Saud Elementary School
Narrative Report on the Mathematics Action Plan
School Year 2024–2025
Prepared by: [Your Name]
Date: August 2025
I. Introduction
The Mathematics Action Plan of Saud Elementary School for School Year 2024–2025 was
developed to strengthen foundational numeracy skills, promote mathematical thinking, and
improve overall performance in mathematics across all grade levels. The plan emphasized
assessment-driven instruction, peer collaboration, structured literacy integration, and teacher
capacity-building. This narrative report outlines the implementation and accomplishments of six
key activities from the action plan.
II. Implementation Highlights
1. Conduct of Numeracy Assessment / Rapid Mathematics Assessment (RMA)
To determine the current numeracy levels of learners from Grades 1 to 6, a school-wide RMA
was administered in June 2024. This assessment provided baseline data crucial for identifying
learners in need of intervention. Teachers used the results to create differentiated instruction
plans, focusing on foundational skills such as number recognition, place value, basic operations,
and problem-solving. The RMA served as the cornerstone for all succeeding math-related
interventions.
2. Mathematics Class Literacy / Numeracy Program
In response to the assessment results, the school launched the Mathematics Class
Literacy/Numeracy Program, implemented year-round. This initiative combined math
instruction with literacy strategies to enhance learners' understanding of mathematical terms,
concepts, and problem-solving strategies. Structured classroom activities, such as math
journaling, vocabulary games, and guided reading of math-related texts, helped bridge gaps in
comprehension. Learners showed improvement in written and oral numeracy tasks and
demonstrated better performance in solving word problems.
3. Math Buddy Program
To further support struggling learners, particularly in Grades 3 to 6, the Math Buddy Program
was introduced. This peer tutoring initiative matched proficient students with those who
needed academic assistance. With guidance from math teachers and SELG officers, peer tutors
conducted regular sessions focused on basic operations and conceptual understanding. The
program not only enhanced the academic performance of struggling learners but also fostered
leadership, responsibility, and collaboration among peer tutors.
4. Math Weekly Challenge Corner
Launched in August 2025, the Math Weekly Challenge Corner aimed to make daily math
practice enjoyable and engaging. Teachers posted short and fun math problems in strategic
classroom areas, which learners solved individually or in groups. This low-cost initiative
encouraged critical thinking and healthy competition among students. Initial results indicated
improvements in learners' speed and accuracy in solving routine math problems, and many
students began looking forward to the weekly challenges.
5. Conduct of SLAC Session on Improvisation and Instrumentation in Mathematics
To support teachers in delivering more effective and resourceful math instruction, a School
Learning Action Cell (SLAC) session was conducted in September 2024. The session focused on
the use of improvised instructional materials using readily available local resources. Math
teachers participated actively, sharing ideas and best practices on how to creatively teach
abstract math concepts using simple tools. The SLAC promoted professional growth and
inspired collaborative learning among teachers.
6. Design of Improvised Teaching-Learning Materials Using Design Thinking
Following the SLAC, teachers applied the design thinking process to create classroom-ready
instructional materials tailored to their learners' needs. Emphasizing empathy, ideation,
prototyping, and testing, teachers designed innovative tools such as number cards, fraction
boards, and place value kits using recycled or low-cost materials. These materials were pilot-
tested in classrooms and refined based on learner feedback and effectiveness. The initiative
empowered teachers to become problem-solvers and innovators within their own classrooms.
III. Conclusion
The successful implementation of the Mathematics Action Plan for SY 2024–2025 has resulted
in measurable improvements in both learner performance and teacher practice. The
combination of data-driven instruction, peer-supported learning, engaging challenges, and
teacher-led innovation fostered a culture of excellence in math education at Saud Elementary
School. Continued support, monitoring, and enhancement of these initiatives are recommended
to sustain and further advance numeracy outcomes in the coming school year.
