act

Republic of the Philippines

Department of Education
REGION I
PANGASINAN SCHOOLS DIVISION OFFICE II
DIKET ELEMENTARY SCHOOL
UMINGAN, PANGASINAN

ACCOMPLISHMENT REPORT IN MATHEMATICS

S.Y. 2022-2023
INTRODUCTION
Math teachers find their subject easy to teach but difficult to learn. Generally, students
consider math as the hardest subject. This is a universal truth. It’s the duty of the teachers to cure
ignorance, help them as they learn and never drag students into comparison, shame or failure so
that they experience hardships in understanding the lessons.
Teaching and learning math in the new normal is really tough and truly challenging.
There will be uncertainties, anxieties and fears. Misconceptions arise and hatred for the subject
or the teacher may happen. Math teachers might fail in developing the students towards the twin
Gals of K to 12 Math Critical thinking and problem solving.
Listening through an online to a math teacher is easy but it t will be impossible for a
learner to imagine a figure or to draw an illustration. Chalk and board is indeed an indispensable
instructional material when teaching and learning math. Even if a solution to a math problem is
well-presented in a module, textbook or learning activity sheet, it will never be enough, never be
efficient and will never be effective. Math teachers just don’t teach true or false, 1+2, they need
to explain various processes systematically in order for learners to understand both concept and
content.
The perennial notion that math is the hardest subject to learn should be erased. The
foundation in teaching and learning math in the basic education level needs to be strong. Its
applications in real life should be realistic and useful. It should start from the math teachers
themselves, even in the new normal , so students will start or continue to learn loving and to love
learning the subject.
TEACHERS WHO ARE TEACHING MATHEMATICS
YEARS IN
GRAD NAME POSITION TEACHING
E MATHEMATICS
I Janine B. Bacoy Teacher I 1
II Reena O. Catbagan Teacher III 5
III Regine C. Cabading Teacher III 4
IV Freddie D. Villanueva Teacher III 17
V Edelita D. Marcial Teacher I 21
VI Maricel D. Borceliz Master Teacher I 14

ACTIVITIES UNDERTAKEN
 Preparation of teacher made test every quarter.
 Conducted Pre-test and post-test in Numeracy.
  Conducted remedial teaching for slow learners.
 Construct intervention materials and related activities in teaching mathematics.

ACCOMPLISHMENTS
Mean Percentage Scores (MPS) per Quarter

Ave. MPS
Grade Level 1st quarter 2nd Quarter 3rd Quarter 4th Quarter
per Grade
Grade 1 75.56 78.44 77.33 79.33 77.67
Grade 2 60.93 58.53 78.13 80.20 69.45
Grade 3 76.17 78.00 73.67 78.17 76.50
Grade 4 72.10 76.80 77.30 79.00 76.30
Grade 5 67.68 71.25 74.11 82.68 73.93
Grade 6 72.40 72.80 79.00 81.20 76.35
Total 424.84 435.82 459.54 480.58 450.20
MPS 70.81 72.64 76.59 80.10 75.03
The table shows that in every quarter there is progress in their Mean Percentage Scores ,
it indicates that the intervention and remediation used were effective. The average MPS per
grade is 75.03.

PROBLEM ENCOUNTERED
 How can I provide Slow Learners the appropriate remedial activity without
compromising the quality time of instruction for other learners?
 How can I provide enrichment activities to learners who have different level of thinking?

RECOMMENDATIONS
 Differentiation can happen during the main discussion by talking about the concepts at
various level and modeling strategies for kids.
 Employ role playing, simulation, peer tutoring during activities
 Provide ample visual and teaching devices and various problem-solving that will enable
to develop critical thinking and logical reasoning.
CONCLUSIONS
Numeracy is important for individuals to develop logical thinking and reasoning
strategies in their everyday activities. The results will assist teachers to make informed decisions
about the kinds of teaching materials, methods, and programs most suitable for the learners.
Not all students learn in the same manner; different learning styles are a given in a class full
of diverse students. Every student is an individual, and so they do not all learn and retain
information exactly the same way. Therefore, in order for the students to succeed in the class,
teaching style will include many different aspects because I believe it is helpful for students to
learn with the aid of such methods as cooperative learning, technology, manipulatives, and a
variety of assessment techniques. Using these different methods will help all different learning
styles from visual to auditory to kinesthetic. Also, these are all very important because, although
lecturing can be effective sometimes, using multiple teaching methods gives students the
opportunity to experience concepts for themselves and keeps them aware of what they are
responsible for knowing and understanding. By learning in this way, students will not only find
class more interesting, but they will have a better perception of the information they are expected
to know.

Prepared by:
 REGINE C. CABADING
School Mathematics Coordinator

Noted by:

ROY M. DEOFERIO
Head teacher III
 Republic of the Philippines
Department of Education
REGION I
PANGASINAN SCHOOLS DIVISION OFFICE II
DIKET ELEMENTARY SCHOOL
UMINGAN, PANGASINAN

ACCOMPLISHMENT REPORT IN MATHEMATICS

INTRODUCTION
Math teachers find their subject easy to teach but difficult to learn. Generally, students
consider math as the hardest subject. This is a universal truth. It’s the duty of the teachers to cure
ignorance, help them as they learn and never drag students into comparison, shame or failure so
that they experience hardships in understanding the lessons.
Teaching and learning math in the new normal is really tough and truly challenging.
There will be uncertainties, anxieties and fears. Misconceptions arise and hatred for the subject
or the teacher may happen. Math teachers might fail in developing the students towards the twin
Gals of K to 12 Math Critical thinking and problem solving.
The perennial notion that math is the hardest subject to learn should be erased. The
foundation in teaching and learning math in the basic education level needs to be strong. Its
applications in real life should be realistic and useful. It should start from the math teachers
themselves, so students will start or continue to learn loving and to love learning the subject.
TEACHERS WHO ARE TEACHING MATHEMATICS
YEARS IN
GRAD NAME POSITION TEACHING
E MATHEMATICS
I Janine B. Bacoy Teacher I 2
II Reena O. Catbagan Teacher III 6
III Regine C. Cabading Teacher III 5
IV Freddie D. Villanueva Teacher III 18
V Edelita D. Marcial Teacher I 21
VI Maricel D. Borceliz Master Teacher I 15

ACTIVITIES UNDERTAKEN
 Conducted Pre-test and post-test in Numeracy to determine the non-numerates pupil.
 Conducted remedial teaching and provide interventions for slow learners.
 Mathematics Games as intervention for the non-numerates pupil.
ACCOMPLISHMENTS
Data on Non-Numerates

Grade Level Highly Numerates Moderately Numerates Non Numerates

Grade 1 75.56 78.44 77.33

Grade 2 60.93 58.53 78.13
Grade 3 76.17 78.00 73.67
Grade 4 72.10 76.80 77.30
Grade 5 67.68 71.25 74.11
 Grade 6 72.40 72.80 79.00
Total 424.84 435.82 459.54

The table shows that in every quarter there are ____ puils under non -numerates who
needs intervention.
PROBLEM ENCOUNTERED
 How can I provide Slow Learners the appropriate remedial activity without
compromising the quality time of instruction for other learners?
 How can I provide enrichment activities to learners who have different level of thinking?

RECOMMENDATIONS
 Differentiation can happen during the main discussion by talking about the concepts at
various level and modeling strategies for kids.
 Employ role playing, games, simulation, peer tutoring during activities
 Provide ample visual and teaching devices and various problem-solving that will enable
to develop critical thinking and logical reasoning.
CONCLUSIONS
Numeracy is important for individuals to develop logical thinking and reasoning
strategies in their everyday activities. The results will assist teachers to make informed decisions
about the kinds of teaching materials, methods, and programs most suitable for the learners.
Not all students learn in the same manner; different learning styles are a given in a class full
of diverse students. Every student is an individual, and so they do not all learn and retain
information exactly the same way. Therefore, in order for the students to succeed in the class,
teaching style will include many different aspects because I believe it is helpful for students to
learn with the aid of such methods as cooperative learning, technology, manipulatives, and a
variety of assessment techniques. Using these different methods will help all different learning
styles from visual to auditory to kinesthetic. Also, these are all very important because, although
lecturing can be effective sometimes, using multiple teaching methods gives students the
opportunity to experience concepts for themselves and keeps them aware of what they are
responsible for knowing and understanding. By learning in this way, students will not only find
class more interesting, but they will have a better perception of the information they are expected
to know.

Prepared by:
REGINE C. CABADING
School Mathematics Coordinator
Noted by:

ROY M. DEOFERIO
Head teacher III