Republic of the PhilippinesDepartment of Education

Region III – Central LuzonSchools Division of Tarlac Province

Moncada South DistrictCALAPAN ELEMENTARY SCHOOL

Moncada, TarlacSchool Year 2013- 2014

Prepared by:

LORENJONE S. VALDEZMathematics School Leader

Noted:

RAUL V. MENDOZAESHT-III

ACCOMPLISHMENT REPORTMATHEMATICS

Teachers who are teaching Mathematics

Introduction

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 remember the 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 with students, teachers can ensure that their students can quickly recall the basic 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.

Grade Name Position Years in Teaching Mathematics

I Arlene A. Corpuz Teacher-I 1II Felicidad G. Fernando Teacher- III 2

III Marilou Q. Gruspe Teacher -I 1

IV- VI Lorenjone S. Valdez Teacher- I 1

Activities UndertakenPreparation of teacher made test for every Quarter

Conducted review and joined Math Quiz Bee

Conducted review and joined the MTAP Math Challenge

Conducted Comprehensive review on National Achievement Test

Constructed intervention materials and related activities in teaching Mathematics

Accomplishments

Grade NPT 1st

Quarter2nd

Quarter3rd

Quarter4th

QuarterM F TI 17 6 23 79.62 80.32 80.48 80.91II 11 14 25 75.54 77.20 78.95 80.20III 22 8 30 79.62 79.51 80.79 81.37IV 17 14 31 72.34 75.70 76.19 78.42V 18 12 30 79.62 80.16 80.44 80.63VI 17 13 30 72.62 75.62 77.42 80.46

Average 75.56 78.09 79.87 80.33

Test Results

Achievement Rate Grade NPT 1st

Quarter2nd

Quarter3rd

Quarter4th

QuarterM F TI 17 6 23 78.3 80.65 81.70 83.09II 11 14 25 80.56 80.88 81.08 81.96III 22 8 30 81.43 81.37 83.33 83.73IV 17 14 31 78.42 80.13 81.80 82.80V 18 12 30 79.45 79.53 80.08 81.10VI 17 13 30 80.73 82.17 82.63 83.93

Average 79.82 80.82 81.89 82.76

Achievement Rate Based on 18-EGrade I Grade II Grade III Grade IV Grade V Grade VI Gen Ave.

81.38 81.11 82.38 80.38 77.78 82.52 80.92

National Achievement Rate

Grade 2010- 2011 2011- 2012 2012- 2013 2013- 2014

III 47.13 85.51 90.11

VI 86.25 92.33 96.02

Problem 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?

Hoi can issues regarding lack of references be addressed.

RecommendationsFocus 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.

Data on Non-Numerates

GRADE LEVEL 2010-2011 2011-1012 2012-2013 2013-2014

I 4 4 4 4

II 2 5 2 3

III 4 2 2 2

IV 4 3 1 1

V 2 5 1 1

VI 2 2 1 1

TOTAL 18 21 11 12

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.

Conclusion

Pictorials

Pictures of Great Mathematician and their Contributions

Place Value Chart used in Teaching Place Value and Values

Visual Presentation of the Different Plane Figures