lessons.
  • Parents may only visit open lessons in classes that their child attends.
  • Please be aware that not all lessons are designated as ‘open’.  Be sure to check the schedule below

 4D Schedule

 The designated lessons for 4D are:

 Class 04                                                                    

Homeroom Teacher – Ms. Christy

Posted in 4D

Sharing the Planet- Children’s Rights and Responsibilities

Here are some photos to check out from our week: 4D A Week of Photos

This week we had an amazing provocation that got students thinking about fairness- please ask them to tell you all about it. We also inquired into one of our key concepts of perspective by reading: Voices in the Park

Our new unit is full of important vocabulary and ideas:

We continue to build our understanding of place value with addition and subtraction, working flexibly with different strategies. We are working with numbers in the tens of thousands with a lot of success.

Posted in 4D

Upcoming Sharing the Planet and Reflections on How the World Works

Dear Parents,

Wow, can you believe we just got back from holiday two weeks ago? The beach in Phuket seems a distant memory as we plow forward in our learning. Throughout SDG and leading into UN Day we focused our learning towards how humans are changing the environment and what can we do to stop those changes. We have been reading a book together about Greta Thunberg and how she has taken action on Climate Action, Global Goal #13. We also looked at how when we plant more trees we are preventing runoff that pollutes our oceans and hurts the fish. This week we are wrapping up our unit on How the World Works and moving into Sharing the Planet with a focus on Equity and Children’s Rights.

In the coming days, we’ll be launching our upcoming Unit of Inquiry, Sharing the Planet. We’ll be exploring the central idea that access to opportunities affects equity for all children. We’ll be inquiring into the rights of children, the circumstances that determine a child’s opportunity, and our responsibility towards equity.

Tuesday, we’ll be putting students into random groups where they’ll experience strikingly different perspectives of equity depending on the ‘luck of the draw’. We anticipate kids will raise compelling questions and might come home disappointed (or delighted) at the lot they’ve drawn. We encourage you to reflect together over dinner that evening.

Grateful, as ever, for your support!

Posted in 4D

Ideas for the Holiday

Hi All,

Next week is our October holiday, and while some of us may be heading off to the beach and others may just be enjoying the cooler weather in Hanoi- one thing is for sure- we want to keep learning! Nothing is better than curling up with a good book under the umbrella or laying on the couch- so be sure to have a couple of good books you’ve been eager to read.

Also, pack a deck of playing cards in the suitcase! So many fun math games can be played- here are the rules to Oh No! 99

Oh No, 99!

Overview: While older elementary students are typically engaged with larger whole numbers, many still need and benefit from practice with mental addition and subtraction of smaller numbers. In this two-person card game, players attempt to force their partner to be the one to push their jointly accumulating score above 99.

The game provides practice with adding and subtracting while also giving students the chance to think strategically.

Materials Needed: A deck of playing cards (jokers removed) for each pair of students.

Card Values and Operations:

Aces: add 1

Jacks: subtract 10

Queens: wild cards that can represent any other card in the deck

Kings: add zero

All others (2–10): add their face value

Directions for Playing the Game:

  1. One player shuffles the cards and deals four cards to each player. The undealt cards remain in a stack, face down.
  2. Players take turns playing one card at a time, adding or subtracting the value of their card to or from their jointly accumulating score.
  3. Each time a player plays a card, he or she must replace it with the top card on the face-down stack.
  4. Play continues until one player forces his or her partner to go over the score of 99.
Posted in 4D

Learning Conversations

Monday is the day that students, parents, and teachers sit down and have conversations about student learning together, reflect upon the first 6 weeks and think about the plan moving forward. Students in 4D are excited and a little nervous to share their thinking with you all. I look forward to getting back some meaningful feedback from parents and students regarding how it went since this is our first go. Please remember to bring your child to the Learning Conversations.

This week we have been focusing on weathering, erosion and slow changes to the Earth’s surface. Next week and the week after the break, we will be looking at fast changes to the Earth’s surface and the human impact on changes to the Earth’s surface. Students are working towards demonstrating what they understand about the changes both slow and fast. For our final project, students will be designing a demonstration that will show what they understand about how the Earth’s surface changes over time. Students will be designing their demonstrations the week of October 14-18, and the week of October 21-25 students will be sharing their projects.

Next week in Maths our focus will be:

  • I can read and write a number in word form and standard form.
  • I can compose and decompose numbers using expanded form and alternatives (i.e. 746 can be decomposed by place value as 700 + 40 + 6. It can also be decomposed as 700 + 46, 600 + 146, 500 + 246, 699 + 56, etc).
  • I can compare numbers using place value and symbols.

This is an example of a problem we solved this week:

Juice boxes are packaged in different ways. A pack holds 10 boxes. A case holds 10 packs. A crate holds 10 cases. Some companies donated juice boxes to UNIS for the Walk A Thon. The information is below.

Company A- 1 crate, 14 cases, 3 packs, and 7 boxes.

Company B- 1 crate, 12 cases, 18 packs, and 2 boxes.

Company C- 1 crate, 13 cases, 5 packs, and 18 boxes.

Company D- 1 crate, 17 cases, 8 packs, and 9 boxes.

How many total juice boxes did each company donate?  List in order from the company who had the most juice boxes to the company with the smallest number of juice boxes.

Posted in 4D