Developmentof Supplementary Worksheets in Enhancing Grade Vi Pupils Numeracy Level on Basic Multiplication Facts at Banjo East Elementary School

Abstract

INTRODUCTIONMathematics in K-12 spare students with the knowledge, skill, and understanding in numbers. It focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, communication, logical reasoning, analytical thinking, and problem-solving skills. It is a process of logic and creatively tasks employing abstraction and generalization to determine and apply patterns and relationships. The symbolic nature of mathematics provides strong, accurateand brief means of communication. These abilities enable learners to engage themselves in strategies to make informed decisions and solve the problem to their further education and everyday lives.METHODSThis study was an attempt to determine the positive implications of supplementary worksheets on basic multiplication facts and to the numeracy level and performance of the Grade Six Pupils of Banjo East Elementary School.A teacher-made pre-test was consisting of fifteen items divided into three parts. The first part was an alternative response with items about the basic concepts on multiplication facts. The second was a completion type in the form of a poster. The last part was a five-item problem-solving test. To determine the numeracy level of the respondents, the results of the pre-test and post-test were processed using descriptive statistics such as mean, standard deviation and percentage.RESULTSThe result of the pre-test indicated that out of 50 respondents, 13 pupils obtained mastered skills with regards to concepts on multiplication facts, basic computation and problem-solving. While 17 pupils got average skills in concepts on multiplication facts and basic computation and 14 pupils had average skills in problem-solving. Lastly, 20 pupils had the least mastered skills in concepts on multiplication facts and basic computation while 23 pupils had difficulty in terms of problem-solving.As a whole, the results revealed that pupils had poor performances in mastery concepts and problem-solving along with basic multiplication facts.DISCUSSIONSTeachers may provide samples and concrete objects that they can touch or involve themselves in the lesson. Sometimes, pupils fail at working out a math problem they don't understand the concept of the question. Teachers may make it up that the pupils really understand the concept before jumping into solving Mathematics problems. They can post mathematical methods and formulas in their rooms where it is visible. They can improvise creative and meaningful activities that best interest their pupils.KEYWORDS: