ACCOMPLISHMENT

REPORT IN
MATHEMATICS

Department of Education
Region V
Division of Camarines Sur
Magarao District
BELL-SAN FRANCISCO ELEMENTARY SCHOOL

PROJECT LEAN (Learners Enhancement through Assessment in Numeracy)

OBJECTIVES
This school-based intervention activity in Mathematics aims to;
1. enhance pupils knowledge on computational skills in the four fundamental operations
2. encourage pupils to learn to love Mathematics through different computational activities
3. deepen teachers’ commitment in making the subject easy on the part of the pupils
4. lessen the number of non-numerates pupils from Grades 1-6

EXPECTED OUTPUT
The following are the expected output of this project,
1. increased number of numerate pupils in the four fundamental operations from Grades 1-6
2. high performance in Mathematics subject
3. improved mastery learning skills in Mathematics
4. develop love in solving computational and Mathematical problems (higher grades)

INTRODUCTION
Mathematics is a difficult subject for children to grasp. The abstract nature of the concept
often makes it challenging to explain to young learners. Teaching mathematics is easier with the
help of variety of teaching tools that makes the concept concrete and demonstrate to pupils how
they will use math in their everyday life.

Number line is the simplest, cheapest, and an important mathematical teaching tool.
When children begin to learn math, they are developing number sense. A pupil that knows 2 is a
larger number than 1 has a basic concept of number sense. Number lines gives pupils with a
concrete idea of the number system. When children begin counting or start to learn the basic
operations of addition and subtraction, number lines can help them compare and order numbers.

When developing math skills, one must also know the multiplication table. It has been a
mathematical teaching tool for years, but it remains valuable. By practicing the multiplication
table, teachers can ensure that their pupils can quickly and easily recall the basic multiplication
facts needed when they move on to more advanced concept in the higher grades.

Manipulatives are hands-on tools used in teaching realistic concepts. Teachers commonly
used blocks, popsicle sticks, marbles, and other objects in teaching. A pupil cannot understand a
mathematical word problem, for it is hard to visualize. But with the help of manipulatives,
teachers can demonstrate how the concept works. If a pupil is trying to determine what 5 plus 5
is, he/she can easily solve the problem by taking five manipulatives then taking five more. Then
all he/she must do is count to determine the sum of the numbers.

Learning how to add, subtract, multiply, and divide is only half the battle in Mathematics.
But when a pupil masters these concepts, he/she is capable in facing the battle bravely alone. For
he/she can understand mathematical problems that will be thrown to him/her. The relevance of
learning the basic operation can help a pupil apply it in real-world problems.

TEACHERS WHO ARE TEACHING MATHEMATICS

YEARS IN
GRADE & TEACHING
NAME OF TEACHER POSITION
SECTION MATHEMATIC
S
1-Love Joan V. Delfin T-1 5 years
1-Hope Arriane M. Arroyo T-1 1 year
1-Charity Josephine R. Porteria T-2 12 years
2-Ruby Rosemarie A. Baldonasa MT-1 17 years
2-Diamond Divina C. Motos T-1 1 year
3-Acacia Diana D. Abiog MT-2 20 years
3-Molave Jessica Joy A. Rocha T-2 12 years
3-Narra Caren Faye A. Rubio T-1 1 & ½ months
4-St. Barchiel Madel A. De Las Herras T-3 12 years
4-St. Michael Odessa C. Arroyo T-2 6 years
4-St. Hamaliel Joshua J. Fabie T-3 3 years
4-St. Verchiel Annie B. Ricafrente T-1 9 years
5-Scorpio Anabelle L. Altares T-3 18 years
5-Taurus Chona A. Aspe T-3 10 years
5-Gemini Noel B. Avila, Jr. T-1 10 months
6-Nightingale Lorena R. Ramboyong T-1 3 years
6-Flamingo Liezel A. Mosquera T-1 1 year
6-Robin Marra Jessica B. Rivera T-1 9 years

ACTIVITIES UNDERTAKEN
-Prepared teacher made worksheets given to pupils.
-Constructed activity sheets for intervention.
-Conducted remedial/intervention activity.

ACCOMPLISHMENTS
PRE-TEST NUMERACY TEST RESULT
Enrolment Numerates Non-Numerates
Grade Section
M F Total M F Total M F Total
I LOVE 17 14 31 12 12 24 5 2 7
CHARITY 14 15 29 11 11 22 3 4 7
HOPE 16 14 30 4 5 9 12 9 21
TOTAL 47 43 90 27 28 55 20 15 35
II RUBY 14 15 29 6 7 13 8 8 16
GARNET 14 17 31 3 7 10 11 10 21
DIAMOND 14 15 29 4 8 12 10 7 17
TOTAL 42 47 89 13 22 35 29 25 54
III ACACIA 16 15 31 1 2 3 15 13 28
NARRA 17 14 31 3 14 17 8 6 14
MOLAVE 16 14 30 0 0 0 16 14 30
TOTAL 49 43 92 4 16 20 39 33 72
IV ST. BARCHIEL 13 16 29 3 6 9 10 10 20
ST. MICHAEL 13 16 29 3 4 7 10 12 22
ST. VERCHIEL 14 15 29 3 5 8 11 10 21
ST. HAMALIEL 14 15 29 6 9 15 8 6 14
TOTAL 54 62 116 15 24 39 39 38 77
Enrolment Numerates Non-Numerates
Grade Section
M F Total M F Total M F Total
V SCORPIO 17 13 30 5 6 11 12 7 19
TAURUS 17 13 30 4 5 9 13 8 21
GEMINI 16 13 29 7 4 11 9 9 18
TOTAL 50 39 89 16 15 31 34 24 58
VI NIGHTINGALE 14 13 27 1 0 1 13 13 26
FLAMINGO 14 13 27 0 0 0 14 13 27
ROBIN 13 14 27 5 8 13 8 6 14
TOTAL 41 40 81 6 8 14 35 32 67
GRAND TOTAL 283 274 557 81 113 194 196 167 363
GRADE ENROLMENT ADDITION SUBTRACTION MULTIPLICATION DIVISION OTHER SKILLS
LEVEL M F T N NN Total N NN Total N NN Total N NN Total N NN Total
I 47 43 90 60 29 90 55 34 90
II 42 47 89 52 37 89 50 39 89 43 46 89 36 53 89
III 49 43 92 46 46 92 35 57 92 28 64 92 17 75 92 19 73 92
IV 54 62 11 67 49 116 63 53 116 65 51 116 59 67 116 38 78 116
6
V 50 39 89 60 29 89 43 46 89 66 23 89 40 49 89 42 47 89
VI 41 40 81 36 45 81 18 63 81 22 59 81 20 61 81 13 68 81
Total 28 274 55 23 29 24 30 26
3 7 321 5 557 264 2 557 224 3 467 172 5 467 112 6 378

POST TEST NUMERACY TEST RESULT

Enrolment Numerates Non-Numerates

Grade Section
M F Total M F Total M F Total
I LOVE 17 14 31 16 12 28 1 0 1
CHARITY 14 15 29 9 13 22 5 2 7
HOPE 16 14 30 4 5 9 12 9 21
TOTAL 47 43 90 29 30 59 18 11 29
II RUBY 14 15 29 6 7 13 8 8 16
GARNET 14 17 31 2 8 10 12 9 21
DIAMOND 14 15 29 3 11 14 11 4 15
TOTAL 42 47 89 11 26 37 31 21 52
III ACACIA 16 15 31 3 2 5 13 13 26
NARRA 17 14 31 7 9 16 10 5 15
MOLAVE 16 14 30 0 0 0 16 14 30
TOTAL 49 43 92 10 11 21 39 32 71
IV ST. BARCHIEL 13 16 29 8 13 21 5 3 8
ST. MICHAEL 13 16 29 5 8 13 8 8 16
ST. VERCHIEL 14 15 29 4 7 11 10 8 18
ST. HAMALIEL 14 15 29 6 9 15 8 6 14
TOTAL 54 62 116 23 37 60 31 25 56
V SCORPIO 17 13 30 7 8 15 10 5 15
TAURUS 17 13 30 10 6 16 7 7 14
GEMINI 16 13 29 11 10 21 5 3 8
TOTAL 50 39 89 28 24 52 22 15 37
VI NIGHTINGALE 14 13 27 0 0 0 14 13 27
FLAMINGO 14 13 27 3 4 7 11 9 20
ROBIN 13 14 27 6 9 15 7 5 12
TOTAL 41 40 81 9 13 22 32 27 59
GRAND TOTAL 283 274 557 110 141 251 173 131 304

GRADE ENROLMENT ADDITION SUBTRACTION MULTIPLICATION DIVISION OTHER SKILLS

LEVEL M F T N NN Total N NN Total N NN Total N NN Total N NN Total
I 47 43 90 65 23 88 58 30 88
II 42 47 89 59 30 89 52 37 89 42 47 89 36 53 89
III 49 43 92 56 46 92 48 44 92 36 51 92 21 71 92 24 68 92
IV 54 62 11 90 26 116 80 36 116 72 44 116 58 58 116 55 61 116
6
V 50 39 89 81 8 89 70 19 89 65 24 89 50 39 89 51 38 89
VI 41 40 81 53 28 81 44 37 81 36 45 81 21 60 81 19 62 81
Total 28 274 55 16 20 21 28 22
3 7 404 1 555 352 3 555 251 1 467 186 1 467 149 9 378

AVERAGE FINAL GRADES RESULT

FINAL
Grade Level 1ST 2ND 3RD 4TH
RATING
I-Hope 87 85 87 86 86
I-Love 85 87 84 84 84
I-Charity 84 86 87 87 92
85 86 86 86 87
II-Ruby 87 87 88 87 88
II-Garnet 86 87 87 88 87
II-Diamond 85 87 88 88 87
86 87 88 88 87
III-Acacia 87 83 81 83 84
III-Molave 85 85 85 86 86
III-Narra 81 84 82 83 82
84 84 82 84 84
IV-St.Barchiel 82 83 81 85 83
IV-St.Michael 82 84 85 84 84
IV-Hamaliel 81 81 85 88 83
IV-Verchiel 82 84 82 87 84
82 83 83 86 84
V-Scorpio 84 86 83 84 83
V-Taurus 84 85.5 86 86 86
V-Gemini 81 82 84 88 84
83 85 84 86 84
VI-Flamingo 80 83 82 88 86
VI-Nightangle 85 86 85 87 84
VI-Robin 83 86 87 87 86
83 85 85 87 85
General Average 83.85 84.90 84.75 86.11 85.31
eNAT POST TEST RESULT (Key Stage 1)
eNAT POST TEST RESULT (Key Stage 2)

PROBLEM ENCOUNTERED

-How can I provide enrichment within the classroom to students who are advance?
-How can I provide struggling pupils the appropriate remedial activity without compromising the
quality time of instruction for other learners?
RECOMMENDATIONS

-Focus in presenting lessons in simple and easy way for the learners to grasp the idea easily.
-Employ peer tutoring and Learning Barkada during activities.
-Provide ample activity sheets or worksheets that will enable to develop critical thinking.

CONCLUSION
Teaching Mathematics is an important vehicle for educating pupils for life by promoting
interest, developing common sense, and the power to discriminate. It is an approach which
encourages flexibility, the ability to respond to unexpected situations or situations that do not
have an immediate solution and helps to develop perseverance in the face of failure. A problem-
solving approach can provide a vehicle for pupils to construct their own ideas about Mathematics
and to take responsibility for their own learning. While these are all important mathematics
skills, they are also important life skills and help to expose pupils to a values education that is
essential to their holistic development.

PICTORIALS
Prepared by:

MARRA JESSICA B. RIVERA

School Mathematics Coordinator

Noted:

MA. ROWENA B. VILLEGAS

School Principal I