―Enhancing Numeracy Skills: A Study on the Impact of Creative Math Games‖ 1

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ENHANCING NUMERACY SKILLS: A STUDY

ON THE IMPACT OF CREATIVE MATH
GAMES

A THESIS
Presented to
The Faculty of Teacher Development
Philippine Normal University
National Center for Teacher Education
North Luzon Campus
Aurora, Alicia, Isabela

In partial fulfillment
Of the Requirements for the Degree
BACHELOR IN EARLY CHILDHOOD EDUCATION

HANS DALE BASTENG

JENALYN GUIQUING
YNA MALAZZAB
JOANNE PORTALES
ANGELICA VILLANUEVA

JULY 2024
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CERTIFICATE OF APPROVAL

The thesis/dissertation attached hereto, titled ENHANCING NUMERACY

SKILLS: A STUDY ON THE IMPACT OF CREATIVE MATH GAMES,
prepared and submitted by HANS DALE BASTENG, JENALYN GUIQUING,
YNA MALAZZAB, JOANNE PORTALES, AND ANGELICA VILLANUEVA in
partial fulfillment of the requirements for the degree of BACHELOR IN EARLY
CHILDHOOD EDUCATION, is hereby recommended for oral examination.

LETICIA AQUINO
Adviser

Approved in partial fulfillment of the requirements for the degree of Bachelor in

Early Childhood Education.

_____________________________
_________________________
Member Member

_____________________________
_________________________
Member Chairman

Accepted in partial fulfillment of the requirements for the degree of Bachelor in

Early Childhood Education.

GABRIEL G. URIARTE
Head, Department of Educational Management,
Measurement and Evaluation

LETICIA AQUINO
Dean, College of Education
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ABSTRACT

This study examined the impact of creative mathematical games on the

numeracy skills of Grade 2 learners at Cauayan South Central School during the

2023-2024 academic year. Purposive sampling was used to select two groups based

on their Mathematics grades, specifically targeting those with scores of 75% or

lower. The research employed a quasi-experimental design, gathering data through a

researcher-developed and validated checklist. Pretest and posttest assessments, also

created and validated by the researcher, were analyzed using a t-test to determine if

significant differences existed in performance levels between the two groups.

Key findings from the study include: (1) the experimental group generally did

not prefer using Creative Math Games as a method for learning mathematics, (2) the

control group expressed satisfaction and a favorable preference for learning addition

and subtraction through direct instruction, without the inclusion of games, and (3)

there was no significant difference in the performance levels between the

experimental and control groups. In conclusion, despite the potential for enjoyment

and engagement, the introduction of creative math games did not result in notable

improvements in the numeracy skills of Grade 2 pupils at Cauayan South Central

School. Therefore, the study suggests that Creative Math Games should be carefully

designed and validated according to students' competency levels and preferences

before implementation.

Keywords: Creative Mathematical Games, Numeracy skills, Grade 2 pupils

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ACKNOWLEDGEMENT
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TABLE OF CONTENTS

PAGE
TITLE PAGE……………………………………………...……………………...…............i
APPROVAL SHEET ..………………………….…………... ………………………...…..ii
ABSTRACT…………….……………………………………………………………...…..iii
ACKNOWLEDGEMENT……………………………..……………………………...…..iv
LIST OF TABLES……….………………………..…………………………………...…..iv
LIST OF FIGURES…… ..………….………………………………………………...…..iv
LIST OF APPENCDICES……….….....……………………………………………...…..iv

Chapter 1- The Problem and Its Background……………………………………5

1.1 Introduction……………...……….……………………………….…....... 5
1.2 Conceptual Framework…………………………………………………... 8
1.3 Research Paradigm………………..…………...……………………….. 16

1.4 Statement of the Problem…………………………….……………….... 19

1.5 Significance of the Study…...……………………………....................... 20
1.6 Scope and Delimetation of the Study….…………………….................. 20

1.7 Definitions of Terms…………………………......................................... 21

Chapter 2 Review of Related Literature………………..…………………………

Chapter 3- Methods and Procedures……………………………………………….

3.1 Research Design…………...…...………………………………………. 23
3.2 Participants of the Study…….………...……………............................... 24
3.3 Instrument of Data Collection………….……………………………..... 24

3.4 Data Gathering Procedure……………….……………………………… 24

3.5 Data Analysis..…………………...………………...…………………… 25
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Chapter 4- Presentation, Analysis and Interpretation of Data………………

4.1 Most challenging competencies in Grade 2 Mathematics……………….
4.2 The Preferences of the Experimental Group Respondents Toward
Creative Math Games………............………..........................................
4.3 The Preferences of the Control Group Respondents Toward Direct
Instruction…...........................................................................................
4.4 The Difference in the Level Of Competece Between the Experimental
Group and Control Group……………………………………………………

Chapter 5- Summary, Conclusions,

Recommendations……………………………………
5.1 Summary……...………....……...………………………………………. 23
5.2 Conclusions…………………………...……………............................... 24
5.3 Recommendations………….......……………………………………..... 24

REFERENCES……………………………………………………………………
APPENDICES..……………………………………………………………………
(Alphabetical order)
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LIST OF TABLES

TABLE PAGE

1 Most challenging competencies in Grade 2 Mathematics …………….

2 The Preferences of the Experimental Group Respondents

Toward Creative Math Games ...........................................................

3 The Preferences of the Control Group Respondents Toward

Direct Instruction……………………………………………………..

4 The Difference in the Level Of Competece Between the

Experimental Group and Control Group……………………………..

LIST OF FIGURES

FIGURE PAGE

1 Conceptual Framework……………………..……………………..

LIST OF APPENDICES

APPENDIX PAGE

A (Alphabetical order)…………………………….…………………..

B (Alphabetical order)……………………………..………………..

CHAPTER 1
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THE PROBLEM AND IT’S BACKGROUND

This chapter of the paper presents the problem and its setting. It includes the

background of the study, the Conceptual framework, the research paradigm, the

statement of the problem, the significance of the study, and the scope and

delimitations of the study, and the definition of terms.

Introduction

Numeracy is a skill that involves confidence and the ability to deal with

numbers and measurements. It necessitates a working knowledge of the number

system, a set of computational skills, and a desire and capacity to solve number

issues in various situations. Numeracy also requires a practical understanding of

how data is obtained by counting and measuring and then presented or depicted in

graphs, diagrams, charts, and tables (United Nations Relief and Works Agency,

2013). Early mathematical instruction is important to young children's ability

development on the impact of prior achievement on future academic success on the

need to focus on numeracy (Ofsted, 2018). However, according to Education

Scotland (2019), Mathematics, out of all the learning areas in basic education,

presents students with problems that arise from within or from without, which

consequently affects numeracy skills.

Mathematics education in early grades sets the foundation for future

academic success, yet numerous challenges persist in the Grade 2 math curriculum.

Studies have highlighted the significant hurdles students face in mastering key areas

of Grade 2 math curriculum, often due to the abstract nature of mathematical

operations and the necessity for a solid grasp of basic numeracy skills. For instance,
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Van de Walle, Karp, and Bay-Williams (2019) emphasize that the transition from

concrete to abstract thinking is particularly challenging for young learners,

impacting their ability to understand addition and subtraction with regrouping.

Additionally, this is supported by the findings of Nguyen, Guo, Stamper, and

McLaren(2020), who report that the learners often struggle to visualize and

accurately represent mathematical problems, leading to computational mistakes and

lack of confidence in their mathematical abilities.

Over the years, there has been widespread concern about young students

struggling with numeracy skills worldwide. A study by Singh, P., Hoon, T. S., Nasir,

A., Ramly, A. M., Rasid, S. M., & Meng, C. C. (2021) suggests that the main reason

for poor math performance is usually nestled in their experiential learning, where

the subject is often treated as dull and boring. In addition, the lack of ways to

support early childhood mathematics teaching practice serves as a challenge to

address entrenched attitudes and beliefs among early childhood educators. This

limitation can hinder learners from improving their numeracy skills, as noted by

Cohrssen, Church, and Tayler (2016).

In the 2018 Programme for International Student Assessment (PISA),

Filipino students ranked among the lowest performing groups globally. Specifically,

in mathematics, fewer than 20% of students demonstrated proficiency at Level 2,

while over 50% showed very low proficiency below Level 1. Scoring below the

lowest level of proficiency in the PISA, these Filipino students have been clearly

left behind in terms of mathematics education; more than half of this age group of

Filipino students have inadequate mathematical skill compared to their peers in

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other parts of the world. Notably, disparities were observed between public and

private schools, with mean scores of 343 and 395, respectively (Department of

Education, 2019).

Recent research in the Philippines by Igarashi and Suryadarma (2023)

discovered that one in ten grade 10 students, equivalent to roughly 150,000 students

in 2019, did not have foundational mathematics skills. According to the country's

K–12 basic education curriculum, these skills should be mastered by grade 3.

Therefore, it was expected that nearly all students from grades 4 to 10 would

possess these skills. This indicates a persistent problem despite educational reforms

since 2012, with math skills lagging behind reading skills. These findings are

consistent with those of Aguilar-Galsim and Garin (2018), who noted that students

reaching higher grades in elementary school face challenges in Mathematics due to

insufficient mastery of fundamental operations. These trends align with national and

international assessments showing that many pupils‘ Mathematics knowledge and

competencies fall short of the expected level upon completing basic education

(UNESCO, 2011 as cited in Aguilar-Galsim and Garin, 2018). This problem is also

evident in the grade 2 pupils of Cauayan South Central Elementary School.

The integration of Creative Math Games into early childhood education has

emerged as a dynamic and effective solution for fostering numeracy skills among

learners. Numerous studies, including those by Vogt, F., Hauser, B., Stebler, R.,

Rechsteiner, K., & Urech, C. (2018), Aguilar-Galsim and Garin (2018), and

Murtagh, Sawalma, and Martin (2022), have consistently demonstrated the positive

impact of game-based interventions on students' mathematical performance,

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engagement, and attitudes. Creative math games offer a tailored and engaging

approach to learning aligning with the needs and interests of young

learners. Likewise, the versatility of game-based learning is further emphasized by

Ergul and Dogan (2022) who provide additional support for the efficacy of game-

based. Lastly, White and McCoy (2019) underscored significant improvements in

both attitude and achievement among elementary and primary school students

exposed to game-based learning. These findings are consistent with De Chambrier,

A., Baye, A., Tinnes-Vigne, M., Tazouti, Y., Vlassis, J., Poncelet, D., Giauque, N.,

Fagnant, A., Luxembourger, C., Auquière, A., Kerger, S., & Dierendonck, C. (2021)

research on kindergarten learners, indicating that educational games benefit learners

from diverse backgrounds and achievement levels.

Various research endeavors have been conducted to validate the effectiveness

of creative math games in fostering numeracy abilities in elementary school pupils

and the researchers concur with what they discovered. However, there are limited

studies conducted among Grade 2 learners within the Philippine curriculum or setting.

In this light, the researchers conducted this study to examine the effectiveness of

Creative Math Games on the development of the numeracy skills of Grade 2 pupils

who have different sets of math lessons and skills to be developed compared to

preschoolers which focuses only in the addition and subtraction with and without

regrouping. Studying addition and subtraction with and without regrouping is

essential for building a solid mathematical foundation, developing problem-solving

abilities, gaining practical life skills, and preparing for advanced education. In

addition, the researchers intend to provide early childhood educators with a variety of
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creative math games as an effective means for introducing mathematical concepts and

helping young Filipino students develop their numeracy skills. Moreover, researchers

aim to mitigate the stress often associated with mastering mathematical concepts and

instill a sense of enjoyment among young learners.

Theoretical Framework

This study is anchored on Froebel‘s play approach which also falls under the

Constructivist Theory in education. Constructivism emphasizes the active role of

learners in building their own understanding rather than just passively accepting

information. It provides the theoretical underpinning for understanding how

children learn and develop mathematical skills and concepts through play, while

play-based learning provides a practical, engaging, and effective method for

implementing constructivist principles in the mathematics classroom. In Froebel‘s

play approach, Play is not seen as entertainment, but as a meaningful and purposeful

activity that allows children to develop their creativity, problem-solving skills, and

social interactions. Through play, children engage in self-directed learning and

construct their understanding of concepts. Furthermore, this approach emphasizes

the importance of play, nature, and hands-on experiences while fostering a child's

intellectual, emotional, and physical growth. It encourages the child to discover how

things work, through purposeful activities which are active, hands-on, and of

interest to the individual child.

Typical attributes of the Froebel approach encompass play, a focus on

student-centered learning, and the cultivation of creativity. Instead of relying solely

on structured teaching instructions or discussions, this approach employs play as a

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method of learning. Here, children acquire an understanding of introduced concepts

through direct experiential engagement with them. Furthermore, students are

encouraged to articulate, explore, and embrace the learning process through trial

and error, wherein educators adopt a guiding role. Educational materials are

presented to students to facilitate the exploration of concepts, expression of

creativity, and understanding of how things work.

Froebel‘s emphasis on play as a fundamental and natural way for children to

learn aligns well with the goal of this research on using games to make learning

math enjoyable and engaging, thus enhancing the numeracy skills of young learners.

Games can provide a rich and meaningful context for mathematical thinking and

problem-solving, as well as foster motivation, curiosity, engagement and creativity.

Therefore, this study aims to investigate how Creative Math Games influence the

numeracy skills of Grade 2 pupils.

Conceptual Framework

This conceptual framework aims to explore the development and

implementation of games that foster numeracy skills and positive attitudes toward

mathematics among young students. Using Froebel's Play Approach to Enhance

Math Learning in Young Learners.

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Figure 1. Conceptual Framework

Figure 1 introduces a research framework that includes Identifying

challenging competencies, teaching and learning mathematics through direct

instruction and creative game, improvement numeracy skills and active

engagement. The researcher investigated the effect of creative math games on

improving numeracy skills of the learners. To achieve this, data collection methods

such as checklists, pre-test, and post-test assessments were employed to validate the

authenticity of the gathered data. These methods aided in investigating the

effectiveness of creative math games in teaching numeracy skills to second-grade

learners

Research Questions

This study attempts to answer the development of numeracy skills of

selected Grade 2 pupils of Cauayan South Central School in Cauayan City for the

School Year 2023-2024. The study seeks to address the following research

questions:

1. What are the preferences of the experimental group respondents

toward Creative Math Games?

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2. What are the preferences of the control group respondents

toward Direct Instruction?

3. Is there a significant difference in level of competence in math

of the respondents, as shown by the pre-test and post-test?

Hypothesis of the Study

There is no significant difference between the effectiveness of direct

instruction and creative math games in developing learners‘ numeracy skills.

Scope and Delimitation of the Study

The study aimed to assess the effectiveness of Creative Math Games in

improving numeracy skills among Grade 2 pupils at Cauayan South Central School in

Cauayan City, Isabela, during the 2023-2024 school year. It specifically targeted

Grade 2 students who faced challenges in understanding mathematical concepts such

as addition and subtraction, including regrouping. The experimental group

participated in creative math games, while the control group used Direct Instruction.

The research analyzed the students' checklist results, as well as their pre-test and post-

test scores from both groups, which were used for t-test comparisons.

Significance of the Study

The findings and insights that were generated could be valuable benefits to

various stakeholders:

The School Administrator. They can help and guide early childhood educators to

plan their activities by providing the learners with appropriate creative math games

in order to develop their numeracy skills. Likewise, the result of this study will help

administrators plan the math program for Grade 2.

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The Early Childhood Educator. The result of this study will give the Grade 2

teachers a better idea and clearer understanding of the numeracy skills of Grade 2

learners. The teachers therefore will know what to implement in their strategies and

where to adjust the varying levels of abilities already acquired by the learners at

home and community. The results will help the Grade 2 Teachers enrich the subject,

and make their approaches and techniques more interesting, thus creating an interest

in mathematics among learners.

The Parents. The role of parents in helping the children build numeracy skills is as

important as the teacher while not all parents have the necessary preparation to

assess the children. The results of the study will give the parents an idea of the

games that they can use to develop the numeracy skills of their children.

Other Future Researchers. The study's findings can be conferred and used as

informational sources when conducting further research of similar topics.

Definition of Terms

Conceptual definitions for the following terms are provided in this section:

Creative Math Games: Creative Math Games are games that allow children to think

outside the box and hone their problem-solving skills. Consider playing a few of

these creative math games with your child to show him or her that math can be fun.

International Journal of Progressive Education, 18(5), 1–17.

Direct Instruction: Instructional approaches that are structured, sequenced, and led

by teachers. Lombardi, P. (n.d.). Direct instruction Teaching method. Pressbooks.

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Numeracy Skills: Numeracy skills are the ability to use numbers and mathematical

concepts in everyday situations, such as measuring, estimating, comparing, and

calculating. Numeracy skills also involve logical thinking, reasoning, and problem-

solving. (―PISA for Development Assessment and Analytical Framework,‖ 2018).

CHAPTER 2

REVIEW OF RELATED LITERATURE

It has been acknowledged over time that there are issues with

children's numerical skills. Mirawati (2017) observation indicates that certain kids

appear to struggle with comprehending how the quantity of objects changes and

how the numbers are arranged. This is an issue that requires careful consideration

because children's mathematical education depends heavily on their ability to

perform this skill. To address this issue, a number of studies have been carried out

on the incorporation of creative mathematical games into instructional strategies to

captivate young students.

Most Challenging Competencies To Learn For Young Learners

To better one‘s Mathematics performance, numeracy skills must be mastered

as they form part of the basic foundations in Mathematics. This was strengthened by

Pitogo and Oco's (2023) study wherein it delved into the numeracy skills and

mathematics performance of pupils throughout the school year where in it

underscores the importance of numeracy skills in fostering strong academic

performance in mathematics throughout the school year. It was conducted on 251

Grade 1 pupils at Iponan Elementary School in Cagayan de Oro City to assess their

numeracy skills and math performance during the 2022-2023 school year. The
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results revealed that advanced numeracy skills and outstanding mathematics

performance among pupils, with a significant correlation noted between numeracy

skills and mathematics performance. It clearly means that the pupils‘ performance in

Mathematics was at outstanding level. The Parviainen et al. study

(2022) provides more evidence in support of these findings, enhancing that

pedagogical math training and awareness can greatly enhance the quality of early

math instruction.

To improve educational programs, further research on teaching distinct math

skills to different age groups is advised. However, different studies revealed that

students face challenges in learning different competencies specifically in

mathematics which is the addittion and subtraction. Contrary to Pitogo, Oco's, and

Parviainen findings, the study by Ireniza and Subayanin (2024) reveals challenges

faced by students in grasping addition and subtraction concepts. These difficulties

stem from limited reading ability, hindering comprehension of question meanings,

particularly in sequential addition and subtraction for class II students. Additionally,

students struggle due to insufficient attention to the use of addition and subtraction

symbols in borrowing and carrying techniques. This highlights the importance of

targeted support and instructional strategies to address students' challenges in

understanding addition and subtraction concepts effectively.

This is consistent with the results of a study conducted in 2021 by Sidik and Suryad,

which examined the challenges elementary school kids have when learning

addition and subtraction as well as the examination of algebraic thinking.

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Furthermore, the findings indicated that there are three types of learning

obstacles, namely, ontogenic obstacles with psychological and instrumental types

(students feel afraid and do not understand the prerequisite material),

epistemological obstacles (students‘ experience in working on story problems with

the concept of algebraic thinking does not exist), and didactical obstacle (the

methods taught tend to focus on the counting process instead of understanding the

concept). This underscores the study of Cheva and Jojo (2023) wherein order to

ensure that learners have a firm foundation of mathematics during primary school,

the use of base-10 blocks to model the partial sums and partial differences

algorithms would help most of the learners to develop conceptual understanding of

addition and sub-traction of word problems in mathematics

Learners’ Preferences Towards Creative Math Games

Research in education has explored the varied preferences of learners towards

Creative Math Games, revealing both positive and negative aspects. According to

Salsabila, Hapipi, & Lu‘luilmaknun (2020c), students' perceptions of educational

gaming media can generally be categorized into positive and negative groups. On the

positive side, students find themselves motivated when learning through games, as it

captures their attention and increases their engagement in learning activities.

However, some students struggle to maintain focus during the learning process, which

can hinder their comprehension of concepts.

In the study by Doğan and Sönmez (2019), it was observed that incorporating

mathematical games into the curriculum did not significantly alter students' attitudes

towards the subject itself, in terms of content and study conditions. Nevertheless,
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students demonstrated increased activity and enjoyment in their learning experiences.

Informal interviews with students also revealed positive sentiments and thoughts

towards these educational tools.

Ali and Rahaimah (2017) further substantiated these findings by highlighting

the effectiveness of Fun Learning Kid's tools in enhancing preschoolers' interest in

mathematics. Collectively, these studies underscore the diverse preferences among

students regarding Creative Math Games, which can vary across educational stages

and socio-economic backgrounds.

Learners’ Preferences Toward Direct Instruction

Various studies indicate that students' preferences toward mathematics are

significantly influenced by the teaching methods employed by their instructors.

Mariamah et al. (2021) found that students often develop negative perceptions of

math primarily due to their teachers' instructional practices. These include

monotonous teaching styles, excessive note-taking requirements, emphasis on

memorization, a lack of interactive or playful teaching approaches, and insufficient

attention and recognition from teachers.

Furthermore, Bieg et al. (2017) examined how teaching methods affect

students' emotional states and found that direct instruction can lead to slightly lower

levels of positive emotions and higher levels of boredom among students. However,

Hammond's study (2022) presented a different viewpoint, where participants did not

perceive Direct Instruction as boring, harmful, or reliant on rote learning; instead,

they expressed positivity towards this method.

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These divergent findings underscore the importance of analyzing teaching

methodologies in the context of mathematics education and their impact on students'

learning experiences.

Effective Creative Math Games in Fostering Numeracy Skills

In the context of early childhood education, the effective integration of

creative math games have emerged as a pivotal strategy for fostering numeracy

skills. Vogt et al. (2018) underscore the significance of challenging, appropriate, and

adaptive mathematical learning opportunities for kindergarten students. Their study

explores approaches and games tailored to students' needs and interests, such as

animals, foods, and space. Examples include Fishing for Fun, Five Little Monkeys,

Dominoes Modification, and My Numerical Carpet (Mirawati, 2017). The

researches by Vogt et al. (2018) and Ramani & Scalise (2020b) also delves into the

development and implementation of card and board games, highlighting their

suitability for preschool and students since cards include cues that link symbolic and

non-symbolic magnitude representations. Singh et al. (2021) further advocate for

the use of a specific card game, Math Zap, as an effective pedagogical tool for

numeracy skill development.

In alignment with these findings, the study by Aguilar-Galsim and Garin

(2018) complements the discourse by demonstrating the positive impact of

incorporating games in teaching grade-one mathematics. Their research reveals that

the experimental group, which engaged in game-based learning, outperformed the

control group in both formative and posttest assessments. Notably, it disclosed in

their study the potential challenge, wherein students might become overly
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dependent on their most active group mates. Building on this, Gasteiger and Moeller

(2021) stress the importance of designing numerical board games according to

theoretical considerations, emphasizing the need for modifications that align with

the explicit purpose of numerical learning. These insights contribute to a

comprehensive understanding of the benefits, methods, and considerations

surrounding the integration of creative math games in early childhood education,

reinforcing the practical success of such approaches.

The Impacts of Creative Math Games on the Numeracy Skills of Children

The integration of games into mathematics education has been a subject of

growing interest and research, with multiple studies providing compelling evidence

of the positive impact of game-based interventions on early mathematics

performance. Aguilar-Galsim and Garin's (2018) study on grade one mathematics

adds to this body of knowledge, revealing that students exposed to game-based

teaching outperformed their counterparts in both formative and posttest

assessments. This aligns with the findings of Ompok, Mei Teng, and Sapirai (2021),

who demonstrated the effectiveness of games as intervention tools to enhance

preschoolers' mathematical skills. These studies collectively emphasize the potential

of games not only in improving mathematical proficiency but also in fostering a

deeper interest in the subject. Moreover, the role of peer support in math exploration

during play has been underscored by Zippert, Eason, Marshall, and Ramani (2019).

Their research on preschool children highlighted the significance of collaborative

play in shaping early mathematical understanding. This collaborative aspect aligns

with the concern raised in Aguilar-Galsim and Garin's study, where an observed
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issue was the potential overreliance of students on their most active group mates

during game-based learning. Addressing such challenges becomes crucial in

optimizing the benefits of game-based interventions.

Building on these insights, recent research by Murtagh et al. (2022)

reinforces the connection between play-based learning and academic achievement.

Their non-randomized parallel group study revealed significant differences in math

examination scores between intervention and control groups, further supporting the

positive outcomes associated with incorporating game-based approaches into

education. This corroborates Miller's (2018) emphasis on the positive impact of

interactive technology in kindergarten classrooms and Mirawati's (2017) focus on

creative mathematical games for enhancing number sense. The collective evidence

from these studies establishes a robust foundation for the integration of game-based

learning strategies in early mathematics education.

In accordance with these result, Ergül and Doğan (2022) and Skillen, Berner,

& SeitzStein (2017) provide additional support for the efficacy of game-based

learning in primary school settings. The systematic review by Pan, Ke, & Xu (2022)

further endorses the feasibility of game-based learning in K-12 settings. However,

as noted by Ergül and Doğan (2022), some students may still prefer traditional

teaching methods. Adedigba's (2023) study on pre-primary school children's

numeracy abilities and Balaaldia's (2022) intervention with math creative games in

teaching basic mathematics contribute to this growing body of evidence,

highlighting the versatility and effectiveness of game-based approaches across

various educational levels and contexts.

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Creative Game versus Direct Instruction

The study conducted by Ergül and Doğan (2022) adds valuable insights to

the discourse on game-based learning in mathematics education, specifically

focusing on place value teaching in primary school. Their results suggest that the

game-based learning method proved more effective than conventional methods,

leading to a better understanding of the place value concept and increased interest

and motivation among students for mathematics courses. Notably, despite these

positive outcomes, some students still exhibited a preference for traditional teaching

methods. This finding resonates with the study by Vogt et al. (2018), which

compared play-based mathematics to traditional kindergarten methods and found

significantly higher learning outcomes in the play-based group. Vogt et al. (2018)

emphasized the importance of innovative approaches aligning with pedagogical

philosophies, highlighting that play activities are preferable to traditional teaching

methods such as drills and worksheets. The perspective presented by Vogt et al.

(2018) reinforces the idea that incorporating games into early childhood education

not only proves effective in terms of learning gains but also aligns with pedagogical

principles prioritizing engaging and developmentally appropriate learning

experiences for young children. The study by Ompok et al. (2021) further supports

these findings, revealing a significantly higher learning outcome in a play-based

mathematics group compared to a traditional kindergarten setting.

Furthermore, the study by Aguilar-Galsim and Garin (2018) investigated the

use of games in teaching grade one mathematics, demonstrating that pupils exposed

to games performed better than those exposed to traditional methods. This

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underscores the effectiveness of incorporating game-based instruction, while also

highlighting the need for careful planning to ensure optimal outcomes. Similarly,

Firdaus, Wahyudin, & Herman (2017) highlighted the significant impact of

problem-based learning (PBL) on mathematical literacy improvement, advocating

for innovative instructional approaches over conventional direct instruction

methods. These studies collectively emphasize the importance of engaging and

varied instructional methods in promoting better learning outcomes across different

educational domains.

Summary

Various creative mathematical games have been developed and integrated

into diverse research studies, demonstrating efficacy. This result holds particular

significance, especially in light of findings from studies conducted by Ireniza &

Subayani (2023), Sidik, Suryadi, & Turmudi (2021), and Cheva, Makamure, & Jojo

(2023), which reveal the challenges children encounter in mastering certain

mathematical competencies. These difficulties impede the development of their

numeracy skills, thereby impacting their future academic achievements. Notably,

this issue is frequently linked with their educational experiences. Aguilar-Galsim

and Garin (2018) have observed that Basic mathematics education is still all too

often boring because it is designed as formal teaching, centered on learning

techniques and memorizing rules whose rationale is not evident to the pupils.

Additionally, Vogt et al. (2018) have revealed that more instructional training

programs with a ‗one size fits all‘ approach fail to challenge and empower every

child. Whereas, the findings suggest that targeted intervention programs tailored to
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at-risk children, complemented by a variety of games catering to different

competency levels, facilitate mathematical learning across all children. Children

have exhibited positive responses to these creative math games, resulting in notable

developments in their numeracy skills. Moreover, Mirawati (2017) has identified

several factors crucial to the successful implementation of these games. These

include the selection of appropriate media or materials, as well as the alignment of

teaching and learning strategies with children's varying levels of number sense.

Despite the abundance of empirical evidence found in the aforementioned

studies regarding the effectiveness of creative math games in enhancing the

numeracy skills of young learners, it has been observed that only a few of these

studies clearly articulate the distinctions in impacts between Creative Math Games

and Direct Instruction. Additionally, there is a lack of information regarding the

preferences of students toward the integration of these innovative games or

activities into their math lessons. Furthermore, a majority of these studies were

conducted in preschool classrooms or international settings.

In line of these considerations, the current research aims not only to assess

the efficacy of creative math games but also to identify potential differences in

effectiveness compared to direct instructional methods when administered to grade

2 students in Philippine educational settings. This research holds particular

significance given its focus on a different educational environment. Furthermore, it

aims to understand the preferences of students accustomed to conventional

instructional approaches upon exposure to creative alternatives.

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CHAPTER III

METHODS AND PROCEDURES

This chapter seeks to clarify how the researcher used the chosen methods

and approaches in the investigation. It will give an in-depth synopsis of the

analytical approach used in the study. The research methodology is covered in this

chapter, along with the research design, sample and method, data gathering

strategies, and data analysis.

Research Design

This study utilized a quasi-experimental research design. Quasi-

experimental design is experimental situations in which the searcher assigns, but not

randomly, participants to groups because the experimenter cannot artificially create

groups for the experiment (Creswell, 2012). In line with this approach, participants

in the current study were not randomly assigned but rather selected by the

researchers based on their grades in Mathematics.

Research Locale

The study was conducted at Cauayan South Central School in Cauayan City,

Isabela, which is known for its inclusive education programs. The school

accommodates a diverse population with multiple sections across different grade

levels. The researchers selected Cauayan South Central School as their research site

due to its reputation and capacity to support their study effectively.

Sampling and Participants

The study involved respondents from two sections of grade 2, totaling 12

learners from Cauayan South Central School during the school year 2023-2024. These
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participants were selected using purposive sampling, a method where researchers

specifically choose individuals based on criteria relevant to the study's objectives

(Campbell, 2020). In this case, pupils were selected based on their grades, specifically

those scoring 75% or lower, indicating challenges in understanding mathematical

concepts as reported by teachers.

The selected pupils were divided into two groups based on their respective

sections. The experimental group, comprising six learners, participated in activities

involving Creative Math Games. Meanwhile, the control group, also consisting of six

learners, engaged in Direct Instruction methods.

Instrument of Data Collection

In conducting the study, the researchers employed pre-test and post-test

assessments. These tests were specifically tailored to align with the objectives of the

grade 2 math curriculum. Additionally, to evaluate the preferences of the student-

respondents towards Creative Math Games and Direct Instruction, a 4-point rating

scale was utilized. This scale provided a structured method for assessing the

preferences of the students regarding the two instructional approaches.

Construction and Validation of Instruments

Aligned with the study's objectives, the researchers carefully developed

research instruments to collect pertinent data for analytical purposes. They crafted

detailed lesson plans utilizing Creative Math Games and Direct Instruction, both of

which underwent content validation. This validation process involved a professor

specializing in the prerequisite research subject, along with two grade 2 teachers, each
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with significant teaching experience in public schools spanning 6 and 8 years,

respectively.

Additionally, the researchers designed a checklist aimed at understanding the

preferences of pupils towards creative math games. Another checklist was developed

for teachers to identify the most challenging competencies in the grade 2 math

curriculum, serving as a basis for subsequent questionnaires, as well as the pre-test

and post-test assessments. These instruments were aligned with the Most Essential

Learning Competencies (MELC) of the Department of Education (DepEd) and

underwent comprehensive content and face validation by three professors esteemed

for their expertise in research methodologies.

Moreover, the researchers constructed 20-item pre-test and post-test

assessments, which were validated by the aforementioned grade 2 teachers. Following

feedback from the validators, revisions were implemented to refine the research

instruments in accordance with their recommendations.

Data Gathering Procedure

IDAGDAG YUNG CREATIVE MATH GAMES AY NABASE SA CHALLENGING COMPETENCIES

After creating and obtaining approval for their instruments, the researchers

formally submitted a request to the Executive Director and Provost of Philippine

Normal University North Luzon, securing permission to conduct their data

gathering at Cauayan South Central School. They also wrote a letter to the Principal

of the school, detailing the study's purpose and procedures, and seeking consent to

proceed. The Principal, upon understanding the study, recommended and selected

two sections of grade 2 pupils to participate as respondents. Subsequently, the

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researchers, together with the Principal, briefed the teachers of these selected

classes about the study's objectives and procedures.

Upon approval, the researchers consulted with the teachers to identify

students who were struggling with Mathematics based on their grades. A total of 12

pupils were identified, with 6 pupils assigned to each section. The first section was

designated as the control group, while the second section became the experimental

group.

The researchers coordinated schedules with the teachers to conduct their

sessions. During these sessions, the researchers administered a pre-assessment to

establish the baseline numeracy skills of the students. In subsequent sessions, the

researchers delivered Direct Instruction to the control group and implemented

Creative Math Games with the experimental group. Following the instructional

sessions, the researchers administered a post-assessment to evaluate the students'

progress. Additionally, students completed a checklist under the guidance of the

researchers to gauge their preferences regarding the instructional methods.

Upon completing these procedures, the researchers gathered and compiled

the collected data for analysis and interpretation. They sought assistance from a

statistician to determine appropriate statistical tools and to aid in interpreting the

data. Based on their analysis, the researchers formulated conclusions and

recommendations derived from the study's findings.

Data Analysis

The researchers utilized a quantitative approach, employing inferential

statistics to draw conclusions about the population from their sample data. Inferential
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statistics, as described by Cohen et al. (2011), provide the foundation for making

generalizations from a sample to a broader population. Moreover, a 4-point Rating

scale was used to identify the preferences of the respondents toward Creative Math

Games and Direct Instruction. Respondents were asked to give ratings on a scale of 1

to 4 for the different statements and the data were analyzed through descriptive

analysis. According to Creswell, descriptive analysis involves representing data as

means, mode, and median. The spread of scores as variance, standard deviation, and

range, or comparison of how one score relates to all others as z scores, percentile

rank.

In this study, the t-test was selected as the primary inferential statistical tool to

assess whether there were statistically significant differences between the pre-test and

post-test raw scores of both groups. The t-test is particularly suited for this type of

analysis because it compares the means of two groups to see if they are statistically

different from each other. The choice of the t-test is grounded in its ability to handle

small sample sizes and its reliability in testing for mean differences. According to

Field (2013), the t-test is an appropriate statistical tool when the goal is to compare

the means of two independent groups or the means of the same group.

Ethical Consideration

Informed Consent

The researchers obtained ethical clearance from the Office of the Executive

Director and Provost of Philippine Normal University-North Luzon. They submitted a

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formal written request detailing the study's purpose, methodology, and ethical

considerations, seeking approval for their research activities.

Additionally, permissions were formally requested from the principal of the

school participating in the study. This request was conveyed through a personal letter,

wherein the researchers outlined the study's objectives and procedures, and requested

consent to conduct their research within the school premises.

Confidentiality and Anonymity

To maintain confidentiality, the researchers ensured that the names of all

participating pupils remained anonymous throughout the study. All collected data

were handled with strict confidentiality measures in place, and any personally

identifiable information was securely stored and accessible only to authorized

members of the research team.

Compliance with Ethical Guidelines

This study strictly adhered to ethical guidelines set forth by Philippine Normal

University and relevant regulatory bodies. The researchers meticulously followed

ethical principles at every stage of the study to uphold the rights and ensure the well-

being of all participants involved.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results and discussions derived from the findings of

the study, including relevant statistical data addressing the research questions.
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The study examined several aspects: assessing the experimental group's

preference for creative math games, understanding the control group's inclination

towards direct instruction, and comparing the competence levels between these

groups. Pupil-respondents' preferences for creative math games versus direct

instruction were evaluated using a scale provided below:

RANGE OF INTERPRETATION DESCRIPTIVE RATING

1.00-1.75 Strongly Disagree (SD)
1.76-2.5 Disagree (D)
2.6-3.25 Agree (A)
3.26-4.00 Strongly Agree (SA)

Table 1. The preferences of the experimental group respondents toward

creative math games

Table 2 presents the weighted mean distribution of preferences among the

experimental group respondents regarding creative math games. Overall, the

experimental group expressed a mean score of 2.50, categorized descriptively as

"disagree," indicating a general lack of preference for creative math games.

Specifically, respondents in the experimental group predominantly rated

"strongly agree" for the statement " I prefer to join games when there are others

participating." with a mean of 3.66. They also gave a remark on the following

preferences as ―agree‖ based from the respective mean of each item as follows: (1) " I

learned addition and subtraction better through games." (Ẍ=2.66); (2) "I enjoy

learning addition and subtraction more when there's a game involved." (Ẍ=2.66); and

(3) " I found it easier to answer addition and subtraction problems when there's a

game involved." (Ẍ=2.66). Conversely, respondents disagreed with the statement ―I

prefer answering math problems in the games over quizzes." recording a mean of 2.0.
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The lowest rating, indicating "strongly disagree," was given to the statement "I prefer

to participate in games when I'm alone." with a mean of 1.33.

These findings illustrate the diverse preferences among pupils regarding

creative math games. Similar findings were reported by Salsabila, Hapipi, &

Lu‘luilmaknun (2020d), highlighting that students perceive educational games as

learning tools in varying ways—some positively, finding motivation and enhanced

engagement, while others struggle with maintaining focus and understanding

mathematical concepts. These findings parallel the present study's results,

highlighting both positive and negative preferences among pupil-respondents,

ultimately leaning towards disagreement overall.

This contrasts with the findings of Ergül and Dogan (2022), who noted a

majority of the students preferred the game-based teaching method when learning

mathematics. Most of the students who made this choice stated that they better

understood mathematics through the games they played in the classroom. Almost all

the students saw mathematical games as beneficial for understanding their math

lesson.

Given the variability in preferences for creative math games among pupils, it

is crucial to consider these preferences in mathematics education. Understanding what

motivates students, whether through games or other methods, significantly influences

their engagement and learning outcomes.

4 3 2 1 MEAN DESCRIPTIVE
INDICATORS RATING
I learned addition and 2 2 0 2 2.66667 A
subtraction better
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through games.
(Mas natuto ako sa
pagdaragdag at
pagbabawas kung may
laro.)
I enjoy learning addition 2 2 0 2 2.66667 A
and subtraction more
when there's a game
involved.
(Nasisiyahan ako sa
pag-aaral ng
pagdaragdag at
pagbabawas kung may
kasamang laro.)
I prefer answering math 1 0 3 2 2.0 D
problems in the games
over quizzes.
(Mas gusto kong mag-
sagot ng math problems
sa laro kaysa sa quiz.)
I found it easier to 2 2 0 2 2.66667 A
answer addition and
subtraction problems
when there's a game
involved.
(Nadalian ako ng
pagsagot sa
pagdaragdag at
pagbabawas na may
kasamang laro.)
I prefer to join games 4 2 0 0 3.666667 SA
when there are others
participating.
(Mas gusto kong
makilahok sa laro kapag
may mga kasama.)
I prefer to participate in 0 0 2 4 1.333333 SD
games when I'm alone.
(Mas gusto kong
makilahok sa laro kapag
mag-isa.)
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OVERALL MEAN 2.500000166 D

Table 2. The preferences of the Control Group Respondents toward Direct

Instruction

Table 3 presents the weighted mean distribution of the control group

respondents regarding their preferences toward Direct Instruction. The results reveal

that the descriptive ratings ―agree‖ and ―disagree‖ were predominantly observed. The

researchers recorded an average mean of 3.07, with a descriptive rating of "agree,"

which indicates that pupils in the control group are satisfied and exhibit a favorable

preference towards direct instruction for learning addition and subtraction. In details,

the respondents verified a level of ―strongly agree‖ as regards their direct instructional

preferences in learning mathematics, as specified by the respective mean as follows:

(1) I learned addition and subtraction better without games. [Ẍ=3.5]; and (2) I found

it easier to answer addition and subtraction problems without games. [Ẍ=3.33].

Respondents reflected that they only ―agree‖ according to the recorded mean of the

items as follows: (1) I enjoyed learning addition and subtraction more without games.

[Ẍ=2.83]; (2) I am more comfortable doing tasks alone. [Ẍ=2.67]; and (3) I am more

comfortable doing tasks with others. [Ẍ=3].

These findings align with the study by Ergul and Dogan (2022), which showed

that some students (a total of 7) found conventional instruction methods more

effective than game-based methods when learning mathematics. The authors revealed

that the reasons behind this preference include the students' need for habitual learning

processes that depend on an instructor at home or school. Additionally, these

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INDICATORS 4 3 2 1 MEAN DESCRIPTIVE

RATING

individuals may have had difficulties quitting a well-established routine or may have

been hesitant to take active responsibility for their learning, as the games used in the

study required them to do so. Therefore, it is understandable that these students

preferred conventional instruction methods as a more suitable learning approach for

their own learning style. This preference is also evident in the present study, wherein

learners from the control group favored direct instruction methods for learning

addition and subtraction.

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I learned addition and 3 3 0 0 3.5 SA

subtraction better without
games.
(Mas natuto ako sa
pagdaragdag at
pagbabawas kung walang
laro.)
I enjoyed learning addition 1 4 0 1 2.833333 A
and subtraction more
without games.
(Mas nasiyahan ako sa
pag-aaral ng pagdaragdag
at pagbabawas na walang
kasamang laro.)
I found it easier to answer 2 4 0 0 3.333333 SA
addition and subtraction
problems without games.
(Nadalian ako ng pagsagot
sa pagdaragdag at
pagbabawas na walang
laro.)
I am more comfortable 1 2 3 0 2.666667 A
doing tasks alone.
(Mas komportable akong
magsagot ng mga gawain
nang mag-isa.)
I am more comfortable 2 3 0 1 3 A
doing tasks with others.
(Mas komportable akong
magsagot ng mga gawain
nang may kasama.)
OVERALL MEAN 3.066667 A

Table 3. Descriptive Statistics of Pre-Test Scores

The descriptive statistics of the pre-test scores for the control and experimental

groups are outlined in Table 3. In the control group, scores ranged from a minimum of

6 to a maximum of 9, with a mean score of 7, indicating a consistent level of

performance. Both the median and mode scores were 7, reflecting a central tendency
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with minimal deviation. The standard deviation of 1.10 for the control group suggests

that scores are closely grouped around the mean, implying low variability in

performance.

Conversely, the experimental group displayed scores ranging from 3 to 9, with

a mean score of approximately 6.67. Despite sharing the same maximum score as the

control group, the experimental group showed a broader spectrum of performance

levels due to a lower minimum score. The median and mode scores of 7 in the

experimental group align with those of the control group, indicating a common peak

performance level. However, the experimental group exhibited a higher standard

deviation of 1.56 compared to the control group. This increased standard deviation

signifies greater score variability, implying a wider spread of scores around the mean

and more inconsistency within the group.

In conclusion, the control group demonstrated more uniform performance,

with scores tightly clustered around the mean, while the experimental group exhibited

a wider range of scores and increased variability, despite both groups sharing the

same most frequently occurring score.

GROUPS NUMB MINIM MAXIM MEAN MEDI MOD STANDA

ER UM UM AN E RD
DEVIATI
ON

Control 6 6 9 7 7 7 1.0954451
Group 15
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Experime 6 3 9 6.666666 7 7 1.5569978

ntal 667 88
Group

Table 4. Descriptive Statistics of Post-test scores

Table 4 illustrates a comparative analysis between the control group and the

experimental group based on various statistical metrics. Each group comprises 6

participants. The Control Group's post-test scores range from 3 to 10, with a mean of

5.5. The median score is 5, and the mode is 3, indicating that 3 is the most frequently

occurring score. The standard deviation is 2.74, indicating a moderate dispersion of

scores around the mean. In contrast, the Experimental Group's post-test scores range

from 2 to 8, with a slightly higher mean of 6. The median score is 7.5, suggesting that

half of the scores exceed 7.5, while the other half are below. The mode is 8, the most

common score. The standard deviation is marginally higher at 2.76, indicating a

comparable dispersion of scores around the mean in comparison to the control group.

In summary, the experimental group exhibits a higher central tendency (mean,

median, and mode) than the control group, indicating superior performance in the

post-test. The similar standard deviations imply that the score variability within each

group is alike.

GROUPS NUMBE MINIMU MAXIMU MEA MEDIA MOD STANDAR

R M M N N E D
DEVIATI
ON
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Control 6 3 10 5.5 5 3 2.73861278

Group 8

Experimen 6 2 8 6 7.5 8 2.75680975

tal Group

Table 5. Independent sample t-test (pre-test and post-test of both groups)

The independent sample T-test outcomes comparing the pre and post-tests of

both groups are detailed in Table 5. Based on the result of pre-test, the mean score for

the control group was 7, whereas the experimental group exhibited a mean score of

6.67. Following the intervention, the post-test scores were 5.5 for the control group

and 6 for the experimental group. Notably, the standard deviation for the control

group's pre-test was 1.10, contrasting with the experimental group's standard

deviation of 1.56. Similarly, in the post-test phase, the control group's standard

deviation was 2.74, while the experimental group was 2.76.

The calculated T-test values for both groups were 0.49 and 0.76, with degrees

of freedom set at 10 and a significance level of 0.05. The critical value for both

groups was determined to be 2.28. The t-test value is less than the critical value,

hence, the null hypothesis is accepted. Therefore, there is no statistically significant

difference between the experimental and control groups. In essence, our experiment

did not yield results significantly distinct from the control group's standard practices.

In contrast, in the research conducted by Balaaldia (2022), it was found that

there was a notable distinction between the pre-test and post-test performance of
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students using Math Creative Games as an intervention material in teaching basic

Mathematics. This significant difference was observed at a significance level of 0.05,

suggesting that the utilization of Math Creative Games led to substantial

improvements in student performance from pre-test to post-test.

GROU TESTS MEAN STAND T- DEGR LEVEL CRITIC REMAR

PS ARD TEST EES OF OF AL KS
DEVIA FREED SIGNIF VALUE
TION OM ICANC
E

Control Pre-test 7 1.10 Not

Group 0.49 10 0.05 2.23 significan
t
Experi Pre-test 6.67 1.56
mental
Group

Control Post- 5.5 2.74 Not

Group test 0.76 10 0.05 2.23 significan
t
Experi Post- 6 2.76
mental test
Group

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter includes the presentation of a summary, findings, conclusion based

on the hypothesis, and the corresponding recommendations.

The primary aim of this study was to assess how Creative Math Games impact

the numeracy skills of grade 2 pupils at Cauayan South Central School during the

school year 2023-2024, focusing on addition and subtraction. Specifically, it aimed to

identify the most challenging competencies in grade 2 mathematics based on teachers'

perceptions, as well as the preferences of the experimental group towards Creative

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Math Games and the control group towards Direct Instruction. Additionally, the study

sought to determine the difference in mathematical competence between respondents

as indicated by pre-test and post-test scores.

Employing a quasi-experimental quantitative research approach, the study

investigated the effect of utilizing Creative Math Games on the numeracy skills of

grade 2 pupils at Cauayan South Central School during the specified academic year,

with a specific emphasis on addition and subtraction.

Summary of Findings

Based on the data collected, the findings of this study are as follows:

1. The preferences of the experimental group respondents toward creative math

games

The findings indicated that, on average, the grade 2 pupils' preference for

Creative Math Games was rated at 2.50, which falls under the descriptive category

of "Disagree." This average score suggests that the pupils generally did not favor

using Creative Math Games as a method for learning mathematics.

2. The preferences of the control group respondents toward direct instruction

The control group's preferences towards direct instruction have an average

mean of 3.07 with a descriptive rating of "agree," indicating satisfaction and

favorable preference among pupils for learning addition and subtraction through

direct instruction or without the inclusion of games.

3.The difference in the level of competence in Mathematics of the respondents as

shown by the pre-test and post test

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The study compared pre-test and post-test scores of control and experimental

groups in numeracy skills. Results showed varied progress, with some improvement

and some decline in scores. Descriptive statistics revealed differences in performance

consistency between groups. The experimental group had higher variability in scores

compared to the control group. The post-test analysis showed the experimental group

had a higher central tendency than the control group. Independent sample T-test

results did not show a significant difference between the experimental and control

groups' performance.

Conclusion

1. On average, second-grade pupils do not demonstrate a preference for Creative Math

Games as a method of learning mathematics, indicating a general lack of enthusiasm

among them for this approach.

2. The study underscored a strong preference for direct instruction among pupils in

learning mathematical concepts like addition and subtraction. The majority of

respondents expressed satisfaction in learning without accompanying games, and it is

evident that their class engagement increased

3. This study compared the pre-test and post-test scores of the control group with

those of the experimental groups. The results varied, with some learners showing

improvement while others experienced a decline in their scores. The independent

sample T-test findings indicated no significant difference in performance between the

experimental and control groups. This aligns with the pupil-respondents' ratings,

which suggested a general disagreement on creative math games. Despite this, the

average post-test scores were slightly higher by 0.5 for those exposed to these games
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compared to those who received direct instruction. The study highlighted a strong

preference for direct instruction among pupils when learning mathematical concepts

such as addition and subtraction. Most respondents expressed satisfaction with

learning without games leading to increased class engagement. However, their

mathematical skills did not improve according to the post-test results, indicating that

direct instruction alone is ineffective in enhancing numeracy skills. In conclusion,

there is no significant difference between the effectiveness of creative math games

and direct instruction in developing math skills in children.

The hypothesis stating that ―There is no significant difference between the

effectiveness of direct instruction and creative math games in developing learners‘

numeracy skills.‖ was accepted. The alignment of the hypothesis with the results led

to its acceptance.

This study compared the pre-test and post-test scores of the control group with those

of the experimental groups. The results varied, with some learners showing

improvement while others experienced a decline in their scores.

The independent sample T-test findings indicated no significant difference in

performance between the experimental and control groups. This aligns with the pupil-

respondents' ratings, which suggested a general disagreement on creative math games.

Despite this, the average post-test scores were slightly higher by 0.5 for those exposed

to these games compared to those who received direct instruction.

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The study highlighted a strong preference for direct instruction among pupils when

learning mathematical concepts such as addition and subtraction. Most respondents

expressed satisfaction with learning without games leading to increased class

engagement. However, their mathematical skills did not improve according to the

post-test results, indicating that direct instruction alone is ineffective in enhancing

numeracy skills.

In conclusion, there is no significant difference between the effectiveness of creative

math games and direct instruction in developing math skills in children.

While the findings of this study indicate that Creative Math Games may not

have had a significant impact on the numeracy skills of grade 2 pupils at Cauayan

South Central School, it is important to note that these results are limited to the

specific population and locale of the study. To gain a more comprehensive

understanding of the effects of Creative Math Games on learners' numeracy skills,

further research in diverse settings and with larger sample sizes is necessitated.

Additionally, it's worth highlighting that this study was inconclusive

regarding whether engagement with math games led to improvements in students'

numeracy skills. Future studies could benefit from refining methodologies,

considering longer intervention periods, or exploring other variables that may

influence the effectiveness of such educational approaches. These efforts would

contribute to a more robust understanding of how Creative Math Games can

potentially enhance learning outcomes in mathematics education.

Recommendations
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Based on the study's results and conclusions, the following recommendations have

been formulated:

1. It is highly recommended to carefully design and validate Creative Math Games

according to the competence levels and preferences of pupils before their

introduction.

3. Further research into the integration of creative math games is recommended. It is

suggested that a sample size of at least 30 participants be used to ensure sufficient

availability, collection, and quality of research data. Additionally, the experimental

period should ideally span 10-12 weeks, as durations longer than 40 days are advised

for achieving statistical significance, as noted by Amplitude (n.d.).

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The National Center for Teacher Education

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The National Center for Teacher Education

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The National Center for Teacher Education

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Appendix

Checklist for the Experimental Group Respondents

Lubos Sumasa Di Lubos

na ng-ayon Sumasa na Di
sumasa 3 ng-ayon sumasa
ng-ayon 2 ng-ayon
4 1
Mas natuto ako sa
pagdaragdag at pagbabawas
kung may laro
Nasisiyahan ako sa pag-aaral
ng pagdaragdag at
pagbabawas kung may
kasamang lar.
Mas gusto kong mag-sagot ng
math problems sa laro kaysa
sa quiz.)
Nadalian ako ng pagsagot sa
pagdaragdag at pagbabawas
na may kasamang laro.
Mas gusto kong makilahok sa
laro kapag may mga kasama.
Mas gusto kong makilahok sa
laro kapag mag-isa.
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INDICATORS Lubos na Sumasang- Di Lubos na

sumasang- ayon Sumasang- Di
ayon 3 ayon Sumasang-
4 2 ayon
1
Mas natuto ako
sa pagdaragdag
at pagbabawas
kung walang
laro.
Mas nasiyahan
ako sa pag-
aaral ng
pagdaragdag at
pagbabawas na
walang
kasamang laro.
Nadalian ako ng
pagsagot sa
pagdaragdag at
pagbabawas na
walang laro.
Mas
komportable
akong magsagot
ng mga gawain
nang mag-isa.
Mas
komportable
akong magsagot
ng mga gawain
nang may
kasama.

Appendix

Checklist Answered by the Experimental Group Respondents

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Appendix

Checklist Answered by the Control Group Respondents

Appendix
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Creative Math Games

Lako Lako (Addition & Subtraction)

Materials: Karton, Printed materials, School Supplies, Fruits, Vegetables

Mechanics

1. Each child will be given play money with varying values that add up to 100.
2. The teacher will present items for sale, such as fruits, vegetables, and school
supplies.
3. Every child will have the opportunity to buy any item they desire.
4. In order to obtain the item, they need to calculate the total cost of their chosen
items and determine the change they will get.
5. If they encounter challenges with the calculations, they can ask a friend for
assistance.
6. Upon correct calculation, they can keep the purchased item.

Flower Dash (Addition)

Materials: 2 mini baskets, Printed flowers, cards

Mechanics

1. The teacher will divide the class into 2 groups.

2. Give each team the same number of flowers: 42 roses and 29 santan
3. On the call of "Go!", the teams will race to the areas where the flowers are
located
4. Each team must collect and add 42 roses and 29 santan on the given cards
5. The team that returns first with the correct answer of flowers they collected
will win.

Appendix

Detailed Lesson Plan Employing Direct Instruction

Appendix

Detailed Lesson Plan Incorporating Creative Math Games

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Appendix

Most Essential Learning Competencies for Grade 2 Mathematics in the DepEd

Curriculum

Appendix

Detailed Lesson Plan Incorporating Creative Math Games

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EXPERIMENTAL GROUP (ADDITION)

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Masusing banghay
sa Matematika 2
I. Layunin
Pagkatapos ng 30 minutong pagtuturo ang mga bata ay inaasahan na :
 Masunod ang tamang paraan ng pag daragdag ng 2-3 digits na may tamang
paglilipat ng halaga
 Natutukoy ang kahulugan ng pagdaragdag gamit ang regrouping.
 Nabibigyang-halaga ang pag-daragdag para sa pang araw-araw na pamumuhay.

II. Paksang aralin:

A. Topic: Pagdaragdag na may paglilipat ng halaga
B. Reference: GRADE 2 Mathematics Learners’ Module GRADE 2 Mathematics Teachers’
Guide
III. Kagamitan:printed materials,box, cards

IV:Pamamaraan

Gawain ng guro Gawain ng mga mag-aaral

A. Panimulang gawain
1. Pagbati
Magandang umaga mga bata! Magandang umaga po,
Teacher.

2. Panalangin
Bago magsimula ang ating talakayan tayo muna ay
tumayo at awitin ang ating body prayer (tatayo ang mga bata at
gagawin ang body prayer)

Bago umupo ay paki-ayos muna ang mga upuan

(ang mga bata ay mauupo)
3.Pagtala sa lumiban

Sino ang lumiban sa ating klase ngayon?tingnan nga

ninyo ang inyong mga katabi. Mayroon ba?
Wala po, teacher.
Mga bata tumingin nga kayo sa labas, anong
napapansin niyo sa panahon natin ngayon?
Maaraw po teacher.
Magaling, maaraw ang panahon natin ngayon.
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4. Pagbabalik aral

Bago natin simulan ang ating pag-aaral atin munang

balikan ang ating pinag-aralan kahapon.

Ano nga ulit iyon?

Tungkol po sa
pagdaragdag na walang
Magaling! paglilipat ng halaga

Ang 23+ 21 ba ay isang halimbawa nito?

Ang 14+12 kaya? Opo teacher.

Mahusay. Talaga ngang kayo ay natuto na mula sa ating Kabilang din po teacher
nakaraang talakayan.

B. Panlinang na Gawain
1. Pagganyak
Bago tayo tumungo sa ating susunod na paksa tayo
muna ay tumayo at awitin ang kantang ito.
(Tatayo ang mga bata at
https://youtu.be/8hz0fAQV0ac?si=TDEzimM9srFjEWxI kakanta)

2. Paglalahad

May addition machine at isang kahon dito. Ang

machine na ito ay gagamitin natin para masagutan ang
addition problem at sa ilalim ng inyong desk mamaya
ay na riyan ang addition problem na inyong sasagutan.

Si teacher muna ang gagawa, makinig at tingnan niyo

ng maigi. Maliwanag ba?

Ayan at ang sa akin ay 35+16

Opo teacher.
Isusulat muna natin ito sa addition machine
box(naisulat na)
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Ang unang gagawin natin ay idagdag ang nasa ones na

bahagi ito ay ang 5 at 6

Ngayon, lima idagdag ang anim ilan lahat?

11,Teacher
35
+16

Magaling! Kung ang kabuuang halaga ng mga digits sa

isang column ay mas malaki kaysa o pareho sa 10, kailangan
ang regrouping. Halimbawa, kung ikaw ay magdadagdag ng
5 at 6, na kumakatawan sa 11, isulat mo ang 1 sa column ng
mga ones at i-regroup ang 1 sa susunod na mas mataas na
puwesto ng halaga

Ngayon ay ilalagay natin ang 1 sa baba ng ones(6) at

ang isa pang 1 sa itaas ng tens(3)
1
35
+16
1
Maliwanag ba? Opo teacher

Pagkatapos natin sa ones ay isusunod nating

pagdaragdagin ang tens o ang 3+1

1
35
+16
1

Kaya ang 3+1 ilan? 4 po teacher

At idagdag pa ang 1 na nasa taas ng tens(3)

Kaya 4+1 ay? 5 po teacher

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Mahusay ! kaya ang 35+16 ay ? 51 po teacher

1
35
+16
51

Malinaw? opo, teacher.

Mahusay!

Alex subukin mo nga Sige po teacher

Ayan ang nabunot mo ay 123+ 169

Ngayon gagamitin na natin ang ating addition machine

Isusulat mo lamang sa ating addition machine at

sasagutan na.
Teacher tapos na po.

Magaling, suriin nga natin.

123
+169
Ang unang sasagutan ay ang nasa kanang bahagi ang
Ones o ang

3
+9

Ano ulit ang gagawin Kung ang kabuuang halaga ng mga

digits sa isang column ay mas malaki kaysa o pareho sa 10?
Kailangan ang regrouping,
Teacher.
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Mahusay!

Kaya tatlo dagdagan ng siyam ilan lahat?

Magaling. Ngayon ilalagay natin ang 2 sa ibaba ng

ones(9) at 1 naman sa itaas ng tens (2). 12 po teacher

1
123
+169
2

Naintindihan?
Opo teacher
Ngayon sa gitnang bahagi naman o ang tens
1
123
+169
2
2 dagdagan ng 6, ilan?
8, teacher
Magaling!

8 idagdag pa iyong nasa taas ng tens(2) na 1 ilan na?

1 9 po teacher
123
+169
92

Ngayon sa hundreds naman tayo

1
123
+169
92

Isa dagdagan mo ng isa, ilan?

2 po teacher.
Magaling!
1
123
+169
292
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Kaya ang 123 +169 ay?

292 po teacher.
Magaling!

At ang tawag sa ating ginawa ay Pagdaragdag na may

paglilipat ng halaga

3. Pagtalakay

Ngayon naman ay akin kayong hahatiin sa dalawang

grupo para sa isa pang aktibidad.

Bibigyan kayo ni teacher ng dalawang basket at card isa

bawat grupo. Sa loob ng basket na ito ay makikita niyo
kung ilang bulaklak ang kukunin niyo. Sa card naman ay
diyan niyo isusulat ang inyong mga kasagutan.

Ang dalawang grupo ay mananatili muna sa likod at pag

sinabi kong go ay pumunta kayo sa harapan upang
kumuha ng bulaklak. Halimbawa ang nakalagay sa
basket ay 46 na rosas at 27 na santan. Kailangan niyong
ilagay sa basket ang mga ito at isulat sa card and
problem at ang sagot.

Kung sino ang mauunang bumalik sa akin ng may

tamang kasagutan ang siyang panalo.

Maliwanag ba?
Opo teacher, excited na po
Para sa unang pangkat ilang mga bulaklak ang kami.
kailangan niyong kunin
118 na rosas at 126 na
Magaling! Sa ikalawang pangkat? santan teacher.

Magaling!
123 na gumamela at 129
Isa, dalawa, tatlo. GO! na marigold, teacher.

Galingan at gawin ninyong masaya. (Pumunta sila sa harap at

nagsimulang kumolekta ng
Magaling ikalawang pangkat, hintayin pa natin ang mga bulaklak.)
unang pangkat
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Mahusay ang gagaling ninyong lahat.

Teacher malapit na po
Lahat ng inyong mga sagot ay tama, nauna lamang ang kaming matapos.
ikalawang pangkat ngunit parehong tama ang inyong
mga ginawa.
Teacher, tapos na po kami.
Sa unang pangkat,

118
+126
Gaya ng napag aralan natin kanina uunahin natin ang
parte ng ones o ang 8+6

Mga bata 8+6 ay?

Mahusay! Ang 4 ay ilalagay sa baba ng 6(ones) at ang 1

ay ilalagay sa taas ng?

Magaling! 14 teacher

Ngayon dito na tayo sa tens 1+2=

1 po teacher
Idagdag pa ang 1 na nasa itaas ng tens, ilan na?

Ang huhusay!
3 po teacher
Dito naman sa hundreds o ang 1+1
4 po teacher.
1+1 ay?

Kaya ang

118 2 po teacher
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+126
244 po teacher

Magaling! Tama ang kasagutan ng unang pangkat

Sa ikalawang pangkat naman

123
+129
Gaya ng napag aralan natin kanina uunahin natin ang
parte ng ones o ang 3+9.

Ngayon ang 3+9 ay?

Ito ba ay mas malaki sa halaga ng 9?

12 po teacher
Mahusay kaya ang 2 ay ilalagay sa baba ng ones(9) at
ang 1 ay sa itaas ng tens na (2) Opo teacher

Ngayon naman ay sa tens ito ay ang 2+2

Kaya 2 dagdagan po ng 2 ay?

At idagdag pa ang 1, magiging?

4 po teacher
Magaling!
5 po
Dito na tayo sa hundreds o ang 1+1

1+1 ay?

Kaya ang
2 po teacher

123
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+129
252 po teacher
Mahusay!

Magagaling kayong lahat . Tama ang inyong mga

kasagutan.

Mahalaga ba na marunong tayo mag-add?

Bakit mahalaga ito?

Opo teacher.
Tama! kaya mahalagang matutunan nating mag-dagdag.
Sapagkat magagamit po
V.Pagtataya
natin kapag may bibilhin
Ngayon para sa inyong pinal na gawain ay bibigyan ko
po tayo.
kayo nginyong sasagutan sa loob ng 5 minuto.

Ipasa paharap (kantahin pass your paper). Teacher tapos na po.

Batid kong lahat kayo ay natuto sa araw na ito tungkol

sa ating talakayan. Bago tayo umuwi ay paki-ayos muna
ang mga upuan.

Paalam mga bata

Paalam, teacher.

DIRECT INSTRUCTION (ADDITION)

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PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

CREATIVE (SUBTRACTION)

Masusing Banghay Aralin Sa

Mathematics 2

I. LAYUNIN

Sa pagtatapos ng aralin, ang mga mag-aaral ay inaasahang:

a. Natutukoy ang mga pamamaraan sa pagbabawas ng mayroong pagpa-

pangkat;

b. Nakapag-babawas ng bilang na may dalawa hanggang tatlong digits mula

sa minuends na hanggang 999 ng mayroong pagpa-pangkat. M2NS-IIa-32.5

c. Nabibigyang-halaga ang pag-babawas para sa pang araw-araw na

pamumuhay.

II.SUBJECT MATTER:

Paksa: Pagbabawas na may pagpa-pangkat.

Sanggunian: GRADE 2 Mathematics Learners’ Module

Kagamitan: Powerpoint presentation, Laptop, Internet, Tarpapel

Metodolohiya sa Pagtuturo: Interaktibo

III. PAMAMARAAN

Teacher’s Activity Pupil’s Activity

A. Panimulang Gawain
1. Panalangin

Tayong lahat ay manalangin.

Panginoon, maraming salamat po sa Panginoon, maraming salamat po sa

panibagong umaga, nawa’y ikaw ang siyang panibagong umaga, nawa’y ikaw ang siyang
magbigay sa amin ng karunugngan at magbigay sa amin ng karunugngan at
kaalaman na siyang magamit naming sa kaalaman na siyang magamit naming sa
araling ito. Ikaw na siyang bahalang araling ito. Ikaw na siyang bahalang gumabay
gumabay sa bawat isa. Ito po an gaming sa bawat isa. Ito po an gaming dalangin sa
dalangin sa Pangalan ni Hesus, Amen. Pangalan ni Hesus, Amen.
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PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Maaari na kayong umupo.

2.Pagbati

Magandang umaga mga bata Magandang umaga din po, ma’am.

3. Pamamahala sa silid-aralan
Pagtatala ng Pagliban
Bago tayo mag-simula, pulutin muna ninyo (Magpu-pulot ng mga kalat ang mga bata)
ang mga kalat sa ilalim ng inyong mga
upuan.
Wala, ma’am.
May lumiban bas a klase ngayon?

Mahusay kung ganon! Ako’y natutuwa

sapagkat kayo ay kumpleto ngayon.

4. Pag- aalala sa Pamantayan ng Klase

1. Dumating sa klase ng maaga.
Mga bata, ating alalahanin ang mga iba’t 2. Maging handa na mag-aral.
ibang paalala tuwing tayo ay may aralin 3. Makinig at sundin ang mga tagubilin.
4. Itaas ang kamay bago magsalita.
5. Magpakita ng respeto sa iba.

Opo, ma’am.
Sana ay palagi ninyo itong alalahanin at
gawin.

B. Panlinang na Gawain

1. Balik-Aral
Bago tayo magpatuloy sa ating bagong
aralin ngayong araw na ito, atin munang
alalahanin ang aralin natin noong nakaraan. Opo, ma’am.

Naaalala pa ba ninyo iyon?

Pagdadaragdag na may pagli-lipat halaga,
Tignan ko nga kung talagang naaalala ninyo. ma’am.
Tungkol saan ang ating aralin noong
nakaraan?

Mahusay! Opo, ma’am.

Naaalala pa ba ninyo ang mga alituntunin sa

pagdaragdag na may paglilipat halaga? Ayusin ang mga numero ng naka-column,
ma’am.
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PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Ano ang unang alituntunin?

Tama!
Magdaragdag muna sa ones, tapos tens tapos
Paano naman ang pangalawa? sa hundreds, ma’am.

Mahusay!

At ang huling alituntunin ay mag-regroup

sa susunod na mas mataas na place value
sa tuwing ang sum nito ay mas mataas sa 9.

Mukhang nakinig talaga kayo sa ating (Papalakpakan ng mga bata ang kanilang
talakayan noong nakaraan. Palakpakan nga sarili)
ninyo ang inyong mga sarili.

2. Pagganyak

Ngayon, dumako na tayo sa ating bagong

aralin. Ngunit bago iyon, panoorin muna
natin ang video na aking hinanda at
pagkatapos ay kantahin natin ito mamaya. (Manonood ang mga bata)

Kantahin nga natin ang subtraction rap.

More on top? More on top?

No need to stop! No need to stop!
More on the floor? More on the floor?
Go next door! Go next door!
Get one ten, Get one ten,
That’s ten ones more! That’s ten ones more!
Numbers the same? Numbers the same?
Zero is the game! Zero is the game!

C. Paglalahad

Base sa rap na ating kinanta, kapag

subtraction at mas mataas ang nasa taas na
numero, anong sinabi sa rap? No need to stop, ma’am.

Tama!

Ibig sabihin ay pwede ka nang mag-bawas.

Paano naman kung more on the floor o mas

mataas ang numero sa baba? Ano ang
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PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

sinabi sa rap? Go next door, get one ten, ma’am.

Mahusay!

Ang ibig sabihin nito ay hihiram si ones kay

tens!

Ang tawag doon ay Pagbabawas na

mayroong pagpa-pangkat.

D. Pag-talakay

Ang Pag-aaralan natin ngayon ay tungkol sa

Pagbabawas na mayroong pagpapangkat
(Ipapakita ng guro ang powerpoint).
Pagbabawas na may pagpapangkat
Sabihin nga ninyo ulit?
Sa matematika, ang pagbabawas ay
Ngayon, alamin natin ang depinasyon ng nangangahulugan ng pag-alis mula sa isang
pagba-bawas o sa Ingles ay subtraction. grupo o bilang ng mga bagay. Kapag
Pakibasa ang nasa T.V _______ binabawasan natin, ang bilang ng mga bagay
sa grupo ay nababawasan o nagiging mas
kaunti.

Mahusay!

Kapag sinabi naman nating

"pagpapangkat," ano ang ibig sabihin nito?
Sino ang gustong magbasa?
Ang pagpa-pangkat ay isang paraan na
Yes,_______? ginagamit natin upang kumuha ng sampu
mula sa isang bilang at ibigay ito sa isa pang
bilang. Ginagawa natin ito kapag hindi sapat
ang mga bilang upang magbawas ng dalawang
numero.
Mahusay!

Ngayon naman, magbibigay ako ng

halimbawa.

Ano ang difference ng 43 at 27?

Ang ating pangungusap sa pagbabawas ay

magiging 43-27=n

Step 1
Walang sapat na ones sa minuend kaya
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PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

hihiram tayo.Ito na ngayon ay magiging 3

tens at 13 na ones.

Step 2
Magbawas tayo sa ones. (𝟏𝟑 – 𝟕 = 𝟔)

Step 3
Magbawas naman tayo sa tens (𝟑 – 𝟐 = 𝟏)
16, teacher
Kaya ang magiging sagot natin ay?

Tama! Ang sagot ng 43-27 ay 16

Okay class, Palagi niyong tandaan ang

technique na aking ituturo.

Ito ang tinatawag na 3B’s o Bigger the BIGGER the BOTTOM you must BORROW
Bottom you must Borrow. Sabihin nga ulit.

Ang ibig sabihin nito ay kapag mas mataas

ang numero sa ibaba, kailangan mong
manghiram.

Wag niyo kakalimutan ang teknik na

ito,okay? Para mas maging madali sa inyong
mag-solve.

May halimbawa tayo dito:

Ano ang sagot sa 33 - 18?

3 at 8.
Ang unang step ay:

Magsimula tayo sa ones. At ito ay?

Bigger the Bottom you must Borrow.
Tama!.

Ngayon, Ano yung teknik na gagamitin

natin? Opo, Ma’am.

Mahusay!
Humiram sa katabi nitong numero.
Ang numero ba natin sa baba ay mas
mataas ang halaga kaysa sa nasa itaas?

Tama! Kaya kailangan nating?

―Enhancing Numeracy Skills: A Study on the Impact of Creative Math Games‖ 74

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Tama! Opo, ma’am.

Tayo ay hihiram ng isa sa column ng tens.

5, ma’am.
Ngayon, meron na tayong 13 minus 8,
Pwede na ba magbawas?

Tama! Ngayon i-subtrak na natin ito. Ang Magiging 2 na po, ma’am.

13-8 ay?

Tama! 5!

Ngayon pumunta naman tayo sa column ng

tens. Ano na ang mangyayari sa 3? Dahil
humiram tayo dito kanina ng isa? 1, ma’am.

Tama. Ibabawas natin ang isa na hiniram

natin kanina. Kaya 2 nalang ito.
Opo, ma’am.
Ngayon, ang 2 minus 1 ay?

Kaya ang sagot natin sa 33-18 ay 15

Malinaw ba?

Ngayon, itong halimbawa naman na ito.

Si Ben ay may 653 na piso. Ibinili niya ang 565
Sinong gustong magbasa? ng cake. Ilan na lamang ang natitira sa pera
niya?
Yes, _____?

(Si Ben ay may 653 na piso. Ibinili niya ang

565 ng cake. Ilan na lamang ang natitira sa Subtraksiyon o Pag-babawas ma’am.
pera niya?)

Mahusay!

Ano sa tingin niyo ang gagamitin nating

operation?

Tama! Kaya hanapin na natin ang difference

o sagot ng 653 at 565.

Upang masagutan ang problem, sundan ang

mga hakbang na ito:
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PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

1. i-subtrak ang mga digit sa ones place, at

pagkatapos ay mag-regroup. Opo, Ma’am.
2. . i-subtrak ang mga digit sa tens place, at
pagkatapos ay mag-regroup.
3. . i-subtrak ang mga digit sa hundreds
place. (Ipapakita ng guro kung paano ito
gawin)

Naintindihan niyo ba mga bata?

E. Paglalapat
Pangkatang Gawain Opo, ma’am

Ngayon, magkakaroon tayo ng laro!

Mahahati kayo sa dalawang grupo.

Ang tawag sa larong ito ay Slides and

Ladder

Pamilyar ba kayo sa larong Snake and

Ladder?

Parang ganon itong Slides and Ladder. Pero

ito, may twist. Pakinggan ninyong mabuti
ang Mechanics

Ito ang Mechanics ng Laro

Una, ang Bawat grupo ay ilalagay ang

kanilang taya sa espasyong may marka na
'simulan dito'.

Pangalawa, Upang malaman kung sino ang

mauuna, magaganap ang isang taya ng
barya.

Pangatlo, Bago mag-roll ng dice, dapat

munang tamang sagutin ng manlalaro ang
ekwasyon upang magkaroon ng
pagkakataon na mag-roll. Kung hindi, ang
pagkakataon ay mapupunta sa kanyang
kalaban.

Pang-apat, Magpapalitan ang grupo sa pag-

roll ng dice. Iiikot nila ang kanilang taya
papunta sa bilang ng espasyong ipinapakita Opo, ma’am.
ng dice.
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PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

(Maglalaro ang mga bata)

Pang-lima, Kapag ang taya ay nakarating sa
ibaba ng ladder, maaari silang umakyat sa Opo, ma’am.
tuktok ng nito.

Pang anim, Kung ang taya ay bumagsak sa

ulo ng ahas, dapat silang dumulas pababa
sa buntot ng ahas.

At Ang unang grupo na makarating sa

espasyong may marka na 'tapusin' ang
nanalo sa laro. Pagbabawas na may pagpa-pangkat po.

Naintindihan ba ninyo ang mechanics?

Simulan na natin ang laro.

Magbabawas muna sa ones, ma’am, tapos
Nag-enjoy ba kayo sa laro mga bata? mag-regroup o pag-pangkatin.

Kayong lahat ay mahusay sapagkat

nasagutan niyo ang mga problems. Ang pangalawang step ay magbabawas sa
Palakpakan nga ninyo ang inyong mga sarili. tens, ma’am, tapos pag-pangkatin.

Ang pangatlong step ay magbabawas sa

F. Paglalahat hundreds, ma’am, tapos pag-pangkatin.

Anong ginamit niyong operation sa

pagsagot ng mga problem? Kapag po mas mataas ang value ng
subtrahend kaysa sa minuend.
Mahusay!
Bigger the Bottom you must Borrow.
Ano ang unang step upang magawa niyo
ito?

Opo, ma’am.
Tama! Ano naman ang pangalawang step?
Nagagamit po natin ito sa tuwing tayo ay
bumibili.
Mahusay! at ang pangatlong step ay?

Tama! Kailan dapat tayo mag-borrow o

mag-pangkat?

Mahusay! Ano naman ang Technique na

ginamit niyo sa pag-sagot sa mga problem?
―Enhancing Numeracy Skills: A Study on the Impact of Creative Math Games‖ 77

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Mahusay! Palakpakan nga ninyo ang inyong

mga sarili.

Mahalaga ba na marunong tayo mag-

subtract?

Bakit mahalaga ito?

Tama! kaya mahalagang matutunan nating

mag-bawas.

IV. Pagtataya

LAKO-LAKO

Mechanics:

1. Bibigyan ang bawat bata ng play money na may magkakaibang halaga na umaabot
sa 100.

2. Ipapakita ng guro ang mga item na mabibili, tulad ng prutas, gulay, at mga
kagamitan sa paaralan.

3. Magkakaroon ang bawat bata ng pagkakataon na bumili ng anumang gusto nilang

item.

4. Upang makuha ang item, kailangan nilang kalkulahin ang kabuuang halaga ng
kanilang piniling mga item at tukuyin ang sukli na matatanggap nila.

5. Kung nahihirapan sila sa pagkakalkula, maaari silang humingi ng tulong sa kanilang

kaibigan.

6. Kapag tama ang kanilang kalkulasyon, maaari nilang makuha ang biniling item.

Inihanda ni:

Bb. Joanne E. Portales

DIRECT INSTRUCTION (SUBTRACTION)

Masusing Banghay Aralin Sa

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PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Mathematics 2

I. LAYUNIN

Sa pagtatapos ng aralin, ang mga mag-aaral ay inaasahang:

a. Natutukoy ang mga pamamaraan sa pagbabawas ng mayroong pagpa-

pangkat;

b. Nakapag-babawas ng bilang na may dalawa hanggang tatlong digits mula

sa minuends na hanggang 999 ng mayroong pagpa-pangkat. M2NS-IIa-32.5

c. Nabibigyang-halaga ang pag-babawas para sa pang araw-araw na

pamumuhay.

II.SUBJECT MATTER:

Paksa: Pagbabawas na may pagpa-pangkat.

Sanggunian: GRADE 2 Mathematics Learners’ Module

Kagamitan: Powerpoint presentation, Laptop, Internet, Tarpapel

Metodolohiya sa Pagtuturo: Interaktibo

III. PAMAMARAAN

Teacher’s Activity Pupil’s Activity

A. Panimulang Gawain

1. Panalangin

Tayong lahat ay manalangin.

Panginoon, maraming salamat po sa Panginoon, maraming salamat po sa

panibagong umaga, nawa’y ikaw ang panibagong umaga, nawa’y ikaw ang
siyang magbigay sa amin ng siyang magbigay sa amin ng
karunugngan at kaalaman na siyang karunugngan at kaalaman na siyang
magamit naming sa araling ito. Ikaw magamit naming sa araling ito. Ikaw
na siyang bahalang gumabay sa na siyang bahalang gumabay sa
bawat isa. Ito po an gaming dalangin bawat isa. Ito po an gaming dalangin
sa Pangalan ni Hesus, Amen. sa Pangalan ni Hesus, Amen.
―Enhancing Numeracy Skills: A Study on the Impact of Creative Math Games‖ 79

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Maaari na kayong umupo.

2.Pagbati

Magandang umaga mga bata

Magandang umaga din po, ma’am.

3. Pamamahala sa silid-aralan

Pagtatala ng Pagliban

Bago tayo mag-simula, pulutin muna ninyo

ang mga kalat sa ilalim ng inyong mga upuan. (Magpu-pulot ng mga kalat ang mga bata)

May lumiban bas a klase ngayon?

Wala, ma’am.

Mahusay kung ganon! Ako’y natutuwa

sapagkat kayo ay kumpleto ngayon.

4. Pag- aalala sa Pamantayan ng Klase

Mga bata, ating alalahanin ang mga iba’t 1. Dumating sa klase ng maaga.
ibang paalala tuwing tayo ay may aralin
2. Maging handa na mag-aral.

3. Makinig at sundin ang mga tagubilin.

4. Itaas ang kamay bago magsalita.

5. Magpakita ng respeto sa iba.

―Enhancing Numeracy Skills: A Study on the Impact of Creative Math Games‖ 80

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Sana ay palagi ninyo itong alalahanin at Yes, ma’am.

gawin.

B. Panlinang na Gawain

1. Balik-Aral

Bago tayo magpatuloy sa ating bagong aralin

ngayong araw na ito, atin munang alalahanin
ang aralin natin noong nakaraan.

Opo, ma’am.
Naaalala pa ba ninyo iyon?

Tignan ko nga kung talagang naaalala ninyo. Pagdadaragdag na may pagli-lipat halaga,
Tungkol saan ang ating aralin noong ma’am.
nakaraan?

Mahusay!

Opo, ma’am.
Naaalala pa ba ninyo ang mga alituntunin sa
pagdaragdag na may paglilipat halaga?

Ayusin ang mga numero ng naka-column,

ma’am.
Ano ang unang alituntunin?

Tama!
Magdaragdag muna sa ones, tapos tens
Paano naman ang pangalawa? tapos sa hundreds, ma’am.
Mahusay!
―Enhancing Numeracy Skills: A Study on the Impact of Creative Math Games‖ 81

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

At ang huling alituntunin ay mag-regroup sa

susunod na mas mataas na place value sa
tuwing ang sum nito ay mas mataas sa 9.

Mukhang nakinig talaga kayo sa ating

talakayan noong nakaraan. Palakpakan nga (Papalakpakan ng mga bata ang kanilang
ninyo ang inyong mga sarili. sarili)
2. Pagganyak

Ngayon, dumako na tayo sa ating bagong

aralin. Ngunit bago iyon, panoorin muna
natin ang video na aking hinanda at
(Manonood ang mga bata)
pagkatapos ay kantahin natin ito mamaya.

Kantahin nga natin ang subtraction rap.

More on top?
More on top?
No need to stop!
No need to stop!
More on the floor?
More on the floor?
Go next door!
Go next door!
Get one ten,
Get one ten,
That’s ten ones more!
That’s ten ones more!
Numbers the same?
Numbers the same?
Zero is the game!
Zero is the game!

C. Paglalahad

Base sa rap na ating kinanta, kapag

subtraction at mas mataas ang nasa taas na
numero, anong sinabi sa rap?
No need to stop, ma’am.
Tama!

Ibig sabihin ay pwede ka nang mag-bawas.

Paano naman kung more on the floor o mas

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PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

mataas ang numero sa baba? Ano ang sinabi

sa rap?
Go next door, get one ten, ma’am.
Mahusay!

Ang ibig sabihin nito ay hihiram si ones kay

tens!

Ang tawag doon ay Pagbabawas na

mayroong pagpa-pangkat.

D. Pag-talakay

Ang Pag-aaralan natin ngayon ay tungkol sa

Pagbabawas na mayroong pagpapangkat
(Ipapakita ng guro ang powerpoint).

Sabihin nga ninyo ulit?

Pagbabawas na may pagpapangkat

Ngayon, alamin natin ang depinasyon ng

pagba-bawas o sa Ingles ay subtraction.
Sa matematika, ang pagbabawas ay
Pakibasa ang nasa T.V _______
nangangahulugan ng pag-alis mula sa isang
grupo o bilang ng mga bagay. Kapag
binabawasan natin, ang bilang ng mga bagay
sa grupo ay nababawasan o nagiging mas
Mahusay! kaunti.

Kapag sinabi naman nating "pagpapangkat,"

ano ang ibig sabihin nito? Sino ang gustong Ang pagpa-pangkat ay isang paraan na
magbasa? ginagamit natin upang kumuha ng sampu
Yes,_______? mula sa isang bilang at ibigay ito sa isa pang
bilang. Ginagawa natin ito kapag hindi sapat
ang mga bilang upang magbawas ng
dalawang numero.
Mahusay!

Ngayon naman, magbibigay ako ng

halimbawa.

Ano ang difference ng 43 at 27?

Ang ating pangungusap sa pagbabawas ay

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PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

magiging 43-27=n

Step 1

Walang sapat na ones sa minuend kaya

hihiram tayo sa katabi nitong numera na 4 o
ang bahagi ng tens. Kaya naman ang 3 sa
ones ay magiging 13 na at ang 4 na tens ay
magiging 3 na dahil binawasan natin ito.

Step 2

Magbawas na tayo sa ones. (𝟏𝟑 – 𝟕 = 𝟔)

Step 3

Magbawas naman tayo sa tens (𝟑 – 𝟐 = 𝟏)

16, ma’am.
Kaya ang magiging sagot natin ay?

Tama! Ang sagot ng 43-27 ay 16

Okay class, Palagi niyong tandaan ang

technique na aking ituturo.

Ito ang tinatawag na 3B’s o Bigger the BIGGER the BOTTOM you must BORROW
Bottom you must Borrow. Sabihin nga ulit.

Ang ibig sabihin nito ay kapag mas mataas

ang numero sa ibaba, kailangan mong
manghiram.

Wag niyo kakalimutan ang teknik na

ito,okay? Para mas maging madali sa inyong
mag-solve.

May halimbawa tayo dito:

Ano ang sagot sa 33 - 18?

Ang unang step ay: 3 at 8.

Magsimula tayo sa ones. At ito ay?

Tama! Bigger the Bottom you must Borrow.

―Enhancing Numeracy Skills: A Study on the Impact of Creative Math Games‖ 84

PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Ngayon, Ano yung teknik na gagamitin

natin?

Opo, Ma’am.
Mahusay!

Ang numero ba natin sa baba ay mas mataas

Humiram sa katabi nitong numero.
ang halaga kaysa sa nasa itaas?

Tama! Kaya kailangan nating?

Tama! Opo, ma’am.

Tayo ay hihiram ng isa sa column ng tens.

Ngayon, meron na tayong 13 minus 8, 5, ma’am.

Pwede na ba magbawas?

Tama! Ngayon i-subtrak na natin ito. Ang

13-8 ay?
Magiging 2 na po, ma’am.
Tama! 5!

Ngayon pumunta naman tayo sa column ng

tens. Ano na ang mangyayari sa 3? Dahil
humiram tayo dito kanina ng isa?
1, ma’am.
Tama. Ibabawas natin ang isa na hiniram
natin kanina. Kaya 2 nalang ito.
Opo, ma’am.
Ngayon, ang 2 minus 1 ay?

Kaya ang sagot natin sa 33-18 ay 15

Malinaw ba?

Ngayon, itong halimbawa naman na ito.

Si Ben ay may 653 na piso. Ibinili niya ang
Sinong gustong magbasa?
565 ng cake. Ilan na lamang ang natitira sa
Yes, _____? pera niya?

(Si Ben ay may 653 na piso. Ibinili niya ang

565 ng cake. Ilan na lamang ang natitira sa
Subtraksiyon o Pag-babawas ma’am.
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pera niya?)

Mahusay!

Ano sa tingin niyo ang gagamitin nating

operation?

Tama! Kaya hanapin na natin ang difference

o sagot ng 653 at 565.

Upang masagutan ang problem, sundan ang

mga hakbang na ito:

1. i-subtrak ang mga digit sa ones place, at

pagkatapos ay mag-regroup.
Opo, Ma’am.
2. . i-subtrak ang mga digit sa tens place, at
pagkatapos ay mag-regroup.

3. . i-subtrak ang mga digit sa hundreds

place.

(Ipapakita ng guro kung paano ito gawin)

Naintindihan niyo ba mga bata?

E. Paglalapat

Pangkatang Gawain

Ngayon ay mayroon kayong pangkatang

gawain. Hahatiin ang klase sa dalawang
pangkat. Bibigyan ko kayo ng 15 minuto
upang sagutin ang mga problema na nasa
pisara at kung sino ang may mga Opo, ma’am
pinakamaraming tamang nasagutan ang
mananalo at makakatanggap ng reward.
(Sasagot ang mga bata)

(papalakpak ang mga bata)

Naintindihan niyo ba?
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Ayan, maaari na kayong mag-umpisa.

Dahil tapos na ang time, maaari na kayong

umupo.
(papalakpak ang mga mag-aaral)
Ang gagaling. Palakpakan Ninyo ang inyong
mga sarili sapagkat natapos niyo ang
gawaing pinagawa ko.

Ayan, ating tukuyin kung tama ang inyong (papalakpak ang mga mag-aaral)
mga ginawa.

(iwawasto ang mga ginawa ng mga bata)

Palakpakan natin ang unang pangkat

sapagkat sila ang may pinakamaraming Pagbabawas na may pagpa-pangkat po.
puntos.

Magbabawas muna sa ones, ma’am, tapos

Palakpakan din natin ang ikalawang pangkat. mag-regroup o pag-pangkatin.

F. Paglalahat Ang pangalawang step ay magbabawas sa

tens, ma’am, tapos pag-pangkatin.
Anong ginamit niyong operation sa pagsagot
ng mga problem? Ang pangatlong step ay magbabawas sa
hundreds, ma’am, tapos pag-pangkatin.
Mahusay!

Ano ang unang step upang magawa niyo ito?

Kapag po mas mataas ang value ng
subtrahend kaysa sa minuend.

Tama! Ano naman ang pangalawang step?

Bigger the Bottom you must Borrow.

Mahusay! at ang pangatlong step ay?

(papalakpak ang mga mag-aaral)

Tama! Kailan dapat tayo mag-borrow o mag-

pangkat?
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Mahusay! Ano naman ang Technique na Opo, ma’am.

ginamit niyo sa pag-sagot sa mga problem?

Nagagamit po natin ito sa tuwing tayo ay

Mahusay! Palakpakan nga ninyo ang inyong bumibili at magagamit sa buhay.
mga sarili.

Mahalaga ba na marunong tayo mag-

subtract?

Bakit mahalaga ito?

Opo, ma’am.
Tama! kaya mahalagang matutunan nating
mag-bawas.

IV. Pagtataya

Ngayon naman, upang lubos kong malaman

na nasundan niyo ang ating aralin, mayroon
akong ibibigay na worksheet sa inyo. Sagutan
ninyo ang mga problem na nakasaad dito.
Opo, ma’am.
Naunawaan ba mga bata?

(Magpapasa)

Paalam po, ma’am.

Tapos na ba kayo, mga bata?

Kung ganon ay maaari niyo ng ipasa paharap

ang inyong papel. Gawin ito nang tahimik
lang.
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Masaya ako at kayo’y natuto nanaman sa

araw na ito. Bago kayo umuwi, paki ayos
muna ang inyong upuan at pulutin ang mga
nakakalat.

Paalam mga bata

Inihanda ni:

Bb. Joanne E. Portales

Isinaayos ni:

Bb. Jenalyn S. Guiquing

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Appendix

Letter to the Executive Director and Provost of Philippine Normal University North
Luzon
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Appendix

Letter Addressed to the Principal of Cauayan South Central School

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Appendix

Pre-test Assessment

Pangalan:
Panuto: Basahin at unawain nang mabuti ang bawat
katanungan. Bilugan ang letra ng tamang sagot.
1. Si Mang Mando ay nakaani ng 58 pirasong mangga
noong Lunes at 25 noong Biyernes. Ilan lahat ang naani
niya?
A. 73 B. 83 C. 173 D. 713
2. Ang asul na lobo ay 58 samantalang 35 naman ang
kulay dilaw. Ilan lahat ang mga lobo?
A. 75 B. 89 C. 93 D. 98
3. Ang tinderang si Lorna ay nakabenta ng 35 na ice
candy at 28 na ice buko. Ilan lahat ang kanyang
nabenta?
A. 59 B. 63 C. 78 D. 85
4. May 17 na alagang manok si Elyas at 15 na aso, ilan
lahat ang alagang hayop ni Elyas?
A.30 B. 31 C. 32 D.33
5. Bumili ng 18 na rosas at 18 na lobo si Vince para sa
kaarawan ng kanyang anak. Ilan lahat ang nabili niya?
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A. 26 B. 32 C. 36 D. 40
6. Si Ana ay nakagawa ng 57 pirasong yema at si Elsa ay
nakagawa ng 38. Ilan lahat ang nagawang yema?
A. 78 B. 82 C. 89 D. 95

7. Si Tatay Vic ay nakahuli ng 55 talaba at 27 na tilapia.

Ilan lahat ang nahuli niya?

A.33 B. 58 C. 60 D. 82

8. Si Binibining Maria ay mayroong kahon na

naglalaman ng 129 na libro at 65 na kwaderno. Ilan
lahat ang laman ng kahon?
A. 194 B. 284 C. 1814 D. 1913
9. Kung may 129 na rosas sa hardin at 122 na gumamela.
Ilan lahat ang kabuuang bilang ng mga bulaklak?
A. 251 B. 252 C. 253 D. 254
10. Si Hans ay pupunta sa field trip bukas. Binigyan siya
ng kaniyang ina ng 285 piso. Dinagdagan naman ito ng
kaniyang ama ng 175 piso. Magkano na ang kabuuang
baon niya?
A. 330 B. 460 C. 550 D. 670
11. Si Lando ay may 30 na kendi. Ibinigay niya ang 19 sa
mga kaklase niya. Ilan na lamang ang natira kay Lando?
A. 11 B. 33 C.43 D. 47
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12. Mayroong 23 na saging ang magkapatid na sina

MikMik at Mika. Sa sobrang gutom, nakain nila ang 17.
Ilan na lamang ang natira?
A. 6 B. 40 C. 46 D. 210
13. Si Lito ay mayroong 85 na baboy at ibinenta niya
ang 37. Ilan nalang ang natira?
43 B. 48 C. 55 D. 62
14. May 76 na mansanas si Marta at ibinigay ang 29.
Ilan na lang ang natitirang mansanas?
A. 45 B. 46 C. 47 D. 49
15. Mayroong kang 25 na lapis at ibinigay mo ang 17 sa
iyong mga kamag-aral. Ilan pa ang natitirang lapis mo?
A. 6 B. 8 C. 10 D. 12
16. May 55 na alagang pato si Carla ngunit nawala ang
18. Ilan na lang ang natira?
A. 29 B.32 C. 37 D. 43
17. Mayroon kang 565 na piso at ibinili mo ng tsokolate
ang 375. Ilan na lang ang natitirang pera mo?
A. 160 B. 190 C. 230 D. 280
18. Si Luna ay may 162 na piraso ng papel at binigay
niya ang 118. Ilang piraso na lang natira kay Luna?
A. 41 B. 42 C. 43 D. 44
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19. Si Lucas ay nag-ani ng 358 sako ng palay at ibinenta

niya ang 285 na sako. Ilang sakong palay pa ang natira?
A. 70 B. 73 C. 79 D. 80

20. Binigyan si Angelica ng kanyang Nanay ng 500 piso.

Bumili siya ng damit na nagkakahalaga ng 250. Magkano
na lang ang natira sa kanya?

A. 100 B. 150 C. 250 D. 300

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Appendix

Pre-test Assessment Completed by the Control Group Respondents

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Appendix

Pre-test Assessment completed by the Experimental Group Respondents

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Appendix

Post-test Assessment

Pangalan:

Panuto: Basahin at unawain nang mabuti ang bawat

katanungan. Bilugan ang letra ng tamang sagot.

1. Si Linda ay may 30 na tsokolate. Ibinigay niya ang 19

sa mga kaklase niya. Ilan na lamang ang natira kay
Linda?
A. 47 B. 43 C. 33 D. 11
2. Mayroong 23 na tinapay ang magkapatid na sina
MikMik at Mika. Sa sobrang gutom, nakain nila ang 17.
Ilan na lamang ang natira?
A. 210 B. 46 C. 40 D. 6
3. Si Rene ay mayroong alagang 85 na manok at ibinenta
niya ang 37. Ilan nalang ang natira?
A. 62 B. 55 C. 48 D. 43
4. May 76 na mansanas si Marta at ibinigay niya ang 29.
Ilan na lang ang natitirang mansanas?
A. 49 B. 47 C. 46 D. 45
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5. Mayroong kang 25 na piraso ng papel at ibinigay mo

ang 17 sa iyong mga kamag-aral. Ilan pa ang natitirang
papel mo?
A. 12 B. 10 C. 8 D. 6
6. May 55 na alagang manok si Gema ngunit nawala ang
18. Ilan nalang ang natira?
A. 43 B. 37 C. 32 D.29

7. Mayroon kang 565 na piso at ibinili mo ng laruan ang

375. Ilan na lang ang natitirang pera mo?

A. 280 B. 230 C. 190 D. 160

8. Si Jona ay may 162 na piraso ng papel at binigay niya

ang 118. Ilang piraso na lang ang natira kay Jona?

A. 48 B. 46 C. 44 D. 42

9. Si Alan ay nag-ani ng 358 sako ng mais at ibinenta niya

ang 285 na sako. Ilang sakong palay pa ang natira?
A. 80 B. 79 C.73 D. 70
10. Binigyan si Kenneth ng kanyang Tatay ng 500 piso.
Bumili siya ng sapatos na nagkakahalaga ng 250.
Magkano na lang ang natira sa kanya?
A. 300 B. 250 C. 150 D. 100
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11. Si Mang Mando ay nakaani ng 25 pirasong santol

noong Lunes at 58 noong Biyernes. Ilan lahat ang naani
niya?

A. 713 B. 173 C. 83 D. 73

12. Ang dilaw na lobo ay 35 samantalang 58 naman ang

kulay asul. Ilan lahat ang mga lobo?
A. 98 B. 93 C. 89 D. 75
13. Ang tinderang si Nena ay nakabenta ng 28 na ice
buko at 35 na ice candy. Ilan lahat ang kanyang
nabenta?
A. 85 B. 78 C. 63 D. 59
14. May 15 na alagang manok si Elyas at 17 na aso, ilan
lahat ang alagang hayop ni Elyas?
A. 33 B. 32 C. 31 D.30
15. Bumili ng 18 na lobo at 18 na rosas si Sheena para sa
kaarawan ng kanyang anak. Ilan lahat ang nabili niya?
A. 40 B. 36 C. 32 D. 26
16. Si Elsa ay nakagawa ng 38 pirasong pandesal at si
Ana ay nakagawa ng 57. Ilan lahat ang nagawang
pandesal?
A. 95 B. 89 C. 82 D. 78
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17. Si Manong Ben ay nakabingwit ng 27 na pusit at at

nakakuha ng 55 na hipon. Ilan lahat ang nabingwit niya?

A. 82 B. 60 C. 58 D. 33

18. Si Binibining Tina ay mayroong kahon na naglalaman

ng 65 na libro at 129 na kwaderno. Ilan lahat ang laman
ng kahon?
A. 1913 B. 1814 C. 284 D. 194
19. Kung may 122 na gumamela sa hardin at 129 na
rosas, Ilan lahat ang kabuuang bilang ng mga bulaklak?
A.254 B. 253. C. 252 D. 251
20. Si Basteng ay pupunta sa field trip bukas. Binigyan
siya ng kaniyang ama ng 175 piso. Dinagdagan naman
ito ng kaniyang ina ng 285 piso. Magkano na ang
kabuuang baon niya?
A. 670 B. 550 C. 460 D. 330
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Appendix

Post-test Assessment Completed by the Control Group Respondents

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Appendix

Post-test Assessment Completed by the Experimental Group Respondents

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Appendix

Table of Specification

Indicators No. of Days Percentage No. of Placement

Items s

1. Visualizing, 2 25% 5 1-5

representing, and
adding two-digit
numbers with sums up
to 1000 without and
with regrouping.

2. Visualizing, 2 25% 4 6-9

representing, and
subtracting 2- to 3-digit
numbers with minuends
up to 999 without and
with regrouping.

3. Solving routine 1 12.5% 3 10-12

problems involving the
subtraction of whole
numbers.

4. Solving multi-step 2 25% 5 13-17

routine and non-routine
problems involving
addition and subtraction
of 2- to 3-digit numbers
including money.

5. Mentally subtract 3- 1 12.5% 3 18-20

digit numbers by tens
and by hundreds
with and without
regrouping.

TOTAL 8 100 20 20
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Appendix

Validation Form and Suggestions made by the Validators

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