Republic of the Philippines
Department of Education
Region VIII
Division of Samar
Villareal -1 District
INASUDLAN ELEMENTARY SCHOOL
Attendance
September 30, 2024
Teachers’ Name Signature
MA. LOREZA O. OBREGON
DANIEL H. HILVANO
CRISTINE S. ENECILLO
Prepared by:
CRISTINE S. ENECILLO
Teacher III
Noted:
MA. LOREZA O.
OBREGON
School Head
Republic of the Philippines
Department of Education
REGION VIII – EASTERN VISAYAS
SCHOOLS DIVISION OF SAMAR
DISTRICT OF VILLAREAL-1
VILLAREAL, SAMAR
ACTIVITY COMPLETION REPORT
BACKGROUND OF THE ACTIVITY
Math Matters: RRE-Based Numeracy Intervention for
Activity Title Multigrade Grade 3 & 4 Learners
The activity was proposed by the Math Coordinator and
Proponent Grade 3&4 Teacher of Inasudlan Elementary School, in
coordination with the School Head.
Date September 30, 2024
Venue Inasudlan Elementary School
Participant Multigrade Grade 3 & 4 pupils identified through numeracy
s assessments as performing at the frustration level
The activity will utilize differentiated instruction strategies
adapted for a multigrade setting. Learners will be grouped
according to skill level rather than grade level to allow for
Description targeted intervention. Remedial lessons will address learning
gaps, reinforcement will be embedded through engaging tasks,
and enhancement activities will extend learning for those ready
to progress.
Objectives This intervention aims to:
• Identify multigrade Grade 3 & 4 pupils struggling in
basic numeracy concepts.
• Provide Remediation using manipulative-based and
visual strategies to improve number sense, counting, and
basic operations.
• Conduct Reinforcement activities such as math
games, drills, and peer tutoring to deepen understanding
and skill retention.
• Design Enhancement tasks for learners who have
improved, such as real-life problem-solving and project-
based math activities.
• Cultivate a love for numbers and develop learner
confidence in solving math problems.
HIGHLIGHT OF ACCOMPLISHMENTS
Impact / Results:
The Math Matters numeracy intervention significantly improved the
performance of multigrade Grade 1 and 2 learners, with over 50% progressing
to a higher level in number recognition, computation, and problem-solving,
while also boosting learner confidence, engagement, and benefiting from
effective, differentiated teaching and strong support from teachers, peers, and
parents.
POST-ACTIVITY EVALUATION
Teachers and participants expressed appreciation for the
practical strategies shared during the intervention. They
noted that:
The RRE techniques were engaging, structured,
and easy to implement.
The use of hands-on and interactive reading
Participants’ activities helped sustain learner attention and
Feedback interest.
The program enhanced their capacity to respond to
learners' diverse reading needs more effectively.
They valued the collaboration with peers and the
sense of shared purpose in helping struggling readers
Methodology:
A short opening program welcomed participants and
outlined the objectives.
An orientation session introduced the RRE framework
and its application in the reading intervention for Grades
3 and 4.
Sessions included demonstrations and practical
activities to showcase the implementation of
remediation, reinforcement, and enhancement strategies.
Management of the Activity:
Planning was done collaboratively by the school head,
reading coordinator, and key teaching staff, ensuring that
the activity addressed the specific needs of Grade 3 and
4frustration-level readers.
Implementation involved a series of discussions,
modeling sessions, and small-group planning for
classroom strategies.
Monitoring strategies were discussed, including
classroom-based observations, learner tracking tools, and
follow-up assessment plans to measure progress.
Logistical Arrangements:
The activity was conducted with no financial
contribution required from participants.
Materials and supplies used were provided by the school
and reused from available instructional resources.
Recommendat
None
ions
Prepared by:
DANIEL H. HILVANO
Teacher III
Noted:
MA. LOREZA O.
OBREGON
School Head
Republic of the Philippines
Department of Education
Region VIII
Division of Samar
Villareal -1 District
INASUDLAN ELEMENTARY SCHOOL
123875
Analysis
The success of the intervention also emphasizes the value of
early and intentional identification of learners at the frustration level.
Through diagnostic assessments and regular monitoring, teachers were
able to design responsive instruction that met pupils at their current
level and guided them forward. The structured application of
Remediation, Reinforcement, and Enhancement (RRE) provided a clear
framework that ensured no learner was left behind, regardless of grade
level. This is particularly important in a multigrade setup, where varying
learner abilities and grade competencies exist within the same
classroom.
Furthermore, the positive shift in learners’ attitudes toward
mathematics is a key indicator of the program’s success. As pupils gained
confidence through consistent practice and engaging activities, they
became more motivated and active participants in the learning process.
The intervention did not only address academic deficiencies but also built
a supportive learning culture that encouraged persistence and problem-
solving. This foundation is crucial for long-term numeracy development
and sets the stage for continued academic growth across learning areas.
Prepared by:
DANIEL H. HILVANO
Teacher III
Noted:
MA. LOREZA O.
OBREGON
School Head