LANGUAGE OF MATH

Justino Sevilla High SchoolArayat PampangaCluster 1

CIP TEAM

MR. CARLITO MANDAP

CIP Coordinator

MR. ALBERT DATUTeam

Leader/Facilitator

MRS. HELEN VELASQUEZ

Communication

MRS. GLAIZA ANN PANGAN

Scribe/Facilitator

MRS. LOIDA DIAZDocumentation

MRS. CARMINA MARZOProcess Observer

IMPLEMENTORS

MRS. BELINDA GUEVARRAMaster Teacher, Mathematics

MRS. EDEN CARABEOMaster Teacher, Mathematics

MR. MARCO PAGUINTOTeacher, Mathematics

MR. FRANKLIN CAMPOSTeacher, Mathematics

DATA ANALYSIS

CONSULTATIVE MEETINGS

CLASSROOM SURVEY

SURVEY QUESTIONS

•What is the most difficult subject for you?

•What makes it difficult?

SURVEY RESULTS

Mathemat-ics

Science Values MAPEH English TLE Araling Panlipunan

Filipino0

5

10

15

20

25

30

35

40

45 43.19

22.61

0 0.87

22.32

3.776.67

0.58

Survey Results on Most Difficult Subject Year IV

Difficulty in solving problems, equa-tions, formula, square root and

sign letters

Teaching practices Finds the subject complicated

Attitude towards the subject

0

10

20

30

40

50

60

51.76

2.35

16.47

29.41

Reasons for choosing Mathematics as the most difficult subject

National Achievement Test Results

Subject School Year School Performance Target

Mathematics 2013-2014 28.02 752012-2013 30.5 75

School Achievement TestSubject School Year School

Performance Target

Mathematics 2013-2014 69.75 752012-2013 64.53 75

SUPPLIERS

PrincipalHead Teacher

Master Teachers

Math TeachersPTAINPUTS

CurriculumClassroom ObservationInstruction

Instructional MaterialsEquipment

Technical Assistance

PROCESS

OUTPUTS

Improved Teaching

Strategies of 4 Mathematics

Teachers

Increased the MPS of SAT in

Math IV

CUSTOMERS

740 Year IV students

Identify learners

Identify difficult topics

Design lesson plans

Set classroom, materials and devices

Develop lesson strategy

For the past three school years (SY 2011-2014), the average Mean Proficiency Score (MPS) of Math in the School

Achievement Test (SAT) is 66.63% which is below the 75 % target and the lowest among the core learning areas.

The results of the Survey revealed that fourth year students attribute the low MPS to difficulty in analyzing mathematical problems

RATIONALE (FOCUSED PROBLEM BACKGROUND)

FOCUSED PROBLEM STATEMENT• The survey revealed that fourth year students have difficulty in analyzing mathematical problems which results in low performance in the National Achievement Test and School Achievement Test.

Why-Why Diagram

4th year students

have difficulty in analyzing

mathematical problems

Students

Teaching Strategy

Materials

Difficulty in comprehending worded problems

Mathematical sentences

are not being

unlocked well

Curriculum change

High frustration level

Lack of enrichme

nt activities

for teachersLimited

exercises in the booksLimited visual

materials

Difficulty in

solving worded problem

s

DEVELOP SOLUTIONSDevelopment of structured lesson plans integrating the vocabulary words in Mathematics as teaching strategy to unlock the difficulties in analyzing mathematical problems.