Republic of the Philippines

Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
PROJECT PROPOSAL FOR INNOVATION

I. PROJECT DESCRIPTION

Project Title:
Project Proposal for N.U.M.E.R.I.C
(New Understanding of Mathematics through Exploration, Reasoning, and
Interactive Concepts)

Type of Project:
The N.U.M.E.R.I.C project addresses the need for engaging, hands-on mathematics
education for students in Grades 2-6. Many students struggle with traditional math
learning, which focuses on rote memorization and repetition. This project aims to
transform the classroom into a dynamic environment where students explore math
through games, puzzles, and real-world scenarios.

Project Proponent/s: _________________

Teacher III of ___________ Elementary School
Number of Beneficiaries: 103 Grade III Pupils of ________ Elementary
School
Project Beneficiaries: Grade III- Pupils and Parents of _____ Elem. School
Location of Beneficiaries: _______________, Pampanga
Date of Implementation: September 2024- April2025
Area of Project Implementation: _____________ Elementary School
Budget Requirement: None
Budget Requested: None

II. BACKGROUND/ SITUATION ANALYSIS

The early introduction of concepts regarding math has long been one of the most urgent
concerns in the elementary school teacher's realm. Most research has shown that what
children learn in these initial experiences strongly determines how well they will perform
outside of the classroom. Research shows typical approaches to the teaching and learning
of math, which have traditionally relied on the memorization of standard procedures, are
ineffective because they fail to engage students and yield only superficial knowledge of
math concepts. This methodology can work well for some learners, but it will not help most

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Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
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of the learners deal with diversified learning needs that each student has, particularly those
who are poor at abstract thinking or lack foundational skills.

Challenges of Mathematics Education Today

The studies reveal that most learners in the early grades fail to understand some
aspects of math principles and deep understanding. According to the NCTM (2021), early
math experiences are critically important in defining attitude and student success. PISA
findings also stated that the students who learned math in relevant real settings, while at
school, performed better and had a longer retention time.

Furthermore, numeracy gap widen as students enter the higher grades. At Grades 4-6,
students are supposed to use the higher-order reasoning and problem-solving skills.
However, despite that, a considerable number of students cannot move to the higher-order
thinking tasks unless they have a secure conceptual base generated from hands-on
learning, as postulated by Boaler (2019).

Interactive Learning and Hands-On Approaches

Some of the recent innovations in teaching approaches suggest interactive and

experiential learning activities to address the issues. It has also been observed that the use
of manipulatives, such as counting blocks and other visual tools, does have a positive effect
on the high engagement of students and for more effective learning and conceptual
understanding of mathematics by pupils. The 2020 study by Clements and Sarama on the
effectiveness of manipulatives in early math education concluded that students using actual
objects to discover numbers and operations became much better at number sense and
problem solving.

Through maturing evidence, for those older learners at Grades 4-6, application in real
life and activities based on reasoning have been identified as crucial in creating a deeper
form of learning. In the report published by OECD called Learning Math Through Real-Life
Contexts (2022), retention rates were found to increase among students if they relate to
math as a means in everyday, practical situations, with more motivation to apply their
learning to new problems.
Technology-Enhanced Learning

Besides the employment of hands-on materials, teaching mathematics using digital

platforms and games has recently become very prevalent. A meta-analysis conducted by

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_______________________ district
_____________elementary school
SCHOOL ID
Slavin et al. in 2021 indicated that students who applied math apps or had exposure to
game-based learning environments manifested perceptible improvements in both
procedural and conceptual understandings for mathematics concepts. This is aligned with
the N.U.M.E.R.I.C. project goal of utilizing technology to make math more accessible,
engaging, and interactive for students of all abilities.

Addressing the Problems

These problems will be overtly addressed by applying the project through
N.U.M.E.R.I.C.—New Understanding of Mathematics through Exploration, Reasoning, and
Interactive Concepts:

Manipulatives and other digital tools will encourage a student-friendly approach to

exploring mathematical concepts.
Real-world applications for older students will provide means for critical thinking and
reasoning abilities.
Provide an interactive yet dynamic and inclusive classroom environment that makes all
learners feel successful regardless of their ability level.

PROJECT OBJECTIVE
OBJECTIVES STRATEGIES
Y ounger Students (Grades 2-3): 1. Hands-On Learning: Using
 Focus on exploring basic math manipulatives, games, and
concepts through manipulatives puzzles to teach core concepts.
such as counting blocks and 2. Interactive Digital Tools:
visual aids. Integrating math apps and
 Encourage curiosity and educational games for
engagement with foundational personalized learning.
math through interactive 3. Real-World Applications:
activities. Incorporating everyday math
Older Students (Grades 4-6): problems into lessons to
 Build reasoning and problem- enhance practical
solving skills by applying math understanding.
in real-life contexts.
 Engage students with more
complex concepts like fractions
and geometry through puzzles
and logic games.

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_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
III. DESIRED IMPACT AND OUTCOME OF THE PROJECT

Immediate Outcome:
 Improve numeracy levels across all grade levels.
 Foster critical thinking, problem-solving, and reasoning skills.
 Increase engagement and confidence in math through interactive and enjoyable
learning methods.

Long-Term Impact:

IV. RISK MANAGEMENT PLAN

Risks and Factors that may hamper or hinder the successful implementation of
project activities and achievement of project outputs
Potential Risks: Lack of technological resources, varying student proficiency levels, or resistance
to new teaching methods.
Measures that would mitigate the adverse effects resulting from such risks
Mitigation Measures: Provide teacher training for digital tools, introduce the program gradually,
and ensure access to necessary materials.

V. PROJECT ORGANIZATION AND STAFFING

Office/Staff Designated Responsibilities Contact Person Contact Details

Teacher Project Proponent _________________ [Contact]
Principal III Approval/Support [Principal Name] [Contact]
Math Teacher Content Specialist [Teacher Name] [Contact]
HRPTA Officials Parent and Community [HRPTA Contact] [Contact]
Involvement

VI. ACTION PLAN

Phase of the Activities Output/Target Indicators Person Resources Cost
Project In and Needs
(Date) Charge

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Pre- 1. Problem- Baseline Pre-test Teacher Digital tools, Minimal
Implementation solving skill assessment results printouts
(Oct) assessment,
orientation
Implementation Daily Increased Weekly Teacher, Learning Minimal
(Nov-Feb) problem- engagement, skill progress Parents apps, charts
solving improvement reports
activities
Post- 1. Post-project Improved Post-test Teacher, None None
Implementation assessment problem-solving results Master
(March) skills Teacher

Gannt Chart of Implementation for CY 2021

Sept. Oct. Nov. Dec. Jan Feb. Mar. Apr.

.
Pre- Implementation SEPT.
Activities
2. Administration of
Numerical
Assessment Pre-
Test
1. Consolidation of
Results and
Identify the Level
of Literacy
2. Prepare the
project proposal
3. Presentation of
the Project to the
School Head,
Master Teacher
and Teachers
involved in the
Project

Implementation
Activities
1. Parents

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Orientation on
the Results of
Numerical
Assessment
2. Parents’
Orientation on
the Use of the
Comprehension
Application
3. Daily Monitoring
( Sending of photos of
the accomplished task
in APAD and
Comprehension apps
for practice reading
Post- Implementation
Activities
3. Administration of
Numerical
Assessment Pre-
Test
9.Continuous
monitoring and
implementation of
the project to all
grade levels

VII. DETAILED BUDGET REQUIREMENT

Budget Line Item Description Amount Needed Proposed Source/s

NONE REQUESTED

Prepared by: Noted:

_________________ NAME OF SCHOOL HEAD

Teacher III Principal III
Approved:

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Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
NAME OF PSDS
Public Schools District Supervisor

Recommending Approval:

NAME OF EPS
EPS- English

Approved:

NAME OF SDS
Schools Division Superintendent

Elementary School
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Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

DIVISION MEMORANDUM

(Insert attachment)

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_______________________ district
_____________elementary school
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PRE AND POST RESULT OF ASSESSMENT

INSERT DOCUMENTATION

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_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
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Sample printed activity

Class Activities Grades 2-3 Exploration with Manipulatives
Base Ten Blocks Building Numbers
Goal: Understand place value and basic operations, i.e., addition and subtraction.
Materials: Base ten blocks (ones, tens, hundreds)
Activity:
Provide the students base ten blocks and tell them to create as many different numbers
as possible.
Request that they demonstrate two-digit and three digit numbers using the blocks.
Challenge them to use blocks to add or subtract to solve simple problems such as 23 +
12 or 45 - 16.
Encourage group work where the children talk about how they grouped blocks and why.
Real-Life Example: Connect to shopping or counting objects, such as counting objects
in groups of 10s or 100s (example, "How many blocks you think you need to build a
house?").

2. Shape Scavenger Hunt Around the School

Objective: Recognize and classify 2D shapes: circle, square, triangle, rectangle.

Materials: Shape chart, clipboard, paper.

Activity:

Task 3: Shape Hunt Students go on a "shape hunt" around the classroom or school to
identify various shapes in the environment. They record each shape they find and
categorize them on their chart. After the hunt, have a discussion on how different
shapes are used in real-life objects-for example, doors as rectangles, windows as
squares. Real-World Application: You can discuss the use of shapes in architecture or
design-for example, buildings, roads, etc. And count money with play coins and bills.

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Goal: Develop the ability to count money and make change; be able to identify the
denominations of coins and bills.

Materials: Play money (coins and bills), price tags on common items in the classroom.

Activity:

Create a "classroom store" where many items are priced.

Use play money for purchases from the store.
Have students count out the exact change to make purchases.
Flip-flop: Be cashiers and shoppers.
Real-World Application: Have students simulate a trip to the store to demonstrate
money and budgeting management.

Grade Level: 4 - 6 Reasoning-Based Activities and Real-World Applications:

Fraction Pizza Party
Objective: To understand fractions, equivalent fractions, simple addition and subtraction
of fractions.
Materials: Paper plates (one for each student to act as pizza), colored paper or markers
for toppings, fraction worksheets.
Activity: end.
They glue each slice and label it with a fraction (e.g. 1/4 of the pizza has pepperoni, 1/2
has cheese).
Then have students trade pizzas and solve problems such as: "If you ate 1/4 of my
pizza, how much is left?"
Have students combine pizzas and fractions to practice adding and subtracting
fractions.
Real-Life Application: Connect to sharing something or dividing a common resource in
life (like "If you share 2/3 of a pizza with 3 friends, how much does each get?").

2. Math Escape Room Challenge

Objective: Apply math operations to solve problems (addition, subtraction, multiplication,
and division).

Materials: Clue worksheets, locks and keys, envelopes, math puzzles.

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_______________________ district
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Activity:

Design a classroom "escape room" where the students have to solve math problems in
order to unlock their next clue.
Organize this activity in teams with a set of puzzles that each team will have to solve like
completing multiplication tables, solving some division problems, finding patterns, etc.
Teams are given a certain time limit and must solve all the clues to "escape".
Prizes are distributed among teams which manage to complete within the given time.
Real Life Application: Present it as a simulation of solving real problems in everyday life.
One would need to prepare, plan, or even solve a mystery using math for something like
planning an event.
3. Budgeting for a Class Party
Objective: Apply math to budget and plan finances.

Materials: Budget worksheet, price lists, calculators.

Activity:

Distribute a set of budget (for instance, $50) for the class party.
List some price categories for snacks, drinks, decorations, and games.
Give students the task of allocating what they would like to spend their money on. Their
totals have to be in each category; they cannot exceed the amount of allowance.
Debrief on how they made decisions and what they had to give up.
Real-World Application: This activity is typical budgeting in real life, for example
planning a birthday party or home expenses control.

4. Geometry in Architecture
Objective: Identify the geometric shape, angle, and area of various buildings.

Materials: Graph paper, ruler, protractor, and photographs of great constructions such
as pyramids and skyscrapers.

Activity:

Distribute an image of one of the most known great constructions, like the Eiffel Tower
or the Great Pyramid of Giza, to the students.

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After that, they construct the structure on graph paper, computing areas, perimeters,
and the angles of many parts of the structure.
Discuss with the students that architects use geometry to design buildings and
structures in a precise way.
Real life Connection: Link the activity to real-life careers in architecture, engineering,
and construction.

ORIENTATION
INSERT DOCUMENTATION

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Administration and Monitoring of

PROJECT NUMERIC

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Administration of ASSESSMENT

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_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

Elementary School
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Department of Education
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_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

SEPTEMBER 26, 2024

NAME OF THE PRINCIPAL

Principal III
_____________, Elementary School
_____________, Pampanga

Madam:

May I respectfully ask your permission to organize and manage an INNOVATION entitled
INSERT YOUR TITLE) at ____INSERT YOUR SCHOOL___ School, Sta. Ana, Pampanga.

The objectives of this Innovation are as follows:

1. To improve reading ability and comprehension
2. Eradicate non-readers and slow readers and become reader and fast reader

The beneficiaries in this Innovation are the Grade 3 Pupils at Sta. Lucia Elementary School.

Attached are the Project Proposal Innovation, Memo in Numerical Assessment, Results of
NUMERICAL ASSESSMENT of Grade 3 and Tools in (INSERT YOUR TITLE)

Your favorable attention and approval will be appreciated.

Respectfully yours,

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_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
_________________
Project Proponent

SEPTEMBER 26, 2024

NAME OF THE PSDS
Public Schools District Supervisor
Sta. Ana District

Madam:

May I respectfully ask your permission to organize and manage an INNOVATION entitled
INSERT YOUR TITLE) at ____INSERT YOUR SCHOOL___ School, Sta. Ana, Pampanga.

The objectives of this Innovation are as follows:

1. To improve reading ability and comprehension
2. Eradicate non-readers and slow readers and become reader and fast reader

The beneficiaries in this Innovation are the Grade 3 Pupils at Sta. Lucia Elementary School.

Attached are the Project Proposal Innovation, Memo in Numerical Assessment, Results of
NUMERICAL ASSESSMENT of Grade 3 and Tools in (INSERT YOUR TITLE)

Your favorable attention and approval will be appreciated.

Respectfully yours,

_________________
Project Proponent

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_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
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Noted:

NAME OF THE PRINCIPAL

Principal III
Approved:
NAME OF THE PSDS
Public Schools District Supervisor

SEPTEMBER 26, 2024

NAME OF THE SUPERINTENDENT

Schools Division Superintendent
Division of Pampanga, City of San Fernando

Attention: NAME OF THE EPS

EPS- ENGLISH

Sir:
May I respectfully ask your permission to organize and manage an INNOVATION entitled
INSERT YOUR TITLE) at ____INSERT YOUR SCHOOL___ School, Sta. Ana, Pampanga.

The objectives of this Innovation are as follows:

1. To improve reading ability and comprehension
2. Eradicate non-readers and slow readers and become reader and fast reader

The beneficiaries in this Innovation are the Grade 3 Pupils at Sta. Lucia Elementary School.

Attached are the Project Proposal Innovation, Memo in Numerical Assessment, Results of
NUMERICAL ASSESSMENT of Grade 3 and Tools in (INSERT YOUR TITLE)

Your favorable attention and approval will be appreciated.

Respectfully yours,

Elementary School
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 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

_________________ Project Proponent

Noted:

NAME OF THE PRINCIPAL

Principal III

NAME OF THE SUPERVISOR

Public Schools District Supervisor

Recommending Approval:
Name of the EPS
EPS- ENGLISH

Approved:

NAME OF SDS
Schools Division Superintendent

Elementary School
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Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

ACCOMPLISHMENT REPORT
Project Title: N.U.M.E.R.I.C. (New Understanding of Mathematics through Exploration, Reasoning,
and Interactive Concepts)
Period Covered: [Insert date range, e.g., September 2024 - April 2025]
Prepared by: [Your Name, Title, School]
I. Introduction
The N.U.M.E.R.I.C. project focused on making mathematics learning outcomes better for Grades
2-6 students by incorporating exploratory and reasoning-based concepts as well as interactive
ideas into the curriculum. The project focused on using manipulatives, real-life contexts, and
logical-reasoning applications as the mechanism by which to get students involved with rich
mathematical experiences.
II. Objectives
The main objectives of the N.U.M.E.R.I.C. activity were:
To enrich the fundamental math concepts namely addition, subtraction, multiplication, and division
in the students' minds.
To make students friendlier to the real life applications of math in everyday life and through
creative methods of problem solving.
Help the older students to develop their critical thinking and reasoning power (Grades 4-6).
To establish a learning environment with group activities that foster peer interaction.
III. Activities Conducted
1. For Grades 2-3:

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Activity 1: Numbers Creation Using Base Ten Blocks
Date: Conducted on:
Outcome: Students demonstrated an improvement in understanding place value and simple
addition and subtraction to 95%.

Activity 2: School Shape Hunt

Date Conducted: [Insert Date]
Outcome: Pupils identified and classified various shapes within the school compound. The pupils
achieved mastery level in 2-Dimensional shapes identification at 90%.
Activity 3: Play Money Counting Money and Change Made
Date Conducted: [Insert Date]
Outcome: Pupils simulated counting money and making change. Pupils demonstrated mastery in
handling money to 85%.
2. Grades 4-6
Activity 1: Fraction Pizza Party
Date Conducted: [Insert Date]
Outcome: Students can see the light on fractions as seen in the mastery of equivalent fractions
and basic fraction operations by 92 percent of the students.
Activity 2: Math Escape Room Challenge
Date Conducted: [Insert date]
Outcome: Students were allowed to work in groups to solve math challenges. Consequently, 88
percent was able to accomplish the challenge as they were using their brains to solve math
problems.
Activity 3: Budgeting for a Class Party
Date Conducted: [Insert date]
Results: The students can determine budgets for the class party; 90% of the children can develop
understanding of budgeting and financial planning.

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V. Results and Effectiveness
Increased Numeracy: There was a new dimension to numeracy skills amongst the students in
grades 2-6, 90% of whom achieved this according to the pre-test and post-test results .
Strong Critical Thinking: There was a heightened ability amongst the students in grades 4-6 to use
math in activities that require rigorous thought and in everyday problems.
Increased Involvement: The interest and engagement of the students were highly boosted during
math sessions, especially through activities.
Satisfaction from Parents: The parents embraced the project by giving positive feedback
concerning the transformation of their children, particularly being more concerned with
mathematics.
V. Challenges Experienced
Less Access to Technology: Most of the activities on digital tools faced challenges due to a lack of
access to tablets or computers in some classes.
Skills of Students: The basic and diversified student skills in math prove to be a challenge for
teachers as they need to plan different instruction strategies for the students that take a lot of time.
VI. Interventions Taken
Supplementary Tools: Paper activity sheets and actual physical manipulatives were used as
alternative since the technology was not present.
Peer-To-Peer Mentors: For assisting weaker students, peer-to-peer mentoring was introduced and
the stronger students assisted their fellow mates.
VII. Conclusion
The N.U.M.E.R.I.C. project was highly in terms of the objectives set for improving numeracy and
also applying critical thinking skills through interactive hands-on activities. Positive results
emanated from the outcome in performances and engagement by the students. The project is
going to increase more digital tools as resources become available, and differentiated learning
approaches will remain the focus.

Attachments
Pre-test and post-test results.

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Sample student work.
Photos of activities conducted.
Feedback from teachers and parents.
This sample report will present the achievements, impact, and challenges realized from the
implementation of the N.U.M.E.R.I.C.

NARRATIVE REPORT
Project Title: N.U.M.E.R.I.C. : New Understanding of Mathematics through Exploration,
Reasoning, and Interactive Concepts
Period Covered: [Insert date range, e.g., September 2024 - April 2025]
Prepared by: [Your Name, Title, School]
Date: [Insert Date]

I. Introduction
The N.U.M.E.R.I.C. project aimed at changing the face of how mathematics can be learned in
Grades 2-6. The incorporation of interactive activities that are learner-centered promotes critical
thinking and leads to a better understanding of mathematics concepts. This aimed at solving the
issue of how learners usually fail in gaining mathematical ideas specifically, presented as in
lessons taught in school. Through manipulatives, puzzles, applications to everyday life, and
technology, mathematics became relevant, interesting, for the development of interest, as well as
for numeracy improvement.

II. Objectives
The main objectives of N.U.M.E.R.I.C. were:

Numeracy: Strengthen the concept of arithmetic operations on objects such as addition,

subtraction, multiplication, and division.

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Improving problem-solving skills: Ensure that reasoning-based activities enhance critical thinking
and logical reasoning by children.
Interactive Learning: Develop learning in an enjoyable manner with games, puzzles, and other
interactive and real-world models.
Technology Integration: Involving children with digital tools and applications which enforce
mathematical concepts and present tailored learning experience for the children.
III. Implementation
The project will comprise of two phases of change:
Phase 1 (September to December 2024): Focus on the lower grades-2-3, explorations, and
manipulation activities such as counting blocks and coins.
Phase 2 (January to April 2025): Older students - 4-6 with advanced reasoning-based activities
and real-life issues to solve like budgeting and geometry problem-solving.
1. Activities for Grades 2-3
Building Numbers with Base Ten Blocks: In this activity, the student employed base ten blocks to
explore number and operations using places, as well as simple addition and subtraction tasks.
This will enable the students to visualize what numbers and operations really are.

Shape Hunt Around the School: Take students on a "shape hunt" around the school, where you
can all identify different geometric shapes that appear in the surroundings. It is enjoyable to point
out some of the characteristics of the 2D shapes.

Counting Money with Play Coins: Students learned to count money, make change, and determine
the value of coins and bills within a simulated "classroom store." It relates what they're learning in
math to everyday life practically immediately.

2. Grade 4-6 Activities

Fraction Pizza Party: This activity utilized paper pizzas to illustrate to students how fractions,
equivalent fractions, and some simple operations with fractions can occur. Students "cut" up their
pizzas into various fractions and solved problems based on real-life scenarios of pizza sharing.

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_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

Math Challenge in an Escape Room: In this challenge, teams of students were segregated to
solve a number of math problems that unlocked the subsequent clues within the scenario of an
escape room. The teamwork, critical thinking, and fun character of the challenge made it even
educational.

Class Party Budget: The students were asked to prepare a budget for a class party with a certain
amount of money and a list of things they would have to pay for (snacks, soft drinks, decorations,
etc. ). This activity gave the students "on-the-spot" experience in handling funds and making
decisions as to how they would allocate their available funds.

IV. Problems Encountered

The N.U.M.E.R.I.C. project was, in many ways, quite successful; however, there were several
problems that surfaced in implementation :

Technology Access: The use of the digital tools and math applications saw that only a few
students accessed the full range of technologies, being tablets or a computer.

Different Levels of Skills: With students at different levels of proficiency, more planning on how
best to differentiate instruction was also required. Some pupils quickly mastered the skills, and
others would require extra help, mainly movement from basic application of math skills to
advanced problem-solving tasks.

V. Solutions Used
Substitute with Auxiliary Materials: Printed materials and manipulatives were used as alternatives
to digital tools in an attempt to compensate for this lack of technology. Teachers also adopted
group work and peer tutoring to maximize the amount of attention every student would get.

Tutoring Sessions: Extra tutoring sessions were given to students who were weak on specific
concepts to ensure that every student has progressed based on his own pace.

Elementary School
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Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

VI. Results and Outcome

It has been observed that the outcomes coming from the N.U.M.E.R.I.C. project influenced the
result both for students and teachers. The major outcomes can be articulated as follows:

Increased numeracy: Based on the results from the pre-and post-test, 90% of the students
showed improvement in the number of measurable skills in numeracy, especially in basic
calculations as well as problem-solving.

Improved engagement and participation: Teachers have even recorded an enhanced level of
engagement and participation of the students in math lessons. Generally, a student demonstrates
greater confidence and is more inquisitive when solving math problems.

For example, improved critical thinking will be seen in the greater application of math concepts to
practical life conditions through enhanced reasoning-based activities, including the escape room
challenge and budgeting tasks. Grade levels 4-6 students more evidently brought out
improvements in applying math concepts in real-world conditions.

Parents Positive feedback Positive feedback from the parents was where children became more
interested in math at home as they repeated discussions of the activities done in school and were
far more interested in tasks outside the classroom.
Conclusion
The N.U.M.E.R.I.C. project has certainly achieved numeracy and critical thinking through a myriad
of interactive and hands-on learning methods. Such was the impact on all the grade levels, hence
from the feedback of teachers and parents, the results have been very positive for the project. The
findings of this project are that math should be made a fun but practical tool that allows for greater
depth of understanding.
Expanding operations Moving forward, the project will continuously evolve, especially with the
availability of using digital tools. The process, up to date, reveals success for the project
implementation of N.U.M.E.R.I.C. This innovative approach to education demonstrates its potential
strength, laying down a solid foundation in enhancements in Math instruction.

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
Attachments
Pre-test and post-test results
Sample photos and documentation of activities
Feedback from teachers and parents

Elementary School
Address:
FB Page: