Republic of the Philippines

Department of Education
Negros Island Region
SCHOOLS DIVISION OF NEGROS ORIENTAL
[Link]
Santa Catalina District II
Cawitan Elementary School

INTERVENTION PLAN FOR EMERGING LEARNERS(NOT PROFICIENT AND LOW PROFICIENT ) IN

RMA RESULTS
TARGET OBJECTIVE INTERVE TIMEF MATERIALS/RESOURCES Persons Success
NTION
ACTIVITIES NEEDED Involved
SKILL S RAME Indicator
Task A:  To count to Use a 100 chart daily to count aloud Number charts (1–100) Students/
Number 100 (includes together Number flashcards Teacher
and counting and Count forward and backward from Number line
Algebra • down from various starting points (e.g., “Start at Mini whiteboard and markers
given 7 and count to 20”) Manipulatives (counters, cubes,
Count up numbers. Practice pointing to numbers while beads)
to 100 To identify a counting Worksheets and online games
(includes number that Use manipulatives to build
counting is 1 more or understanding of quantity and
up and 1 less than a sequence Year
down from given One on one Practice counting Round
a given number. remediation forward/backward starting from a
To read and with the number other than 1 (e.g., “Count
number 
write numerals learner from 43 to 58”)
and
up to 100. Use flashcards or dice to randomly
identifying
To order generate a starting number
a number numbers up Continue using the number line
that is 1 to 20 from and chart for visual support
more or 1 smallest to Use number lines and manipulatives
less than largest and to identify 1 more / 1 less
a given vice versa.
number)
(NAG1Q1-
LC4) • Students/
Teacher
Read and
write
numerals
up to 100
(NAG1Q1-
LC5) • Week 1–2: Introducing Halves
Order Use paper folding to make halves
(fold paper circles, squares)
numbers Cut playdough shapes or paper food
up to 20 Correctly items in half
from illustrate 1/2 One on one Label halves (1/2) and match Year
smallest and 1/4 of remediatio symbols to visual parts Round
to largest, various shapes n with the Practice showing 1 whole = 2 halves
and vice and objects learner Week 3–4: Introducing Fourths
versa Accurately (Quarters)
(NAG1Q1- count halves Explore the meaning of “one-
LC8) and quarters fourth”: 4 equal parts
(e.g., 1 whole = Cut paper shapes into four parts
2 halves, 1 using folding
Task B: whole = 4 Use real-life examples: Pizza,
Number quarters) pie, chocolate bar, etc. Paper shapes (circles,
and With 90% Label 1/4 and discuss how 4 rectangles, squares)
Algebra accuracy in 4 quarters make a whole. Playdough, clay, or paper for
• out of 5 tasks Week 5: Comparing and folding
Illustrate Counting Fractions Plastic or paper plates
one-half Practice counting in halves: ½, 1 Food cutouts (pizza, apple, pie
and one- whole, 1½, 2 wholes visuals)
Practice counting in quarters: ¼, ½, Drawing materials
fourth as
¾, 1 Fraction strips
parts of a Use fraction strips or towers to Flashcards (½, ¼)
whole show how parts build up to wholes Simple fraction games
(NAG1Q4- Week 6: Review and Apply
LC1) Mixed activities: identify, illustrate,
• Count and count ½ and ¼
halves Solve simple real-life fraction
and problems (e.g., “You have 1 apple,
quarters cut in 4 equal parts. How many is
one-fourth?”)
(NAG1Q4-
LC3)
Task C: Accurately solve Concrete Stage: Counters (buttons, blocks, Student  Learner
Number addition Week 1: beads, beans) s/ demonstrat
and problems up One on Use physical objects Number line and number chart Teacher es
Algebra to 20 using one (counters, linking (1–100) understandi
• Illustrate “counting up” remediatio cubes, bottle caps) Year Base-10 blocks
addition of and “putting n Round Ten frames
ng of
to show “putting
numbers together” together.” Example: Pictorial task cards addition as
with sums strategies with "Here are 7 red Whiteboard and markers “putting
up to 20 concrete and counters and 5 blue Worksheets and math journals together”
using s pictorial models counters. How Dice and number flashcards and
variety of Accurately add many all together?" “counting
concrete 2-digit + 1- Learner physically up” using
and digit and 2- combines them and appropriate
pictorial digit + 2-digit counts all. models.
models and numbers Pictorial Stage:  Learner
describe without Transition to
addition as regrouping, accurately
drawing pictures
“counting using solves
(circles, stars) or
up” manipulatives using ten frames. addition
and and drawings Week 2: problems up
“putting With at least Begin “counting on” to 20 using
together” 90% accuracy from the larger visual or
(NAG1Q1- in 4 out of 5 number. concrete
LC11) tasks Ex: Draw 8, then aids
• Add count on 3 more: 9, independen
numbers 10, 11.
with sums tly.
Week 3:  Learner
up to 100, Use number lines
without completes
and fingers to
regrouping reinforce "counting addition
using a on." Give simple tasks
variety word problems to involving 2-
of concrete apply the strategy. digit
and numbers
Week 4:
pictorial
Mix activities: Show (no
models for:
problem in different regrouping)
o 2-digit
ways (ten frames,
and 1-digit picture, number with
numbers, line), learner improved
and chooses a method accuracy
o 2-digit and explains. and
and 2-digit Addition up to
numbers
confidence.
100 (No
regrouping)
Wee
Activities
k
Concrete
Stage: Use
base-ten
blocks to
model 2-digit
+ 1-digit
numbers. Ex:
42 + 6 →
Show 4 tens
and 2 ones,
then add 6
ones.
Pictorial
Stage: Draw
tens and
ones (sticks
and dots).
Week
Practice
6
problems like
23 + 5, 41 +
6. Ensure no
regrouping
needed.
Use number
lines or 100
chart to add
numbers.
Week
Start with
7
the 2-digit
number,
jump forward
by 1s or 10s.
Week Move to 2-
8 digit + 2-
digit
numbers.
Still using
base-ten
blocks and
 Wee
Activities
k
drawings.
Emphasize
alignment
(tens with
tens, ones
with ones).
Begin
transitioning
to abstract
(numbers
only) with
scaffolding.
Week Continue
9 using
pictorial as
needed.
Practice
solving and
explaining
the method.
Task D: Concrete: Counters, bottle caps, small Student ✅ Illustrate
Illustrate To Use counters, toys s/ subtraction up to
subtraction understand toys, blocks Base-ten blocks (or printed cut- Teacher 20 using objects
involving subtraction to show outs) and drawings
numbers up to 20 taking away. Year Number lines
up to 20 round 100 chart
✅ Explain
using models. One on One Example:
using a Week “Start with 10 Ten frames subtraction as
remediatio
variety of Apply 1 cubes. Take Drawing paper and markers "taking away" and
n session
concrete subtraction away 4. How Flashcards show it using
and strategies many left?” Subtraction story problem cards number lines or
pictorial with numbers Encourage pictures
models and < 100 (no learner to ✅ Solve 2-digit
describe regrouping) describe the minus 1-digit and
subtraction action. 2-digit minus 2-
as “taking Pictorial: digit subtraction
away” Draw items
(NAG1Q1- problems (without
(stars,
LC5) regrouping) using
circles), cross
• Subtract out to concrete and
numbers Week pictorial strategies
subtract.
where both 2 ✅ Begin solving
Example:
numbers Draw 8 abstract problems
are less apples. Cross with minimal
than 100 out 3. Count support
using what's left.
concrete Week Combine both
and
pictorial approaches.
models, Introduce
without number line
regrouping: for counting
o 2-digit backward.
minus 1- Simple word
3
digit problems (e.g.,
numbers, “You had 9
and sweets, ate 4,
o 2-digit how many
minus 2- left?”)
digit
numbers.
One on Concrete:
one Use base-ten
remediatio blocks to
n session model 2-digit
Week numbers.
4 Remove 1-
digit from
ones place.
Example: 45 –
3=?
Pictorial:
Draw tens
(sticks) and
Week ones (dots).
5 Subtract by
crossing out.
Example: 62 –
5
Week 6

Word problems with

2-digit – 1-digit. Use number
lines or 100 charts to count
backward.
Week 7
Concrete: Use base-ten blocks
for subtraction like 63 – 41.
Remove tens and ones.
Week 8
Pictorial: Draw tens and ones.
Practice problems like 54 – 32,
76 – 45.

Task E: Recognize and Session 1:Introduction to shapes and Year  Real-life cut-out shapes (in Identified a shape
Measureme name triangles, features round different sizes and orientations) shown.
nt and rectangles, and Show large cut-outs of triangle,  Flashcards with shapes
Geometry squares. square, rectangle.  Visual aids (posters or anchor Student
Identify  Identify these  Discuss number of sides and charts) s/
simple 2- shapes One on One corners.  Interactive digital games
remediatio Teacher
dimensiona regardless of  Let learners trace shapes in (optional)
l shapes size or n session the air and on paper.  Shape songs or videos
(triangle, orientation  Whiteboard and markers
rectangle, (e.g., turned Session 2: Matching and sorting  Worksheets and coloring
square) of sideways or  Match real objects to shape cards. pages
different upside down).  Sort cut-outs into groups (all Sort a mixed pile of
sizes and in Differentiate triangles together, etc.). shapes correctly.
orientations among the  Use a "Shape Hunt" around the
(MGG1Q1- shapes based classroom.
LC1) on sides and Session 3: Orientation Challenge
corners.  Show rotated shapes and ask for
identification. Identified a rotated
 “What Shape is This?” game with shape correctly.
turned shapes.
 Use mirror or flip cards.

Session 4: Size Doesn’t Matter

 Use small, medium, and large
versions of each shape.
 “Find the Same Shape” activity Identified shapes of
regardless of size. varying sizes.
Session 5: Review and Apply
 Mixed-shape bingo or memory
card game.
 Coloring worksheet: Color all Mixed-shape test
triangles blue, rectangles red, etc. (identified and
named each shape
regardless of size
or orientation)

Session 1: What is a Pattern?

 Use blocks/beads to model simple
Task F:  Recognize patterns. Identified the next
Number simple  Ask learners to say the pattern term in a visual
and repeating aloud (e.g., red-blue-red-blue). Year  Pattern blocks, colored
One on and rhythmic AB
Algebra patterns one  Group clap or drum patterning Round cubes, beads pattern.
Determine  Predict and remediatio (e.g., clap-stomp-clap-stomp).  Visual pattern cards (e.g.,
the next determine the n session red-blue-red-blue...)
term/s in a next item(s) in a Session 2: Visual Patterns (Art-  Art supplies (colored paper,
repeating given pattern. Based) markers, glue)
pattern  Create their  Use cut-out shapes or drawings  Drums or clapping rhythms
(patterns own repeating (e.g., circle-square-circle...). (for auditory patterns)
could use patterns using  Introduce AAB and ABB patterns  Movement cards (e.g., jump, Completed a
rhythmic sound, using art (colors, shapes). clap, stomp) worksheet with
properties, movement,  Let learners color and complete  Printable worksheets and missing pattern
visual color, or shape. missing parts of a pattern. task cards elements.
elements in
the arts, …) Session 3: Movement & Rhythm
(NAG1Q3- Patterns
LC11)  Clap-tap-stomp sequences (e.g.,
clap-clap-tap).
 Movement cards: learners follow
and extend sequences.
 Partner activity: "Finish My Learners
Pattern" using body motions. completed the
movement pattern
Session 4: Mixed Pattern Practice correctly.
 Rotate stations: shape station,
music station, movement station.
 Create-your-own pattern activity
using art or sound.

Session 5: Application & Review Learners create

 Pattern Bingo or pattern puzzle and explain their
games. own pattern.
 Pattern Hunt: learners find
patterns in the classroom or
environment.
 Group challenge: build the longest
repeating pattern.

Task G: 🕒 Week 1: Telling Time Using an  Teaching clock with movable Identified and
Measureme Analog Clock hands wrote times to the
nt and  Mini analog clock hour.
Geometry  Demonstration using a large manipulatives
• Read and teaching clock.  Flashcards (days and
write time  Learners move clock hands to months)
by the match given times.  Printed calendars (monthly)
hour, half  Worksheet: Match time (e.g., 5:00)  Songs (e.g., days of the Wrote time shown
hour, and  Tell and write to clock face. week, months of the year) on various half-hour
quarter time to the  Worksheets and matching clock faces.
hour using hour, half hour, One on One Session 2: Time to the Half Hour activities
an and quarter remediatio  Show examples on teaching clock.  Whiteboard and markers
 hour using an n session  Learners match digital to analog  Real classroom calendar
analog clock. times (e.g., 6:30). Year display
 Recite and  Group game: “What time is it?” round Learners draw clock
arrange the hands for given
days of the Session 3: Time to the Quarter Hour times.
week and  Teach concept of quarter past and
months of the quarter to.
year in the  Use real-life context: “School
analog correct starts at 7:15.”
clock sequence.  Worksheet with quarter-hour
(MGG1Q4-  Read a times.
LC9) calendar and
• Give the determine the Session 4: Days of the Week and
days of the current day, Months of the Year
week and date, and  Sing songs for days and months
months of month. (with actions).
the year in  Arrange jumbled flashcards in
the correct correct order.
order  "What comes next?" game (e.g.,
(MGG1Q4- Tuesday → ___?).
LC10)
• Session 5: Reading and Using a
Determine Calendar
the day and  Use classroom calendar or
month of printouts.
the year  “Find this date” game (e.g., Where
using a is October 15?).
calendar  Identify today’s date, yesterday,
(MGG1Q4- and tomorrow.
LC11)
Session 6: Integration & Practice
 Role-play: Learners "announce"
the date and time (e.g., news
reporter format).
 Mini test combining clock and
calendar questions.
 Group board game: Move forward
based on correct time/date answers.
Task H:  Use non- Session 1: What is Measurement?  Paper clips, popsicle sticks, Learners measured 2
Measureme standard units  Show different classroom items straws, blocks, string items using paper
nt and (paper clips, and ask: “Which is longer?”  Tape measures (optional, for clips and record the
Geometry blocks, etc.) to  Use paper clips to measure pencil comparison) number.
• Measure measure objects lengths.  Chart paper and markers
the length and distances. One on one  Emphasize one-to-one placement  Measuring mats (with drawn
of an  Compare and remediatio of unit (no gaps or overlaps) rulers using blocks or clips)
object and describe lengths n session  Real classroom items (books, Student Completed a
the and distances Session 2: Measuring Objects pencils, chairs, tables) s/ worksheet: “Measure
distance using terms like  Small group stations: Use straws,  Worksheets (cut-and-paste, Teacher and write how long
between longer, blocks, and hands to measure length matching, coloring) each object is using
 shorter, taller, of classroom objects.  Visual posters for key terms blocks.”
farther,  Record measurements in a table: (long, short, near, far)
nearer. | Object | Unit Used | How Many? |
 Understand  Discuss results: “My pencil is 6
that blocks long.”
measurement Session 3: Measuring Distance
involves using a Between Objects
unit repeatedly
to find out "how  Learners walk toe-to-toe between
long" or "how two points and count steps.
two objects far.  Use string or tape to measure
using non- length between two classroom
standard objects.
units
(MGG1Q2- Session 4: Comparing Lengths
LC1)  Learners compare two pencils or
• Compare two lines made of blocks.
lengths and  Use vocabulary cards: “The red
distances pencil is longer than the blue pencil.”
using non-  Group sorting activity: Longest to
standard shortest.
units
(MGG1Q2- Session 5: Comparing Distances
LC2)  Set up two stations: “Which is
farther from the board?”
 Use steps to measure and
compare distances.
 Draw simple maps and mark
objects as near or far.
Session 6: Integration and Real-Life
Application
 Measurement scavenger hunt:
Find 3 objects longer than your hand.
 Create a “Measurement Booklet”
with pictures and captions.
 Group challenge: Measure who
can jump the farthest using blocks.

Prepared by: Noted by:

CATHERINE T . SILVA JENNIFER C.

TANO
 Class Adviser
School Principal 1