CONTINUOUS

IMPROVEMENT PROGRAM
PAOMBONG CENTRAL
SCHOOL
PROJECT SUMA
(Solving and Understanding
Mathematical Analysis)
PAOMBONG DISTRICT
STAGE 1: ASSES
Estimate the value or worth contribution to be
applied for the success of the project to be
implemented.

Step 1
Get Organized
To get together in order to form a Team or Club to
work systematically the assigned task for the greatest
achievement.
 BACKGROUND
The Department of Education and the Australian
government boosted public school systems through the
Continuous Improvement (CI) program, which aims to
develop competencies through trainings, workshops,
and mentored hands-on implementation of projects.
Hence, Paombong Central School which is a learner-
centered public institution that continuously improves
itself to pursue its mission to protect and promote the
right of every Filipino to a quality, equitable, culture-
based, and complete basic education conduct a
Continuous Improvement Program (CIP) this School
Year 2019-2020.
School Meeting with the Principal
v

During our meeting, we tackled what are the pupils’

difficulties that we encountered beginning this school year.
Some are in English but most are in Mathematics. Grade 6
pupils can do the four fundamental operations in
Mathematics but most of them find it hard to solve word
problems. At the end, all teachers agreed to focus on Math.
 BACKGROUND
Paombong Central School’s mission is to provide quality exercises
and enhanced the measuring skills among pupils and challenged
themselves to higher level of achievement.
Based on the result of school consolidated Diagnostic test, among
the least mastered skills is solving routine problems involving division
of decimals by whole numbers including money.
28 out of 47 (59.57%) pupils of Grade 6- Andres Bonifacio failed the
said test. Hence, this summarizes that the skills of pupils of Grade 6-
Andres Bonifacio pupils in solving routine problems involving division
of decimals by whole numbers needs extra attention for improvement
and further assessment.
To find the ways on how to solve this problem, PCS Teaching
Force formed a team to work on this Project SUMA (Solving and
Understanding Mathematical Analysis).
 KEY CUSTOMERS
Principal
Teachers
Grade 6 – Andres
Bonifacio pupils
Parents
KEY PROCESS
Teaching-
Learning
Objectives:
By the end of School Year 2019-
2020 at least 75% (21 out of 28)
pupils in Grade 6- Andres Bonifacio
pupils has already mastered
problem solving involving division
of decimals by whole number.
Forming the CIP Team
PROJECT SUMA
(Solving and Understanding
Mathematical Analysis)
CI Organizational Structure
JANET A. BORLONGAN
School Head

Hazel J. Puno Rodarica P. Arciaga

Facilitator
Team Leader CI Team

Rowena C. Dumayas- Communications

Rosita P. Magsalay – Scribe
Mherinel P. Reyes– Documentation
Rufino M. de Robles Jr. – Process Observer

Support Staff

Jose Rex B. Gonzales

Archie B. Medina
Angela A. Antonio
 TEAM COMPOSITION

JANET A. BORLONGAN
School Head

HAZEL J. PUNO RODARICA P. ARCIAGA

Team Leader Facilitator
 TEAM COMPOSITION

RUFINO M. DE ROBLES JR. ROSITA P. MAGSALAY ROWENA C. DUMAYAS MHERINEL P. REYES

Process Observer Scribe Communication Documentation

ARCHIE B. MEDINA JOSE REX B. GONZALES ANGELA A. ANTONIO

Support Staff Support Staff Support Staff
 PROJECT TITLE FUTURE STATE
STAGE 1: ASSESS PROJECT SUMA JANET A. BORLONGAN
School Head

STAGE 1: ASSESS
Hazel J. Puno Rodarica P. Arciaga
Facilitator
Team Leader CI Team

The CI
Team
Rosita P. Magsalay – Scribe
Rowena C. Dumayas- Communications
Mherinel P. Reyes– Documentation
Rufino M. de Robles Jr. – Process Observer

Support Staff

Jose Rex B. Gonzales

Archie B. Medina

BACKGROUND
Angela A. Antonio

Paombong Central School is a learner-centered public institution that

continuously improves itself to pursue its mission to protect and promote the right of IMPLEMENTATION PLAN
every Filipino to a quality, equitable, culture-based, and complete basic education.
We are concerned because some pupils are having a hard time solving word
problems. We tend to be caring and sympathetic towards them, that we give them tools
they need to explore whatever they’re excited about. To develop their interest in numbers
most especially in problem solving.

CURRENT STATE

TEST RESULTS
STAGE 2: ANALYZE

STAGE 2: ANALYZE
PROBLEM ANALYSIS

LESSONS LEARNED
Step 2
Talk with the
Customers
The voice of the customers need to highlight their
needs and expectations as the source of their feedbacks
for the project improvement.
Orientation about Project SUMA
TALK WITH THE PUPILS
Voice Sa isinagawang Diagnostic
Test, alin ang pinakanahirapan
kayong sagutan?
Pinakanahirapan po kami sa
pagsagot ng problem solving
ng Division of Decimals.

of the
Pupils
Ano ang ginawa ng guro
pagkatapos malaman ang
paksa kung saan kayo
pinakamababa?
Binigyan pa po niya kami ng
pagsasanay sa Problem
Solving ng Division of
Decimals.

Hindi po maganda ang resulta

Ano ang resulta ng mga
at mabababa ang aming
pagsasanay ninyo?
nakuhang score.
Voice Ano kaya ang dahilan?
Nahihirapan po kaming
intindihin.

of the
Pupils Bakit kaya?
Hindi po kami masyadong
sanay magdivide ng decimal at
mag-analyze ng problema.

Ipaliwanag po ang pagdidivide

ng decimal at bigyan pa po
Ano ang nais ninyong gawain
kami ng mas maraming
ng guro upang matulungan
pagsasanay sa problem solving
kayo sa paksang ito?
upang mahasa kami sa
pagsusuma nito.
TALK WITH THE PARENTS
 Voice Ang nairereklamo
Ano po ang
of the kadalasang hinaing
ng inyong anak
po niya ay tungkol
sa pagsasagot ng
mga problem
tungkol sa
Parents asignaturang
Matematika?
solving lalo na ang
division of decimal.
 Voice Hinihiling po naming ang
inyong tulong at suporta Salamat po! Kaisa po ninyo

of the sa aming bagong proyekto

sa CIP, ang Project SUMA
o Solving and
kami sa proyektong ito.

Parents
Understanding
Mathematical Analysis
upang mapaunlad ang
kanilang kakayahan sa
nasabing paksa.
 The team conducted a survey and an interview to get
the voice of the customers. Forty respondents were
asked to answer the following questions.
 Questions for the 40 Random Pupils
1. Saang asignatura ka nahihirapan?
a. English
b. Mathematics
c. Science
d. Araling Panlipunan
e. Filipino
f. ESP
g. EPP
h. MAPEH

Ano sa mga aralin sa Matematika ang mas kinahihirapan

mo?
 Questions for the 40 Random Parents
1. Alin sa mga ito ang mas hilig ng iyong anak?
a. Pagsusulat
b. Pagguhit at pagkulay
c. Pagbabasa
d. Pagtingin sa larawan ng aklat
e. Pagbibilang at pagsusuma
f. Pakikipaglaro
g. Panonood ng TV
h. Gadgets

2. Bakit kaya nahihirapan ang inyong mga anak na magsolve ng mga word
problems?
i. Malilimutin
j. Walang interes
k. Hirap umintindi/ comprehension
l. Walang follow-up sa bahay
m. Madalas lumiban sa klase
 Questions for the 20 Random Teachers
1. Ano ang hilig ng iyong mga mag-aaral?
a. Pagsusulat
b. Pagguhit at pagkulay
c. Pagbabasa
d. Pagtingin sa larawan ng aklat
e. Pagbibilang at pagsusuma
f. Pakikipaglaro

2. Ano ang napapansin mong dahilan kung bakit nahihirapang magsuma

ng word problems ang mga mag-aaral?
g. Malilimutin
h. Walang interes
i. Hirap umintindi/ comprehension
j. Walang follow-up sa bahay
k. Madalas lumiban sa klase
ANONG ASIGNATURA NAHIHIRAPAN ANG
MGA MAG-AARAL?
30 28 70%

25

20

15

10 8

4
5

0 0 0 0 0
0
English Mathematics Science Araling Filipino ESP EPP/TLE MAPEH
Panlipunan
 ANONG ARALIN SA MATHEMATICS
NAHIHIRAPAN ANG MGA MAG-AARAL?
34 89.47 %
35

30

25

20

15

10 4
2
5 0
0
1
Problem Solving Addition Problem Solving Subtraction
Problem Solving Multiplication Problem Solving Division
ALIN SA MGA ITO ANG HILIG NG IYONG
ANAK?
10

25%
7
17.5%

5 5 5 5

2
1

Pagsusulat Pagguhit at Pagbabasa Pagtingin sa Pakikipaglaro Pagbibilang at Panonood ng Gadgets

Pagkulay larawan ng Pagsusuma TV
aklat
BAKIT KAYA NAHIHIRAPANG MAGSUMA
ANG INYONG MGA ANAK?
Sadyang malilimutin Walang interes
Hirap umintindi Madalas Lumiliban sa klase

84%
32

4 3
1

1
MGA NAIS NA GAWIN NG MGA MAG-AARAL
7 35%

25%
5

2 2

Pagsusulat Pagguhit at Pagbabasa Pagtingin sa Pakikipaglaro Pagbibilang

Pagkulay larawan ng at pagsusuma
aklat
BAKIT NAHIHIRAPAN MAGSOLVE NG WORD
PROBLEMS ANG MGA MAG-AARAL?
6

25% 25%
5 5
5

4 20%
4

3 3
3

0
1

Sadyang Malilimutin Walang interes Hirap Umintindi Madalas lumiban sa klase Walang follow-up sa bahay
EXAMPLES OF STATEMENTS FROM THE PUPILS
Hindi po ako
Nakalimutan ko na po tinuturuan ng
Palagi po ako magulang ko sa
kung paano ang
naglalaro ng gadgets. bahay.
gagawin.
Absent po ako.
EXAMPLES OF STATEMENTS FROM THE PARENTS
Puro laro po kasi ang
ginagawa. Palagi pong
Palagi po siyang nakababad sa TV.
naglalaro ng gadgets.
Pareho po kaming
may trabaho.
EXAMPLES OF STATEMENTS FROM THE PARENTS
Malilimutin. Palaging inaantok.

Walang follow-up sa
bahay. Palaging absent.
Step 3
Walk the Process

Construct the flowchart to do the step by step

process/ activities to implement the project
 DELIVERY PROCESS
Step by step learning process that represents the concern issue to
be given attention.
Supplier - Consist of teachers and other stakeholders who will
apply the valid knowledge/ information.
Inputs - Contains valid material, resources and information to be
used.
Process - The learning strategies or methods to be applied.
Outputs - The measurable valid results with the number of pupils
with mastery levels.
Customers The pupils and other stakeholders that are affected or
developed.
 Supplier Input Process Output Customer
S Principal Facilitate and
monitor progress
Continuous regular
monitoring
Mastery of Division
Facts
Grade 6- Andres
Bonifacio

I Math Teacher
Class Adviser
Problem Solving
Exercises
Continuous
Teaching Process
Pupil’s compliance
to instructions and
guidelines.
Grade 6- Andres
Bonifacio

P
O
Math Teacher Everyday drill on Continuous regular Teacher’s Grade 6- Andres
Class Adviser Problem Solving test of Problem compliance to Bonifacio
Solving per day instruction

C Pupils Pupils’ action Problem solving Pupils’ improved

score
Grade 6- Andres
Bonifacio
CURRENT STATE:
Supplier Input Process Output Customer
Out of 47
pupils, only 19
Grade 6- pupils passed
Grade 6-
Andres Problem Problem the test in Andres
Solving Problem Solving
Bonifacio Exercises
Solving involving Bonifacio
Pupils division of Pupils
decimals.

PROCESS STEPS
PREPARATORY PRESENTATION
PREPARATION EVALUATIION
ACTIVITIES
 Problems presented could be addressed
effectively by:
Mastery of the four fundamental operations.
Providing a lot of exercises and drill everyday.
Seeking supports and cooperation of parents especially in
solving word problems at home.
Providing allotted time in solving word problems by
minimizing the time given in some subject areas for
supervised study time.
 Recognition for pupils who are gradually improving their
scores in Problem solving.
 PROJECT TITLE FUTURE STATE
STAGE 1: ASSESS PROJECT SUMA JANET A. BORLONGAN
School Head

STAGE 1: ASSESS
Hazel J. Puno Rodarica P. Arciaga
Facilitator
Team Leader CI Team

The CI
Team
Rosita P. Magsalay – Scribe
Rowena C. Dumayas- Communications
Mherinel P. Reyes– Documentation
Rufino M. de Robles Jr. – Process Observer

Support Staff

Jose Rex B. Gonzales

Archie B. Medina

BACKGROUND Angela A. Antonio

Paombong Central School is a learner-centered public institution that

continuously improves itself to pursue its mission to protect and promote the right of IMPLEMENTATION PLAN
every Filipino to a quality, equitable, culture-based, and complete basic education.
We are concerned because some pupils are having a hard time solving word
problems. We tend to be caring and sympathetic towards them, that we give them tools
they need to explore whatever they’re excited about. To develop their interest in numbers
most especially in problem solving.

CURRENT STATE
SolvingWor
Grade 6- d Problems Out of 47 pupils, only 19 Grade 6-
pupils passed the test in
Andres Involving Dividing Problem Solving involving Andres
Bonifacio Division of division of decimals.
Bonifacio
TEST RESULTS
STAGE 2: ANALYZE

STAGE 2: ANALYZE
decimals
PROBLEM ANALYSIS

LESSONS LEARNED
Step 4
Identify
Improvement Areas
Identify/ Recognize the area or something that
needs to be improved.
 CURRENT STATE- PROCESS DETAILS
Some pupils are
Some pupils
not interested Many pupils are having a Some pupils
Uncondition
when it comes to cannot solve hard time in do not
al classroom Mathematics
well solving word participate
subject
problems.

Giving
Recording the recognition to Giving additional
Preparatory Warm-up on scores of the pupils who are points to their
Activities Problem Solving pupils improving their test result
scores

 Classroom Setting  Giving  Improved scores

 Motivating the
 Prayer instructions  Checking the
pupils before the were given extra
 Checking of  Explaining rules pupil’s work
start of the lesson points
attendance to be followed
 Identify
Improvement
Areas
 Pupil’s score after
Preparatory Provide test on solving division
Solving Process
Activities Problem Solving facts

Feedback on the learners’

output
4.1 PROBLEM STATEMENT

Few pupils can solve word problems that have been taught. Some were not focused,
others are just enjoying the instructional materials used in the discussion and in the games,
they want to participate but of course their answer will be wrong because they were not
focused. And some know how to divide numbers in that day but the following day they have
forgotten it already.

4.2 IMPROVEMENT AREA

Remedial classes in problem solving should be interesting, fun and lively. Have some
modernized instructional materials to make it more stimulating. Different instructional
materials should be provided. Motivate all pupils to love numbers. Have a remarkable
learning sessions that in time they will be excited to solve problems habitually.
STAGE 2: ANALYZE
Break a thing into parts or elements for the needed
facts to be given great concern focus or attention.

Step 5
Do Root Cause Analysis
Detect the possible causes of the problem to be solved
using Why? Why? Diagram to know some reasons
why it happened.
 Project SUMA.
Using Why? Why? Diagram
Limited time is given for
problem solving activity Lack of parents support.

28 pupils out of 47 pupils

failed the Diagnostic Test. Lack of interest in
Learning Problem Inability to understand
solving how to solve problems.

Lack of knowledge in Too lazy to read the word

solving Division. problems presented.
 Priority Root Cause Recommended Improvement

• Lack of knowledge in solving Division Provide more drills and exercises involving
Facts. division facts.

• Limited time is given for problem solving Provide an additional time at least 30
activities. minutes before and after the afternoon
session.

• Lack of interest in Learning Problem Encourage the pupils to give time and focus
solving in solving their exercises.
 Priority Root Cause Recommended Improvement
`
• Lack of parents support. Seek parents support in doing drills and
exercises of their pupils at home.

• Inability to understand how to solve Motivate them that solving problems is

problems. easy and inform them that they just need
patience and interest.

• Lack of interest to read word problems. Motivate them that in able to solve a word
problem, reading and understanding the
problem is very essential.
 PROJECT TITLE FUTURE STATE
STAGE 1: ASSESS PROJECT SUMA JANET A. BORLONGAN
School Head

STAGE 1: ASSESS
Hazel J. Puno Rodarica P. Arciaga
Facilitator
Team Leader CI Team

The CI
Team
Rosita P. Magsalay – Scribe
Rowena C. Dumayas- Communications
Mherinel P. Reyes– Documentation
Rufino M. de Robles Jr. – Process Observer

Support Staff

Jose Rex B. Gonzales

Archie B. Medina
Angela A. Antonio

BACKGROUND
Paombong Central School is a learner-centered public institution that
continuously improves itself to pursue its mission to protect and promote the right of IMPLEMENTATION PLAN
every Filipino to a quality, equitable, culture-based, and complete basic education.
We are concerned because some pupils are having a hard time solving word
problems. We tend to be caring and sympathetic towards them, that we give them tools
they need to explore whatever they’re excited about. To develop their interest in numbers
most especially in problem solving.

CURRENT STATE
Solving
Grade 6- Word Grade 6-
Out of 47 pupils, only 19
Problwms pupils passed the test in
Andres involving
Dividing Problem Solving involving Andres
Bonifacio division of
division of decimals.
Bonifacio
TEST RESULTS
STAGE 2: ANALYZE

STAGE 2: ANALYZE
decimals
PROBLEM ANALYSIS

ts support.
po
paren
of pa
Lack of
n for
givveen
e is gi
Limited tim ing aaccti tivviittyy
so lv nderstand
nd
oblem
prro
p Inab ity to und blems.
abiillit
lve pro
h
ho w to so
ow
ning
Leaarrn
iled terest in
out o
f 47 ppu piillss fa
up Lack of in m solving biililittyy to
ls ou
piils e f ab
28 pup osti
ti
Diiaagnos cs.
c te st in Problem Lack o nd word
the D he
Mathemati compprree
pr
proobblleems.
nssion
mpreheen
Lack of co s
ill
skills

LESSONS LEARNED
Step 6
Develop Solutions
Make the valid possible solutions to achieve good
results.
Supplier Input Process Output Customer
Solving Out of 47
Grade 6- pupils, only 19 Grade 6-
Exercises pupils passed
Andres of Dividing the Andres
Bonifacio Division Diagnostic Bonifacio
Test
Facts

LEARNING PROCESS
Solving Peer
Math Little Math with Learning
Coaches Teachers BFF
 Math Coaches:
Teachers give their extra time and effort
for the pupils to learn how to solve
problems during remedial class. Mother
Leaders of Brgy. San Roque also help in
remedial classes.
 Little Teachers:
SPG officers and former Grade 6 pupils
who are good in Math provide their extra
time to help other pupils in solving word
problems.
 Solving Math with BFF
Their friends who are good in word
problems help them to solve properly. It is
enjoyable to learn with the one you love.
 Peer Learning:
Learning and practicing problem solving
by group. Pupils tend to be more attentive
with their peers.
FUTURE STATE – FLOWCHART OFLEARNING PROCESS
The teacher found out
START that the classroom is
not yet ready for
learning.
Greetings and
Entering the Classroom setting 1 checking of
classroom 1 minute minute attendance 1 minute

Supervise each pupil Warm-up practice

Solving Word
while solving word solving activity
Problems
problems 5 minutes 3 minute

Looking for the Recording and

pupil with an announcing the
improved score improved pupils’
3 minutes scores 2 minutes
 PROJECT TITLE FUTURE STATE
STAGE 1: ASSESS PROJECT SUMA JANET A. BORLONGAN
School Head
Supplier Input Process Output Customer

STAGE 1: ASSESS
Hazel J. Puno Rodarica P. Arciaga
Facilitator Out
Out of
of ___
Team Leader CI Team ___
Grade 6- Solving pupils, ___
pupils, ___ Grade 6-
The CI
Team
Rosita P. Magsalay – Scribe Andres Exercises Dividing
only
only passed
passed
Andres
the
the 50-
50- item
item
Rowena C. Dumayas- Communications
Bonifacio of Division test Bonifacio
Mherinel P. Reyes– Documentation test in
in Problem
Problem
Rufino M. de Robles Jr. – Process Observer
Facts Solving
Solving

Support Staff
LEARNING PROCESS
Jose Rex B. Gonzales
Archie B. Medina Solving
BACKGROUND Angela A. Antonio Math Little Peer
Math with Learning
Coaches Teachers
BFF
Paombong Central School is a learner-centered public institution that
continuously improves itself to pursue its mission to protect and promote the right of IMPLEMENTATION PLAN
every Filipino to a quality, equitable, culture-based, and complete basic education.
We are concerned because some pupils are having a hard time solving word
problems. We tend to be caring and sympathetic towards them, that we give them tools
they need to explore whatever they’re excited about. To develop their interest in numbers
most especially in problem solving.

CURRENT STATE
Grade 6- Solving Grade 6-
Out of 47 pupils, only 19
Exercises of pupils passed the test in
Andres Division
Dividing Problem Solving involving Andres
Bonifacio Facts
division of decimals.
Bonifacio
TEST RESULTS
STAGE 2: ANALYZE

STAGE 2: ANALYZE
PROBLEM ANALYSIS

ts support.
po
paren
of pa
Lack of
n for
givveen
e is gi
Limited tim ing aaccti tivviittyy
so lv nderstand
nd
oblem
prro
p Inab ity to und blems.
abiillit
lve pro
h
ho w to so
ow
ning
Leaarrn
iled terest in
out o
f 47 ppu piillss fa
up Lack of in m solving biililittyy to
ls ou
piils e f ab
28 pup osti
ti
Diiaagnos cs.
c te st in Problem Lack o nd word
the D he
Mathemati compprree
pr
proobblleems.
nssion
mpreheen
Lack of co s
ill
skills

LESSONS LEARNED
Step 7
Finalize Improvement Plan
Construct necessary intervention plan for the
project improvement to be successful.
 CONDUCTING GRADE 6 TEACHERS
MEETING FOR THE FINALIZATION OF PLAN
PRESENTING THE MATERIALS TO THE CI
TEAM FOR THE FINALIZATION OF PLAN
TALKING WITH THE BRGY. CHAIRMAN WITH THE CI
TEAM FOR THE FINALIZATION OF PLAN
TALKING WITH THE SPG OFFICERS FOR THE
FINALIZATION OF PLAN
LAUNCHING OF PROJECT SUMA TO THE PARENTS
TOGETHER WITH CI TEAM FOR THE FINALIZATION
OF PLAN
 IMPLEMENTATION PLAN FOR CONTINUOUS IMPROVEMENT PROGRAM
“PROJECT SUMA”
(Solving and Understanding Mathematical Analysis)
PROJECT STAGES ACTIVITIES OUTPUTS.Y. 2019-2020
PERSON’S INVOLVED TIME FRAME SOURCES OF FUND
1. Get Organized CI Team with      
Assigned Role and CI Team September Local Fund
Responsibility 2019
2. Talk With Costumers Voice of the CI Team    
Customers Data Teachers September Local Fund
Gathered Parents 2019
Pupils
A. Assess 3. Walk the Process Identified Causes of      
the Current Problem CI Team September Local Fund
SIPOC 2019  

4. Identify Improvement Areas Focused      

Problem Definition CI Team October Local Fund
2019
5. Do Root Cause Why-Why CI Team   Local Fund
Analysis Diagram
  October
2019
  Proposed CI Team    
6. Develop Possible Teachers Local Fund
October
B. Analyze Solutions Solutions Pupils and Parents 2019
        Solicitation
7. Finalize Improvement Plans Implementation CI Team Of Financial Support
October
Plan Chart   2019 From Selected Teachers
And Parents 
8. Pilot Solution Identified Pilot CI Team October Local Fund
Solutions 2019  
9. Roll-Out Roll- Out Plan/ CI Team   Local Fund
Solution Gantt Chart  
November-December
C. Act 2019
10. Check Progress Pupils Problem CI Team    
Solving sPerformance Teachers January-February Local Fund
Result Parents 2020
 PROJECT TITLE FUTURE STATE
STAGE 1: ASSESS PROJECT SUMA JANET A. BORLONGAN
School Head
Supplier Input Process Output Customer

STAGE 1: ASSESS
Hazel J. Puno Rodarica P. Arciaga
Facilitator Out
Out of
of ___
Team Leader CI Team ___
Grade 6- Solving pupils, ___
pupils, ___ Grade 6-
The CI
Team
Rosita P. Magsalay – Scribe Andres Exercises Dividing
only
only passed
passed
Andres
the
the 50-
50- item
item
Rowena C. Dumayas- Communications
Bonifacio of Division test Bonifacio
Mherinel P. Reyes– Documentation test in
in Problem
Problem
Rufino M. de Robles Jr. – Process Observer
Facts Solving
Solving

Support Staff
LEARNING PROCESS
Jose Rex B. Gonzales
Archie B. Medina
Solving
BACKGROUND
Angela A. Antonio Peer
Math Little
Math with Learning
Coaches Teachers
BFF
Paombong Central School is a learner-centered public institution that
continuously improves itself to pursue its mission to protect and promote the right of IMPLEMENTATION PLAN
every Filipino to a quality, equitable, culture-based, and complete basic education. PROJECT STAGES ACTIVITIES OUTPUT PERSON’S INVOLVED TIME FRAME SOURCES OF FUND
We are concerned because some pupils are having a hard time solving word 1. Get Organized CI Team with Assigned Role and
Responsibility
 
CI Team
 
September
2019
 
Local Fund

problems. We tend to be caring and sympathetic towards them, that we give them tools 2. Talk With Costumers CI Team  
Voice of the Customers Data  
Gathered Teachers Local Fund
September
Parents 2019
Pupils
A. Assess
they need to explore whatever they’re excited about. To develop their interest in numbers 3. Walk the Process Identified Causes of the Current
Problem
SIPOC
 
CI Team
 
September
2019
 
Local Fund
 

most especially in problem solving. 4. Identify Improvement Areas Focused

Problem Definition
 
CI Team
 
October
2019
 
Local Fund

5. Do Root Cause Why-Why CI Team Local Fund

CURRENT STATE
 
Analysis Diagram
October
  2019
  Proposed CI Team    
6. Develop Possible Teachers Local Fund
October
B. Analyze Solutions Solutions
Pupils and Parents 2019
        Solicitation
7. Finalize Improvement Plans Implementation CI Team Of Financial Support
Plan Chart October
  From Selected Teachers
Out of 47 pupils, only 2019
And Parents 

Solving 19 pupils passed the Grade 6- 8. Pilot Solution Identified Pilot

Solutions
CI Team October Local Fund
 
Grade 6- Andres 2019

Bonifacio Exercises of Dividing test in Problem Andres 9. Roll-Out

Solution
Roll- Out Plan/
Gantt Chart
CI Team  
November-December
Local Fund
 
C. Act

TEST RESULTS
Division Facts Bonifacio 2019
STAGE 2: ANALYZE

STAGE 2: ANALYZE
Solving involving 10. Check Progress Pupils Reading Performance
Result
CI Team
Teachers
 
January-February
 
Local Fund
division of decimals. Parents 2020

PROBLEM ANALYSIS
ts support.
po
paren
of pa
Lack of
n for
givveen
e is gi
Limited tim ing aaccti tivviittyy
so lv nderstand
nd
oblem
prro
p Inab ity to und blems.
abiillit
lve pro
h
ho w to so
ow
ning
Leaarrn
iled terest in
out o
f 47 ppu piillss fa
up Lack of in m solving biililittyy to
ls ou
piils e f ab
28 pup osti
ti
Diiaagnos cs.
c te st in Problem Lack o nd word
the D he
Mathemati compprree
pr
proobblleems.
nssion
mpreheen
Lack of co s
ill
skills

LESSONS LEARNED
 STAGE 3: ACT
Perform or Implement the plan with the possible
solutions.

Step 8
Pilot Solution
Actual first trial implementation of the possible
solutions.
 Using the “PCS Project SUMA”
It is a teaching strategy in solving division facts which involves compassion to
the learner. It is use to enlighten the pupils’ mathematical skills throughout the
use of various interventions for the enhancement of pupils solving ability.
We tend to be loving and compassionate towards them, that we instill love for
numbers and give them the tools they need to explore whatever they’re excited
about. How do we do that? By not forcing them to learn, but by being a role
model for them and showing your enthusiasm for learning, by exposing them to
all kinds of exciting things and talking with them about it and learning about
these things together, by helping them explore things that excite them. Do not
make a Math subject especially problem solving a nightmare for them, encourage
them, let them enjoy, don’t force them to solve if they don’t want to instead
develop their interest in dividing numbers. And let the child see how much fun
and important the skill is.
 STEPS OF THE PILOT SOLUTION
“Project SUMA”
1. Teacher executes drill (division).
2. Teacher chooses problems that are not hard to solve for beginners.
3. Call on some pupils to solve the problems on the board.
4. In chorus, let them state the steps in solving word problems..
5. Assisting in solving word problems and give more problem solving drills.

LITTLE TEACHERS help them in solving word problems, other solve with their peer group
and with their friends. Math coaches are the teachers in other grade level and Mother Leaders
of Barangay San Roque wherein the school is situated. Little teachers are the Supreme Pupils
Government Officers and the math Club members. Their peer group are the grade 6 pupils
that study Problem Solving by group.
Pre- Assessment
No NAME DIAGNOSTIC No. NAME DIAGNOSTIC TEST
. TEST RESULT  RESULT 
1. Alfaro, Euri M. 12  15. Cajucom, Dhaina Glory S. 9
2. Bulawit, Jhian Jay S.A.  7 16. Capulong, Lexalene Kryz B. 11
3. Clemente, John Rain C. 9  17. Celin, Leianne Sophia C. 14
4. Cruz, Rio James J.  11 18. Geronimo, Belyn Jane 16
5. Culalic, Joshua S.  10 19. Malate, Kellen Xantal G. 13
6. De Guzman, Carlos Joseph  13 20. Monzon, Melanie S.D. 10
7. De leon, Rich Ian N.  11 21. Omilan, Mica S.F. 14
8. Flores, Mart Anthony C.  8 22. Padama, Shaina Ashly V. 13
9. Ganotisi, Emjay B.  10 23. Reyes, Mhikyla Elaine C. 11
10. Natividad, Jethrew N.  9 24. Reyes, Pauleen Jane I. 18
11. Ronquillo, Julian Paul B.  11 25. Salamat, Gwyneth A. 15
12. Ste. Felipe, John Lloyd G.  10 26. Sansales, Bea B. 16
13. Sumbillo, Neil Ashley M.  12 27. Santos, Paula Mayete H. 13
14. Agabin, Shaira Mae Ann B.  13 28. Valde, Shane Margaret G. 12
 Math Coaches:
Math Coaches exert time and effort for the pupils remediation.
 Math Coaches:
Math Coaches exert time and effort for the pupils remediation.
 Math Coaches:
Barangay San Roque’s Mother Leaders exert time and effort for the pupils’ remediation.
 Math Coaches:
Architect Anthony C. Agustin exerted his time and effort to share his knowledge to the group.
 Little Teachers:
PCS alumni exerted their time and effort for the pupils’ remedial classes.
 Little Teachers:
SPG Officers and Math Club members exerted their time and effort for the pupils’ remedial classes.
 Little Teachers:
SPG Officers, Math Club members, and alumni exerted their time and effort for the pupils’ remedial classes.
 Solving Math with BFF
Their friends who are good in Math help them in solving Word Problems. It is more enjoyable to deal with
numbers with the one you love.
 Peer Learning
Learning and practicing problem solving by group. Pupils tend to be attentive with their peers.
 Progress Monitoring
NAME SCORES IN PROBLEM SOLVING EXERCISES

No. Male  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 TOTAL

1. Alfaro, Euri M.  4 7 7 6 5 7 7 7 7 7 6 7 7 7 6 6 5 7 7 7 129

2. Bulawit, Jhian Jay S.A. 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 140
3. Clemente, John Rain C.  7 5 7 7 7 7 7 7 7 7 7 7 7 7 7 5 7 7 7 7 136
4. Cruz, Rio James J. 7  5 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 138
5. Culalic, Joshua S.  7 5 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 138
6. De Guzman, Carlos Joseph  7 5 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 138
7. De leon, Rich Ian N.  7 5 6 7 7 7 7 7 7 7 7 7 7 7 7 7 6 6 7 7 135
8. Flores, Mart Anthony C. 7  5 7 7 7 7 6 5 6 6 7 6 7 7 7 6 7 7 7 7 131
9. Ganotisi, Emjay B.  7 7 7 7 7 7 7 7 5 7 7 7 7 7 7 7 7 7 7 7 138
10. Natividad, Jethrew N. 7  3 3 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 132
11. Ronquillo, Julian Paul B.  7 5 3 7 7 5 7 5 7 6 7 7 6 7 5 7 4 7 7 7 123
12. Ste. Felipe, John Lloyd G.  7 5 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 138
13. Sumbillo, Neil Ashley M. 7  5 7 5 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 136
 Progress Monitoring
NAME SCORES IN PROBLEM SOLVING EXERCISES
No. Female  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 TOTAL
14. Agabin, Shaira Mae Ann B.  2 2 5 5 4 4 7 7 4 7 7 7 6 7 7 6 7 7 7 7 115
15. Cajucom, Dhaina Glory S.  5 7 7 7 5 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 136
16. Capulong, Lexalene Kryz B. 7  7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 140
17. Celin, Leianne Sophia C.  4 3 7 7 6 5 5 4 2 7 7 7 4 7 7 7 7 7 7 7 117
18. Geronimo, Belyn Jane 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 140
19. Malate, Kellen Xantal G. 5 5 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 136
20. Monzon, Melanie S.D.  5 4 6 7 7 7 5 6 4 7 6 7 5 7 6 7 7 7 7 7 124
21. Omilan, Mica S.F.  7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 140
22. Padama, Shaina Ashly V.  6 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 139
23. Reyes, Mhikyla Elaine C.  5 5 7 7 6 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 135
24. Reyes, Pauleen Jane I.  7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 140
25. Salamat, Gwyneth A.  7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 140
26. Sansales, Bea B.  7 7 6 4 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 137
27. Santos, Paula Mayete H. 5  7 7 7 5 7 7 7 6 6 7 7 5 7 7 7 7 7 7 7 134
28. Valde, Shane Margaret G.  5 5 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 136
 0
100
120
140

20
40
60
80
Alfaro, Euri M.
129

Bulawit, Jhian Jay S.A.

Clemente, John Rain C.
Cruz, Rio James J.
Culalic, Joshua S.
De Guzman, Carlos Joseph
140 136 138 138 138

De leon, Rich Ian N.

Flores, Mart Anthony C.
Ganotisi, Emjay B.
Natividad, Jethrew N.
135 131 138 132

Ronquillo, Julian Paul B.

123

Ste. Felipe, John Lloyd G.

Progress Monitoring

Sumbillo, Neil Ashley M.

138 136

Agabin, Shaira Mae Ann B.

115

Cajucom, Dhaina Glory S.

Capulong, Lexalene Kryz B.
136 140

Celin, Leianne Sophia C.

117

Geronimo, Belyn Jane

Malate, Kellen Xantal G.
140 136

Monzon, Melanie S.D.

124
in Problem Solving

Omilan, Mica S.F.

Padama, Shaina Ashly V.
140 139

Reyes, Mhikyla Elaine C.

135

Reyes, Pauleen Jane I.

Salamat, Gwyneth A.
Exercises

Sansales, Bea B.
140 140 137

Santos, Paula Mayete H.

Valde, Shane Margaret G.
134 136
Step 9
Roll- Out Solution
Application of the possible solutions to the other
customers for the effective results.
 Other teachers teaching Math and pupils were satisfied with the project seeing
the progress of pupils in solving word problems.
 Other teachers teaching Math and pupils were satisfied with the project seeing
the progress of pupils in solving word problems.
 Comparison Results of Pre and Post Test
NAME SCORES IN NAME SCORES IN
Male PRE TEST POST-TEST Female PRE TEST POST-TEST
Alfaro, Euri M. 12  44 Agabin, Shaira Mae Ann B.  13 47
Cajucom, Dhaina Glory S. 9 41
Bulawit, Jhian Jay S.A.  7 47 Capulong, Lexalene Kryz B. 11 47
Clemente, John Rain C. 9  45 Celin, Leianne Sophia C. 14 43
Cruz, Rio James J.  11 49 Geronimo, Belyn Jane 16 47
 10 Malate, Kellen Xantal G. 13 47
Culalic, Joshua S. 44 Monzon, Melanie S.D. 10 45
De Guzman, Carlos Joseph  13 47 Omilan, Mica S.F. 14 48
De leon, Rich Ian N.  11 46 Padama, Shaina Ashly V. 13 46
Reyes, Mhikyla Elaine C. 11 47
Flores, Mart Anthony C.  8 46 Reyes, Pauleen Jane I. 18 47
Ganotisi, Emjay B.  10 46 Salamat, Gwyneth A. 15 48
Natividad, Jethrew N.  9 40 Sansales, Bea B. 16 47
Santos, Paula Mayete H. 13 46
Ronquillo, Julian Paul B.  11 45 Valde, Shane Margaret G. 12 47
Ste. Felipe, John Lloyd G.  10 49
Sumbillo, Neil Ashley M.  12 47
 Comparison Results of Pre and Post Test

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PRE TEST POST-TEST PRE TEST POST-TEST

 Out of 28 pupils who failed in the diagnostic test, Project
SUMA aims to increase the percentage on pupils’ skills on
Problem Solving by 75% or 21 pupils.

At the end of project implementation, it was found

that 28 out of 28 or 100 % pupils passed the Test.
It is from this findings that the “Project SUMA” served as
great help and effective innovation that enhanced the
grade 6 pupils’ Problem Solving Skills.
 FEEDBACK FROM CUSTOMERS
• 10 out of 10 parents of slow learners said that it
was very helpful to their children.
• 100% of the teachers said that it was very
effective.
• 100% of the pupils said that it was fun and lively.
• All the teachers observed that the pupils enjoyed
the strategy.
• It was very useful according to 10 out of 10
parents.
 COMPARISON RESULTS OF PRE AND POST TEST
PROJECT SUMA (SOLVING AND UNDERSTANDING MATHEMATICAL ANALYSIS)
NAME SCORES IN NAME SCORES IN
Female PRE TEST POST-TEST
Male PRE TEST POST-TEST
Agabin, Shaira Mae Ann B. 18 60
Alfaro, Euri M. 17 60 Cajucom, Dhaina Glory S. 15 60
Bulawit, Jhian Jay S.A.  12 60 Capulong, Lexalene Kryz B. 18 60
Clemente, John Rain C. 16 60 Celin, Leianne Sophia C. 17 60
Cruz, Rio James J.  7 60 Geronimo, Belyn Jane 16 60
Culalic, Joshua S.  15 60 Malate, Kellen Xantal G. 13 60
De Guzman, Carlos Joseph 18  60 Monzon, Melanie S.D. 11 60
De leon, Rich Ian N.  17 60 Omilan, Mica S.F. 14 60
Flores, Mart Anthony C.  11 Padama, Shaina Ashly V. 18 60
60
Reyes, Mhikyla Elaine C. 12 60
Ganotisi, Emjay B. 10 60
Reyes, Pauleen Jane I. 16 60
Natividad, Jethrew N. 16  60 Salamat, Gwyneth A. 18 60
Ronquillo, Julian Paul B.  13 60 Sansales, Bea B. 12 60
Ste. Felipe, John Lloyd G.  6 60 Santos, Paula Mayete H. 13 60
Sumbillo, Neil Ashley M. 14  60 Valde, Shane Margaret G. 15 60
 COMPARISON RESULTS OF PRE AND POST TEST
PROJECT SUMA (SOLVING AND UNDERSTANDING MATHEMATICAL ANALYSIS)

60 60

50
50

40
40

30
30

20
20

10
10

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. . . . . . . . . . . .
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PRE TEST POST-TEST

 Lessons Learned
Through the PCS CI Team, Teachers,
Parents, and Pupils’ full cooperation we
have proven that dividing the job will
multiply good results. Thus, problems
are solved!
 PROJECT TITLE FUTURE STATE
STAGE 1: ASSESS PROJECT SUMA JANET A. BORLONGAN
School Head
Supplier Input Process Output Customer

STAGE 1: ASSESS
Hazel J. Puno Rodarica P. Arciaga
Facilitator Out
Out of
of ___
Team Leader CI Team ___
Grade 6- Solving pupils, ___
pupils, ___ Grade 6-
The CI
Team
Rosita P. Magsalay – Scribe Andres Exercises Dividing
only
only passed
passed
Andres
the
the 50-
50- item
item
Rowena C. Dumayas- Communications
Bonifacio of Division test Bonifacio
Mherinel P. Reyes– Documentation test in
in Problem
Problem
Rufino M. de Robles Jr. – Process Observer
Facts Solving
Solving

Support Staff
LEARNING PROCESS
Jose Rex B. Gonzales
Archie B. Medina Solving
BACKGROUND Angela A. Antonio Math Little Peer
Math with Learning
Coaches Teachers
BFF

Paombong Central School is a learner-centered public institution that IMPLEMENTATION PLAN

continuously improves itself to pursue its mission to protect and promote the right of PROJECT STAGES
1. Get Organized
ACTIVITIES OUTPUT
CI Team with Assigned Role and
PERSON’S INVOLVED
 
TIME FRAME
 
SOURCES OF FUND
 
Responsibility CI Team Local Fund

every Filipino to a quality, equitable, culture-based, and complete basic education.

September
2019
2. Talk With Costumers Voice of the Customers Data CI Team    
Gathered Teachers Local Fund

We are concerned because some pupils are having a hard time solving word
September
Parents 2019
Pupils
A. Assess 3. Walk the Process Identified Causes of the Current      

problems. We tend to be caring and sympathetic towards them, that we give them tools
Problem CI Team Local Fund
SIPOC September
2019  

4. Identify Improvement Areas Focused      

they need to explore whatever they’re excited about. To develop their interest in numbers
Problem Definition CI Team Local Fund
October
2019
5. Do Root Cause Why-Why CI Team Local Fund

CURRENT STATE
 

most especially in problem solving. Analysis Diagram

October
  2019
  Proposed CI Team    
6. Develop Possible Teachers Local Fund
October
B. Analyze Solutions Solutions
Pupils and Parents 2019
        Solicitation
7. Finalize Improvement Plans Implementation CI Team Of Financial Support
Plan Chart October
  2019 From Selected Teachers
And Parents 
8. Pilot Solution Identified Pilot CI Team October Local Fund
Solutions  
2019
9. Roll-Out Roll- Out Plan/ CI Team   Local Fund
Out of 47 pupils, only 28 Grade 6- C. Act
Solution Gantt Chart
November-December  
Solving

TEST RESULTS
2019
Grade 6- Andres
STAGE 2: ANALYZE

STAGE 2: ANALYZE
pupils passed the test in
Bonifacio Exercises of Dividing Andres 10. Check Progress Pupils Reading Performance
Result
CI Team
Teachers
 
January-February
 
Local Fund
Problem Solving Parents 2020
Division Facts
involving division of Bonifacio
decimals.
TEST RESULTS NAME SCORES IN

PROBLEM ANALYSIS
NAME SCORES IN
Male PRE TEST POST-TEST Female PRE TEST POST-TEST
Alfaro, Euri M. 17 60 Agabin, Shaira Mae Ann B. 18 60
Bulawit, Jhian Jay S.A.  12 60 Cajucom, Dhaina Glory S. 15 60
Clemente, John Rain C. 16 60 Capulong, Lexalene Kryz B. 18 60
port.
rents sup
Cruz, Rio James J.  7 60 Celin, Leianne Sophia C. 17 60
Lack of pa Culalic, Joshua S.  15 60 Geronimo, Belyn Jane 16 60
De Guzman, Carlos Joseph 18  60 Malate, Kellen Xantal G. 13 60
for
e is given De leon, Rich Ian N.  17 60 Monzon, Melanie S.D. 11 60
Limited tim ing activity tand Flores, Mart Anthony C.  11 60 Omilan, Mica S.F. 14 60
problem
so lv to unders s.
Inability Ganotisi, Emjay B. 10 60 Padama, Shaina Ashly V. 18 60
lve problem Reyes, Mhikyla Elaine C. 12 60
how to so
Natividad, Jethrew N. 16  60
Ronquillo, Julian Paul B.  13 60 Reyes, Pauleen Jane I. 16 60
Learning Salamat, Gwyneth A. 18 60
iled terest in Ste. Felipe, John Lloyd G.  6 60
out of 47
pupils fa Lack of in m solving bility to Sumbillo, Neil Ashley M. 14  60
Sansales, Bea B. 12 60
28 pupils gnostic test in Probl e Lack of a Santos, Paula Mayete H. 13 60
the Dia h e nd word Valde, Shane Margaret G. 15

LESSONS LEARNED
60
Mathem
atics. compre s.
pro m
ble
ion
mprehens
Lack of co s
skill Through the PCS CI Team, Teachers, Parents, and Pupils’ full
cooperation, we have proven that dividing the job will multiply good results.
Thus, problems are solved!
 Support School’s Project SUMA
The newest and the latest CIP project of Paombong Central School…
Project SUMA (Solving and Understanding Mathematical Analysis).

Successful implementation of Project SUMA in PCS seems to be one of the

challenging task to undertake. Team SUMA against the 28 Grade 6 pupils who
cooperated and did their best to make our purpose a reliable one. To make a set of
pupils with knowledge in division facts and Problem Solving is really a hard task to do
to carry out the best input.

But dedication to work, steadfastness and hope leap over extraneously for the
people behind this project: Our Principal, Project SUMA Team, Grade 6 pupils, Mother
leaders, SPG officers and parents who pursue and drive the fear by performing the
different activities.
 Indeed, “ Practice makes perfect” and truly leads to
effective learning, Project SUMA is an answer to have a
successful ability level and learning styles in the
division fundamental operation.

Logical and step by step presentation of division of

decimal lesson makes it easy for them to understand
different math concepts, and solve Math problems with
different degrees of difficulty. Variety of activities in the
implementation of this Project SUMA makes the pupils
confident problem solvers.
Thank you
and God
bless us all!