GEOMETRY TUTORING AND ENHANCEMENT PROGRAM (GTEP)
PROGRAM DESCRIPTION
The Geometry Tutoring and Enhancement Program (GTEP) is an intervention program
designed to improve the foundational mathematical processing skills of Grade 9 students in
Geometry. The program particularly focuses on procedural skills and mathematical reasoning
skills since these were identified as the weakest areas where students struggle the most based on
the findings of the study. While the program also strengthens visual-spatial and conceptual skills,
greater emphasis is given to helping students improve step-by-step problem solving, logical
thinking, proof construction, and mathematical justification.
The intervention program uses guided tutoring sessions, collaborative learning, hands-on
activities, reasoning tasks, and step-by-step problem-solving exercises to help students develop
deeper understanding and improve their mathematics performance in Geometry. The duration of
the program will be 8 weeks. 2 sessions per week with 2 hours per day.
WEEKLY IMPLEMENTATION FLOW OF THE PROGRAM
WEEK 1 – ORIENTATION AND DIAGNOSTIC ASSESSMENT
DAY 1 – INTRODUCTION OF THE PROGRAM
Focus: Program Orientation and Introduction
During the first day, the facilitator will formally introduce the Geometry Tutoring and
Enhancement Program (GTEP) to the students. The objectives, schedule, expectations, and
importance of the intervention program will be explained clearly. The facilitator should
emphasize that the program mainly focuses on improving procedural skills and mathematical
reasoning skills because these are the areas where students experience the greatest difficulty in
Geometry.
The facilitator will also explain the modules, learning activities, tutoring sessions,
collaborative tasks, and assessments that will be conducted throughout the intervention period.
Students should be encouraged to actively participate and cooperate during the sessions.
Learning Activities:
• Orientation Program
• Introduction of Objectives
• Discussion of Program Flow
• Setting of Classroom Expectations
• Student Reflection Activity
DAY 2 – DIAGNOSTIC TEST
Focus: Identifying students’ strengths and weaknesses in Geometry
On the second day, the facilitator will administer a diagnostic test covering Geometry
concepts and foundational mathematical processing skills. The assessment will focus heavily on
procedural and mathematical reasoning tasks to determine the specific difficulties students
encounter in solving Geometry problems and constructing logical explanations.
The results will help identify which students need more support in procedural fluency,
logical reasoning, conceptual understanding, and visual-spatial skills. Students will then be
grouped according to their learning needs.
Learning Activities:
• Diagnostic Pre-test
• Skills Inventory Checklist
• Reflection Activity
• Grouping Activity
WEEK 2 – VISUAL-SPATIAL SKILLS ENHANCEMENT
Module 1: Visualizing Geometry
Focus Skill: Visual-Spatial Skills
The facilitator will discuss first about the topics in geometry that deals with figures and other
spatial relationships then conduct activities that help students visualize and interpret geometric
figures, diagrams, and spatial relationships. Although procedural and reasoning skills are the
main focus of the intervention, visual-spatial activities will still be included to strengthen
students’ understanding of Geometry figures and relationships.
Learning Activities:
The learning activities will be included on the modules to be given and will further
discuss and explain by the facilitators.
WEEK 3 – CONCEPTUAL SKILLS ENHANCEMENT (PART 1)
Module 2: Understanding Geometry Concepts
Focus Skill: Conceptual Skills
The facilitator will help students understand the meaning behind Geometry concepts and
connect them to procedures and reasoning. Conceptual understanding will serve as the
foundation for improving procedural and reasoning abilities.
Learning Activities:
The activities will be included on the module and will be given and explained by the facilitators.
The learning activities in this week will be focusing in the Geometry concepts.
WEEK 4 – CONCEPTUAL SKILLS ENHANCEMENT (PART 2)
Students will continue strengthening conceptual understanding by analyzing relationships
among geometric figures and properties. Activities should help students explain why
mathematical procedures work and justify geometric relationships logically.
Learning Activities:
The learning activities in here will be given and explained by the facilitators. The
activities may also include group and individual activities.
WEEK 5 – PROCEDURAL SKILLS ENHANCEMENT (PART 1)
Module 3: Step-by-Step Problem Solving
Focus Skill: Procedural Skills
This week will focus heavily on procedural fluency since procedural skills were
identified as one of the weakest areas among students. The facilitator will first discussed, explain
and demonstrate on how to solve geometry problems that includes step-by-step process and then
provide intensive guided practice on solving Geometry problems step-by-step, applying formulas
correctly, and organizing solutions systematically.
Students should be given multiple opportunities to practice procedures through guided
examples, drills, and collaborative activities.
Learning Activities:
The learning activities will include the practice on solving geometry problems,
collaborative activities and also drills that will help to enhance their procedural skills.
WEEK 6 – PROCEDURAL SKILLS ENHANCEMENT (PART 2)
Students will continue practicing complex Geometry procedures involving multi-step
problem solving. The facilitator should provide remediation, guided tutoring, and repeated
practice activities to strengthen students’ procedural fluency and accuracy.
Learning Activities:
Group problem solving activities may be given and also procedure sequencing activity to
test if they already learned on how to solve problems and follow procedures on solving geometry
problems.
WEEK 7 – MATHEMATICAL REASONING SKILLS ENHANCEMENT
Module 4: Logical Thinking and Proof
Focus Skill: Mathematical Reasoning Skills
This week will focus heavily on mathematical reasoning skills because students struggle
significantly in logical thinking, proof writing, and mathematical justification. The facilitator
should guide students in explaining their answers logically, constructing proofs, and defending
mathematical arguments.
Learning Activities:
In here, activities should encourage higher-order thinking, critical analysis, and collaborative
reasoning discussions.
WEEK 8 – INTEGRATION, EVALUATION, AND CULMINATING ACTIVITIES
The 1st day of the final week will focus on integrating visual-spatial, conceptual,
procedural, and mathematical reasoning skills. Special attention should still be given to
procedural and reasoning tasks to determine whether students improved in the areas where they
struggled the most.
The facilitator will administer an assessments and evaluate students’ progress throughout
the intervention program and determine if they improve on the skills where they struggle the
most.
In the 2nd day of the last week, the facilitator will be having a recognition wherein the
students who stood out will be given a medal a certificates also the participants will be given a
certificate of participation. As a way of celebration of the program, the facilitators will provide
foods and drinks for the students and other people behind this program.