Republic of the Philippines

Department of Education
Region III – Central Luzon
Tarlac City Schools Division
Tarlac North A District
TARIJI ELEMENTARY SCHOOL
School I.D.: 106727

School Based Numeracy Program

Project COUNT
(Children optimum understanding of Number Themes)
I. Rationale

Many kids have trouble with math, but some students find it more difficult than
others. These may be otherwise bright children who have a keen sense of logic and
reasoning but still perform poorly on homework, tests, and quizzes. Over time, repeated
underperformance in math can cause a student to become demotivated and believe he
or she is “stupid” or not good at the subject.
Moreover, as math is cumulative, falling behind might mean a learner misses out
on much of what is taught for the rest of the school term. Having basic math skills is
important, regardless of the career an individual chooses to pursue. That is why it’s key
to identify issues early on. Given the right combination of classroom accommodations
and learning strategies, every student can achieve his or her full potential in math.
With the end goal of the Department of Education to improve the numeracy skills
of all learners across grade levels and improve learning outcomes in mathematics with
the aid of intervention programs and best practices that highly promote sustainable
quality instruction of the k-12 curriculum. Tariji Elementary school supports this goal
through the implementation of Project COUNT (Children optimum understanding of
Number Themes).
With the results of the recently conducted Numeracy Assessment, the school
recorded 69 non numerates from grade I to grade VI. This school based numeracy
program is made to alleviate numeracy problem of Tariji Elementary School to improve
academic outcomes.

II. Goals and Objectives

Goals:

To provide support to pupils who need to improve their numeracy skills.

To heighten the numeracy level of the school.
 Objectives:

To help pupils become numerates.

To inculcate among students, the importance of numeracy.
To plan intervention programs to help develop their numerical ability.
Develop among pupils the love for Mathematics.
To help children overcome their frustration and fear of Mathematics.
III. Time Frame:

This program will be implemented to Improve the numeracy performance of Tariji

Elementary School. However, this program has an extensive scope to nearly numerates
and non-numerates cases which focuses on arithmetic and problem solving skills.

IV. People Involved:

Persons involved in this activity are the following

School Head
Teachers
Pupils
Parents
Stakeholders

[Link] Needed/Resources

Numeracy materials
ICT Equipments
Financial Support (School Funds and Support from stakeholders)

[Link]/Activities:

DIRECT INSTRUCTION

Struggling learners often need systematic instruction, as opposed to student-centered

activity.

Direct instruction (also known as “explicit teaching”) provides exactly this, with the
teacher leading the students through the content every step of the way. Here’s how it
works:

1. The teacher introduces a concept, connecting it with previous content.

2. The teacher models the skill to be learned.
3. Students follow precise instructions to use the skill themselves in a scaffolded,
step-by-step way.
4. The teacher checks for understanding at each step.
5. The above steps are repeated until students can practice independently.

Direct instruction is great for math interventions because it allows you to guide students
through individual procedures step by step AND pick up on learning gaps immediately.
VISUAL AIDS

A visual representation will make it easier for a student to wrap their head around a
math concept that would otherwise be an abstract mess. Here are a few examples of
common visual aids and representations:

Number lines: These are straight lines with numbers sequenced in order from end to
end. They are useful for developing students’ number sense and counting skills.

Charts and graphs: These can be used to indicate the relationship between different
sets of numbers, or to visualize abstract concepts (eg a pie chart for fractions).

Illustrations: Illustrations of concrete, recognizable items can make number sentences

or word problems seems less abstract.

Graphic organizers: These are particularly useful for showing the relationship between
number sentences and more literal representations. In the example below, the student
reaches the sum 2 + 2 = 4 by counting circles in between the two steps.

PEER-ASSISTED LEARNING STRATEGIES (PALS)

Sometimes, a students’ peers might do a better job at putting a difficult concept into
familiar language. Students will also feel less pressure and anxiety when working with a
trusted partner.

PALS allows you to make the most of this by partnering high-ability students with those
who need extra support.

These students then work together for 20–30 mins a couple of times per week, taking
turns being the “coach” and the “player”. That way they have the benefit of one-on-one
support and the opportunity to consolidate knowledge through teaching.

Give students the strategies they need to support each other first. It’s a good idea to set
a structure or sequence of activities to guide them, for example:

1. The coach models to the player how they would solve a word problem, thinking
aloud the whole time.
2. The player then works through another problem, thinking aloud, with the coach
guiding them.
3. The player completes a problem independently, which the coach checks.

ONE-ON-ONE STUDENT SUPPORT

If you have a student who is considerably far behind, they may need one-on-one
support in addition to the above initiatives. See if you can find a regular meeting time
where you can work with them individually and take them through math activities step
by step.

If time is at a premium (as it always is), consider supporting them with an online learning
program that they can use independently. Look for one that syncs with your curriculum
and automatically adjusts to student ability level, such as our Mathseeds and Mathletics
programs. Click the link below to find out more.
VII. Procedure

A. Pre – Activity:

The first step will be the identification of the numeracy level of the pupils using
the tools of Project all numerates. The test will be administered following strict exam
protocol.

B. Administering Other Assessment (gain qualitative information)

In order to make a qualitative assessment, each of the teachers will also

administer other numeracy activities deemed appropriate to the scope of the
assessment tools to support the validity and reliability of the result.

C. Profiling of Learners
Based from the results of the numeracy and other assessment tool, each teacher
will consolidate the class numeracy profile which in turn will be the basis for the school
numeracy profile. The school numeracy profile will then be the basis for planning an
appropriate remediation or intervention.

D. Interpreting Data
Interpretation of data should be done in accordance to what is presented by the
class advisers.

E. Putting in Place Remediation/ Intervention Strategies

After the identification of difficulties, appropriate activities will be provided that are
expected to help spur pupils’ development in a particular skill.

F. Assessment Before, During and After Intervention

The Numeracy test will be given as assessment in order to monitor improvement
which in turn will be the basis for giving appropriate remediation.

VIII. Program of Activities

DATE OF
PERSONS
IMPLEM BUDG BUDGET
ACTIVITIES OUTPUT RESPONSIB
ENTATIO ET SOURCE
LE
N

Conduct of 4fs pre- July Teachers Php

4fs Results MOOE
assessment 2019 Pupils 5,00

Conduct of the Remedial

Remedial Classes Reading Report
Teachers
using different per Month August Php
Pupils MOOE
interactive Showing Pupils 2019 5,000
School Head
programs such as Improvement
Math Drills and status
School Learning
Action Cells and Capacitated July
Teachers Php
In- Service training Mathematics 2019 MOOE
School Head 5,000
on new trends Teachers
math Strategies

Production of
Self-Learning Teachers MOOE
contextualized Aug Php
Kits School Canteen
Mathematics 2019 5,000
Big book Head Funds
materials

Home Visitation
Home
and HPTA/GPTA
Visitation Teachers,
meeting Sept Php Personal
Report and School Head
concerning 2019 1,000 Fund
PTA meeting
performance in
Report
mathematics

Conduct of 4fs Teachers Php

4fs Results Feb 2020 MOOE
post-assessment Pupils 500

IX. Suggested Training Workshop

1. Profiling of Learners
2. Designing Intervention Program for:
- remediation
- reinforcement/enrichment
3. Using Assessment Before, During and After Intervention

Prepared by:

MELINDA S. ENRIQUEZ
School MATH Leader

Noted:

ANNABELLE T. PARAS
ESHT III