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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
Schools Division Of Negros Occidental
DISTRICT OF HIMAMAYLAN II
SARAET ELEMENTARY SCHOOL
School Year 2017-2018

ACCOMPLISHMENT
REPORT IN
MATHEMATICS
Prepared by:

RODNEL A. MONCERA
Mathematics School Leader

Noted:

ROWENA O. SALAZA
PRINCIPAL
Introdu
ction Mathematics can be a difficult subject for
elementary schoolchildren to grasp. The abstract nature
of the concept often makes it challenging to explain to young learners. Teaching
elementary math is much easier with the help of a variety of teaching tools that help
make mathematical concepts more concrete and demonstrate to students how they
will use math in their everyday lives.
A number line is a simple, affordable and incredibly valuable mathematical
teaching tool. When students begin to learn math, they develop number sense.
Number sense is the understanding of what numbers are and how they relate to
each other. A student who knows that six is a larger number than four has a basic
concept of number sense. Number lines provide students with a concrete
representation of the number system. When students first begin counting or start to
learn the basic operations of addition and subtraction, number lines can help them
compare the values of numbers as well as he order of the digits.
When developing early math skills, students must learn basic multiplication
facts by heart. Times tables have been a fall-back tool for years, but they remain
valuable. By practicing times tables multiplication facts needed when they move on
to more advanced mathematical concepts in higher grades.
Manipulatives are hands-on tools that help students figure out simple or
complex math problems. Teachers commonly use brightly colored plastic or wooden
blocks as manipulatives, but you can use any concrete object, including small plastic
fruits, little pieces of candy or toothpicks. When students first see an addition
problem, the concept is foreign to them. It can be difficult for them to visualize a
situation in which a quantity is added to another quantity. Through the aid of
manipulatives, teachers can demonstrate how the concept works. If a student is
trying to determine what two plus two is, he can easily solve the problem by taking
two manipulatives then taking two more. Then all he has to do is count to determine
the sum of the numbers.
Story problems allow students to see how they will use mathematical
concepts in class in real life. Learning how to add, subtract, multiply and divide is
only half the battle. The skills are nearly useless if students cannot apply them to
real-life situations. By integrating story problems into daily lessons, teachers can
effectively ensure that their students understand how to use math in everyday life.
Also, story problems help students understand the relevance of math. Through story
problems, students can begin to see that the concepts they are learning are not only
useful in school, but that they have inherent value due to real-world applications.
Teachers
Who Are
GRADE NAME POSITION YEARS IN
Teaching TEACHING
MATHEMATICS
Mathematics
1 MARY ANN P. MEDEL
CELINA A. TUMABINI
T-III
T-II
45
9
MA. ELENA M. INFANTE T-I 5
2 MA. EVA G. SAZON T-III 59
LORENA D. TINGSON T-I 10
3 RONA O. BERAL T-III 9
4 RENA T. GENABE T-I 9
5 FLORDELIZA G. JUGOS T-III 3
6 RODNEL A. MONCERA T-III 21

Activities Undertaken
 Preparation of teacher made test for every Quarter
 Conducted review and joined Math Quiz Bee
 Conducted review and joined the MTAP Math Challenge
 Constructed intervention materials and related activities in teaching
Mathematics

Accomplish
mentsFIRST QUARTER
GRADE SECOND THIRD FOURTH
QUARTER QUARTER QUARTER
I 72.45 78.24 75.24 74.32
II 70.76 75.26 77.34 75.48
III 67.12 70.12 72.25 75.38
IV 60.18 64.14 68.45 70.37
V 71.24 71.34 76.21 75.23
VI 68.27 74.17 75.27 78.29
AVERAGE 68.34 72.21 74.13 74.85
Test Results
Data on Non-
NGRADE
u m e r a t e2014-2015
s 2015-2016 2016-2017 2017-2018
I 12 15 20 28
II 9 10 11 19
III 10 7 7 9
IV 5 8 5 6
V 4 4 7 5
VI 2 0 2 7
AVERAGE 42 44 52 74

PROBLEMS ENCOUNTERED
How can I provide enrichment within the classroom to students who are
ready to think more deeply about content?
How can I provide Slow Learners the Appropriate Remedial Activity without
compromising the quality time of instruction for other learners?
How can issues regarding lack of references be addressed?
RECOMMENDATIONS
Focus on presenting lessons through significant types of problem solving.
Have students record their ideas, strategies, and questions. These could be a
spiral notebook that the students keep or a binder. Students could also write their
responses to Writing/ Reasoning prompts.
Differentiation can happen during the main discussion by talking about the
concepts at various levels and modeling strategies for kids. Other ideas include:
modifying Math Boxes, supplying games that hit more difficult skills, and doing the
Enrichment activities for each lesson."
Employ Role playing, Simulation, Pear Tutoring and Learning Barkada during
activities.
Provide ample visual and teaching devices and various problem- solving that
will enable to develop critical Thinking and logical Reasoning.
CONCLUSION
Teaching Mathematics is an important vehicle for educating students for life
by promoting interest, developing common sense and the power to discriminate. In
particular, it is an approach which encourages flexibility, the ability to respond to
unexpected situations or situations that do not have an
immediate solution, and helps to develop perseverance in the face of failure. A
problem-solving approach can provide a vehicle for students to construct their own
ideas about mathematics and to take responsibility for their own learning. While
these are all important mathematics skills, they are also important life skills and help
to expose pupils to a values education that is essential to their holistic development.

PICTORIALS