Echague South District

San Antonio Elementary School

REMEDIATION PLAN IN MATHEMATICS

OBJECTIVE/TARGETS Activities /Strategy Time Frame Persons Expected Output Remarks
Involved
1. All pupils will Students will identify, describe, Year Round Teachers ,Pupils All pupils will increase Give them drills on the
demonstrate and compare geometrical shapes. , School Head skills in problem solving basic operations
computation skills. -Students will construct and through monitoring through online
interpret graphs throughout the progress on common core platforms.
curriculum as part of data standards to determine
analysis. instructional needs.

2. All students will use Online Assessments/Conferring/ Year Round School Head, All pupils will increase Give pupils with
technology research Checklists/Rubrics/Journals will Teachers and problem solving skills differentiated activities
tools practice be administered to determine pupils through differentiated depending on their
computation, number instructional areas for students. instruction across the abilities.
sense, and problem mathematics curriculum
solving skills that emphasizes conceptual
understanding.

3. All pupils will Collaborative Learning Year Round School Head, Pupils with low Give pupils problem
demonstrate Individual Instruction trough Teachers and performance will increase with reasoning and
problem-solving online platforms pupils mathematical skills beyond critical thinking to solve
skills in regular classroom problems through
mathematics. instruction with increased applied mathematics
academic learning time. across the curriculum
that provide relevant,
concrete, and everyday
problems.
 Echague South District
San Antonio Elementary School

4. Help pupils develop Conduct Intensive review for Year round School Head, Know the pupils who Give pupils workbook
their critical and Math Quiz and MTAP Teachers and perform in Math class
mathematical ability competition pupils
5. Improve teacher Attend trainings, seminar and Year round School Head Knowledge and skills in Knowledge and skills
Competencies SLAC teaching develop develop

Prepared by:
JOSE M. PAGUYO JR.
Teacher 1
Noted:
BABYLYN S RAGUAL.
Master Teacher 1/ TIC
 Echague South District
San Antonio Elementary School

REMEDIAL PLAN IN MATHEMATICS ACCOMPLISHMENT REPORT

I. INTRODUCTION
Remedial instruction can help battling students shore up their fundamental abilities,
which help them make up for lost time to their classmates. In the teaching-learning sequence,
evaluation is the final element. Learning should result in an overt change in behavior in terms of
knowledge or skills, attitude or value. This change should be both visible and measurable. At the
end of the period of instruction, teachers want to know the extent of learning and how well
learning was achieved. Meaningful learning is what the school wants to determine through a
systematic and continuing process of evaluation of instruction. The purpose of the evaluation of
learning outcomes in school from a learner’s perspective is that teachers would like to be assured
that the learner has mastered the lesson or unit and that the student is ready to tackle the next one.
If that is not the case, then teachers can give individual students some form of remediation, and if
it is the majority of the class who has not met a criterion of mastery, some form of re-teaching
has to be done
A significant number of elementary pupils have shown low numeracy skills achievement
levels to have failed or achieved borderline final grades in math. Over one-third of all the
elementary pupils have shown below average performance in mathematics over the last three
years. However, the pupils of the same cohort showed inconsistent math performance levels
which depend on the math teacher assigned to a grade level. Of the pupils who manifested to
have low numeracy skills achievement levels within the period considered, many transferred to
other schools. Almost one-fifth of the pupils with low numeracy skills achievement levels were
determined to have math anxiety. However, a significant number of other pupils were also found
to have moderate to severe math anxiety levels. The pupils considered to have often experienced
the situations, which support the development of their math skills and positive attitudes towards
math lessons, and related situations. They also perceived that they are provided moderate support
by their math teachers, parents, and friends on their math lessons, the needs for the learning of
this subject in related situations and all forms of support, which could generally contribute, to
positive results and feelings of the pupils on their math and other subjects.
.II. OBJECTIVE
1. Conduct remedial classes for struggling pupils focusing on least mastered skills in mathematics.
2. Use appropriate instructional materials strategies to adheres to the needs of the pupils with low
performance in mathematics.

III. HIGHLIGHTS
They are learning remediation sessions for SAES learners from Kindergarten to Grade 6 with low
performing achievement levels in mathematics. The sessions are done every Fridays for an hour in the
morning through virtual sessions and limited face to face in adherence with the safety protocols of the
government. The teachers use conventional approaches in the said sessions considering that they did not
have any specialized training on the conduct of remediation. The pupils' performance is evaluated or
 Echague South District
San Antonio Elementary School

monitored to see if the instruction being done is effective. However, they are rated based on their attendance
and session participation, which shall be considered as club ratings written in the individual pupils’ report
card.
Too many learners consider that mathematics is virtually a phenomenon of nature. The school must
provide a reasonable basis for elementary learners for ease of understanding of the mathematical concepts.
The widespread availability of technological tools help learners prepare for computation means that people
are less dependent on their powers of computation.

IV. ISSUES AND CONCERNS

1. Learners lack of proper attention
2. Learning disabilities
3. Disinterest in topics
4. Poor study habit of learners
V. COMMENTS AND SUGGESTIONS

For better implementation of the remediation plan I recommend that Teachers should offer more
remedial Program in Mathematics, and for other subjects to provide for the needed remediation sessions for
pupils with low achievement levels not as a club activity but as a support program. Also, it is recommended
that the proposed Remedial Program may be considered for implementation and monitoring.

VI. Pictorials

Conducts Online remediation class to

scaffold pupils
 Echague South District
San Antonio Elementary School

Prepared by:
JOSE M. PAGUYO JR.
Teacher 1
Noted:
BABYLYN S RAGUAL.
Master Teacher 1/ TIC