REGION III

BLUEPRINT
of Learning Interventions and Enrichment
MATHEMATICS
KEY STAGE 2

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Blueprint of Learning Interventions in Mathematics
Key Stage 2
First Edition, 2024

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Published in the Philippines by the Department of Education

Region III

Management Team: May B. Eclar, PhD, CESO III, Jessie L. Amin, PhD, CESO V
Librada M. Rubio, PhD, Arlon P. Cadiz, PhD, Rosalinda S. Ibarra, PhD

Development Team

Writers Validators
Internal Validators
Caryl Lissette A. Reyes Danilo C. Caysido
Danilo C. Caysido,
Evelyn T. Garcia
Cindy D. Oliva Edwin Marcos Ferdinand B. Dela Rosa
Francisco B. Macale Joseph D. Reyes Joey G. Quizon
Joey G. Quizon Ma. Esperanza S. Malang Joseph D. Reyes
Leticia E. Eugenio Mofel P. Panahon Ma. Esperanza S. Malang
Ma. Corazon P. Loja Sierma R. Corpuz Milagros F. Bautista
Ma. Esperanza S. Malang Winnie W. Poli Mofel P. Panahon
Mofel P. Panahon Rachelle D. Crisostomo
Ruel D. Emberga
Nestor P. Nuesca
External Validators Sierma R. Corpuz
Ronald P. Bantugan,
Ruel Emberga Edward R. Apatan
Teresa R. Manlapaz Lalaine Manuel Layout Artist
Winnie W. Poli Lany F. Rosario Andrew Valentino
Joy Marie A. Salvador
Seraldyn P. Samson
Reactors
Maylene M. Minimo Illustrators
William Roderick R. Fallorin Cheyser Charrese C. Gatchula
Mark G. Asuncion

Facilitators
Paulino D. De Pano
Priscilla D. Sanchez

Printed in the Philippines by the Department of Education – Region III

Office Address: Matalino St. D.M. Government Center,
Maimpis, City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89
E-mail Address: region3@[Link]

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List of Figures iv
List of Tables iv
List of Abbreviations v

Vision 1
Rationale 1
Conceptual Framework of Mathematical Education 4
Mathematics Framework Key Stage 2 6
Assessing And Improving Learners’ Mathematics Skills 7
Classifying Learners 9
Mathematics Skills to be Assessed for Key Stage 9 9
Menu of Learning Intervention 11
Math Drills 12
Math Tutoring 15
Math Arts 17
Math Solve 22
Math Investigation 30
Math Gamification 37
Math CB SAM 48
Math Journal 53

Curriculum Support System 59

Policy Recommendations 82
Reference List 84

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 List of Figures

Figure Title Page

1 Conceptual Framework of Mathematical Education 4

2 Mathematics Framework Key Stage 1 6

3 Assessing and Improving Learners’ Mathematical Skills 7

List of Tables

Table Title Page

1 Assessing and Improving Learners’ Mathematics Skills 9

2 Mathematics Skills to be Assessed for Key Stage 1 9

3 Math Drills Intervention Time Menu 12

4 Math Drills List 13

5 Math Tutoring Intervention Time Menu 15

6 Math Tutoring List 17

7 Math Arts Intervention Time Menu 18

8 Math Art Rubrics 19

9 Math Art List 29

10 Math Solve Intervention Time Menu 23

11 Math Solve Example 28

12 Math Solve List 29

13 Math Investigation Time Menu 33

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 14 Math Gamification Time Menu 37

15 Math Games Rubrics 43

16 Grade 4 Least Mastered Competencies and Activities 44

17 Grade 5 Least Mastered Competencies and Activities 45

18 Grade 6 Least Mastered Competencies and Activities 45

19 Grade 4 Least Mastered Competencies and Math Games 45

20 Grade 5 Least Mastered Competencies and Math Games 46

21 Grade 6 Least Mastered Competencies and Math Games 46

22 Math Gamification List 47

23 Math CB SAM Intervention Time Menu 48

24 Math Journal Intervention Time Menu 54

25 Types of Journals 54

26 Parts of Math Journals 56

27 Math Journal Rubric 57

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 CB SAM Competency Based Strategic Activity Materials
ACR Activity Completion Report
ADR Assistant Regional Director
CLMD Curriculum and Learning Management Division
CID Curriculum Implementation Division
DCP DepEd Computerization Program
EPS Education Program Supervisor
ESSD Education Support Services Division
FPTA Federation Of Parents-Teachers Association
FTAD Field Technical Assistance Division
HEI Higher Education institution
HOTS Higher Order Thinking Skills
KS2 Key Stage 2
LRMDS Learning Resource Management Division System
LGU Local Government Unit
MOOE Maintenance and Other Operating Expenses
MPL Minimum Proficiency Level
NGO Non-Governmental Organization
OSDS Office of the Schools Division Superintendent
PPRD Policy, Planning, and Research Division
PLC Professional Learning Communities
PPA Programs, Projects, and Activities
PSDS Public School District Supervisor
QAD Quality Assurance Division
RD Regional Director
SGOD School Governance Operations Division
SDO Schools Division Office
SIM STRATEGIC INTERVENTION MATERIAL
SLRC School Learning Resource Center
SPG Supreme Pupil Government
SSG Supreme Student Government
TEI Teacher Education Institutions
TPACK Technological, Pedagogical and Content Knowledge

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 Vision
We envision our Key Stage 2 Mathematics learners to be equipped with the 21st
century skills and positive attitudes needed to become critical thinkers, problem
solvers, and lifelong learners through developmentally appropriate and timely learning
interventions such as Math Arts, Math Gamification, Math Tutoring, Math Drills, Math
Solve, Math Investigation, Math CB SAM, and Math Journal.

Rationale
Mathematics is a crucial subject that is essential for learning
success. However, not all learners are ready to learn mathematics at the same level
or pace because of the learning gap, which is the discrepancy between what learners
should know by the end of a particular grade level and what they know. Learners are
likely to fall far further behind because of the skills and knowledge they have lost if
these learning gaps are not addressed as soon as possible because they frequently
compound. As learners advance up the educational ladder, this compound
phenomenon presents a significant problem for both educators and learners (Davis,
2020).

Understanding the challenges faced by our learners who are not ready, ready,
and ready to go beyond is critical for educators to effectively differentiate instruction
to support their learning and promote their success.

Math learners may have different cognitive levels, learning styles, proficiency
in language instruction, and levels of prior knowledge and experience with math,
which can affect their readiness to learn new concepts. Hence, in a single
Mathematics class, there are learners who are not ready, ready, and ready to go
beyond learning, understanding, and demonstrating performance standards which
makes mathematics instruction a very challenging task. Mathematics programs
must address the diverse needs of all types of learners. Learning remediations and
interventions for every type of learner must be strengthened to create inclusive and
effective math education environments.

Early intervention is critical. Research suggests that early math skills predict
later academic success and interventions that focus on building foundational math
skills in early childhood can have lasting effects on academic achievement (Duncan
& Magnuson, 2013).

Learners who are READY TO GO BEYOND need more interdisciplinary

approaches to mathematics. They have a strong foundation in mathematical
concepts and skills and are ready to engage in more advanced areas of mathematics.

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There is a growing need for learners to have a broader understanding of how
mathematics can be applied in different contexts. This requires a pedagogical shift
from traditional approaches to instruction and a greater emphasis on
interdisciplinary collaboration and problem-solving. These are learners who meet
beyond expectations.

Learners who are READY in mathematics find themselves unchallenged by

traditional methods and pedagogies in the teaching and learning process. They need
an increased push for more specialized programs, such as advanced placement
activities, and more diverse and inclusive perspectives in mathematics. Efforts are
being made to incorporate a broader range of mathematical perspectives into
curricula and instruction. These are learners who meet the expectations.

For NOT READY learners, the major challenge is the persistent achievement
gap that exists between different demographic groups. This gap is often attributed to
a lack of access to quality instruction and resources, negative stereotypes and biases
that can lead to lower expectations and limited opportunities. Addressing these
issues requires a multifaceted approach that includes improving teacher training,
increasing access to resources and support, and promoting more inclusive and
culturally responsive teaching practices. These are learners who did not meet the
expectations.

Another challenge is the need for more effective and engaging instructional
strategies. Many learners find traditional math instruction to be dull and
uninteresting, leading to disengagement and frustration. Efforts are being made to
incorporate more active and collaborative learning strategies, as well as technology
and multimedia resources, to make math more accessible and engaging for all
learners.

Improving Math Performance through Futures Thinking by Oyserman and

colleagues (2017) found that when learners were prompted to think about their
future goals and aspirations, they were motivated to engage in math activities and
showed improved math performance.

Futures thinking in mathematics often involves the use of technology and

innovative pedagogical approaches, such as game-based learning, project-based
learning, and inquiry-based learning. These approaches aim to create engaging and
interactive learning environments that foster collaboration, creativity, and curiosity.

“The Role of Futures Thinking in Cognitive and Behavioral Change in

Mathematics” by Kajander and colleagues (2019) found that learners were more likely
to engage in challenging math task that showed improved math skills.

Moreover, future thinking in mathematics also involves cultivating a growth

mindset and promoting metacognition, or the ability to think about one's own
thinking. By encouraging learners to embrace challenges, persist through difficulties,

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and reflect on their learning process, future thinking in mathematics intervention
can help learners become more resilient, adaptive, and self-directed learners.

Future thinking in mathematics remediation and intervention involves

equipping learners with skills and strategies to think critically and creatively about
mathematical concepts, both in the present and in the future. The goal is to empower
learners to become proficient problem solvers, confident learners, and responsible
global citizens who can leverage their mathematical skills to tackle real-world
challenges.

The percentage of learners who achieved or exceeded the Minimum Proficiency

Level (MPL) last SY 2022-2023 in the Mathematics Regional Diagnostic Assessment
for Grades 4 to 6 are 20.26%, 19.31%, and 5.44%, respectively. These results may
be alarming and could indicate that there are challenges in the mathematics
education system that need to be addressed to improve learning outcomes. It is
important to note that further analysis and investigation would be needed to identify
the specific factors contributing to these results and develop effective solutions to
improve learning outcomes for all learners.

The cooperation and the robust system of support of all concerned are very
important in transforming the way mathematics is taught and learned by
emphasizing the importance of developing 21st-century skills that will prepare
learners for the challenges and opportunities of an increasingly complex and
dynamic world. Therefore, a blueprint for learning interventions is needed to offer
needs-based and mathematically supported assistance with teaching and learning
modifications made to the Key Stage 2 Mathematics curriculum. These remediations
and interventions through future thinking will help educators and school leaders
overcome the learning gaps and for the not ready, ready, and ready to go beyond
learners to meet the requirement standards of Key Stage 2.

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 The Conceptual Framework of Mathematics Education

Figure 1. The Conceptual Framework of Mathematics Education

Mathematics is one subject that pervades life at any age and in any
circumstance. Thus, its value goes beyond the classroom and the school.
Mathematics as a school subject, therefore, must be learned comprehensively and
with much depth.
The twin goals of mathematics in the basic education levels, K-10, are Critical
Thinking and Problem Solving.

Critical thinking, according to Scriven and Paul (1987) is the intellectually

disciplined process of actively and skillfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information gathered from, or generated by,
observation, experience, reflection, reasoning, or communication, as a guide to belief
and action.

On the other hand, according to Polya (1945 & 1962), mathematical problem
solving is finding a way around a difficulty, around an obstacle, and finding a
solution to a problem that is unknown.

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 These two goals are to be achieved with an organized and rigorous curriculum
content, a well-defined set of high-level skills and processes, desirable values and
attitudes, and appropriate tools, taking into account the different contexts of Filipino
learners.

There are five content areas in the curriculum, as adopted from the framework
prepared by Mathted & Sei (2010): Numbers and Number Sense, Measurement,
Geometry, Patterns and Algebra, and Probability and Statistics.

The specific skills and processes to be developed are knowing and

understanding; estimating, computing, and solving; visualizing and modelling;
representing and communicating; conjecturing, reasoning, proving and decision-
making; and applying and connecting.

The following values and attitudes are to be honed as well: accuracy,

creativity, objectivity, perseverance, and productivity.

We recognize that the use of appropriate tools is necessary in teaching

mathematics. These include manipulative objects, measuring devices, calculators
and computers, smartphones and tablet PCs, and the Internet.

We define context as a locale, situation, or set of conditions of Filipino learners

that may influence their study and use of mathematics to develop critical thinking
and problem-solving skills. Contexts refer to beliefs, environment, language, and
culture that include traditions and practices, and the learner’s prior knowledge and
experiences.

The framework is supported by the following underlying learning principles

and theories: Experiential and Situated Learning, Reflective Learning,
Constructivism, Cooperative Learning and Discovery and Inquiry-based Learning.
The mathematics curriculum is grounded in these theories.

Experiential Learning as advocated by David Kolb is learning that occurs by

making sense of direct everyday experiences. Experiential Learning theory defines
learning as "the process whereby knowledge is created through the transformation
of experience. Knowledge results from the combination of grasping and transforming
experience" (Kolb, 1984, p. 41). Situated Learning, theorized by Lave and Wenger, is
learning in the same context in which concepts and theories are applied.

Reflective Learning refers to learning that is facilitated by reflective thinking.

It is not enough that learners encounter real-life situations. Deeper learning occurs
when learners are able to think about their experiences and process these, allowing
them the opportunity to make sense of and derive meaning from their experiences.

Constructivism is the theory that argues that knowledge is constructed when

the learner is able to draw ideas from his/her own experiences and connect them to
new ideas.

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 Cooperative Learning puts a premium on active learning achieved by working
with fellow learners as they all engage in a shared task. The mathematics curriculum
allows for learners to learn by asking relevant questions and discovering new ideas.
Discovery Learning and Inquiry-based Learning (Bruner, 1961) support the idea that
learners learn when they make use of personal experiences to discover facts,
relationships, and concepts.

Key Stage Framework for Mathematics

Anchored on the National Framework of Mathematics Education, Key Stage 2

Mathematics framework embraces the twin goals, problem solving and critical
thinking. In addition, happy learning is included to ensure the development of
positive attitudes towards mathematics, enjoyment, and love for learning
mathematics.

Key Stage 2 content areas include Number and Number Sense, Geometry,
Measurement, Statistics and Patterns that are represented in the Regional
Mathematics Framework. The skills and processes to be developed, values and
attitudes to be honed as well as the context, and mathematical tools in key stage 2
are also based on the National Framework.

Mathematics Framework of Key Stage 2

Figure 2. Mathematics Framework of Key Stage 2

It is supported by the same learning principles and theories with specific,

appropriate and relevant learning interventions anchored on Strategic

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Foresight: Math Arts, Math Drills, Math Solve, Math Invest, Math Competency-based
Strategic Activity Material (CB SAM), Math Gamification, Math Journals, and Math
Tutoring.

The framework also recognizes the different support system: Teacher,

Assessment, ICT Environment, Materials, Facilities and Equipment, School
Leadership and Management, Schools Division Technical Assistance, and the
Community, and Industry Relevance and Partnerships.

Monitoring and evaluation are also embedded in all areas to ensure effective
and efficient delivery of quality instruction for all learners to be able to achieve the
goal of producing happy problem solvers and critical thinkers.

Assessing and Improving Learners’ Mathematics Skills

Monitoring and evaluating the implementation of learning interventions in

mathematics for Key Stage 2 is crucial for their effectiveness. It allows educators to
assess the impact of these tailored interventions on young learners' mathematical
understanding. This process helps in identifying areas of success and areas needing
improvement, providing valuable insights for further enhancement.

Figure 3. Assessing And Improving Learners’ Mathematical Skills

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 Continual assessment of the interventions involves observing how students
engage with the materials and activities, collecting data on their progress, and
analyzing their performance. This data-driven approach enables educators to identify
specific strengths and challenges faced by students, allowing for timely adjustments
to the intervention strategies.

Adapting and modifying interventions based on assessment outcomes is

essential. Educators can tailor activities to address specific learning gaps or areas
where students might require additional support. This flexibility ensures that
interventions remain dynamic and responsive to the evolving needs of the learners.

Implementing new interventions or refining existing ones based on evaluation

outcomes is also essential. This process involves incorporating innovative teaching
methodologies, updated resources, or revised approaches that better resonate with
the students' learning styles and needs.

Continuous improvement in interventions involves collaboration among

educators, sharing best practices, and utilizing feedback from both teachers and
students. This collaborative approach fosters an environment conducive to
innovation and improvement in mathematics interventions, enhancing their overall
effectiveness.

In essence, by regularly monitoring, evaluating, and adapting interventions,

educators can ensure that they remain responsive to the needs of Key Stage 2
learners. This approach aims to create a more impactful and engaging learning
experience, laying a robust foundation for their mathematical understanding and
fostering a lifelong appreciation for the subject.

Classifying Learners

DepEd Order 8, s. 2015 provides learners’ descriptors based on a given

grading scale. Learners’ initial grades are computed based on the results of written
works, performance tasks, and quarterly exams. Initial grades are transmuted based
on a transmutation table provided and are described using a given grading scale.
This classification scheme is adopted and modified to classify the learners based on
the results of the developed Mathematics Skills Assessment Tools and to determine
appropriate learning interventions.

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Table 1. Assessing and Improving Learners' Mathematics Skills

Classification Scheme Modified Classification Scheme

Based on DO 8, s. 2015 for the Learning Interventions

Transmuted
% Score in the
Initial Grade Classification
Math Classification
Grade (Grading (Descriptor)
Assessment
Scale)

84-100 90 - 100 Outstanding 84 - 100 Ready to go

beyond

76-83.99 85 - 89 Very Satisfactory

68-75.99 80 -84 Satisfactory 60 - 83 Ready

60-67.99 75 - 79 Fairly Satisfactory

0-59.99 Below 75 Did Not Meet 0 - 59 Not Ready

Expectations

Table 2. Mathematics Skills to be Assessed for Key Stage 2

Levels
Skills Ready to
Not
Ready go
Ready
Beyond
• Apply, recognize, represent whole numbers,
applications of the four fundamental
operations including money, decimals,
fractions, mixed numbers and divisibility in
mathematical problems and real life
situation;
• Apply operations on ratio and proportion,
percent, exponents, and integers in
mathematical problems and real-life 0%- 60%- 84%-
situations; 59% 83% 100%
• Construct and describe parallel and
perpendicular lines, angles, triangles,
quadrilaterals. polygons, circles, and solid
figures;
• Identify the missing element in a pattern,
number sentence, expression, and equations
in mathematical problems and real-life
situations;

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 Levels
Skills Ready to
Not
Ready go
Ready
Beyond
• Apply the concept of time, perimeter, area,
volume, circumference, speed, area and
surface area of planes and solid figures in
mathematical problems and real-life
situations;
• Create and interpret simple representation of
data (tables and graph) and describe
outcomes in simple experiments probability
in mathematical problems and real-life
situations; and
• Apply knowledge on solving mathematical
problems and real-life situation

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11
 Math Drills and Tutoring
Math Drills
Math drills can be integrated into a
classroom to aid in the learning of
mathematical concepts while reinforcing the
basic skills needed to succeed in
mathematics. It can be used as a
supplementary instructional tool that can
advance both the learning of math concepts
and skills. These interventions help learners
enhance their problem-solving skills and
handle math with speed and accuracy.
Math Drills involve repetitive practice of
mathematical concepts or operations, typically
performed under timed or untimed conditions,
using paper-and-pencil worksheets, flashcards, or
digital tools to reinforce math skills and build
automaticity.
Drills and practice improved learners’
computational fluency and accuracy (Moyer-Packenham & Westenskow, 2013), math
fact fluency (Steenbergen-Hu & Cooper, 2014) and retention and transfer of
mathematical knowledge (Mayer, 2014).
This learning intervention can be used for all types of learners: Not Ready, Ready and
Ready to go Beyond and can be applied to any learning competency. Teachers may choose
from the various approaches and intervention time menu.

Teacher Support

• Quality-assured teacher-made or downloaded math drills

• Offline and online educational software or mobile applications
appropriate for KS2 Math

Table 3. Math Drills Intervention Time Menu

Approaches Not Ready Ready Ready to go Beyond

Class Math Drill • Conducted

• Conducted • Conducted
(Written using during class
during class during class
quality-assured • Teacher-
• Self-guided • Self-guided
teacher made or guided
downloaded activity • 7-item simple • 5-item average
• 10-item simple
sheets) to average to difficult
exercises

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 Approaches Not Ready Ready Ready to go Beyond

• Conducted
• Conducted • Conducted
I Do, We Do, You Do after class (in-
after class (at after class (at
Math Drill school)
home) home)
(Written using • Teacher-
quality-assured guided or
• Parent-guided • Self-guided or
or individual individual or
teacher-made/ individual
session collaborative
downloaded activity session
sheets) • 7 minutes per • 5 minutes per
• 10 minutes
set set
per set

• Conducted • Conducted
during class during class
Flash Cards or • Conducted
Show me Cards • Teacher- during class • By group
(Oral) guided or (Learning
• By pair
individual Barkada
session Group)
• Conducted
every lunch • Conducted • Conducted
Lunch Habit - break every lunch every lunch
Window Cards • Teacher- break break
(Written/Oral) guided or • Self-guided or • Self-guided or
individual by pair by group
session
• Conducted
after class (in- • Conducted • Conducted
Online and Offline
school or after class (in - after class (in -
Educational
SLRC) school or at school or at
Applications
(Zzish, Quizalize, • Brgy. Learning home home
Khan Academy, etc) Hub or • Individual • Individual
individual session session
session

Table 4. Math Drills List

Learning
Approaches Competenc Links and Sites
y
Class Math Add,
Drill, I Do, subtract,
We Do & You multiply,
Do Math and divide [Link]
Drills fractions
Downloadabl
e Activity
Sheets and [Link]
Worksheets

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 Class Math Add,
Drill (Written subtract,
using multiply, [Link]
quality- and divide
assured fractions
teacher made
or
downloaded
activity [Link]
sheets)

Khan Add and

Academy for subtract
Grade 4 whole
numbers, [Link]
round and
estimate
whole
numbers
[Link]

Khan Compare
Academy for decimals
Grade 4 [Link]

[Link]

Khan Estimate
Academy for angle
Grade 4 measures
[Link]

[Link]

**Some links may not work due to server downtime or expiration, feel free to look for related online
resources for alternative materials

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 Math Tutoring

This learning intervention aims to provide

Grades 4 to 6 learners with personalized instruction
and support to improve their understanding and
performance in mathematics.

Jacob &. Kearney (2017) concluded that

tutoring can be an effective intervention for
improving learners’ learning outcomes.

One on One or small group tutoring allow

students to receive individualize attention which helps
identify and address their specific learning needs and
challenges furthermore when students receive
personalize attention and support, they are more likely to
feel encourage and empowered (White, et al 2023)

It helps struggling learners and those who want to excel become more
confident and successful in mathematics. It improves learners’ math skills, self-
efficacy, and attitudes towards mathematics and prevents math anxiety and low
achievement in later years.

Teacher Support

• Development of Tutoring Activities for G4-G6

• List of offline and online Math Tutoring software and mobile
applications appropriate for KS2 Math

Table 5. Math Tutoring Intervention Time Menu

Not Ready Ready Ready to go Beyond

High-Dose Tutoring Medium-Dose Tutoring Low-Dose Tutoring

• Intensive, • Moderate, • Limited,
conducted at least conducted in at conducted in at
three times per most 2 times a most 2 times a
week week week
• Occurs in one-on- • Small group (not • Video tutorials
one sessions larger than four (tutoring with
• Approximately 30- learners to one minimal
60 minutes per tutor) supervision)
session • Approximately 30- • Approximately 30-
• During the school 60 minutes per 60 minutes per
day session session

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 • Treated like a • During the school • During the school
scheduled day (after class) in day (after class) in
class (after class) school school or at home
in school • Treated like a • Sustained over
• Sustained over scheduled the course of a
the course of a class (after class) school year
school year in school • Focus on grade
• Focus on • Sustained over level and enriched
prerequisite skills the course of a competencies
and grade level school year
competencies, • Focus on grade
completion of level
homework competencies, and
completion of
homework

Table 6. Math Tutoring List

Learning
Approaches Links and Sites
Competency
Math Video Add,
Tutorials subtract,
multiply, [Link]
and divide
fractions

[Link]

Educational Add,
App Store subtract,
multiply, [Link]
and divide
fractions

Math Add,
Tutoring subtract, [Link]
Websites multiply,
and divide
fractions
**Some links may not work due to server downtime or expiration, feel free to look for related online
resources for alternative materials

16
 Math Arts

Math Arts

Math Arts is a strategy that uses

instructional approaches that try to make
learning mathematics more enjoyable,
exciting, and meaningful. It significantly
improves mastery of key concepts and
vocabulary.

The intervention focuses on the

transfer of positive knowledge learned and
the expression of individual capability and
interest showing that learners are unique
with multiple intelligences. Intervention
that uses songs, poems, rap, rock, visual
art, and blog to cater to individual
differences and interests, teaches math
facts, concepts, and skills. Since music,
rhyming, and art create a pattern or
organization for information, and self-
expression, it is a powerful tool used to review concepts and supports relaxation,
creativity, and motivation. It aims to improve conceptual understanding through
math-inspired art that can be both original and adapted which can be embedded in
any part of the lesson. This melodic activity is proven by research to be effective in
promoting retention and making learning prolific and enjoyable. It also subscribes to
the tenet of multiple intelligences.

Schoevers, et. al. (2019) stated that learners who received a series of artful
activities improved more than those who received regular instruction. Mountain
Greta (2019) stresses that the effect of art integration increases learners’ achievement
and level of engagement and performance.

Teacher Support

• Development of Math Arts Activities for G4-G6

• List of offline and online Math Arts software and mobile applications
appropriate for KS2 Math

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Table 7. Math Arts Intervention Time Menu

Not ready Ready Ready to go Beyond

• During class • During class • During Class

• Teacher -guided • Learning Buddy • Learning Teams

• During Class • During Class • After Class

• in -school • in -school • At home
• Demonstrate to learners • Learning Buddy • Small Group Discussion
exactly what they are
expected to do)

• During class • During class • During Class

• Teacher -guided • Learning Buddy • Independent

As a Teaching Strategy During Class

Not Ready Ready Ready to go Beyond

• Teacher-guided • Self-guided • Self-guided

• Relevant & fun • Relevant & fun • Differentiated
activities activities interest-based
• Simple performance activities
and artwork

As a Learner’s Activity (Take Home Assignment)

Not Ready Ready Ready to go Beyond

• Teacher-guided • Self- guided or • Self-guided

• Acting and singing a individualized or • Composing relyricized
ready-made art math collaborative art math to performed
• Composing-re-lyricize with new melody and
singing and acting art rhythms
math with adapted
melody

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Table 8. Math Art Rubrics

Songs / Rap Exemplary Fair Poor

Satisfactory (3)
/ Rock (4) (2) (1)

Lyrics The song lyrics The song lyrics The song lyrics The song
are outstanding. are good. The are some lyrics are
The words are words are easy what coherent. not
easy to to memorize. The song coherent.
memorize. The The song lyrics lyrics are well The
song lyrics are are received by words are
enthusiastically enthusiastically the audience. not easy
received by the received by the to
audience. audience. memorize
.

Creativity The learner The learner The song The song

composed an composed an composed is not composed
original original song very original, is not
song with a but there are but there are very
clear theme. some elements some elements original.
that are not that are not The
excellent. excellent. message
is not
conveyed.

Tempo and The melody and Tempo and Tempo and The song
Melody rhythm were rhythm are rhythm are is choppy
perfectly consistent. The sometimes with
performed. melody is mostly unclear or slow unnatura
Learners could smooth and down and speed l mix of
clap along to a clear. up. The melody tempo.
steady beat. is apparent in The
some places but melody of
unclear in the song
others is
unclear.

Exemplary Satisfactory Fair Poor

Poems
(4) (3) (2) (1)

Poetic Form The poem is The poem is The poem is The poem is
complete and written in its written in its not written in
in proper proper form proper form to its proper form
form. with few errors a degree but and/or is
includes errors incomplete
and with
errors

19
 Exemplary Satisfactory Fair Poor
Poems
(4) (3) (2) (1)

Words usage Consistently Frequently use Occasionally Limited use of

use of math of math words use of math math words
words words

Language Free of errors Minimal errors Contains Frequent

Connections in spelling, in spelling, errors in errors in
grammar grammar spelling, spelling,
and/or and/or grammar grammar
punctuation punctuation and/or and/or
errors. errors. punctuation punctuation
errors. errors.

Exemplary Satisfactory Fair Poor

Vlog
(4) (3) (2) (1)

Content Appropriate, Vlog is Vlog lacks Vlog is not

Quality engaging, and appropriate engagement, engaging,
reflective. Vlog and has a analysis or irrelevant, or
is in-depth, purpose and substantial difficult to
analytical, reflective reflection, or follow in
makes a point content. maybe off meaning.
and topic.
connections.

Video Video is well lit Video is well lit Video is fairly Video is poorly
Quality and frames and frames the well lit within lit and the
subject subject within minimal subject is not
appropriately. the frame movement. within the
Editing without Subject is frame.
enhances excessive usually within
cohesiveness of movement. the frame.
vlog.

Audio The audio The audio The audio The audio

Quality clearly and partially insufficiently makes it
effectively communicates communicates difficult to
communicates the main idea. the main idea. communicate
the main idea. ideas.

20
 Exemplary Satisfactory Fair Poor
Visual Arts
(4) (3) (2) (1)

Content Understanding Understanding Understanding Understa

Accuracy of the topic is of the topic is of the topic is nding of
very evident. evident. somewhat the topic
evident. is not
evident.

Content Message is very Message is Message is Message

Relevance clear, relevant, clear and clear but not is
and positive. relevant. relevant. unclear
and
irrelevan
t.

Aesthetic Excellent in Appears well- Is aesthetically Poor in

Appeal terms of design, designed, well- acceptable. organizat
organization, organized, and ion,
and tidy tidy. style,
appearance. and
neatness
.

Table 9. Math Art List

Learning
Approaches Links and Sites
Competency

Area of
Rectangle [Link]
Math Dance

Add,
subtract,
multiply,
Math Rap and divide [Link]
fractions

Draw
polygons
Math Draw with 5 or [Link]
more sides

**Some links may not work due to server downtime or expiration, feel free to look for related online
resources for alternative materials

21
Example Activity (Spin the Perimeter)

Competency: Find the perimeter of

triangles, squares, rectangles,
parallelograms, and trapezoids
(Grade 4, Quarter 3, Week 7).

Directions: Use a paperclip and

pencil to make a spinner. Spin the
spinner two times. Draw a rectangle
with the length and width of the
numbers spun. Find the perimeter
of your rectangle. See how many
rectangles you can draw on one
page.

Math Solve (A Problem a Day) Math Solve

A learning intervention where learners

will be provided with a Math Problem A Day to
improve performance on standardized tests,
such as the SAT and ACT. It can also improve
overall academic achievement (Lawson & L. A.
Follmer, 2014)

The teacher will provide A Math

Problem a Day to each type of learner.
• contextualized or localized math
problems
• quality assured teacher-made or
downloaded and modified

Math problem solving requires the

application of critical thinking, logic, and
analytical skills, improves one's ability to solve
complex problems and make logical decisions
in other areas of life (Anderson, 2015).

22
 It helps improve memory and retention of mathematical concepts and
formulas and enhances overall cognitive function, which can benefit other areas of
learning (Lemaire & Arnaud, 2008).

It boosts one's confidence and self-esteem. This can lead to a positive attitude
towards learning math and other subjects (Reiter & Tymoczko, 2015), can increase
motivation and engagement in the subject. This can lead to greater interest in math
and a willingness to take on more challenging problems (Depaoli & Clifton, 2015).

Table 10. Math Solve Intervention Time Menu

Ready to go
Approaches Not Ready Ready
Beyond
As a Teaching • During class • During class • During
Strategy • Problem • Problem class
posing posing • Problem
• Teacher- • Use of frames posing
guided • Independent • ICL
• Confirmation Cooperative • Guided or
inquiry-based Learning (ICL) open
• Structured inquiry-
inquiry-based based
As Additional • After class (in- • After class (at • After class
Learners’ Activity school) home) (at home)
• Simple real-life • Routine real- • Non-
problem life problem routine
• Teacher- • Use of frames real-life
guided • Structured problem
• Confirmation inquiry-based • Use of
inquiry-based frames
• Guided or
open
inquiry-
based
• Weekend problem (Friday Problem)
• To be posted in every class/ School FB Page (Google
Form link)
• Submission of solution every Friday, 5 pm, online or
offline
As a Math Quiz
Class or School • Announcement of winners (unique and accuracy
Contest solution)

Category A Category B Category C

Simple Word Problem Average Word Non-routine
Problem (Challenging)
Word Problem

23
Description of strategies mentioned in the above table.

Confirmation Inquiry-Based Learning - Learners are provided with a

problem and the procedure to address the problem to get results which are already
known. Confirmation inquiry-based learning involves a structured process. Start by
posing a question, guide students to explore, gather evidence, and encourage critical
thinking. Conclude with a discussion to confirm or refine their understanding.

Structured Inquiry-Based Learning - Learners are provided with a problem

and the procedure to get results which are not yet known. Structured inquiry-based
learning typically follows these steps:

1. Pose a Question or Problem: Begin by presenting a thought-provoking

question or a real-world problem to engage students' curiosity.

2. Research and Investigation: Guide students in researching the topic,

gathering information, and conducting experiments to explore possible
solutions.

3. Hypothesis Formation: Encourage students to formulate hypotheses based

on their research and understanding of the problem.

4. Experimentation: Design experiments or activities that allow students to

test their hypotheses and collect data to support or refute their ideas.

5. Data Analysis: Teach students how to analyze the data they've collected,
fostering skills in critical thinking and scientific reasoning.

6. Draw Conclusions: Guide students to draw conclusions from their findings,

emphasizing the importance of evidence-based reasoning.

7. Presentation of Findings: Have students communicate their results through

presentations, reports, or other formats, promoting effective
communication skills.

8. Reflection and Discussion: Facilitate a reflective discussion where students

share insights, discuss challenges, and consider alternative approaches.

9. Feedback and Revision: Provide constructive feedback to help students

refine their understanding, encouraging a continuous improvement
mindset.

10. Application of Knowledge: Encourage students to apply their newly

acquired knowledge and skills to other contexts, promoting transferability.

24
 11. Assessment: Evaluate student understanding through assessments that
measure not only content knowledge but also critical thinking and
problem-solving abilities.

Guided Inquiry-Based Learning - Learners are provided with a problem. They

then select a procedure to address the problem and to get results not yet known. It
involves structured guidance while allowing students to explore. Guided inquiry
strikes a balance between structure and student autonomy, fostering a supportive
environment for exploration and discovery. Here are the steps:

1. Introduction and Questioning: Introduce a broad topic and stimulate

curiosity with open-ended questions that guide students toward a specific
learning goal.

2. Guidance on Resources: Provide a set of resources (books, articles,

websites) to direct students toward relevant information while encouraging
independent exploration.

3. Research and Exploration: Let students investigate the topic, guiding them
with prompts, suggested readings, or specific tasks to ensure focused
exploration.

4. Formulation of Hypotheses: Encourage students to formulate hypotheses

or predictions based on their initial understanding and the information
they gather.

5. Design of Investigations: Provide guidance on designing experiments or

activities that align with their hypotheses, fostering a structured approach
to inquiry.

6. Data Collection: Assist students in collecting data, emphasizing the

importance of accurate recording and observation to support their
hypotheses.

7. Analysis and Interpretation: Guide students through the analysis of their

data, helping them interpret results and draw meaningful conclusions.

8. Formalizing Understanding: Support students in synthesizing their findings

into a coherent understanding, encouraging clarity in communication.

9. Discussion and Collaboration: Facilitate group discussions where students

can share their progress, exchange ideas, and provide feedback to one
another.

10. Teacher Feedback: Provide feedback on their inquiry process, reinforcing

good practices, addressing misconceptions, and guiding further
exploration.

25
 11. Reflection: Encourage students to reflect on their learning journey,
emphasizing both the content learned and the skills developed during the
inquiry.

12. Application and Extension: Challenge students to apply their newfound

knowledge and skills to real-world situations or extend their learning into
related areas.

Open Inquiry-Based Learning - Learners are asked to select a problem, and

a procedure to address it to get results not yet known. It encourages maximum
student autonomy. Open inquiry fosters a high level of student independence,
creativity, and responsibility for their learning journey. It emphasizes the
development of critical thinking skills and a deep understanding of the chosen topic.
Here are the steps:

1. Identification of Interest: Encourage students to choose a topic of personal

interest or relevance, allowing them to take ownership of their learning.

2. Question Generation: Prompt students to generate their own questions,

fostering curiosity and ensuring the inquiry is driven by their interests.

3. Independent Research: Facilitate access to diverse resources and guide

students in conducting independent research to explore their chosen topic.

4. Hypothesis Development: Encourage students to formulate hypotheses or

predictions based on their initial understanding and independent research.

5. Experimentation and Exploration: Allow students the freedom to design and

carry out their experiments or investigations, promoting creativity and
critical thinking.

6. Data Collection and Analysis: Guide students in collecting and analyzing

data, emphasizing the importance of rigorous and unbiased approaches.

7. Synthesis of Findings: Support students in synthesizing their findings into

a cohesive understanding, promoting critical reflection.

8. Peer Collaboration: Encourage collaboration and discussion among

students, allowing them to share insights, challenges, and diverse
perspectives.

9. Teacher as Facilitator: Take on a facilitative role, offering guidance when

needed, but allowing students to drive the inquiry process.

26
 10. Feedback and Reflection: Provide constructive feedback on students'
progress, focusing on both content and inquiry skills. Encourage regular
reflection on the learning process.

11. Presentation of Learning: Allow flexibility in how students choose to present

their learning – whether through reports, presentations, projects, or other
creative formats.

12. Extension Opportunities: Suggest opportunities for students to extend

their learning beyond the initial inquiry, connecting their newfound
knowledge to broader contexts.

Example 1:
1. Confirmation Inquiry:
Problem: Lila is fascinated by patterns in odd numbers. She decides to
investigate a specific sequence of odd numbers to see if a pattern holds true.
She noticed that whenever she adds two consecutive odd numbers, she
always gets a sum of an even number.
Instructions:
1. Confirm or disprove the statement: "The sum of two consecutive odd
numbers always results in an even number."
2. Use specific examples to support your conclusion.
Solution:
• Confirm the statement by adding consecutive odd numbers: 3+5=8,
7+9=16, etc.
• Emphasize that the sum of two consecutive odd numbers is indeed
always an even number.

2. Guided Inquiry:
Problem: Sarah is curious about skip counting with even numbers and
decides to investigate a sequence starting with 4. She wonders if there are
any interesting patterns or relationships between the numbers in the
sequence. Use guided inquiry to help Sarah explore her questions.
Instructions:
1. Explore skip counting by fours: 4, 8, 12, 16, …
2. Guided by examples, discuss the pattern and the relationship
between each term in the sequence.
Solution:
• Explore skip counting by fours, starting with 4.
• Guide students to observe that each term is obtained by adding 4 to
the previous term.
• Discuss how skip counting by even numbers differs from skip
counting by odd numbers.

3. Structured Inquiry:
Problem: Alex is intrigued by number sequences and decides to investigate
patterns within a sequence that starts with 2. Use structured inquiry to help
Alex explore and understand the patterns.
Instructions:
1. Investigate the number sequence: 2, 5, 8, 11, 14, ...
2. Determine the pattern and create a rule for finding the next term.
3. Apply the rule to predict the 10th term in the sequence.

27
 Solution:
• Identify the pattern: Each term is obtained by adding 3 to the
previous term.
• Create a rule: an = an−1 + 3.
• Apply the rule to find the 10th term: a 10=a9+3.

4. Open Inquiry:

Problem: Maria loves unraveling the mysteries of number sequences and

decides to embark on an open-ended investigation. Starting with any
number, she wants to explore any patterns that emerge in the sequence. Use
open inquiry to guide Maria through her exploration.
Instructions:
1. Choose a starting number and create a sequence by applying any rule
of your choice.
2. Investigate the resulting sequence and identify patterns or
relationships.
3. Propose and explore your own questions about sequences.
Solution:
• Start with the number 3 and create a sequence: 3,6,9,12,… by adding
3 to each term.
• Observe the pattern that each term is a multiple of 3.
• Propose questions like: What happens if you multiply each term by 2?
Can you create a sequence with both addition and multiplication
rules?

Table 11. Math Solve Example

Problem Confirmation Structured Guided Open

Carlo planted 15 Plants Find the missing What is asked: Students
15 seedlings of factor. What is given: can create
of tomatoes. tomatoes ___ x 12 = 180 What operation to questions
In time, X 12 be used: based on
tomatoes fruits What is the the given
grow and 180 fruits answer: problem.
each bears 12
fruits. How
many
tomatoes does
Carlo
harvest?

28
Table 12. Math Solve List

Learning
Links and Sites
Competency

Visualizing [Link]
Creating graphs

Area and
Perimeter [Link]

Multiplication [Link]
of Whole
Numbers

Add and [Link]

Subtract
Fractions

**Some links may not work due to server downtime or expiration, feel free to look for related online
resources for alternative materials

29
 Math Investigation

Math Investigation

Mathematical investigation refers to

the sustained exploration of a mathematical
situation. It distinguishes itself from problem
solving because it is open-ended.

It is more of a divergent activity where

learners are expected to pose their own
problems after initial exploration of the
mathematical situation.

It develops independent mathematical

thinking and engages learners in
mathematical processes such as organizing
and recording data, pattern searching,
conjecturing, inferring, justifying and
explaining conjectures and generalizations.

Investigations are central to the reforms advocated internationally to improve

mathematical learning and develop children’s mathematical power” (Baroody &
Coslick, 1998 cited in Diezmann, 2005, p. 4).

Teacher Support

• Development of Activity Sheets for G4-G6 Math Investigations monthly

• Provision of online education apps or sites appropriate for KS2 Math.

Table 13. Math Investigation Time Menu

Ready to go
Approaches Not Ready Ready
Beyond
As a Teaching • During class • During class • During
Strategy • Problem • Problem posing class
posing • Use of frames • Problem
• Teacher- • Independent posing
guided Cooperative • ICL
• Confirmation Learning (ICL) • Guided or
inquiry-based • Structured open
inquiry-based inquiry-
based

30
 As Additional • After class (in- • After class (at • After class
Learners’ Activity school) home) (at home)
• Simple real- • Routine real- • Non-
life problem life problem routine
• Teacher- • Use of frames real-life
guided • Structured problem
• Confirmation inquiry-based • Use of
inquiry-based frames
• Guided or
open
inquiry-
based
A Problem a Day
To be posted in every class (Before the start of the class)
Submission of Solution before the Class ends
Checked the answers and to be returned the following
As a Math Quiz Class session/day (unique and accuracy solution)
or School Contest
Category A Category B Category C
Simple Word Problem Average Word Problem Non-routine
(Challenging) Word
Problem

Steps in Conducting Math Investigation

1. Explore the investigation;
2. Gather and record data;
3. Look for patterns;
4. Make conjectures (guesses);
5. Test the conjecture and then refine it and test it again;
6. Explain or prove the results;
7. Make generalizations;
8. Extend the problem; and
9. Communicate findings.

31
 Types Not ready Ready Ready to go Beyond

Polygons. This is a • To be • To be explored • To be explored

mathematical supervised by by the learners and reported
investigation so the the teacher as as a by the learners
learners are expected a performance performance as a
to pose the problems task task or performance
they want to pursue • Group enrichment task or
and on how they will investigation activity enrichment
solve it. It will cease or peer- • Group activity
to be a math learning investigation • Group
investigation if the or peer- investigation
teachers will be the learning or peer-
one to pose the learning
problems for them.
Polygons and • To be • To be explored • To be explored
Algebraic supervised by by the learners and reported
Expressions. This the teacher as as a by the learners
simple investigation a performance performance as a
of drawing polygons task task or performance
with the same area • Group enrichment task or
can be used as an investigation activity enrichment
introductory lesson or peer- • Group activity
to teach operations learning investigation • Group
with algebraic or peer- investigation
expressions with learning or peer-
meaning and learning
understanding. The
lesson consists of
four problem solving
tasks to
scaffold learning of
adding, subtracting,
multiplying, and
dividing algebraic
expression with
conceptual
understanding.
These problem-
solving tasks not only
link geometry and
algebra but also
concepts and
procedures. The
lesson also engages
learners in problem
solving and in
visualizing solutions
and shapes.
Visualization is basic
to abstraction.

32
Exploring Fractions. • To be • To be explored • To be explored
This open-ended supervised by by the learners and reported
mathematics the teacher as as a by the learners
investigation has a performance performance as a
been designed to task task or performance
deepen learners’ • Group enrichment task or
understanding of investigation activity enrichment
fractions. In this or peer- • Group activity
investigation, learning investigation • Group
learners must use or peer- investigation
their knowledge and learning or peer-
understanding of learning
unit fractions to
design a class flag.
The flag must include
a specific set of
design elements and
must adhere to a list
of spacing guidelines.
Learners must record
and explain their
mathematical choices
on the worksheet
provided.
Operations with • To be • To be explored • To be explored
Fractions with supervised by by the learners and reported
Common the teacher as as a by the learners
Denominators. a performance performance as a
This open-ended task task or performance
mathematics • Group enrichment task or
investigation has investigation activity enrichment
been designed to or peer- • Group activity
deepen learners’ learning investigation • Group
understanding of or peer- investigation
fractions. In this learning or peer-
investigation, learning
learners must use
their knowledge and
understanding of
fractions to design a
colorful floor rug for
a home renovation
competition. The
floor rug design must
adhere to a list of
competition rules.
Learners must record
and analyze their
color choices on the
worksheet provided.

33
Example Activity (Fraction Expedition: Navigating the World of Mathematical
Parts)

How to explore fractions? In exploring fractions, these teaching resource

includes:

• teacher notes
• detailing a range of important information about the investigation
• a detailed description of the investigation for learners, including step-
by-step instructions
• two blank flag templates
• a recording and explaining’ worksheet
• reflection questions

Explain that the unit fraction 1/b represents the quantity formed by one part
of a whole that has been partitioned into b equal parts where b is a non-zero whole
number.

Compose and decompose a fraction a/b with a numerator greater than zero
and less than or equal to b as a sum of parts 1/b.

Represent a fraction a/b as a sum of fractions 1/b, where a and b are whole
numbers and b > 0, including when a > b.

Decompose a fraction in more than one way into a sum of fractions with the
same denominator using concrete and pictorial models and recording results with
symbolic representations.

Divide whole numbers by unit fractions and unit fractions by whole numbers.

Another Example Activity (Exploring Fractions)

Change the x by x unit to 1 by 1 unit if you will give this to Grade 5-6 learners.

Some initial shapes learners could come up with may look like the following:

34
 Steps in doing this activity:

What is the same and

what is different among these
polygons? How can I classify
these polygons? (Possible
classifications would be a.
convex vs non-convex
polygons; b. according to the
number of sides)

What shapes and how

many are there if I only
consider polygons made up of
squares? Learners will
discover that while they can have as many polygons as possible with an area of 5,
there are only 12 polygons made of squares. This is shown in the figure. These
shapes are called pentominoes because these are made up of 5 squares. I have
arranged it here for easy recall of shapes. It contains the last seven letters of the
English alphabet (TUVWKXZ) and the word FILIPINO without the last 2 I’s and O in
the spelling.

Is there a way of constructing different triangles or any of the polygons with

the same area? A possible extension of this investigation is to consider polygons with
areas other than 5x2. Draw and investigate polygons with the same area. The
diagram below is just some of the ways learners can find the area of the polygons.

35
 Steps in doing this
activity:

What are the

different ways can you
find the area of each
polygons? Write an
algebraic expression
that would represent
each of your method.
The solutions can be
represented by the
algebraic expressions
written below each
polygon. Draw the
learners’ attention to
the fact that each of
these polygons have
the same area of and
that all the seven
expressions are equal
to also.

Ask learners to draw polygons with a given area using algebraic expressions
with two terms. For example with area 6x2-x2. Ask learners to do operations. For
example 6x2-x2. For extension activity, draw polygons with area 6xy on an x by y
unit grid.

36
 Math Gamification

Math Gamification

The main goal of this intervention

program is to help key stage 2 learners
become more successful mathematics
learners by building their understanding of
essential content as well as their
motivation and confidence through game-
based approach, therefore making their
learning more engaging and meaningful.
Result of a research conducted by Parker
(2018) on the application of game-based
learning has proven that learning through
play has emerged as an important strategy
to promote learner engagement, inclusion
and holistic skills development most
specially in mathematics.

Teacher Support

• Development/ adapt game-based activities for G4-G6

• Offline and online Math Games apps appropriate for KS2 Math

Table 14. Math Gamification Intervention Time Menu

Game Not Ready Ready Ready to go Beyond

• During class
Scavenger Hunt, • During class • During class
• By pair
Jeopardy, Cards, • Teacher- • Group
Board games • Moderate
guided • Complex

• During class
Math Puzzles such • During Class • During class
• Teacher-
as Sudoku, • By pair • Group
guided
DAMATH • Moderate • Complex
• Simple
• During or
• During or • During or
after class
after class after class
Math Trivia • Teacher-
• Self-guided • Self-guided
guided
• Moderate • Complex
• Simple

37
 Online/offline
Computer Based
• During or • During or
Games such as • After class (in-
after class after class
SplashLearn, Math school or at
(in-school (in-school or
Playground, Khan home)
ICT room) at home)
Academy, Math • Complex
Blaster, Prodigy, • Simple • Moderate
and Cool Math
• During or • During or • During or
after class after class after class
Math Trail • Teacher- • Self- • Self-
guided guided guided
• Simple • Moderate • Complex
• During or • During or • During or
after class after class after class
Math Bingo • Teacher- • Self- • Self-
guided guided guided
• Simple • Moderate • Complex

Steps to be done in choosing/using the game.

1. Determine the objective: Identify the objective of the game. Determine what
the participants will learn or gain from the activity.
2. Choose the game: Select the game or activity that best aligns with the
objective. Consider the age range, interests, and abilities of the participants,
as well as the duration of the activity.
3. Prepare the materials: Gather all the necessary materials and equipment
needed for the game. This includes the game pieces, instructions, and any
other necessary items.
4. Explain the rules: Explain the rules of the game and demonstrate how it is
played. Be sure to answer any questions of participants and clarify any
confusion.
5. Game Proper. Monitor the participants, keep track of the score or progress
and make adjustments as necessary
6. Debrief and discuss: After the game, take time to debrief and discuss the
experience with the participants.
7. Ask them to reflect on what they learned and how they can apply it in real-
life situations.
8. Evaluate the activity: Evaluate the effectiveness of the game. Assess whether
the objectives were met and consider making adjustments or modifications
for future use.

38
Sample Math Games

• Math Scavenger Hunt

• Math Jeopardy
• Math Card Games
• Math Puzzles
• Math Trivia
• Online and
• Offline Computer-Based Games
• Math Trail
• Math Bingo

❖ Math Scavenger Hunt

In the math scavenger hunt learners work individually or in a group to solve

mathematics problems posted on station cards. They start at any station card and
solve the problem posted on the bottom of it. Once they solve the problem, they find
another station card posted around the room with that solution located on the top of
it.
Math Scavenger Hunt typically works:

Clues and Math Problems: Organizers create a set of math problems or

puzzles that participants need to solve. Each solution corresponds to a location
where the next set of problems or clues is hidden.
Teams or Individuals: Participants are usually divided into teams, though
the activity can also be done individually. Teams work together to solve the math
problems and follow the clues.
Venue: The scavenger hunt takes place in a specific venue, which could be a
classroom, school campus, or any other suitable location. The math problems are
strategically placed at different locations within this area.
Solving Problems and Moving Forward: Teams or individuals solve the first
math problem, and the solution guides them to the location of the next problem. This
continues until all the problems have been solved.
Learning Objectives: The math problems are designed to reinforce specific
mathematical concepts or skills. The scavenger hunt serves as a fun and engaging
way for participants to apply their math knowledge in a real-world context.
Competition or Collaboration: Depending on the goals of the activity,
participants may compete against each other to complete the scavenger hunt in the
shortest time, or they may collaborate to solve the problems collectively.
Debriefing: After completing the scavenger hunt, there is typically a debriefing
session where participants discuss the solutions to the math problems, share their
experiences, and reflect on the learning aspects of the activity.

39
 ❖ Math Jeopardy

It can be played individually or in groups. Learners must pick a category (i.e.,

fractions, decimals, etc.) and a point value. Learners then must give the answer in
the form of a question. Teacher must then validate the answer, if the answer is
correct the teacher will instruct the learner/s to pick another category with a point
value. If the answer is incorrect then the other groups will have the chance to answer.
It is a fun and interactive game based on the popular television quiz show "Jeopardy!"
The game is designed to reinforce and test mathematical knowledge through a series
of questions and answers.

Order of Play: Teams take turns selecting a category and point value from the
game board. The team that selects a question is given the opportunity to answer.
Question Presentation: Present the math question related to the selected
category and point value. Be ready to provide the answer in case the team cannot
solve it.
Answering: The team has a limited time (e.g., 30 seconds) to discuss and
provide an answer. Each player on the team can contribute to the discussion.
Scoring: If the team answers correctly, they earn the points associated with
the question. If they answer incorrectly, subtract the points from their score. Keep
track of scores on a whiteboard or chart.
Buzzer System: Use a buzzer or noise maker to signal when teams can
answer. The team that buzzes in first gets the chance to respond. If they answer
incorrectly, other teams have the opportunity to buzz in.
Final Jeopardy: Optionally, you can include a "Final Jeopardy" round where
teams can wager some or all of their points on a single, more challenging math
question.

❖ Math Card Game

Children often feel pressure with maths to get the answer right. Card games
change children's perception of learning about numbers in a positive way, help take
the fear out of maths and allow them to build their number confidence without
worrying about making mistakes. This can be played individually or as a group. It is
also a game that incorporates mathematical concepts and operations into its rules
and gameplay. These games are designed to be both entertaining and educational,
providing players with a fun way to practice and reinforce their math skills. Math
card games can vary widely in terms of complexity, target age group, and specific
mathematical concepts covered.

Here are a few examples of math card games:

Uno Math: Uno is a popular card game where players match cards based on
color or number. In Uno Math, players can only play a card if it matches the previous
card's number through a specified mathematical operation (addition, subtraction,
multiplication, etc.).

40
 24 Game: The 24 Game involves using four numbers on cards to make the
number 24 by combining them using basic arithmetic operations (addition,
subtraction, multiplication, and division). Players must use all four numbers on the
card to reach the target number of 24.
Math War: In Math War, players each draw a card and perform a
mathematical operation (such as addition or multiplication) on the numbers on their
cards. The player with the highest result wins the round.
Fraction Action: This game focuses on fractions. Players draw cards with
fraction expressions and must either add, subtract, multiply, or divide them to
achieve a target fraction.
Prime Climb: Prime Climb is a board game, but it involves cards and
mathematical concepts related to prime numbers. Players use multiplication and
addition to move their pieces along a spiral track toward the center of the board.

❖ Math Trivia

An excellent method to put your knowledge to the test. It may be enjoyable to

assess how much information you retain or to assist you in studying for an upcoming
exam. The greatest thing about math trivia is that people of all ages can enjoy it.

Here are a few examples of math trivia questions:

Famous Mathematicians:
"Who is often referred to as the 'Father of Geometry'?"
"Which mathematician is credited with the development of calculus
along with Isaac Newton?"
Mathematical Concepts:
"What is the value of pi (π) to two decimal places?"
"In geometry, what is the sum of the interior angles of a triangle?"
Historical Math Events:
"In what year did the famous mathematician Euclid live?"
"What ancient civilization is credited with the invention of the number
zero?"
Math Applications:
"How is the Fibonacci sequence related to nature?"
"What is the purpose of cryptography in the field of mathematics?"

❖ Math Puzzles

The term also refers to a game, toy, or problem designed to test ingenuity or
knowledge. Math puzzles are problems that require mathematical logic and
calculation. These types of puzzles carry recreational as well as educational value for
the learners. It is also a type of problem or game that requires mathematical thinking
and reasoning to solve. Math puzzles come in various forms, and they can involve
different branches of mathematics, such as arithmetic, algebra, geometry, logic, and
more. These puzzles are designed to challenge and entertain individuals while

41
promoting problem-solving skills and mathematical understanding. Math puzzles are
popular in educational settings, as well as recreational activities.

Here are a few examples of math puzzles:

Sudoku: Sudoku is a number-placement puzzle that involves filling a 9x9 grid

with digits so that each column, each row, and each of the nine 3x3 subgrids contain
all of the digits from 1 to 9.
Crossnumber Puzzle: Similar to a crossword puzzle, a crossnumber puzzle
requires individuals to fill in a grid with numbers based on provided clues.
Logic Puzzles: Logic puzzles often involve deductive reasoning and critical
thinking. For example, you might have a set of clues that lead you to determine the
correct order of a sequence of events or the values of certain variables.
Math Riddles: Riddles present a problem or scenario that requires a
mathematical solution. Solving the riddle involves applying mathematical concepts
to find the answer.
Tangram Puzzles: Tangrams are dissection puzzles consisting of seven flat
pieces that are put together to form a square. The challenge is to rearrange the pieces
to create a specific shape or figure.
Magic Squares: Magic squares are grids of numbers where the sums of the
numbers in each row, column, and diagonal are the same. The challenge is to arrange
the numbers in such a way that the magic square property is satisfied.
Cryptarithms: Cryptarithms are mathematical puzzles where the digits in an
arithmetic expression are replaced with letters, and the task is to find the correct
correspondence between letters and digits.

❖ Online and Offline Computer Games

Playing math games in the classroom has emerged as a way to make math
lessons or math reviews more engaging, especially for learners who might find math
problems daunting to solve. Classroom math games can act as customizable entry
and exit tickets, as well as mid-class activities. You can easily add them into your
lesson plans and use them for math reviews.

❖ Math Trail

A mathematics trail (also math trail or math trail) is a walk where you can
discover and solve mathematical problems on real objects. Math Trails are a part of
outdoor education. They can be used in school context to offer a real-life experience
beside of textbooks. Nevertheless, a math trail requires good preparation and a solid
postprocessing in the classroom. A math trail, also known as a math walk or math
hike, is an outdoor educational activity where participants explore a specific area
while engaging in mathematical activities and problem-solving. The trail is designed
to incorporate math concepts into the environment, allowing participants to discover
and apply mathematical ideas in real-world settings. Math trails are often used as
an interactive and hands-on approach to teaching and learning mathematics.

42
 Here are some key features and components of a math trail:

Location: Math trails can take place in various locations, such as parks,
nature reserves, urban areas, or even within the school campus. The chosen location
is usually rich in opportunities to explore mathematical concepts in a tangible way.
Activities: Along the trail, participants encounter specific points of interest
or stations where mathematical problems or activities are presented. These activities
can cover a wide range of mathematical topics, including geometry, measurement,
algebra, statistics, and more.
Interactivity: Math trails encourage active participation and engagement.
Participants may be asked to measure distances, estimate sizes, identify geometric
shapes in the environment, solve math problems related to real-world situations, or
perform other interactive tasks.
Guides or Worksheets: Participants often receive guides, worksheets, or
maps that provide instructions for each station along the math trail. These resources
may include questions, problems, or activities that participants need to complete.
Collaboration: Math trails can be done individually or in groups. They often
promote collaboration and discussion among participants as they work together to
solve problems and share their mathematical insights.
Educational Objectives: Math trails are designed with specific educational
objectives in mind. These objectives may align with curriculum standards or learning
goals, and the trail provides a context for applying and reinforcing mathematical
concepts learned in the classroom.
Flexibility: Math trails can be adapted to different age groups and levels of
mathematical proficiency. They can also be customized to suit specific curriculum
requirements or to focus on particular mathematical themes.

❖ Math Bingo

We can engage learners with this strategy for solving problems relating to 4
basic operations, fractions, decimals, etc. Teachers can organize the game in such a
way that difficulty will be increased. To create excitement in the teachers can even
declare winners for learners who marked first, second, and so on.

Table 15. Math Games Rubrics

Outstanding Proficient Basic Limited Inadequate
Criteria
(5) (4) (3) (2) (1)
Aligns with
Clearly aligns Partial Limited No
educational
Learning with alignment connection connection
goals but
Objectives educational with to with
with some
goals objectives objectives objectives
gaps
Engaging
Highly Minimal or
with Moderately Limited
Engagement engaging and no
sustained engaging engagement
immersive engagement
interest
Accurate, Mostly Adequate Limited Inaccurate
Educational
comprehensive accurate content content or irrelevant
Content
, and relevant and relevant coverage relevance content

43
 Easily Not
Adaptable to
adaptable to Moderate Limited adaptable
Adaptability diverse
most adaptability adaptability for different
learning style
learners needs
Immediate Timely and Adequate Limited No feedback
Feedback
constructive helpful feedback feedback or
Mechanism
feedback feedback provision system ineffective
Robust
Effective Basic Limited
Progress tracking of No progress
progress progress tracking
Tracking individual tracking
monitoring monitoring capabilities
progress
Encourages Supports Limited Minimal No
Collaboratio
effective collaborative collaboratio collaborativ collaboratio
n Features
collaboration learning n features e elements n concepts
Clear and Somewhat Poor design,
User Intuitive, user- Adequate
user-friendly confusing difficult to
Interface friendly design usability
interface for others navigate
Effective No
Seamless Basic Limited use
Assessment incorporatio integration
integration of assessment of
Integration n of of
assessments integration assessment
assessments assessment
Includes
Incorporates Includes Limited Lack
Motivational some
motivating motivating motivation motivational
Elements motivating
elements aspects factors elements
elements

Suggested Game-Based Activities that can be used to address the Least

Mastered Competencies Based on the Regional Diagnostic Assessment

Table 16. Grade 4 Least Mastered Competencies and Activities

Least Mastered Competencies Game-Based Activity

1. Solves routine and non-routine problems involving

capacity measures.
Math Scavenger Hunt
2. Solves routine and non-routine problems involving Math Trail
division of 2 to 4-digit numbers by 1 to 2-digit numbers Math Bingo
without or with any of the other operations of whole
numbers including money using appropriate problem-
solving strategies and tools.

3. Divides numbers without or with remainder: (a) 2 to Math Scavenger Hunt

3-digit numbers by 1 to 2-digit numbers (b) 2-3 digit Math Jeopardy
numbers by 10 and 100. Math Card Game
Math Trivia
Math Trail
Math Bingo

44
Table 17. Grade 5 Least Mastered Competencies and Activities

Least Mastered Competencies Game-Based Activity

1. Solves multi-step routine and non-routine problems

involving division and any of the other operations of
whole numbers including money using appropriate
problem-solving strategies and tools.
Math Scavenger Hunt
2. Solves multi-step routine and non-routine problems
Math Trail
involving multiplication and addition or subtraction
Math Bingo
using appropriate problem-solving strategies and tools.

[Link] routine and non-routine problems involving

addition and/or subtraction of fractions using
appropriate problem-solving strategies and tools.

Table 18. Grade 6 Least Mastered Competencies and Activities

Least Mastered Competencies Game-Based Activity

1. Solves routine or non-routine problems involving

Math Scavenger Hunt
multiplication without or with addition or subtraction of
Math Trail
fractions and mixed fractions using appropriate
Math Bingo
problem-solving strategies and tools.

2. Divides
a. whole numbers by decimals up to 2 decimal Math Scavenger Hunt
places and vice versa; Math Jeopardy
b. decimals/mixed decimals up to 2 decimal Math Card Game
places. Math Trivia
Math Trail
3. Adds and subtracts decimals through ten Math Bingo
thousandths without or with regrouping.

Suggested online and offline games that can be used to address the Least
Mastered Competencies Based on the Regional Diagnostic Assessment

Table 19. Grade 4 Least Mastered Competencies and Math Games

Online/Offline Computer
Least Mastered Competencies
Math Games
1. Solves routine and non-routine problems
involving capacity measures.
2. Solves routine and non-routine problems Khan Academy
involving division of 2- to 4-digit numbers by 1 to 2- Prodigy
digit numbers without or with any of the other Cool Math
operations of whole numbers including money Math Blaster
using appropriate problem-solving strategies and
tools.

45
 Khan Academy
SplashLearn
3. Divides numbers without or with remainder: (a) 2
Prodigy
to 3-digit numbers by 1 to 2-digit numbers (b) 2-3
Math Blaster
digit numbers by 10 and 100.
Math Playground
Cool Math

Table 20. Grade 5 Least Mastered Competencies and Math Games

Online/Offline Computer
Least Mastered Competencies
Math Games
1. Solves multi-step routine and non-routine
problems involving division and any of the other
operations of whole numbers including money using
appropriate problem-solving strategies and tools.
Khan Academy
2. Solves multi-step routine and non-routine
Prodigy
problems involving multiplication and addition or Cool Math
subtraction using appropriate problem-solving Math Blaster
strategies and tools.
[Link] routine and non-routine problems involving
addition and/or subtraction of fractions using
appropriate problem-solving strategies and tools.

Table 21. Grade 6 Least Mastered Competencies and Math Games

Online/Offline Computer
Least Mastered Competencies
Math Games
1. Solves routine or non-routine problems involving
multiplication without or with addition or
subtraction of fractions and mixed fractions using Khan Academy
appropriate problem-solving strategies and tools. Prodigy
2. Divides Cool Math
a. whole numbers by decimals up to 2 Math Blaster
decimal places and vice versa;
b. decimals or mixed decimals up to 2
decimal places.
Khan Academy
Prodigy
3. Adds and subtracts decimals through ten
Math Blaster
thousandths without or with regrouping. Math Playground
Cool Math

46
Table 22. Math Gamification List
Learning Competency Links and Sites

[Link]

[Link]

[Link]

[Link]

[Link]

[Link]

[Link]

**Some links may not work due to server downtime or expiration, feel free to look for related online
resources for alternative materials

47
 Math CB SAM

Math Competency-Based Strategic Activity Material

Math Competency-Based Strategic Activity
Material (CB SAM) contains strategically organized
learning activities aimed at addressing learners who
are identified as not ready, ready, and ready to go
beyond based on pretest mean scores on a
particular competency. For those learners who are
Not Ready, these will be used as intervention
learning activities. For those who are Ready, these
will be used as reinforcement activities; and for
those who are Ready to go Beyond, these will be
used as skill enhancement activities. These CB
SAMs can be in printed or non-printed forms.

The study of Bulut and Ipek (2018) explored

the effects of a competency-based math teaching
approach on middle school learners’ attitudes
toward mathematics. The study involved 78
learners who were taught using a competency-based approach. The results showed
that the learners had better positive attitudes towards math after the instruction.

Teacher Support

• Collation and Provision of Quality Assured Printed and Digitized CB SAM for
Grades 4 to 6.

Table 23. Math CB SAM Intervention Time Menu

Intervention or
Ready to go
Enhancement Not ready Ready
Beyond
Activities
• During or
• During or • During or
after class
Printed or after class after class
• Teacher-
Non-printed SIM • Buddy • Self-
guided
system guided
learning

48
 Description Mechanics

1. The SAM can be accessed

through the DepEd’s
LRMDS portal or from
the SDO’s repository of
learning materials.

2. The SAM is prescribed for

learners who need more
The SAM or the strategic activity material
time and focus in
is a self-paced learning intervention
learning a particular
wherein the learner is guided through
competency.
Printed or cards (guide, activity, assessment,
Non-printed enrichment, reference, answer key cards) 3. Once a learner has
SAM containing instructions on the learning successfully
tasks intended for a particular accomplished all tasks in
competency. the SAM, he/she may be
allowed to proceed to the
next lesson/competency.

4. The learner must be

instructed to accomplish
the learning tasks on his
own and not just get the
answer from the answer
key cards.

HOW TO DEVELOP CB-SAM

[Link] CARD

Gives the overview of the lesson, present the focus skills, build on prior
learning/prerequisite skills, engages the learner’s interest; and leads the learners
towards the performance of the task(s)

2. ACTIVITY CARD

The ACTIVITY CARD defines the task(s) that the learner should undertake in order
to develop skill. The task is competency-oriented and maybe an individual or a
group work, and the purpose of the task is to provide enough practice for the
learner so that he can perform the skill automatically.

3. ASSESSMENT CARD

The ASSESSMENT CARD helps the learner measure his/her level of mastery of the
skill upon completion of the task(s). Provides exercises, drills or activities that allow
students monitor their learning and use feedback about their progress. Formulated
in standard test forms to give students practice in test-taking techniques. The
result of the assessment identifies the knowledge/skill(s) that the learner may need
to enhance or develop further.

49
4. ENRICHMENT CARD

The ENRICHMENT CARD extends learning by providing additional exercises for

further application of knowledge or skill. It may also contain additional information
to extend knowledge.

5. REFERENCE CARD

The REFERENCE CARD provides additional content to the coverage

in the textbook. It may also list resources that the learner may refer to
for further reading.

50
51
52
 Math Journal

Math Journal
A math journal is an ongoing and
chronological record of what learners learn in
math. It is a tool that helps learners reinforce
and reflect on their understanding of math
concepts and skills.

Not only are math journals beneficial

for learners, but they are beneficial for
teachers too. Teachers can use math journals
as a formal or informal assessment to monitor
learners' progress and understanding.

Integrating writing and math is critical

in 21st-century classrooms. Elementary
learners need to be able to solve grade-level
problems accurately and explain their
thinking and strategies both orally and in
writing. Mathematical writing is a great way to
encourage learners to make sense of concepts and skills, think critically, make
connections, explain thinking, communicate ideas, practice literacy skills, self-
assess, and reflect on learning.

Implementing a math journal routine in the elementary classroom is one way

to ensure your learners regularly write in math and continue to grow as
mathematicians, writers, and critical thinkers.

Through journal writing, learners become more responsible for their own
learning and develop good study habits since it can be done after class discussion.
It also provides an opportunity to learners to freely express their thoughts about the
lesson that most of the learners cannot share during the actual discussion. With
that, math journal is suited to learners categorized as not ready, ready and ready to
go beyond. Moreover, since a math journal is a record of a learner's significant
learnings, ideas and feelings, it is a good mechanism for teachers to monitor learners'
progress towards the lesson and the difficulties encountered in the discussion.

To fully develop the numeracy and literacy skills of learners, teachers may
provide a starting statement to clearly set the performance target of the tasks.
Learners may also be given the opportunity to do their journal using a notebook or
with the use of technology whichever is applicable and convenient to them. In
evaluating math journals, teachers may use rubrics to provide consistency in
assessing learner’s work.

53
 According to Atland (2017), a math journal allows learners of all abilities and
ages to examine and express their mathematical reasoning. Thus, this intervention
covers the Not Ready, Ready, and Ready to Go Beyond Learners in Mathematics.

Math journaling can be used as a short, three-to-seven-minute activity before,

during, after, or throughout instruction.

Table 24. Math Journal Intervention Time Menu

Intervention or
Ready to go
Enhancement Not ready Ready
Beyond
Activities
• During or
• During or • During or
after class
after class after class
Reflective Writing • Teacher-
• Buddy • Self-
guided
system guided
learning

Table 25. Types of Journals

Types Description Guide Task

• Write a set of
instructions
• Take photos of
concrete
Descriptive questions ask manipulatives and
learners to describe their explain how they
methods or explain a concept. used them
Descriptive
This will let the teacher know
Journaling • Write a letter to
if learners need clarification
another child
or if there are gaps in their
understanding. • Write a reflection
on the lesson
• Annotate their
drawings and
diagrams.
• Write a set of
instructions
Evaluative tasks ask learners • Take photos of
why they chose a method and concrete
Evaluate/Reflective
how helpful it was to solve it. manipulatives
Journaling
Learners must justify the and explain how
choices that they’ve made. they used them
• Write a letter to
another child

54
 • Write a reflection
on the lesson
• Annotate their
drawings and
diagrams

• Create their
number puzzle
• Write a new
The learners develop models word problem
and stories to show their for a friend to
understanding. It challenges solve
all learners by providing low • Give them an
Creative threshold–high ceiling answer and ask
Journaling problems. The LTHC activities
them what the
are maths activities where
every individual in the group question might
or class can find a way to be
engage with and answer the • Write a story to
question at their level. go with a
calculation

• Providing
examples of
different
methods
• Photos and
diagrams of
This helps the learners modeled
connect to previous learning examples
and verbalize their ideas. • Group or paired
Investigative
Journaling journaling
Scaffolded support can help
• Sentence
children who might struggle
starters
to know where to begin.
• Speech bubbles
for children to
write sentences
in
• Using concrete
manipulatives
and taking

55
 photos of the
process

• What mistakes
did you make?
How did you
learn from
them?
Learners show you what they • What did you
have learned and understood notice?
in formative journal entries.
• What did you
Formative This is an opportunity for
them to reflect on what they know before,
Journaling
found challenging and why. and what do
Formative journals are a great you know now?
way to assess and record • Does this
progress. remind you of
any other work
you’ve done?
• What does this
tell you?

PARTS OF MATH JOURNAL

Teachers and learners may do three paragraph journals using the template
below.

Table 26. Parts of Math Journal

The Happenings My Reactions The Outcomes

When I heard …. I felt … because As a result …..

When I saw … I discovered … Therefore I will ….
When I read … I wondered about … I plan to ….
When ….said I realized ….
When …..did I began to understand …
When ….reacted I said ….
When our group I did …
… I questioned ….
As I was …. I responded ….

56
Table 27. Math Journal Rubric

Criteria 3 2 1
Expert Skilled Novice
15pts 10 pts. 5pts.

Journal entries Journal entries Journal entries

Organization are well-organized are somewhat are poorly
with smooth organized with organized with
transitions transitions unclear
between ideas between ideas transition
between ideas
Learners reflect Learners reflect Learners reflect
Reflection deeply on their on their on their
learnings, show learnings, show learnings, show
evidence of self- some evidence of limited evidence
assessment and self-assessment of self-
connect their and attempt to assessment and
mathematical connect their inconsistently
thinking to real- mathematical connect their
life situations. thinking to real- mathematical
life situations. thinking to real-
life situations.
Journal entries Journal entries Journal entries
Neatness are neat, legible are somewhat are messy,
and well- neat, legible and illegible and
presented well-presented poorly presented

Promptness in Submitted on or Submitted an Submitted a

Submission before the hour after the day/week after
deadline deadline the deadline

How to Write a Good Math Journal Prompt

A math journal prompt should be open-ended and an opportunity for learners
to…
• think deeply about a concept or skill;
• problem solve;
• learn from the question;
• deepen their understanding of a concept or skill;
• discover new ideas and connections; and
• explain their thinking.
Use of Math Journal Besides Writing
Math journals do not require learners to solely write explanations in
paragraph form in them. They can be filled with drawings, photographs, newspaper

57
clippings and more. The following are the ideas that you can incorporate into your
learner math journal:
• articles about famous mathematicians;
• diagrams;
• drawings;
• math vocabulary words and definitions;
• newspaper clippings related to math;
• photographs of learner work;
• photographs of learner solving problems;
• sketches of symmetric objects;
• learner reflections; and
• tracings of math manipulatives.

58
59
 CURRICULUM SUPPORT SYSTEM

A. Teachers
Issues

Inability/limited skills to apply appropriate teaching techniques/

strategies/pedagogies to fully address diversity of learners. Insufficient knowledge of
survival skills and first aid.
Concerns

Application of teachers’ skills involving teaching techniques/ strategies/pedagogies

in teaching-learning to address diversity of learners.
Challenges
Strengthening TA provision, mentoring and coaching to teachers on appropriate
teaching techniques/strategies/pedagogies for Key Stage 2 teachers in enhancing
lessons and activities to address diversity of learners.
Theme: Strengthening the importance of teaching through 21st-century skills
development techniques transforming Key Stage 2 teachers ready for Education 4.0
Strategic Learning Intervention
Strengthen TA provision and intensify LAC among KS2 teachers in using
appropriate and varied teaching techniques to address the diverse needs of learners
in Education 4.0.
Implementation Plan

1. Regional Level

Programs, Resources
Projects & Specific Roles/
Output
Activities Responsibilities Human Non-Human

Establishment and
Conduct Guidelines RD, ARD, Office supply,
institutionalization
consultation to and list CLMD, M&E and TA
of Professional
Learning SDOs for the support FTAD, SDO Forms, Travel
Communities drafting of the materials. EPSvr and Expenses
(PLC) in schools to guidelines and other
intensifying identifying support concerned
Teachers' materials. Disseminated personnel
Technological, memorandum.
Issue
Pedagogical and
memorandum.
Content
Knowledge Monitor and M&E and TA
(TPACK) evaluate to provide Report
appropriate for TA on the
Education 4.0 implementation of
the program.

60
2. Division Office

Programs, Resources
Projects & Specific Roles/
Output
Activities Responsibilities Human Non-Human

Establishment and Implement the Memo OSDS, CID, Office supply,

institutionalization guidelines. Implementation SGOD, M&E and TA
of Professional Select Forms, Travel
Monitoring and M&E and TA
Learning Expenses
Evaluation and Results School
Communities
provide institutional Personnel
(PLC) in schools to Improved
support to schools
intensifying implementation
to ensure quality of
Teachers'
practice in the Increased
Technological,
school level. number of
Pedagogical and
schools with
Content Conduct further
functional PLC
Knowledge consultation and
(TPACK) responsive Plan
appropriate for Adjustment
Education 4.0
Encourage
benchmarking of
best practices of
schools in the
division

Issues
A. Limited integration knowledge in teaching within and across learning areas.
B. Limited application of experience-based activity in the teaching process.
C. Less emphasis on the value of mathematical concept in real-life situations
and, values and attitude integration.

Concerns
Lack of support system and materials to enable teachers to effectively integrate
content across learning areas, including values and attitude, and the use of real-
life situation.
Challenges
Strengthening implementation of professional learning communities in school that
includes mentoring/coaching/ modelling learning of master teachers/ seasoned
teachers using integrative teaching, including integrating of values and Higher
Order Thinking Skills (HOTS).
Theme: Leveling up Instruction through values integration, application on mastery
on content knowledge on other learning areas, including values and HOTS.

61
Strategic Learning Intervention
Strengthening TA provision in establishing whole-school approach in the
integration across learning areas, including values and higher order thinking skills
to promote effective transfer of learning. (Project Math Enrich)
Implementation Plan

1. Regional Level

Programs, Resources
Projects & Specific Roles/
Output
Activities Responsibilities Human Non-Human

Establishment and
Conduct Guidelines RD, ARD, Office supply,
institutionalization
consultation to and list CLMD, M&E and TA
of Professional
Learning SDOs for the support FTAD, SDO Forms, Travel
Communities drafting of the materials. EPSvr and Expenses
(PLC) in schools to guidelines and other
intensifying identifying support concerned
Teachers' materials. Disseminated personnel
Technological, memorandum.
Issue
Pedagogical and
memorandum.
Content
Knowledge Monitor and M&E and TA
(TPACK) evaluate to provide Report
appropriate for TA on the
Education 4.0 implementation of
the program.

2. Division Office

Programs, Resources
Projects & Specific Roles/
Output
Activities Responsibilities Human Non-Human

Establishment and Implement the Memo OSDS, CID, Office supply,

institutionalization guidelines. Implementation SGOD, M&E and TA
of Professional Select Forms, Travel
Monitoring and M&E and TA
Learning Expenses
Evaluation and Results School
Communities
provide institutional Personnel
(PLC) in schools to Improved
support to schools
intensifying implementation
to ensure quality of
Teachers'
practice in the Increased
Technological,
school level. number of
Pedagogical and
schools with
Content Conduct further
functional PLC
Knowledge consultation and
(TPACK) responsive Plan
appropriate for Adjustment
Education 4.0
Encourage
benchmarking of
best practices of
schools in the
division

62
B. Material, Facilities, and Equipment
Issues
A. Locally developed learning resource materials were not properly utilized.
B. Learning materials and equipment were not released and delivered on
schedule.
Concerns
A. Ensure the proper utilization and appropriateness of the locally developed
learning resource materials and issued equipment.
B. Learning materials and equipment were not utilized based on a specific
quarter & competencies.
Challenges
A. Ensuring the proper utilization and appropriateness of the locally developed
learning resource materials and issued equipment.
B. Properly allocate local funds on the procurement of learning materials and
equipment.

Theme: Utilizing, monitoring, and evaluating of the learning resource materials,

equipment, and allocation of local funds

Strategic Learning Intervention

Intensifying proper utilization mechanism and procurement of learning materials
based on priority needs.

63
Implementation Plan

1. Regional Level

Programs, Resources
Projects & Specific Roles/
Output
Activities Responsibilities Human Non-Human

Consultative DepEd RO-III Addressed Bond Paper

Regional
Meeting & Focus through the issues and Internet
Group Discussion Curriculum and concerns to LRMD-EPS
and Learning Laptop
to SDOs Learning Learning ensure the
Resource Management proper Area
Management Division (CLMD) and utilization of Supervisors;
Division System the Learning the locally Division
(LRMDS) Resource developed
Learning Area
Education Management Section learning
Program (LRMS) highly resource Supervisors
Supervisor encourage the materials and LR-EPS
Schools Division
Issuance of Offices to continue Benchmark
Implementation developing locally- best practices
Guidelines on the developed learning of various
Enhancement of materials in SDOs on the
Quality Assured Mathematics for utilization of
Learning Grade 4-6 locally
developed
Materials
Provide support on learning
learning support materials
various learning
designs and quality
assurance of the
locally-developed
materials
Ensure the
availability of
teaching and
learning resource
materials.

64
2. Division Office

Programs, Resources
Projects & Specific Roles/
Output
Activities Responsibilities Human Non-Human

Monitoring on Manage the Equitable Division LR- Bond Paper

the equitable equitable distribution of EPS; Learning printer, ink,
distribution of distribution of learning Area laptop,
learning learning resource materials and Supervisors; computer
materials and materials in the equipment was District and
Memorandum of
equipment. schools division. properly School
monitored. Learning Area Agreement;
Provision of Ensure compliance Coordinator Memorandum of
quality assured with LRMDS Quality assured and Subject Understanding;
locally policies, guidelines, locally Area Deed of
developed and standards in developed Coordinators Donations
learning the development, learning
materials. procurement, materials were
Establishing production and provided. LRMDS,
and updating utilization of SocMoB
partnership learning resources List of updated
system partners
LRMDS in
cooperation with
Inventory of Updated
SocMob to provide
Quality assured established and inventory &
learning updated partnership disseminated
resource system. report of
materials learning
Consolidate and resource
disseminate materials (print
inventory of quality & non-print)
assured learning
materials to school
LRMDS coordinators
for utilization

C. ICT Environment

Issues
A. No/poor/unstable internet connectivity and limited tools, equipment, and
facilities particularly in last mile schools.
B. Lack of computer-aided/ technology-based instruction in Mathematics.
C. Lack of ICT facilities for computer-based assessment.
Concerns
A. Least prioritization and limited budget allocation on internet connectivity
and ICT tools, equipment, and facilities.
B. Least prioritization and limited budget for computer-aided/ technology-
based/ instruction's learning resources and teachers' capacity building.
C. Least prioritization and limited budget for computer-based assessment.

65
Theme:
A. Improving the internet connectivity and ICT tools, equipment and facilities.
B. Levelling up Mathematics instruction through Educ 4.0
C. Assessing learners objectively and accurately using CBA.

Strategic Learning Intervention

A. Upgrading of internet connectivity and ICT tools, equipment and facilities
through effective planning, procurement, and distribution of resources.
B. Harnessing ICT resources and teachers’ expertise in building classrooms of
the future.
C. Measuring learning outcomes through online and offline computer-based
assessment.

Implementation Plan

1. Regional Level

Programs, Resources
Projects & Specific Roles/
Output
Activities Responsibilities Human Non-Human

Program Monitor the M&E Reports ICT Computer/

Implementation utilization and Personnel laptop/ Internet
Review on functionality of ICT Connection
utilization of tools, equipment,
MOOE and DCP and facilities.
Approved Training
Provide capacity Provide TA on the Proposal CLMD materials
building program appropriate and ACR/WAP ICT
Computer/
and related efficient utilization of QA Computer/ Personnel
ICT tools, equipment, technology- laptop/ Internet
activities.
and facilities in the based lessons Connection
teaching-learning and CBA
process. assessments

Conduct capacity
building programs
such as Training of
Trainers, Training of
Key Teachers, etc.

66
2. Division Office

Programs, Resources
Projects & Specific Roles/
Output
Activities Responsibilities Human Non-Human

Conduct inventory M&E

Program and monitoring on EPSvr/ Computer/
Reports
Implementation the utilization of ICT PSDSs, laptop/
Approved
Review on tools, equipment, and School tablet,
Proposal
utilization of facilities.
Heads, ICT Internet
MOOE and DCP
Provision of audio- TA Plan Personnel, Connection
visual materials and Report
programs (offline),
Monitoring
smart TV, and other
ICT learning gadgets Report
and tools.

Submit proposals for

the procurement of
additional ICT tools
and equipment.

Continuous capacity
building of teachers
on the available ICT
tools, equipment and
facilities.

Encourage
stakeholders and
partner institutions
to support ICT
procurement
projects/programs.

Provide Conduct (roll-out) Approved EPSvr/PSDSs, Training

capacity capacity building Proposal School Heads, Materials
building program ACR/WAP ICT Personnel, Computer/
program on the laptop/tablet,
Teachers
development of: Internet
1. computer- Monitor the QA Connection
based/ implementation of Computer/
technology- WAP technology-
based based
model lessons
lessons for
Key Stage
2
2. online and
offline
computer-
based
assessment
for Key
Stage

67
 Programs, Resources
Projects & Specific Roles/
Activities Responsibilities Human Non-Human

Validating the CLMD in Computer- based

CLMD, Laptop,
SDO developed collaboration with standardized
computer-based QAD to validate the tools for QAD, Projector, Ink,
standardized tools Developed computer Quarterly PPRD, Bond Paper,
for Quarterly based Assessment Assessment and Printers,
Assessment and Tools Mathematics Internet,
Mathematics Skills References
Skills Assessment CLMD in
Tools collaboration with
QAD to Monitor and Assessment
Monitoring and evaluate the Tools, CLMD
evaluating the administration and Assessment
administration utilization of the results
and utilization of assessment tools
the assessment
Policy CLMD
tools CLMD in
collaboration with Recommendation
Utilizing QAD to Utilize
assessment results assessment results
for Policy for Policy
Recommendations Recommendations

D. Assessment
Issues
Unavailability of computer-based standardized tool for quarterly assessment,
mathematics skills assessment tools and utilization of the assessment tools.

Concerns
No available quality assured computer-based Assessment Tools.

Challenges
Development, administration, and utilization of the computer based standardized
tools for quarterly assessment and mathematics skills assessment tools.

Theme: Intensifying the development, administration, and utilization of computer-

based standardized tool for quarterly assessment and mathematical skills
assessment tools towards attaining Education 4.0.

Strategic Learning Intervention

Intensifying the development of computer-based standardized tools for Quarterly
Assessment and Mathematics Skills Assessment through proper administration
and utilization of the quality assured test items.

68
Implementation Plan

1. Regional Level

Programs, Resources
Projects & Specific Roles/
Output
Activities Responsibilities Human Non-Human

Preparing CLMD in Implementation

CLMD, Laptop,
Implementation collaboration with Guidelines on the
Guidelines on the QAD to validate the development, QAD, Projector, Ink,
development, Developed administration, PPRD, Bond Paper,
administration computer-based utilization, Regional Printers,
and utilization of Assessment Tools analysis and EPS TWG Internet,
computer based *CLMD in interpretation of References
standardized collaboration with result of the
tools for QAD to Monitor and computer- based
Quarterly evaluate the standardized
Assessment and administration and tools for
Mathematics utilization of the Quarterly
Skills Assessment assessment tools Assessment and
Tools CLMD in Mathematics
collaboration with Skills Assessment
QAD to Utilize Tools
assessment results
for Policy
Recommendations

69
2. Division Office

Programs, Resources
Projects & Specific Roles/
Output Non-
Activities Responsibilities Human
Human
SDO to utilize the Orient SHs/MTs/
Implementation KS2 Coordinators Oriented CID, SGOD, Computer,
Guidelines on the on the SH/MTs/KS2 SHs MTs and laptops,
development, Implementation Coordinators on the KS2 bond paper,
administration Guidelines on the implementation Coordinators ink
and utilization of development, guidelines on the and teachers
computer based administration, and development,
Standardized utilization of
administration and
Tools computer-based
Standardized Tools administration of
(CID in computer based
collaboration with standardized tools
SGOD)

Utilize the
Implementation
Guidelines on the
development,
administration, and
utilization of
computer-based
Standardized Tools
(CID) in
collaboration with
SGOD)

SDO to develop Develop and Developed and Computer-

and validate the validate the Validated based Computer,
computer-based computer based computer-based assessment laptops,
standardized tools standardized tools assessment tools tools writer, bond paper,
for Quarterly for Quarterly Division EPSs ink
Assessment, Assessment and Analyzed and CID, SGOD
Mathematics Skills Mathematics Skills interpreted test
Assessment Tools Assessment Tools results M&E report
(CID through the Policy
SDO to monitor LRMDS) Recommendations
and evaluate the
administration and Monitor and
utilization of the evaluate the
Assessment administration and
Tools (CBA and utilization of the
CAA) Assessment Tools
(CID & SGOD)
SDO to submit
Report on the Submit Report on
computer-based the computer-
Assessment Tools based Assessment
Results to the Tools Results to the
Regional Office for Regional Office for
Policy Policy
Recommendations Recommendations
(CID)

70
Issues
Low percentage of learners who achieved or exceeded the minimum proficiency
level on Regional Diagnostic Assessment (RDA)/Achievement Test

Concerns
A. Unfinished MELCs in KS2
B. Health conditions of Learners
C. Absenteeism
D. Family issues
E. Financial Problem/Difficulty
F. Construction of Test Items

Challenges
Implementation of the different interventions such as Math Drills, Math Tutoring,
Math Arts, Math Solve, Math Invest, Math Gamification, Math CB SAM and Math
Journal
Theme: Strengthening the implementation of different interventions such as Math
Drills, Math Tutoring, Math Arts, Math Solve, Math Invest, Math Gamification,
Math CB SAM and Math Journal
Strategic Learning Intervention
Intensify the implementation of different interventions such as Math Drills, Math
Tutoring, Math Arts, Math Solve, Math Invest, Math Gamification, Math CB SAM
and Math Journal

71
Implementation Plan

1. Regional Level

Programs, Resources
Projects & Specific Roles/
Output Non-
Activities Responsibilities Human
Human
Developing and Develop and quality Developed CLMD, Computer,
assuring assured. Monitoring QAD, Laptop
quality Monitoring Monitoring Tool on Tool PPRD, Bond paper,
Tool on the implementation EPSvr ink
the of Mathematics
implementation of Interventions
Mathematics
Interventions
Conduct regular Utilized results. Computer,
Conducting regular monitoring. / Reports on Laptop
monitoring and and evaluation of Mathematics Bond paper,
evaluation of the implementation Interventions ink
the of mathematics for Policy
implementation of Interventions Recommendations
mathematics
Interventions
Utilize
Utilizing mathematics.
mathematics interventions
interventions results/reports
results/reports for for Policy
Policy Recommendations
Recommendations

Issuance of Policy/ Design and issue a Approved CLMD, Laptop,

Implementation Policy/ Implementation QAD, Projector,
Guidelines on the Implementation Guidelines Ink, Bond
conduct Guidelines on the Paper,
of Math implementation of Printers,
Interventions math interventions Internet,
Conducting an (CLMD in References
orientation collaboration with
to EPSs on the QAD) Conducted Regional
Implementation Conduct of Orientation EPS
Guidelines for the Orientation to
Conduct of Math EPSs on TWG,
Interventions the Division
Implementation EPSs
Guidelines for
the Conduct of
Mathematics
Interventions
(CLMD in
collaboration with
QAD)

72
2. Division Office

Programs, Resources
Projects & Specific Roles/
Output Non-
Activities Responsibilities Human
Human
Implementation Implementation Division Memo on CID, SGOD, Computer,
Guidelines on Guidelines on the the policy SHs, MTs, Laptop
the blueprint of blueprint of Implementation KS 2 Bond
mathematics mathematics Guidelines on the Coordinators paper,
Interventions Interventions implementation of and ink
Mathematics Teachers
Conducting Orient school interventions
orientation to Heads/select *Oriented School
School MTs/KS2 Heads/select
Heads/select coordinators on MTs/KS2
MTs/KS2 the coordinators on
coordinators on implementation of the
the the Policy implementation of
implementation Guidelines (CID in the
of the Policy collaboration with Policy Guidelines
Guidelines SGOD) (CID
in collaboration
with
SGOD
Utilizing the Utilize the Utilized Monitoring CID, SGOD, Computer,
Monitoring Tool Monitoring Tool SHs, MTs, Laptop
on Tool on the KS 2 Bond
the implementation of M and E Reports Coordinators paper,
implementation mathematics and Teachers ink
of Interventions Policy
mathematics Recommendations
Interventions Conduct regular
monitoring and
Conducting evaluation of the
regular implementation of
monitoring Policy Guidelines
and evaluation of on the
the implementation of
implementation mathematics
of Policy Interventions
Guidelines on
the Submit the
implementation Results/
of mathematics
Interventions Reports to RO on
the
Submitting the implementation of
Results/ Reports mathematics
to RO on the Interventions
Policy Guidelines
on
the
implementation
of mathematics
Interventions

73
E. School Leadership and Management
Issues
Less focus on technical assistance on instructional supervision provided by the
SHS to KS2 teachers.

Concerns
Prioritization of SHs on school operations activities rather than instructional
supervision
Lack of non-teaching staff and MTs for some schools

Challenges
A. Intensifying the school head's setting of targets to the number of classroom
observation and provision of technical assistance
B. Planning and scheduling effectively the provision of TA

Theme: Intensifying Technical Assistance (TA) provision on instructional

supervision

Strategic Learning Intervention

Re-orientation/revisit target setting/effective supervisory plan on the provision of
technical assistance on instructional supervision to KS2 teachers.

Implementation Plan

1. Regional Level

Programs, Resources
Projects & Specific Roles/
Output
Activities Responsibilities Human Non-Human

Reiterating policy Interfacing between

RFTAD and CLMD Regional Memo RFTAD & Policy
guidelines
on Policy Guidelines on Reiteration of CES & Guidelines
regarding
Provision of the existing EPS-Math
Technical Policy CLMD
Assistance on Guidelines
instructional
supervision by
School Heads and
Master Teachers
to KS2 Teachers.

74
2. Division Office

Programs, Resources
Projects & Specific Roles/
Output Non-
Activities Responsibilities Human
Human
Reviewing and ASDS to Feedback on
providing review/provide supervisory plan. ASDS, CES, Monitoring
feedback on feedback on the EPS, PSDS Tools
supervisory plans target setting on the Profile of School
of School Heads. provision of TA on heads
instructional
Profiling of school supervision, profiling Policy Guidelines
heads. of school heads, Accomplished
formulate policy on Monitoring tools
Formulating mentoring, ratee-
policy guidelines rater relationship,
on mentoring, and adopt
ratee-rater appropriate
relationship, and supervisory models.
adoption of
appropriate CID to monitor the
supervisory extent of practice.
models

Monitoring of the
provision of TA on
Instructional
Supervision

Issues
Less prioritization of schools in implementing and monitoring PPAs on Numeracy

Concerns
Schools prioritized literacy programs

Challenges
Implementing numeracy PPAs simultaneous with literacy

Theme: Strengthening the PPAs on Numeracy

Strategic Learning Intervention

A. Designing/Implementing/Monitoring & Evaluation of PPAs on Numeracy.
B. Benchmarking of PPAs on Numeracy

75
Implementation Plan
1. Regional Level
Programs, Resources
Projects & Specific Roles/
Output
Activities Responsibilities Human Non-Human

Designing Institutionalized Numeracy Program RD, ARD,

Meals, Venue
numeracy program numeracy program Reg Chief,
to institutionalize Regional Reg EPS, Rental,
in the whole Issue Regional Memorandum TWG Supplies and
region. Memorandum on Materials
the Conduct of Program
Conducting Program Implementation
Program Implementation Review of PPAs on
Implementation Review of PPAs on numeracy
Review of PPAs on Numeracy conducted
Numeracy
Post Activity Report

2. Division Office

Programs, Resources
Projects & Specific Roles/
Output Huma
Activities Responsibilities Non-Human
n
Implementing of Implement/ monitor/evaluate Numeracy Program
institutionalized the impact of institutionalized implemented CES, Numeracy
numeracy numeracy program EPS Program
program Program Documents
implementation
Conducting Program review of PPAs on
Implementation numeracy
Review of PPAs on conducted.
Numeracy
Post Activity Report
Implementing of Implement/monitor/ Numeracy Program
CES, Numeracy
institutionalized evaluate the impact of implemented.
numeracy institutionalized numeracy EPS Program
program program. Post activity report Documents
on Program
Conducting Program implementation
Implementation PPAs on Numeracy
Review of PPAs on
Numeracy

76
F. Schools Division Technical Assistance
Issues
Limited time to give technical assistance to the schools due to overlapping activities
in the Division.

Concerns
A. Large number of schools as compared to the number of TA Providers
(EPSs/PSDSs)
B. Attendance to trainings, seminars, meetings, and representations of
EPSvr/PSDSs

Challenges
A. Accomplishing partial TA Plan due to some urgent tasks or reports
B. Conducting hybrid provision of technical assistance

Theme: Addressing school needs through hybrid team provision of technical

assistance.

Strategic Learning Intervention

Strengthening coordination/interfacing on scheduling of SDO's PPAs

Implementation Plan
1. Regional Level

Programs, Projects Resources

Specific Roles/
& Activities Output
Responsibilities Human Non-Human
Issuing of Year-Round Release of PPAs to be RO's PPAs Plan RO Printed Copy of
Math Calendar implemented prior to Functional Released
Activities the schedule / plan of Division Regional Memo
RO through CLMD Tablet

Printed Copy of
Released
Releasing of guidelines Release of the Released RM, RD, CLMD, Regional Memo
and standardized standardized QAD, FTAD
Standardized
monitoring/observation monitoring/observation Tablet
Monitoring or
tools on effective tool on hybrid TA Observation Tool
implementation of through CLMD, QAD on Hybrid TA
hybrid TA and FTAD

77
2. Division Office

Programs, Projects & Resources

Specific Roles/
Activities Output
Responsibilities Human Non-Human
Interfacing on proper Aligning of Monthly TA CID, Laptop,
scheduling of SDO's PPAs with SDOs PPAs Plan, Monthly OSDS, Projector,
OSDS, SGOD and with RO PPAs Schedule of SGOD, Office
CID OSDS, CID, Activities, SHs, Supplies,
SGOD Summary No. Teachers google
Provision of monthly TA in of sheet/google
schools SHs/Teachers drive
Updating schools’ profile Provided TA,
(SHs/Teachers) who need TA Performance
Contract for
Utilizing the standardized TA, Activity
hybrid monitoring/observation Report
tools.

Conducting monthly in - Utilizing the Monitoring / CID, Laptop,

person/ offline provision of standardized Observation SGOD, Projector,
TA monitoring/ Tool, Number SHs, Office
observation tool of Recorded Teachers Supplies,
on hybrid TA Classes, Internet
through CID in Summary No. Connectivity,
coordination of WIFI, Smart
with SGOD SHs/Teachers TV, Tablet,
provided TA, google
Performance sheet/
Contract, google drive
Activity
Report

G. Community-Industry Relevance and Partnership

Issues
Limited time to give technical assistance to the schools due to overlapping activities
in the Division.
Concerns
A. Programs/projects/activities are not well coordinated to potential
stakeholders
B. Attendance to trainings, seminars, meetings, and representations of
EPSvr/PSDSs
Challenges
Strengthen the involvement of stakeholders partnership in schools activities

Theme: Improving collaboration among community partners for the effective

implementation of PPAs in Key Stage 2

78
Strategic Learning Intervention
Strengthen the involvement and collaboration, and sustain linkages and
partnership to effectively implement the PPAs in Key Stage 2
Implementation Plan

1. Regional Level

Programs, Resources
Projects & Specific Roles/
Output Non-
Activities Responsibilities Human
Human
Conducting Preparation and ACR HEIs/TEIs Tarpaulin,
regionwide dissemination of Representative, Bondpaper,
convergence of regional memorandum NGOs/LGUs Printer, Ink
stakeholders and ESSD representative,
awarding of Representative
certificates of of the different
recognition to companies
external
stakeholders

Mapping of
potential partners
(HEIs/TEIs,
NGOs/LGUs, and
different
companies) and
forging of MOAs,
MOUs for
curriculum and
instruction
support

2. Division Office

Programs, Projects & Resources

Specific Roles/
Activities Output Non-
Responsibilities Human
Human
Conducting Division Preparation and ACR HEIs/TEIs Tarpaulin,
convergence of stakeholders dissemination of Representative, Bondpaper
and division NGOs/LGUs ,Printer,
awarding of certificate of memorandum, MOAs representative, Ink
recognition and MOUs-SGOD representative
Forge partnership with of the different
Mapping of potential IT industries for companies
partners (HEIs/TEIs, NGOs/ free subscription on
LGUs, and different educational
companies) and forging of applications for both
MOAs, MOUs learners and teachers,
for curriculum and seminar-workshops for
instruction support teachers

79
Issues
Limited involvement and collaboration with parents in the learning of their
children in Key Stage 2

Concerns
A. Poverty
B. Busy schedule of parents in work/home activities
C. Less involvement of parents and other stakeholders

Challenges
Engagement of parents in facilitating learning to achieve Education 4.0

Theme: Emphasizing the importance of parents' support in facilitating learning in

Key Stage 2

Strategic Learning Intervention

Strengthening the parents support in facilitating learning thru advocacy programs
and involvement with other external stakeholders.

80
Implementation Plan

1. Regional Level

Programs, Resources
Projects & Specific Roles/
Output Non-
Activities Responsibilities Human
Human
Conducting Preparation, and ACR SPG/SSG/FPTA Tarpaulin,
advocacy program issuance of regional Bondpaper,
to strengthen memorandum and Printer, Ink
parents, support letter of invitation to
through SPG/SSG, SPG/SSG, FPTA,
FPTA to learners to NGOs/ LGUs through
achieve Education the cooperation of
4.0 ESSD

2. Division Office

Programs, Projects & Resources

Specific Roles/
Activities Output
Responsibilities Human Non-Human
Conduct advocacy program to Preparation and ACR SPG/SSG Tarpaulin,
strengthen parents support dissemination of /FPTA Bondpaper,
through SPG/SSG, FPTA to division Printer, Ink
learners to achieve Education 4.0 memorandum
and letter of
Conduct open house with other invitation
stakeholders (NGOs/LGUs, SPG/SSG, FPTA,
different companies) NGOs/ LGUs,
NGOs/LGUs
through the
cooperation of
CID, SGOD
(SocMob)

81
82
POLICY RECOMMENDATION

CURRICULUM
AREA/S POLICY RECOMMENDATION
SUPPORT

Learners intervention Implementation guidelines on the

institutionalization of after class
Math Tutoring in school

Teacher Lesson Plan Explicitly state in the format of

DLP and DLL how the teacher
will integrate values and attitude
in the lesson.

School Division Monitoring, Coaching, Policy Guidelines on hybrid

Technical Guiding and Provision instructional supervision
Assistance of TA on hybrid
instructional
supervision

Community Advocacy Campaigns Guidelines on Advocacy

Industry Relevance Campaign
and Partnership

83
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Coolmath Games. “Cool Math Games - Free Online Games for Learning and Fun,”
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Cordova, Raquel, Janariah Grace Medina, Tessa Ramos, and Aileen Alejo.
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 For enquiries or feedback, please write or call:

Department of Education – Regional Office III

Matalino St. D.M. Government Center,

Maimpis, City of San Fernando (P)

Telephone Number: (045) 598-8580 to 89

Email Address: region3@[Link]

86