Grade 4 Numeracy Intervention S.y.2020 2021

Republic of the Philippines
Region IV-ACALABARZON
Division of Lucena City
Lucena North District
GULANG-GULANG ELEMENTARY SCHOOL
Lucena City
________________________________________________________
CLASSROOM NUMERACY INTERVENTION
TITLE: PROJECT “TULONG KO, BILANG MO”
TARGET PARTICIPANTS : ALL NON-NUMERATE and EMERGENT Pupils
TARGET DATE : November 2020 – June 2021
FUNDING SOURCE : Personal
PROPOSED BUDGET : P 2,000
PROPONENT : MOAHNA AURA M. MANCENIDO
RATIONALE:
Math difficulties share many common features with reading difficulties. In as much as
they do so, the general approach to reading disability overlaps with math disability. Both
Math and learning to read share several domain-general features such as long-term and
short-term memory, successive and simultaneous processing, flexibility strategies
especially today that we are facing this pandemic, attention to details and knowledge –
base. Math disability, therefore, can be identified in terms of the domain-general cognitive
processes as well as difficulties in mathematical operations.
Domain-general include short-term memory for sequences. This can be recast as a

part of Successive Processing by which the person integrates stimuli in a specific order and
this stimulus form a chain-like processing. It is not necessarily verbal; nonverbal sequences
like continuation of repetitive series such as memorization of multiplication table, adding
successive numbers to be familiarize… requires successive processing.
Several strategies for intervention in Math disability commonly recommended are

chunking information into bite-size units. Note-taking while doing long division and
multiplication, or listening to teacher’s long statement, reduces the demand on carrying
information in the head, decreasing the load on working memory as a sequence.
Long-term memory is essentially packed with stored knowledge. Both reading and
math must draw upon this knowledge-base. Without pre-requisite knowledge of numbers
and basic operations, math problems cannot be solved. Comprehension of a Math problem
also vitally depends on the same processes as comprehension of materials that a child
reads.
Lucena City
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Specific strategies for math undergo changes as the material demands flexibility. Shift
from counting with fingers to conceptualizing basic operations in mental arithmetic occurs,
a sign of maturity in the child learning. Similarly, strategies for estimating an answer in
long addition, subtraction, multiplication and division, used when the answer cannot be
accurately given (Siegler & Booth, 2004), may appear to be specific for math; however, in
coping with reading short and long words and comprehending the meaning of a word from
its context involve process shared in Math. Change in strategies is needed nowadays in
order to help those pupils in need, or flexibility in strategy use is a central requirement of
Planning. Good planning is almost synonymous with flexibility, lacs of rigidity, heeding
feedback and correcting one’s approach to solution.
To help pupils who may have this learning disability before the problem gets worse,
teachers should learn to respond to the needs of the learners as efficiently and effectively.
In order to resolve the problems of the pupils in numbers and in order to uplift the
Mathematics education which I believe that the children in Basic Education should master
particularly the four fundamental operations and its understanding on it, the Grade 4 level
Numeracy Program entitled “TULONG KO, BILANG MO”. This aims to improve the
performance of non-numerate and emergent learners to become at least numerate. This
project focused on helping learners to master the four fundamental operations or the
Algorithms. There are still learners who have a hard time adding, subtracting, multiplying
and dividing numbers. All fifty-eight (58) non-numerates and emergent learners will
undergo answering different activities involving Algorithms in the four levels program.
Under this program, the teacher will provide practice to foster mastery, either orally or
written, to help the pupils learn to see patterns, relationships, and find shortcuts; will
provide practice to help the pupils become fluent with the number facts and computations
through the worksheets that will be given to them; encourage to use flashcards every day;
use memory games; teach the language, symbols and mathematical vocabularies; use real-
life examples for relevance and use money to stimulate real life. The teacher will also
provide computerized program practices to help the pupils become fluent with number
facts and computation and will embed drill into daily instruction.
The pupil-respondents in this project were those who are diagnosed as non-
numerates (6) and emergent (52) based on the result of the Pre-test Numeracy Level Test.
The project will be done through a 10-minute drill everyday before the lesson starts. Each
learner will provide their own drill and note taking notebook for their answers and for the
record purposes. Drill cards, window cards, real-life problem situations for problem
solving, teacher-made activity sheets, video lessons and presentations and other materials
Lucena City
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that can be used to disseminate learners under this new normal education system and will
be used during the entire implementation of this project. The project will run from
November 2020 to June, 2021.
OBJECTIVES:
The Project aims to decrease the number of emergent by at least 50% and to have
no non-numerates at all.
TIME TABLE
MONTHS
TASKS COST
Sept Oct Nov Dec Jan Feb March April May June
Assessment of
NLT (PRETEST)
Checking, Getting
of the Results
Submission of the
results
Conceptualization,
Preparation and
Planning of the
Program
Orientation with
the Teachers and
Parents Online via
Zoom and
Messenger
Implementation
Proper
Follow up and
Giving
Instructional
Support to all the
Emergent Pupils
Giving Additional
Activities thru
Messenger, Text,
or Call
Follow up if
there’s an
improvement
Oral Follow up
through Recitation
Lucena City
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Evaluation and
Monitoring
Administration of
Numeracy Test
(Post Test)
Presentation of
the Results
TOTAL Php
2 000
SCHEDULE OF IMPLEMENTATION
- November 2020 to June 2021
EXPECTED OUTCOMES:
After the conduct of this intervention, it is expected that at least 50% of the
Emergent will be nearly to numerates and zero non-numerates at all.
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Republic of the Philippines

CLASSROOM NUMERACY INTERVENTION

TITLE: PROJECT “TULONG KO, BILANG MO”

TARGET PARTICIPANTS : ALL NON-NUMERATE and EMERGENT Pupils

TARGET DATE : November 2020 – June 2021

FUNDING SOURCE : Personal

PROPOSED BUDGET : P 2,000

PROPONENT : MOAHNA AURA M. MANCENIDO

Domain-general include short-term memory for sequences. This can be recast as a

Several strategies for intervention in Math disability commonly recommended are

- November 2020 to June 2021

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