SAPANG

SAPANG PAHALANG
PAHALANG ELEMENTARY
ELEMENTARY SCHOOL
SCHOOL
SAPANG PAHALANG, SAN RAFAEL, BULACAN
SAPANG PAHALANG, SAN RAFAEL, BULACAN

Continuous
I mprovement
P roject
Project NUMBERS
Never Underestimate the Mind,
Be Excellent in Rithmetic Skills
School Head: Reynaldo C. Cruz
CIP Team Leader: Ma. Carlota E. Ocampo
Members: Dhiezery T. Cabalo Cherilyn Z. Villarama Anjanette P. Balagtas
Herminia C. Ocampo Marly Grace S. Torres Jevelyn D. Basa
C
I Project NUMBERS
Never Underestimate the Mind,
P Be Excellent in Rithmetic Skills
Picture of CIP Materials used
 Stage 1: Assess
Stage 1 : Assess
Step 1 : Problem Identification
Step 1: Problem
Identification

2.1-4
 Introduction
Rithmetic, which is known as “Mathematics," is
one of the most needed learning areas that every
individual must be excellent in as much as
possible. It has a very important role to play
in everyone’s daily life. Almost all of our activities
and daily routines require computations. Our lives
grow because of the problems and difficulties to
be solved that require mathematics. And as our
elders said, numerical literacy serves as our sword
in our usual battles. That's why, if you notice,
parents, in an early stage of their children's lives,
after teaching them how to say simple words such
as papa and mama, signs like bye bye and flying
kiss, and before teaching other words to say,
introduce Mathematics by teaching them how to
count their fingers through action.
 So since our clientele for this project, the grade 4
pupils, are already in the transformation year of
their elementary grades, and as I should say, 2 years
ago, as victims of a shortcut way of teaching because
of the pandemic, they did not cope with the actual
objectives of their grade level in terms of multiplying
numbers, which also affected their ability to find the
quotient. That is why, in the school year 2022-2023,
a group of teachers at Sapang Pahalang Elementary
School will conduct a first CIP, entitled "Project
NUMBERS," , a project wherein an approachable and
friendly way of teaching will help the pupils helping
pupils develop their genuine love of mathematics,
specifically multiplying mentally, will acknowledge.
Our goal is to motivate the students to be
competitive in everyday battles, be ready for every
confusion that arises, and be connected to different
problems because they are excellent in numbers.
Problem Identification
Based from the result of the pretest
conducted to 26 Grade 4 section Apitong
pupils, we found out that 22 or 85% of the
pupils have struggled in multiplying
numbers. This issue triggered me as an
adviser to encourage the Sapang Pahalang
teachers to make an intervention to solve the
problem.
The objective is the improvement of the
pupils multiplication skills through project
NUMBERS.
 PRE-TEST RESULT
Stage 1: Assess
30

25
Number of

20

Step15 1: Problem
Pupils

Identification
10

0
0 - 74 75 - 100
Score
2.1-4
 Graph Interpretation
Based on the graph, 26 Grade 4 Section pupils did
not pass the pretest that push the team to make an
intervention.
Objective of the Project

By the end of May 2023, 80% or 21

pupils out of the 26 Grade 4 – Apitong pupils
of Sapang Pahalang Elementary School
should achieved mastery in multiplying 1 to 2
digit by 1 digit numbers with product up to
200.
 This alarming result
showed the poor ability of
the Grade 4 Section
Apitong pupils in
multiplication indicates the
need for intervention.
 Stage 1: Assess
Stage 1 : Assess
Step 2 : Get Organized
Step 1: Problem
Identification

2.1-4
THE CIP Project NUMBERS
Never Underestimate the Mind,
TEAM Be Excellent in Rithmetic Skills

REYNALDO C. CRUZ
MA. CARLOTA E. OCAMPO DHIEZERY T. CABALO HERMINIA C. OCAMPO
Head Teacher II Scribe Documentation
Lead Proponent

CHERILYN Z. VILLARAMA ANJANETTE P. BALAGTAS JEVELYN DG. BASA

Resource Speaker MARLY GRACE S. TORRES
Process Observer Documentation
Communication
 Stage 1: Assess
Stage 1 : Assess
Step 3 : Talk with the customers
Step 1: Problem
Identification

2.1-4
Customers and Other Stakeholders
Stage 1: Assess
Grade 4 Apitong Pupils
Grade 4 Apitong Adviser
CIP Team
Step
School 1: Problem
Administrator
Identification
Parents
Peers

2.1-4
 Measures Relevant to
the Customers
Stage 1: Assess
 Intervention materials
 Mystery Box
 Flashcards
Step
 Spin1: Problem
Wheel
Identification
 Pretest and Posttest

2.1-4
Voice of the Grade 4 Pupils
Ano ang gusto Ano ang gusto mong
makita sa loob ng
mong itsura classroom para madali
ng babasahin? mong maintindihan ang
Kaunti lang po mga kwentong
sana ang babasahin?
mga salita
para po
madaling
matandaan
namin.
A
n
g
g
u
s
t
o
k
o
p
o
may mga vocabulary
words
 Statements lifted from the
Stage 1: Assess
Respondents’ Responses

• Hindi ko po alam mag-multiply.

Step
• Hindi1:
ko Problem
po kabisado ang multiplication table.
• Wala pong nagturo sa akin mag-times.
Identification
• Mahirap po eh!

2.1-4
 Brainstorming
Bakit kaya marami sa mga Mas naka-focus sila sa Kailangan nating gumawa ng
paraan na makatutulong para
bata ay hindi nakasagot gadget kaya walang oras
maingganya silang matutunan ng
ng tama sa multiplication? magkabisado ng multiplication. Gumawa tayo ng
multiplication. intervention.
 Voice of the Teachers

Pupils Parents
Lack of interest • Not all the parents are literate in multiplication
• Not all the parents have an extra time in
tutoring their children
 Parents’ Meeting
February 2, 2023
26 parents/guardians/attendees
Meeting with the parents
 Voice of the Parents
Statements lifted from the Parents’ Responses

 “Hindi po naming masyado maturuan kasi kailangan po

naming maghanapbuhay.”
 “Hindi rin po ako masyado marunong magmultiply.”
 “Ayaw naman sumunod sa akin.”
 “Napakahirap po ma’am awatin sa paggagadget.”
 “Maganda po ma’am ‘yung layunin niyo. Sang-ayon po ako.”
 “Sige po ma’am pauwian niyo po ng gagawin at tuturuan ko
po para magawa niya ng tama.”
 Stage 1: Assess
Stage 1 : Assess
Step 4 : Walk the Process
Step 1: Problem
Identification

2.1-4
Priority Improvement Area
 Problem Statement

Based from the gathered data of the 26 Grade 4 –

Apitong pupils, they have difficulties in multiplying numbers.
 Let’s use the gaming of Let’s use spin wheel
What are the effective way of teaching, they and flashcards.
ways to help the are learning while
children to improve
playing.
their mathematical
ability specifically in
multiplication?

BRAINSTORMING
Curriculum Pupils Parents

Some pupils are unfamiliar

in multiplication Some of the parents are
not supportive.

Some pupils are not

interested in Some parents are too
multiplying numbers. busy or no time to teach
their children
 INFORMATION GATHERED
DURING THE MEETING
 Some pupils have no idea in multiplication.
 Some pupils are not interested in multiplication.
 Some of the parents are not supportive.
Some parents are too busy and do not have time to
teach their children.
What are the effective ways in helping children
improve their multiplication skills?
How and when is the implementation of the
project?
 Grade 4

UPPLIER NPUTS ROCESS UTPUT USTOMERS

School
Project All Attractive materials The 27 Grade 4 –
Apitong pupils who
26 Grade 4 –
C.I. Facilitators Numerates to be used in the
improve their Apitong
teaching-learning multiplying skills.
Teachers
process. Pupils
Pupils
Parents

Improved Flashcards
multiplication Mystery Box
skills. Spin Wheel
 3
S I P O C
INPUTS OUTPUT CUSTOMERS
SUPPLIERS
Curriculum
PROCESS
Improved in
School Head Technical
multiplying
Assistance
numbers.
Master Class Improvement of
Teache Observation All Grade
r multiplication
Instructions 4 Apitong
Grade 4 skills
Feedback
pupils
Teache
r Instructional
Pupils materials,
equipment

Parents Support,
Follow-up
and
Assistance

Identify the STEPS

process in Develop
improving Design program for
Identify pupils Strategic Utilization
learner multiplying pupils Interventi of
skills.
on CIP
s enhancement and
Material
development
 PROJECT FLOWCHART OF
GRADE 4 – APITONG

24 out of 27 pupils of
Grade4 section
Inability to multiply Apitong have
numbers and did difficulties in
not pass the project multiplying numbers.
An Pretest.

Design
Identify program for
the Develop
pupils Utilizatio
Identify process Strategic
in enhancement n of
improving Interventi
and CIP
learner
pupils‘ on
multiplication developmen t
Material
s skills
 PROCESS FLOWCHART OF
GRADE 4 – APITONG
Preparation of
room and pupils Inability to
multiply
numbers
Preparatory Pick an equation
Follow the
Activities rule, No Product
from the box
and then
No Entry answer.

Presentation of the
The pupils will
multiplication equations read the equation
and give the
product.
using flashcards.
Use CIP notebook
Give 5-item The formative test
will be given every in answering
formative test
Friday
formative test
Feedback 26 out of 26 Grade 4
section Apitong have
Exam Result difficulties in
multiplying numbers.
 Stage 1: Assess
Stage 1 : Assess
Step 5: Identify Priority
Step 1: Problem
Improvement Areas
Identification

2.1-4
 PROCESS FLOWCHART OF
GRADE 4 – APITONG
Preparation of
room and Inability to
multiply
pupils numbers

Preparator Following the rule,

Pick an equation
No Product No from the box and
y Entry then answer.

Activities
The pupils will read
the equation and
Presentation of give the product.

the flashcards. The formative Use CIP notebook

test will be
in answering
Give 5-item
given every
Friday formative test

formative test
37 out of 37 Grade III
Mango pupils are have

Feedback difficulties in unlocking

the meaning of some
vocabulary words.
Exam Result
 PRE-TEST RESULT
Stage 1: Assess
30

25
Number of

20

Step15 1: Problem
Pupils

Identification
10

0
0 - 74 75 - 100
Score
2.1-4
 PROBLEM STATEMENT
Based from the gathered data
of the 26 Grade 4 Apitong
pupils,in
all of them have difficulties
multiplying numbers.

2.1-40
Stage 2 : A n a l y z e
Step 6: Do Root
Cause
Analysis

2.1-41
 DEFINITION
DEFINITIONOF
OFTHE
THEPROBLEM
PROBLEM
Based from the gathered
data of the 27 Grade 4-
Apitong pupils have
struggles in multiplying 1 to 2
digit by 1 digit numbers
mentally.

2.1-42
ROOT CAUSE ANALYSIS (GRADE 4-APITONG
PUPILS) Diagram
Why-Why

26 out of the 26 Grade 4 section Apitong pupils of Sapang Pahalang Elementary

School have difficulties in multiplying numbers.

Most of the pupils did not learn how to Most of the pupils have no background in
multiply multiplications

Modular no contact to the Pupils spend most of Lack of parents’ time

Modality teachers for 2 years their time in gadget to tutor their children

27 Grade 4-Apitong pupils did not met expectations. Most of them struggles on
multiplication.
Curriculum Parents
Pupils
Some pupils have Some of the parents
struggle in are illiterate in
multiplying numbers. multiplication.

Some of the pupils Some of the parents

are unfamiliar in have no time to tutor
multiplication. their children because
they are busy.
INFORMATION GATHERED DURING THE
MEETING
 Some pupils are unfamiliar with multiplication.
 Some pupils struggled in multiplication.
Being busy of the parents with other chores is one
of the reasons why they don’t have time in teaching
their children.
Some parents are illiterate in multiplication.
Stage 2 : A n a l y z e

Step 7: Develop
Solution

2.1-48
OBJECTIVE OF THE PROJECT
B y the end of M a y 2023,
8 0 % or 2 1 pupils out of the 2 6
Grade I V - A p i t o n g pupils of
S apang Pahalang Elementary
School should be excellent in
multiplying 1 to 2 digit by 1 digit
numbers mentally with product up
to 200.
 OBJECTIVE STATEMENT

Twenty-one (21) or 80% out of

26 Grade IV- Apitong pupils of
Sapang Pahalang Elementary
School for SY 2022-2023 should
have mastery in multiplying 1 to 2
digit by 1 digit numbers mentally
with product up to 200.
Development of the Appropriate
Solutions
Do you have any suggestion
Do you think our prepared
for the betterment of our
materials are good enough
project?
to attract our customers?
Preparing Materials to be
used in the Project
Preparing Materials
Flash Cards
No Product No Entry
Spin Wheel
Solution 1: No product No Entry
1. What is the solution The use of “ No Product, No Entry Box”
developed by the team? ( Each pupil will pick an equation and then
answer.)
2. To whom did the team apply it? This was applied to the 26 Grade 4- Apitong
pupils.
3. When did they implement it? March 10, 2023 up to present.

4. Who are responsible in applying CIP Team and the 26 Grade 4- Apitong pupils
this?
5. How did it work? Pupils feel happy and excitement while
doing this.
Pupils do this every morning and
afternoon.
This will serve as their gate pass to come
inside the room.
No Product No Entry
 Solution 2:Flashcards
1. What are the solution The team develop the use of flashcards.
developed by the team?
2. Where did the team apply it? This is to apply to the Grade 4-Apitong
pupils
3. When did they implement it? The implementation starts from March 10,
2023 up to present.
4. Who are responsible? The CIP facilitators will facilitate and the
Grade 4-Apitong pupils will serve as the
customers.
5. How did it work? It helps the Grade 4 section Apitong pupils
to familiarize with the multiplication
equation presented.
It encourages everyone to participate.
Flashcards
 Solutions
Mystery box
Flashcards
Spin Wheel
 Decision Matrix
Strategy Cost Result Impact Probability of Total Points
Success

5 15 10
Compilation of Medium High High 85
Vocabulary
words 3 * 5 = 10 3 * 15 = 45 3 * 10 = 30

Flashcards High Medium Medium 55

3 * 5 = 15 2 * 10 =20 2 * 10 = 20

1 – Low 2 – Medium 3 - High

 4Ws and 1H of the Solution
4Ws and 1H Tool/Guideline Whys
1. What is the solution? Flashcards with 5 It is the most comprehensive among solutions.
Items Test Pupils read the word, its meaning and the short
story everyday. A worksheet go hand in hand for
easy
assessment of pupils’ reading comprehension and
vocabulary.
Teachers can easily identify pupils who are
progressing and having difficulty through their
scores.

2. Where is the solution to be Every morning after the flag Because it is the time when pupils’ minds are fresh and
applied? ceremony. It replaces the time active.
spent checking attendance.

3. When is the solution to be March 10 , 2023 up to present. This covers the roll out solution of the CIP.
implemented?

4. Who is responsible? 1 CIP Facilitator and Grade 4 CIP Facilitator

Section Apitong pupils She is the team leader of the CIP Team
She has the prior knowledge of the
topic
5. How is the solution to be The team will hold an Holding of orientation on the use of flashcards to the
implemented? orientation on the use of the class can ensure clear utilization of the solution.
 4Ws and 1H of the Solution
4Ws and 1H Tool/Guideline Whys
The teacher will conduct The daily routine of flashing
drill using the flashcard. multiplication equation using
flashcards will familiarize and
help develop the ability of the
pupils in multiplication.
The teacher check the scores of the pupils after This activity assesses pupils’
they answered the 5 items test. retention about the

The pupils will read the equation and then will To monitor and evaluate the
answer mentally. progress of each
Pupil. To identify pupils who are
still having difficulty in
multiplying numbers.
The CI Team will prepare the customers’ mind set To encourage and motivate
for the surprise monitoring and validation of the customers to be prepared for an
School Principal and the School CIP Coordinator. unannounced monitoring and
validation of the CI Project.
Stage 2: Assess
Step 8: Finalize
Improvement Plan

2.1-64
Action
Plan
Future State

Activity Output Responsibility Due Resources/

Date Budget
1. Problem The C.I. Leader School Head/ C.I. October 7, School/Own Fund
Identification identified the problem Team Leader C.I. 2019
Team

2. Get organized C.I. Team organized School Head/ C.I. October 11, School /Own Fund
with Assigned Role/ Team Leader C.I. 2019

Action Plan
Responsibility Team

3. Talk with Voice of the C.I. Team Leader / C.I. October 14, School /Own Fund
Customers Customers/ Gathering Team 2019
of Data

4. Walk the Process Identified Cause of the C.I. Team Leader/ C.I. October 18, School /Own Fund
Current Problem Team 2019
SIPOC

5. Focused Problem C.I. Team Leader/ C.I. October 21, School /Own Fund
Identify Priority Definition Team 2019
Improvement
Areas

6. Why-Why Diagram C.I. Team Leader/ C.I. October 25, School /Own Fund
Do root Cause Fishbone Method Team 2019
Analysis
7. Develop Solutions Proposed Possible C.I. Team Leader/ C.I. November School /Own Fund
Solutions Team 4, 2019
66
 Future State
Action Plan
Activity Output Responsibility Due Resources/
Date Budget
1. Problem The CIP leader School Head/ CIP February Own Fund
Identification identified the Team Leader/ 1,2023
problem CIP Team

2. Get Organized CIP Team organized School Head/ CIP February 1, Own Fund
with assigned role/ Team Leader/ 2023
responsibility CIP Team

3. Talk with Voice of the CIP Team Leader February 2, Own Fund
Customers Customers/ Gathering 2023
of data

4. Walk the Process Identified Cause of the CIP Team Leader / February 6- Own Fund
Current Problem SIPOC CIP Team 10, 2023

5. Identify Priority Focus Problem CIP Team Leader / February 13- Own Fund
Improvement Areas Definition CIP Team 24, 2023
 Future State
Action Plan
Activity Output Responsibility Due Resources/
Date Budget

6. Do Root Cause Why- Why diagram CIP Team Leader / February 27- Own Fund
Analysis CIP Team March 1,
2023

7. Develop Solution Proposed Possible CIP Team Leader / March 2-3, Own Fund
Solutions CIP Team 2023

8. Finalize Improvement CIP Team organized School Head/ CIP Team March 6-8, Own Fund
Plan with assigned role/ Leader / CIP Team 2023
responsibility.

9. Pilot Solution Voice of the CIP Team Leader / March 9-10, Own Fund
Customers/ Gathering CIP Team 2023
of data

10. Roll out Solution Identified Cause of CIP Team Leader / March 13- Own Fund
the Current Problem CIP Team May 8, 2023
SIPOC
 Future State
Action Plan
Activity Output Responsibility Due Resources/
Date Budget

11. Check progress Focused Problem School CIP May 22, 2023 Own Fund
Definition Team/ CIP
Division
Validation Team

10. Interview Random Interview CIP Division Own Fund

Validation Team
 Risk
Analysis
 RISK ITEM PLAN
ISSUE: Lack of study habits of ACTION: Motivate to come to school
pupils everyday.
CONCERN: No proper guidance of MEASURE:
parents Attendance
CONSEQUENCES: Always absent in the
class.
ISSUE:Difficulties in multiplying ACTION: Provides more exercises to
numbers. familiarize the pupils in
CONCERN: Unfamiliar in multiplication equations.
multiplication equations. MEASURE: Score
CONSEQUENCES: M o s t o f t h e
pupils cannot answer
m u l ti p l i c a t o n
e q u a ti o n s .

ISSUE: Illiteracy of the ACTION: Remedial

parents in multiplacation. MEASURE: Score
CONCERN: Parents’ guidance for their
children,s home activies.
CONSEQUENCES: Cannot guide their
children.
 RISK ITEM PLAN
ISSUE: Have difficulties in ACTION: Develop Short stories with
unlocking the meaning of vocabulary words
some vocabulary words MEASURE: Attendance
CONCERN: Pupils don’t understand and score
what they have read
CONSEQUENCES: Many pupils have
difficulties in
vocabulary words and
comprehension Test
ISSUE: There is no proper ACTION: Make short stories booklet
guidance of parents at home that can bring at home to read and answer
CONCERN: Parents’ Follow up the questions with the help of parents
CONSEQUENCES: Pupils have limited MEASURE: Scores in Short Story booklet
vocabulary
words
 STAGE 3:ACT

STEP:9 PILOT YOUR SOLUTION

 1ST TRIAL
CONDUCTED
Solution 1: No Product No Entry
 1ST TRIAL
CONDUCTED

Solution 2: Flashcards
1ST TRIAL CONDUCTED
Solution 3: Spin Wheel
Evaluation of Pre Test Result
Evaluation of Post Test Result
 Stage 3:Act
Step 10:Roll out your
Solution
Roll out Solution
Result of Pre test and Post Test
Result of Weekly Activity Sheet
 Gathered Data in Assess Stage

Score
6
6 18
1
10
8
7
Graph of Pretest Result 2 5
2
9 1
8
3

7
Prince Dairelle DB.Alfornon Jake Luis O. Gammuac 12
Mark Cyrus H. Intacto Francis Yuan O. Hugos John Edrick Dr. Mateo
Jhon Andrei T. Mendoza Brent Richard C.Ross Jaymar SM.Samaniego Axcel Kyle O. Santiago Vince S.Sta Maria
Dennis T.Tabilo 15
Chrismar C. Trinidad 3
Jaren DC. Trinidad Jhon Erol I. Verdon Janic a S.Cornel
Jessiah Yuen Y.Herrera Princess Margaret SM.Ilano 11
2Eunice S.Ocampo Lyka R. Ordinario Princess Irene O. Razo
Cyrish Joyce S.Ross Mika Ella B.Ross 11 Jenny O.Sta Maria Roselyn B. Sta Maria Realyn R. Valencia
Misha I. Verdon
 Data Gathered
Based from the gathered data, 26 pupils of Grade IV
–Apitong pupils did not pass the Project All Pretest
(Multiplication)
 Gathered Data in Assess Stage

Score
Graph of Post test Result
44
97 72
97
94 93
96
100
95
83
73
77
95
92
Prince Dairelle
79 DB.Alfornon Jake Luis O.Gammuac Mark Cyrus H. Intacto
Francis Yuan O. Jugos 99
John Edrick DR. Mateo Jhon Andrei T. Mendoza
Brent Richard
87 C. Ros Jaymar SM. Samaniego Axcel Kyle O. Santiago
Vince S. Sta Maria Dennis T. Tabilo90 Chrismar C. Trinidad
91
Jaren DC. Trinidad Jhon Erol I. Verdon Janica S. Cornel
93
Jessiah Yuen Y. Herrera
98 Princess Margarette SM. Ilano Eunice S. Ocampo
Lyka R. Ordinario 58 Princess87
Irene O. Razo Cyrish Joyce S. Ross
Mika Ella B. Ross 80 74 O. Sta. Maria
83Jenny Roselyn B. Sta. Maria
Realyn R. Valencia Misha I. Verdo
 Gathered Data

Based on the gathered data scores of the

pupils,the graph showed that 22 or 85% of
the grade 4 Apitong pupils got scores
between 75 and 100 .If shows a big
improvement in the multiplication skills of
the pupils through Project NUMBERS.
 Data Collection Procedure

Preparation of the of the room,materials and pupils

Preparatory Activities

Presentation of the multiplication sentence

Give 5 item formative test Formative test will be given every Friday

Feed back
Exam Result
 21 OF 80% out of the 26
pupils of Grade 4-Apitong
should get the passing score
 Strategy and Scope

Phase I- Orientation of the

teachers,pupils and parents who
will be involved in the project
 Strategy and Scope

Phase II-Launching of the project

entitled ”NUMBERS”
 Strategy and Scope

Phase III- Development of the

materials
 Strategy and Scope

Phase IV- Actual Implementation

of the Project NUMBERS
 Strategy and Scope

Phase V- Monitoring and

Evaluation
 Strategy and Scope

Phase VI- Parents and community

feedback on the project
 Data Collection Procedures
Activity Output Responsible Due Date Resource Budget
Orientation of the orientation Schoolhead/CIP Own Fund
teachers, pupils Team Leader
and parents who CIP Team
will be involved in
the project

Launching of the Parent’s Assembly CIP Team Leader Own Fund

Project CIP Team
Development of Conference on the CIP Team Leader Own Fund
the materials roll out CIP
 Data Collection Procedures
Activity Output Responsible Due Date Resource
Budget
Monitoring Pretest and Schoolhead/ Own Fund
and Evaluation Posttest Result CIP Team
Leader
CIP Team
Parents and Parent teacher School head Own Fund
Community Conference CIP Team
Feedback on Leader
the project CIP Team
 Method
Steps actually followed during implementation.

Step procedure.
1.To come inside the room,pupils will answer a
multiplication equation from the “No Product No Entry Box”.
2.In the room, the teacher will shows the flashcards me by
one.
3.The pupils will answer the equation one a time in
chorus,by rows ,by partner and then individually.
4.Repeat until all the 5 equations per day have mastered.
 Activity
Task,Timeliness,Budget/Resources/
Output
Respond Timeliness Resources/Budget

Stakeholder
1.Problem Identification The CIP Leader
Involvement
School Head/CIP Team
Identified the problem
Leader
Own Fund

CIP
2.Get Organized CIP Team Organized School Head February 6,2023 Own Fund
with assigned CIP Team Leader
role/responsiblity CIP Team
3.Talk with Customers Voice of the CIP Team Leader February 2,2023 Own Fund
customers/Gathering of CIP Team
Data
4.Walk the Process Identified cause of the CIP Team Leader February 2,2023 Own Fund
Current Problem SIPOC CIP Team

5.Identified Priority Focused Problem CIP Team Leader February 13-24,2023 Own Fund
Improvemt Areas Definition CIP Team

6.Do not cause Analysis Why-Why Diagram CIP Team Leader February 27-March 1, Own Fund
Fishbone Method CIP Team 2023
7.Develop Solutions Proposed Possible
Solutions March 2-3,2023
 Task,Timeliness,Budget/Resources/
Activity Output Respond Timeliness Resources/Budget
Finalize Improvement
Plan Stakeholder
CIP Tea organized with
assigned Involvement
School Head/CIP Team
Leader
Own Fund

role/responsiblity CIP
Pilot Solution Voice of the customer/ March 9-10,2023 Own Fund
Gathering of Data CIP Team Leader
CIP Team
Roll Out Solution Identified cause of the CIP Team Leader March 10,2023 Own Fund
current Problem SIPOC CIP Team May 12,2023

Check Progress Focused Problem School CIP Team May 22,2023 Own Fund
Definition CIP Team Leader
CIP Team

Interview Random Interview CIP Division May 22,2023 Own Fund

Validation
 Failure Prevention
In order to prevent failure of the project, the join force
implementation headed by he CIP team with the parents
given time and effort.

 CIP Team is responsible for the school exercises, activities,

and others.
 The parents are responsible to follow up what done in
school. They guide their children to repeat the activities.
STAGE 3:ACT

STEP 11: CHECK YOUR

PROGRESS
 ACT
Pilot Solution Roll Out Solution Check progress,
standardize and plan
for next improvement
• Orientation of the • Development of the • Monitoring and
teachers, pupils, materials. Evaluation.
and parents who
will be involved in
the roll out of the
project.
• Launching of the • Actual • Parents and
project. implemantation. community
feedback on the
project.
The Deming Cycle of Improvement
(PDCA)

ACT PLAN
ACT ASSESS

CHECK DO

ANALYZE
RESULT OF POST TEST
Sales

97 72
44 97
94
93
96
100

95
83

73
77

95
92

79
Prince Dairelle DB. Alfornon Jake Luis O. Gammuac Mark Cyrus
99 H. Intacto
Francis Yuan O. Jugos John Edrick DR. Mateo Jhon Andrei T. Mendoza
87
Brent Richard C. Ros Jaymar SM. Samaniego Axcel Kyle O. Santiago
90
Vince S. Sta Maria Dennis T. Tabilo Chrismar C. Trinidad
91
Jaren DC. Trinidad Jhon Erol I. Verdon 93Janica S. Cornel
98
Jessiah Yuen Y. Herrera Princess Margarette SM. Ilano Eunice S. Ocampo
87
Lyka R. Ordinario 58 Princess Irene O. 74
Razo Cyrish Joyce S. Ross
80 83
Mika Ella B. Ross Jenny O. Sta. Maria Roselyn B. Sta. Maria
Realyn R. Valencia Misha I. Verdon
 GRAPH INTERPRETATION
Based on the gathered scores of the pupils,
the graph showed that 22 or 85% of the Grade
4 Section Apitong pupils got scores between
75 to 100. It shows a big improvement in the
multiplication skilss of the pupils through
project NUMBERS.
COMPARISON SCORES OF PRE-TEST
AND POST-TEST
Score
PRE-TEST 6
6 18
1
10
8
7
2 5
2
9 1
8
3
7 12
Prince Dairelle DB.Alfornon Jake Luis O. Gammuac Mark Cyrus H. Intacto
Francis Yuan O. Hugos 15John Edrick Dr. Mateo Jhon Andrei T. Mendoza
Brent Richard C.Ross Jaymar2SM.Samaniego
11 Axcel Kyle O. Santiago
Vince S.Sta Maria Dennis T.Tabilo 3 Chrismar C. Trinidad
Jaren DC. Trinidad 1 1Erol I. Verdon
Jhon Janic a S.Cornel
Jessiah Yuen Y.Herrera Princess Margaret SM.Ilano Eunice S.Ocampo
COMPARISON SCORES OF PRE-TEST
AND POST-TEST
44
97 72
97
94 93
96
100
95
83
POST-TEST 73
77
95
92
79
99
87
90
91
93
98
58 87
80 83 74

Prince Dairelle DB. Alfornon Jake Luis O. Gammuac Mark Cyrus H. Intacto
Francis Yuan O. Jugos John Edrick DR. Mateo Jhon Andrei T. Mendoza
Brent Richard C. Ros Jaymar SM. Samaniego Axcel Kyle O. Santiago
Vince S. Sta Maria Dennis T. Tabilo Chrismar C. Trinidad
Jaren DC. Trinidad Jhon Erol I. Verdon Janica S. Cornel
Jessiah Yuen Y. Herrera Princess Margarette SM. Ilano Eunice S. Ocampo
Lyka R. Ordinario Princess Irene O. Razo Cyrish Joyce S. Ross
Mika Ella B. Ross Jenny O. Sta. Maria Roselyn B. Sta. Maria
Realyn R. Valencia Misha I. Verdon
 GRAPH INTERPRETATION
The pre-test score graph showed that there’s no pupils
got the passing scores between 75-100 while in the
post-test score graph showed that 22 or 85% of the 26
Grade 4 Section Apitong pupils got the passing scores
between 75-100. The amazing increased of passing
was shown. It is very evident that project NUMBERS is
effective.
EVALUATION RESULT
RESULT OF WEEKLY ACTIVITY
SHEETS
 CONCLUSION
Practice makes perfect. The mastery of multiplication
skills of the Grade 4 Section Apitong pupils improved.
The use of attractive and colorful intervation materials
like mystery box, flashcards, and spin wheel adds
excitement and encourages the learners to have an
interest in multiplication so they can cope with and
learn the target project NUMBERS objectives.
 SAPANG PAHALANG ELEMENTARY SCHOOL
SAPANG PAHALANG, SAN RAFAEL, BULACAN

Project NUMBERS
RECOMMENDATION
Based on the Never dataUnderestimate
presented, therethe is concrete
Mind,
evidence showing Be Excellent that theinProject
Rithmetic NUMBERS
Skillsis an
effective instructional intervention in teaching
multiplication skills with mastery.
It is good to note that certain modifications or changes
can be made and applied for further improvement of
Validated by:

this LORENA
Continuous
F. VILLALON Improvement Project (CIP)RODERICK
BENJAMIN C. LIZARONDO that S.could
MANUEL
Principal III OIC/Head Teacher III Head Teacher III
best suit
Banga to the
Elementary School neddsIba
ofNational
theHigh learners
School for Sulivan
maximum National High School
Plaridel District
effectiveness, usability and versatility of the materials.