RHODA M.

MANUAL PROBLEM
Teacher-in-Charge/MT 1
(09228463945) To increase at least 2% in the Performance Level of Grade V pupils in visualizing
fractions for the school year 2011-2012.
MARIO Z. LANUZA ELEMENTARY SCHOOL 1. Misconception of numerator and denominator.
Pagsanjan District
2. Lack of mastery in the three main parts of fraction.
3. Not interested with the topic. They think it is a tiresome topic.
4. Pupils do not know the significance of numerator and denominator in visualizing
PUPILS DIFFICULTY IN VISUALIZING FRACTION fractions.
School Year 2011-2012.
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5.
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ALTERNATIVE SOLUTION
ABSTRACT To address these problems, these were taken into action to wit;
 Mental exercises in visualizing fractions using different instructional materials.
School record showed that based from the given Pretest on visualizing fractions  Remedial class hour for enrichment activities.
the twenty Grade V pupils attained 40% MPS. They did not reached the 75% Proficiency
 Rathmell Triangle Model. It states that relationships must be discussed between
Level as well as the Mastery Level. Survey also manifested that pupils declined interest with
the topic. They think fraction is a tiresome topic. and among real-life situations, materials, language and symbols to develop strong
Different techniques and strategies: Rathmell Triangle Method and Cooperative mathematical ideas. This triangle model suggests six interactions that need to be
Learning Strategy were used to provide immediate solutions on the difficulty of pupils in facilitated:
visualizing fractions as well as to improve their performance level of pupils in Mathematics in  Model to Language Language to Model
Mario Z. Lanuza Elementary School, Pagsanjan, Laguna.  Model to Symbol Symbol to Model
After realized or employed these strategies and techniques, the twenty Grade V
 Language to Symbol Symbol to Language
pupils improved their performance level in Mathematics and overcome the difficulty in
visualizing fractions. They thought that the topic is very interesting. The teacher contribution on  Cooperative learning strategy invisualizing fractions. It is an educational
the problem was very essential to resolve the complexity of the topic. format that is useful in many strategies in teaching mathematics.

INTRODUCTION .
CONCEPTUAL FRAMEWORK
Mathematics is all around us, waiting to be discovered and explored through more
activity-centered approaches that encourage application of mathematical skills and concepts. INPUT PROCESS OUTPUT
Quality mathematics education in the higher level would only be possible if the mathematical
foundation in the elementary is solid and strong. It has been noted to be the most difficult Increased
Utilization of Different
subject in Elementary education. For most pupils, they find Math as a complicated subject. Increase at Techniques and 2% in the
Mario Z. Lanuza Elementary School is a multigrade school located in Brgy. Buboy, least 2% in Strategies in Performanc
the Visualizing Fractions e Level of
Pagsanjan, Laguna with a total enrolment of 155 pupils consist of 85 male and 70 female Performance Grade V
-RATHMELL TRAINGLE
during this school year 2011-2012. Mathematics is the difficult subject because the 2010 level of METHOD pupils
Division Mid-Year Achievement Test given last November 2010 yielded the following results: Grade V -COOPERATIVE
LEARNINGSTRATEGIES
at the end of
English- MPS 50%, Math-MPS 20%, Science-MPS 45%, Filipino-MPS 60%, and HEKASI- pupils theSY2011-
2012
MPS 30%. Based on the same test, visualizing fractions is one of the least learned
competencies. It reveals that the Grade V pupils have obscurity in it and they need to
overcome the intricacy for them to visualize fractions clearly.
 ACTIVITIES TO BE UNDERTAKEN RESULTS

Time Frame Persons Activities Expected Results The utilization of different techniques and strategies in visualizing fractions solve the
Involved difficulty of the Grade V pupils.
November 2, Class adviser Administration of Pretest (10 test 100% of the Grade V class took the Report on Pretest and Post test Results
2011 Pupils items) pretest.
Wednesday
Graphical Presentation of Statistical Analysis of the Pretest &
3:30-4:30 PM Posttest
80.00%

November 9, Class adviser Visualizing Fractions using 75% of the pupils visualized the 70.00%
2011 Pupils Rathmell Triangle Method in different kinds of fraction. 60.00%
Wednesday identifying different kinds of

Percentage (%)
fractions with emphasis on group Pretest
50.00%
3:30-4:30 PM
activity to promote cooperative 40.00%

learning(Group Investigation). 30.00%

November 16, Class adviser Visualizing Fractions using At least 75% of the pupils visualized 20.00% Posttest
2011 Pupils Rathmell Triangle Method in comparing of fractions. 10.00%

Wednesday comparing fractions with emphasis 0.00%

3:30-4:30 PM on group activity to promote MPS ML

cooperative learning (Student
Teams-Achievement Division).
November 23, Class adviser Visualizing Fractions using At least 75% of the pupils visualized The test results revealed that the use of “ Rathmell Triangle Method” overcome the
2011 Pupils Rathmell Triangle Method in addition of similar fractions. pupils difficulty in visualizing fractions. The graph also implies that there is an immense
Wednesday addition of similar fractions with
emphasis on group activity to increased in the mastery level of the pupils.
3:30-4:30 PM
promote cooperative learning
(Think-Pair-Share).
December 7, Class adviser Visualizing Fractions using At least 75% of the pupils visualized Statistical Analysis of Pretest and Posttest of Grade V Pupils
2011 Pupils Rathmell Triangle Method in subtraction of similar fractions.
Wednesday subtraction of similar fractions Graphical Presentation of Level of Mastery in the Pretest
3:30-4:30 PM with emphasis on group activity to and Posttest
promote cooperative learning
(Student Teams-Achievement 100%
Division).

Percentage (%)
Pretest
50% Posttest
0%
Not Mastered Mastered

December 14, Class adviser Visualizing Fractions using At least 75% of the pupils visualized
2011 Pupils Rathmell Triangle Method in multiplication of fractions.
Wednesday multiplication of fractions with The test results showed that the pupils got 40% MPS on Pretest and 75% MPS on
3:30-4:30 PM emphasis on group activity to Posttest . There is an increase of 35% while 0% ML on Pretest and 65% ML in Posttest.
promote cooperative learning
(Student Teams-Achievement
75% ML attained by the class and There is a significant increased of 65%. Therefore there is a remarkable increased in both
75% MPS in the performance of the Mastery Level and Mean Percentage Score. This is a manifestation that utilization of different
Division).
pupils.
techniques and strategies in visualizing fractions can overawed the difficulty of pupils in
Administration of posttest. (10 test visualizing fractions.
items)
RECOMMENDATION and competency in all the subjects being taught. She must be always patience and diligent in
After the remarkable change in the performance of the pupils in the posttest the following are teaching the subjects to sustain the learning. Do the best for the sake of the pupil.
recommended:
 Teacher should conduct classroom action research to minimize skills in REFERENCES
Mathematics which are not mastered so as to attain a higher learning outcome.
 More exercises in visualizing fractions for them to master the concept of numerator Luis, Lidinila M.,Teacher Induction Program, The Philippine Basic Education Curriculum,
and denominator and provide different activities that develop the pupils’ skills in Module 2.
visualizing fractions. Nivera, Gladys C.,Teacher Induction Program, Curriculum and Instruction: The Teaching of
 Use concrete and appropriate devices like colorful charts and concrete materials to Mathematics, Module 6.3
visualize fractions. Miller, Maria.,Math Mammoth Fractions 1, Light Blue Series, Backorder Publisher, pages
124-125
 Formative test after everyday lesson should not be taken for granted. This is the
Cramer and Henry,Maria Mammoth 2003 Help with Teaching & Learning Fractions, Maria
most effective way to evaluate if learning really took place.
Mammoth Magazine (Issued 2003).
 Learning by doing, hands on minds on and interacting with others are effective ways Van de Walle, John and Lovin, LouAnn H. (2006), Teaching Student–
to develop different skills, as teachers, we should always use these approaches Centered Mathematics. Grades 3-5 pp. 146-150.
(Cooperative Learning and Rathmell Triangle Method)
 Giving rewards motivate pupils’ interest. Teachers should sometimes provide
different incentives be substantial or not substantial.
 Teachers should exert effort in implementing different interventions to solve pupils
difficulty in visualizing fractions.

REFLECTION

Mathematics plays a very important role in our daily living. Hence, effective
mathematics instruction has become an absolute necessity in all levels of education,
particularly in the elementary level, for it is here where initial mathematics foundation is laid
and basic mathematical concepts are first developed. Since mathematics deals with abstract
elements which is difficult to teach and learn, the mathematics teacher plays a versatile role in
the development of mathematical skills and concepts in the learners. He is the prime mover of
the instructional activity where learning takes place.

After this study, the researcher realized that not only teaching and guiding your
pupils. Youshould have strong determination, patience and technique to resolve the
difficulties of the pupils. You should believe that the success of the pupils is in our hand.

As whole, the teacher must be effective, efficient and resourceful in teaching

Mathematics. No matter how bright a teacher is or a pupil is, the most effective learning lies
on the capabilities of the teacher. Whatever word she said to her pupils will reflect her manner