This is the presentation given to parents on Thursday, October 19th. This gives information on the learning theory that guides our instructional practices and an example of a Grade 4 classroom task.

1. Understanding Mathematics
at UNIS Hanoi and
How to Support as a Parent
Grades 2 - 5

3. Some common math myths...
UNIS Hanoi math curriculum isn’t rigorous enough.
UNIS math approach doesn’t value fluency and speed.
UNIS students math performance doesn’t compare well to other schools.
When students leave UNIS Hanoi, they are behind in their math
performance.
UNIS Hanoi students are not able to complete basic computations to a
satisfactory standard.

4. Our purpose this evening
● To help parents understand best practices in 21st century math education
● To provide strategies and ideas for parents on how to support students’
mathematical thinking and understanding at home
● To invite further dialogue on this subject
Questions - please use the post-it notes provided. If you require a response,
please leave your NAME, CHILD’s NAME AND CLASS, and your EMAIL
ADDRESS. We will follow up with an FAQ sheet, a Tin Tuc article, and responses
to individual cases.

8. Tonight’s Goals
• Have a better understanding of what learning mathematics looks like
when learning for understanding.
• Explain multiple ways to multiply numbers using visuals.
• Describe ways to help your student at home.

10. How would you answer this…
Math is _________.

14. Teaching for Understanding

15. Mathematical Worldview
Instrumental Understanding Relational Understanding

16. Instrumental Understanding
Relational Understanding

17. Instrumental
Learning

18. Addition taught with Instrumental Understanding

19. Relational
Understanding

20. Addition taught with Relational Understanding

26. Let’s do some maths…

27. This is an array.
6
8

28. This is an array.
6
8
If we didn’t remember that 6
rows of 8 is 48, could we slice
the rectangle into two parts
where we know the
multiplication fact and use
that to get the total
mentally?

29. 5 x 24
5
12 12
5 x 12 = 60
5 x 12 = 60
60 + 60 = 120

30. 5 x 24
5
20 4
5 x 20 = 100
5 x 4 = 20
100 + 20 = 120

31. 5 x 24
25
24 1
5 x 25 = 125
5 x 1 = 5
125 – 5 = 120
5

32. 5 x 24
24
10
10 x 24 = 240
½ of 240 = 120

33. You are going to make a poster.
Choose a problem.
Make a visual proof to show and justify your
thinking. Use rectangles and squares to make a
visual proof.
Include the problem and a drawing that shows
the visual solution.
Use color coding in the drawing and connect the
color coding in the math expressions.

34. Reflection
What are some A-ha moments you had?
How did the visuals help you connect to the numbers?
How did the color coding and labels help understand the expression?

36. “What is important is to deeply understand things and their relations to
each other. This is where intelligence lies. The fact of being quick or
slow isn’t really relevant.”
Laurent Schwartz

37. What are ways I can help my child?

39. What are ways I can help my child?

40. Have Conversations

41. Be Curious

42. What do you notice?
What do you wonder?

45. Ask Questions

46. Play Games

49. Resources

50. Tonight’s Goals
• Have a better understanding of what learning mathematics looks like
when learning for understanding.
• Explain multiple ways to multiply numbers using visuals.
• Describe ways to help your student at home.