DIVISION OF NEGROS ORIENTAL

MABINAY NATIONAL HIGH SCHOOL

MABINAY, NEGROS ORIENTAL

Math Is Fun When I

Understand Project Title
 * SULONG NegOr CI TEAM

SALUSTIANO T. JIMENEZ,LL.B., CESO VI

Schools Division Superintendent

RACHEL B. PICARDAL
Division CI Focal Person

LUCRECIA C. NICOLAS
Principal / Communication Officer

EMERITA B. QUILIOPE EDWIN B. JALISAN JULIET C. AVILES EVELY C. AMANTE EMY A. TINGSON
Subject Teacher Facilitator Team leader Sribe / Trainer Trainer / Documentation Officer
* MABINAY NATIONAL HIGH SCHOOL
MABINAY, NEGROS ORIENTAL

Where were we
before?
• Good day ladies and gentlemen.
Be with us as we journey
together in looking back our
CIP experiences.

• This is where we were before

our CI journey.
 BACKGROUND AND RATIONALE

• Not one of the 451 students in grade VII is numerate based

on the numeracy test given at the start of the school year
• 42 out of 451 are nearly numerates (score ranges from 50%
to 74%)
• 409 out of 451 students got a score of 49% and below
• Out of the 9 sections, grade VII-Chrysanthemum got the
lowest MPS of 31.59%
• Out of 56 students in this section, 14 got the lowest MPS of
23.33% and below.

The school aims to help the aforementioned number of

students become numerates.
• The school conducted a numeracy test to all grade VII
sudents. This is one of the activities undertaken after
having evaluated the school's performance in
mathematics. Grade VII teachers also reported that
students have not mastered the basic mathematical
operations. This is one of the reasons why they can't
proceed to lessons that develop higher order thinking
skills.

• These are the reasons why the CIP team came up with
this project.
 NUMERACY TEST RESULT OF GRADE 7
14.00

12.00

10.00

8.00

6.00

4.00

2.00

0.00
L Y ID R D S FA
SA LIL CH TE UM IA RE TIA EL
RO R AS M EL D ET D
O HE
OM EN IN
S A
NT EL
A BR M PO
S
HRY
C
• This graph shows the numeracy test results
of the 9 sections in Grade 7.Section
Chrysanthemum got the lowest MPS
N u m b e r o f S t u d e n t s w it h C o r r e

ITEM ANALYSIS OF NUMERACY TEST

CIP Learners
12

10

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

No. of Items
• After conducting the 30-item numeracy test,
an item analysis and interpretation of test
results for the 14 CI learners was conducted.
Based on the graph these Are the top 3 least
learned skills.
 Top 3 Least Learned Competencies

1 - Item No. 13 - Fractions

2 - Item No. 10,11,30 - Problem Solving involving percent

and fractions
Item No. 23 - Measurement involving time

3 - Item No.2,12 - Fundamental Operations

No. 3,14 - Problem Solving involving fractions
No. 18 - Problem Solving involving consecutive
integers
No. 22,24,27 - Measurement involving time and Fractions
• With these data at hand, we discovered that
this was our main problem.
 FOCUSED PROBLEM
STATEMENT
Out of 56 students in G7-Chrysanthemum,
14 got the lowest MPS of 23.33% and
below.
• To be able to come up with the root causes of
this problem, we did a thorough analysis.
VOICE OF THE
CUSTOMERS

1.Learners
2.Subject Teacher
3.Parents
With that, we set what we want to achieve...
And that is...
Objective:

All of the 14 selected non-

numerates in grade VII-
Chrysanthemum shall have
become nearly numerates and
numerates at the end of March,
2015.
Where are we
now?
 NUMERACY TEST RESULTS OF THE PILOT IMPLEMENTATION

PRE TEST

8
7
6
5 Non-Numerates
4 Nearly Numerates A MONTH AFTER
Numerates
3
2 8
1 7
0
6
Male Female
5 Non-Numerates
4 Nearly Numerates
TWO WEEKS AFTER 3
Numerates

2
8
1
7
0
6 Male Female
5 Non-Numerates
4 Nearly Numerates
Numerates
3
2
1
0
Male Female
• Two weeks after our pilot implementation we
already noticed some improvements. 2 out of
14 learners became nearly numerates.
• After a month, 8 became numerates, 4 were
nearly numerates, and 2 were still non-
numerates. So, we continued our remedial
classes, every 4:00 to 5:00pm, thereafter.
After the Pilot Implementation
• As shown in the graph, we are able to
achieve our objective. 12 became numerates
and 2 were nearly numerates.
After the Pilot Implementation
• The graph in the previous slide shows the
pre-test and the post test results of each
learner.
• During the implementation, these are the
noticeable changes in the behavior of the CIP
learners...
 OBSERVABLE CHANGES IN BEHAVIOR
OF THE CIP LEARNERS

1. Students have improved in their participation during

the remediation.
2. They become more confident in participating during
their regular class discussions.
3. Attendance to their regular classes has improved.
• As a team we learned several lessons which
are worth sharing with you right now. We
would like to highlight some of them.
 LESSONS LEARNED
1. The size of the class affects the effectiveness of the remedial classes. The
smaller the size, the better.
2. Unlocking of difficulty is very important to help students solve worded
problems.
3. Basic mathematical skills need to be mastered before one can expect
students to do well in their Grade VII mathematics.
4. Activities that allow them to manipulate something help increase
students’ comprehension of concepts.
5. Use of multi-media is very helpful in sustaining their interest to the
lesson discussed.
6. Remediation done by a team is more effective than done by a single
person.
 LESSONS LEARNED
7. Monitoring of students’ progress is easier when done by a number of
people.
8. Preparation of instructional materials is more convenient when done by
a team.
9. Productivity is greater when there is collaboration.
10. Teachers who are not mathematics major have reviewed their basic
lessons in math being part of the team.
11. Effective learning in mathematics depends greatly on mastery of basic
numeracy skills.
12. Basic mathematical skills can be well-developed when concepts are
concretized.
How did we
do it?
 Conducted
diagnostic
test to get
information
on the 14
learners’
basic
mathematical
skills
• We prepared iPlans for each learned skill and every iPlan
includes an activity on unlocking of difficulty of terms related to
the basic mathematical operations.

• Activities to unlock meanings of unfamiliar mathematical terms

are computer generated.

• Practice tests are interactive. Other assessment activities made

use of worksheets. Reinforcement activities utilized math brain
games and video clips.These activities were taken from different
websites and were modified to suit the needs of our target
learners.
 Conducted item analysis
and interpretation of the
test given
 Conducted
tutorial /
remedial
classes
based on
least
learned
skills
CI REMEDIATION SESSIONS
 Compare
1 Greater 1
2 than 3
 Compare
1 Less 1
4 than 3
MATH WORK SHEET
MATH WORK SHEET
MATH WORK SHEET
 Monitored and evaluated
the implementation of the
pilot solution
What’s in the
future?
• The team came up with this implementation
plan for school roll-out With the following
activities:
 IMPLEMENTATION PLAN FOR SCHOOL ROLLOUT
ACTIVITY OUTPUT RESOURCES/ BUDGET IMPLEMENTATION REMARKS
PERSONS SCHEDULE
RESPONSIBLE

1. Prepare training design Training design CIP Team Division Last week of April,
Focal Person 2015

2. Conduct Training on CIP Trained Teachers CIP Team Division Php 40,000 Last week of May,
and the piloted solution Focal Person 2015
among teachers in
school

3. Create School CIP teams Organized School CIP CIP Team Division Last week of May,
to rollout the piloted Teams Focal Person 2015
solution

4. Prepare training Training Completion CIP Team Division Last week of May,
completion report Report Focal Person 2015

5. Conduct the actual Improved numeracy Trained Teachers Php 40,000 3rd week of June
rollout to target skills, increased no. 2015 to December
beneficiaries of numerates 2015

6. Monitor and evaluate Completed CIP Team Division June to December,

the rollout monitoring and Focal Person 2015
evaluation record
• After the school rollout, the team also came
up with the implementation plan for division
roll-out with the following activities:
 IMPLEMENTATION PLAN FOR DIVISION ROLLOUT
RESOURCES/ IMPLEMENTATION REMARKS
ACTIVITY OUTPUT PERSONS BUDGET SCHEDULE
RESPONSIBLE

1. Prepare training design Training design CIP Team 3rd week of May,
Division Focal 2015
Person

2. Seek approval of Approved Division Focal Last week of May,

training design from training design Person 2015
SDS

2. Conduct Training on CIP Trained CI Teams CIP Team Php Last week of June,
to all the districts of Division Focal 94,000 2015
the Division of Negros Person
Oriental
(1 CI Team per district)

3. Prepare Training Training CIP Team 1st week of July,

Completion Report Completion Division Focal 2015
Report Person

4. Monitor and Evaluate CI Completed CIP Team July 2015 to January

Project in the Division monitoring and Division Focal 2016
evaluation record Person
• “ The individuals who will
succeed and flourish will also be
masters of change: adept at
reorienting their own and others’
activities in untried directions to
bring about higher levels of
achievement.”
• -Rosabeth Moss Kanter-
 DAGHANG
SALAMAT!
(Sa Langit Matagamtaman Ang Tinuod nga Ganti)
Prepared by: SULONG NegOr CIP TEAM
The MNHS Pilot CIP Team

SALUSTIANO T. JIMENEZ,LL.B., CESO VI

Schools Division Superintendent

RACHEL B. PICARDAL
Division CI Focal Person

LUCRECIA C. NICOLAS
Principal / Communication Officer

EMERITA B. QUILIOPE EDWIN B. JALISAN JULIET C. AVILES EVELY C. AMANTE EMY A. TINGSON
Subject Teacher Facilitator Team leader Sribe / Trainer Trainer / Documentation Officer