Republic of the Philippines

Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
PROJECT PROPOSAL FOR INNOVATION

I. PROJECT DESCRIPTION

Project Title:

P.R.I.M.E. – Progressive Reinforcement in Mathematical Excellence

Type of Project:
P.R.I.M.E. stands for Progressive Reinforcement in Mathematical Excellence. P.R.I.M.E.
is an innovative educational program which aims to develop the math skills of students
from Grades 1-6. Continuous practice and incremental mastery of core math subjects
from basic counting to other related subjects such as fractions and geometry are
implemented. Every student's performance is monitored and personalized feedback
considered to bring mastery before moving on to a different level. P.R.I.M.E. helps the
student reinforce and improve his or her math skills incrementally, thereby paving the
way to better building and retaining of knowledge. This learning style is designed toward
achieving deep-level understanding of maths fundamentals and results in confidence
boosters at the time of learning.through games, puzzles, and real-world scenarios.

Project Proponent/s: _________________

Teacher III of ___________ Elementary School
Number of Beneficiaries: 103 Grade III Pupils of ________ Elementary
School
Project Beneficiaries: Grade III- Pupils and Parents of _____ Elem. School
Location of Beneficiaries: _______________, Pampanga
Date of Implementation: September 2024- April2025
Area of Project Implementation: _____________ Elementary School
Budget Requirement: None
Budget Requested: None

II. BACKGROUND/ SITUATION ANALYSIS

Mathematics is a core foundation that remains foundational in the way students have
developed both academically and cognitively. Yet, with the spine of learning in Grades 1-6,
so many students are failing to solidify basic mathematical knowing and progress into the

Elementary School
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 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
higher-level conceptions, including fractions and geometry, and even simple problem-
solving. Evidence has shown there must be frequent practice and review of such fluency,
yet one-size-fits-all model of teaching so often fails to meet individual learner needs. This is
especially so to the elementary school level, and a student needs a more specific and
incremental approach to learning the math skills with effectiveness.

As NCTM has defined the mathematics standards, fluency in mathematics means not
only memorization of facts, but students' ability to apply concepts in various contexts, which
demands practice sustained over time and carefully targeted response. P.R.I.M.E. is a
structured and step-by-step approach to the learning process, emphasizing continuous
practice and giving personalized feedback as it helps students master ideas at their own
pace before advancing to more complex ideas.

Review of supporting literature on incremental learning reveals its effectiveness in

improving student outcome. Zimmerman and Kitsantas (2014) have indicated that
compared with traditional models, self-regulated, cumulative models significantly increase
students' academic achievement due to subjects that employ a totalized knowledge
accumulation, like mathematics. Moreover, the work of Piaget (1972) on cognitive
development has already pointed out the fact that children first need a basis in concrete
skills before they could begin to comprehend abstract mathematical concepts. This would
allow students to be proficient and confident in math.

In addition, involving regular feedback mechanisms corresponds with findings of Hattie

and Timperley in their investigation on feedback in education, which indicated that
personalized feedback closes the achievement gaps and enhances better retention of
knowledge. In P.R.I.M.E, monitoring the progress of each individual student and providing
personal support is part of the core strategy in ensuring every learner acquires the essential
math skills.

In short, P.R.I.M.E. is a research-based ed program that is going to close learning gaps

in elementary school with continuous and reinforced practice in mathematics, allowing
students to master concepts at incremental levels through personalized feedback in an
effort to improve math outcomes while building the bedrock for academic success.
PROJECT OBJECTIVE
OBJECTIVES STRATEGIES
 To ensure incremental mastery  Implement a daily math
of math concepts for Grades 1- practice schedule focusing on

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 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
6. key concepts aligned with
 To use continuous practice and grade-level requirements.
reinforcement to build a solid  Use progress tracking tools to
math foundation for students. monitor student performance
 To provide personalized and understanding.
feedback based on individual  Provide personalized feedback
student progress, ensuring and tailored reinforcement for
mastery before moving to the each student.
next level.  Offer varied problem sets and
 To develop critical thinking and interactive activities for skill
problem-solving skills in math. retention and engagement.

III. DESIRED IMPACT AND OUTCOME OF THE PROJECT

The P.R.I.M.E. project aims to:

 Foster deep understanding and retention of math concepts from basic to
advanced levels.
 Ensure each student progresses at their own pace, mastering one concept before
moving to the next.
 Create a strong foundation in math that will support students in future learning
endeavors.
 Improve overall math proficiency and reduce math anxiety among students.

Long-Term Impact:

IV. RISK MANAGEMENT PLAN

Risks and Factors that may hamper or hinder the successful implementation of
project activities and achievement of project outputs
Risks and Factors:

 Variations in student motivation levels.

 Possible lack of engagement from parents in tracking student progress.
 Time constraints for teachers in providing personalized feedback.

.Measures that would mitigate the adverse effects resulting from such risks

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Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
 Integrate engaging math games and interactive activities to motivate students.
 Conduct regular communication with parents about the importance of
reinforcement at home.
 Use digital tools to streamline progress tracking and feedback delivery for
teachers

V. PROJECT ORGANIZATION AND STAFFING

Office/Staff Designated Responsibilities Contact Person Contact Details

Teacher Project Proponent _________________ [Contact]
Principal III Approval/Support [Principal Name] [Contact]
Math Teacher Content Specialist [Teacher Name] [Contact]
HRPTA Officials Parent and Community [HRPTA Contact] [Contact]
Involvement

VI. ACTION PLAN

Phase of the Activities Output/Target Indicators Person Resources Cost
Project In and Needs
(Date) Charge
Pre- 1. Problem- Baseline Pre-test Teacher Digital tools, Minimal
Implementation solving skill assessment results printouts
(Oct) assessment,
orientation
Implementation Daily Increased Weekly Teacher, Learning Minimal
(Nov-Feb) problem- engagement, skill progress Parents apps, charts
solving improvement reports
activities
Post- 1. Post-project Improved Post-test Teacher, None None
Implementation assessment problem-solving results Master
(March) skills Teacher

Gannt Chart of Implementation for CY 2021

Sept. Oct. Nov. Dec. Jan Feb. Mar. Apr.

.
Pre- Implementation SEPT.
Activities

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Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
2. Administration of
Numerical
Assessment Pre-
Test
1. Consolidation of
Results and
Identify the Level
of Literacy
2. Prepare the
project proposal
3. Presentation of
the Project to the
School Head,
Master Teacher
and Teachers
involved in the
Project

Implementation
Activities
1. Parents
Orientation on
the Results of
Numerical
Assessment
2. Parents’
Orientation on
the Use of the
Comprehension
Application
3. Daily Monitoring
( Sending of photos of
the accomplished task
in APAD and
Comprehension apps
for practice reading
Post- Implementation
Activities
3. Administration of
Numerical

Elementary School
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 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
Assessment Pre-
Test
9.Continuous
monitoring and
implementation of
the project to all
grade levels

VII. DETAILED BUDGET REQUIREMENT

Budget Line Item Description Amount Needed Proposed Source/s

NONE REQUESTED

Prepared by: Noted:

_________________ NAME OF SCHOOL HEAD

Teacher III Principal III
Approved:
NAME OF PSDS
Public Schools District Supervisor

Recommending Approval:

NAME OF EPS
EPS- English

Approved:

NAME OF SDS
Schools Division Superintendent

DIVISION MEMORANDUM

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 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

(Insert attachment)

PRE AND POST RESULT OF ASSESSMENT

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Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
INSERT DOCUMENTATION

Sample printed activity

Elementary School
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 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
Here are some samples of P.R.I.M.E. activities for the reinforcement of math concepts in Grades 1
to 6, through continuous practice and personalized feedback.

Example P.R.I.M.E. Activities

1. Counting and Number Recognition
Grade Level: Grade 1
Objective:
The pupils shall be able to count objects and recognize numbers up to 100.

Activity:.
Number Matching Make the children match the number with the corresponding set of objects so
that this skill of number recognition can be reinforced.
Assessment
The teacher can provide instantaneous feedback while keeping an eye on student's access
through a counting chart that the teacher adjusts according to the mastery.
Addition and Subtraction Puzzles Grade 2
Objective
Engage children in some basic methods of addition and subtraction problem-solving techniques.

Activity

Puzzle Math: Kids use simple addition and subtraction math problems to reveal pieces of a puzzle,
every correct answer revealing another portion of an image.
Flashcards: Students work on timed addition and subtraction drill using flashcards, quickening
their speed without losing precision.
Assessment:

Elementary School
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 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
Teacher follows the chart of individual progress and provides hints and reinforcement as needed.
3. Multiplication Table Mastery Grade 3
Objective:
Students memorize all multiplication tables from 1 to 10.

Multiplication Relay: Students try to answer multiplication questions as fast as they can with the
class set up in the form of a timed relay race. Each time they get an answer right, the quicker they
do it, the more points they score.
Multiplication Bingo: Students mark their bingo cards as the teacher calls out multiplication
questions. The first one to get a complete row is the winner.
Assessment:
Weekly quizzes monitor how students are improving. Students are given specific worksheets
according to what needs more practice in their multiplication tables.

4. Fraction Matching (Grade 4)

Learning Objective:
Students will know and understand fractions and their equivalencies.

Activity:

Fraction Matching Cards Students use cards of fractions (1/2, 1/3, 1/4, etc) and match them to
their pictures(pie charts, diagrams)
Fraction Pizza Students make their own "pizza" by coloring different portions with given fractions.
They compare with peers to check if they really know the fraction equivalence.
Assessment:
Students let teachers go through their work on fractions and give them suggestions for its
rectification.

Elementary School
Address:
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 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

5. Geometry Scavenger Hunt (Grade 5)

Objective:
The students will identify various types of geometry in their daily lives and types of properties
associated with them.

Activity:

Scavenger Hunt: Scavenger hunt is an activity where students are given the task to find all the
real-life examples of geometrical shapes they can find in the classroom or school area like
triangles, squares, rectangles, circles, etc.
Building Shapes: Students manipulate the shape with sticks, strings or digital tools, determine
various geometric shapes, and describe its properties (number of sides and angles).
Assessment:
Teacher ascertains whether the student has correctly identified the shapes and can describe the
properties accurately. Correct/incorrect is provided as understanding and accuracy feedback.

6. Solving Word Problems Grade 6

Objective:
The students will use mathematical operations to solve complex word problems.

Word Problem Workshop: Students are presented with everyday mathematical applications
involving addition, subtraction, multiplication, division, or fractions. The solutions should be drawn
independently or in a small group.
Math Story Creation: Students create word problems based on their own experiences such as
shopping and sports. Students solve other classmates' problems
Assessment:

Elementary School
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Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
Teacher checks student's solution and gives the student feedback concerning the problem solving
process that might require improvement of logic or calculation.

ORIENTATION

Elementary School
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Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

INSERT DOCUMENTATION

Elementary School
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 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

Administration and Monitoring of

PROJECT NUMERIC

Elementary School
Address:
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 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

Administration of ASSESSMENT

Elementary School
Address:
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 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

SEPTEMBER 26, 2024

NAME OF THE PRINCIPAL

Principal III
_____________, Elementary School
_____________, Pampanga

Madam:

May I respectfully ask your permission to organize and manage an INNOVATION entitled
INSERT YOUR TITLE) at ____INSERT YOUR SCHOOL___ School, Sta. Ana, Pampanga.

The objectives of this Innovation are as follows:

1. To improve reading ability and comprehension
2. Eradicate non-readers and slow readers and become reader and fast reader

The beneficiaries in this Innovation are the Grade 3 Pupils at Sta. Lucia Elementary School.

Attached are the Project Proposal Innovation, Memo in Numerical Assessment, Results of
NUMERICAL ASSESSMENT of Grade 3 and Tools in (INSERT YOUR TITLE)

Your favorable attention and approval will be appreciated.

Respectfully yours,

_________________
Project Proponent

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

SEPTEMBER 26, 2024

NAME OF THE PSDS
Public Schools District Supervisor
Sta. Ana District

Madam:

May I respectfully ask your permission to organize and manage an INNOVATION entitled
INSERT YOUR TITLE) at ____INSERT YOUR SCHOOL___ School, Sta. Ana, Pampanga.

The objectives of this Innovation are as follows:

1. To improve reading ability and comprehension
2. Eradicate non-readers and slow readers and become reader and fast reader

The beneficiaries in this Innovation are the Grade 3 Pupils at Sta. Lucia Elementary School.

Attached are the Project Proposal Innovation, Memo in Numerical Assessment, Results of
NUMERICAL ASSESSMENT of Grade 3 and Tools in (INSERT YOUR TITLE)

Your favorable attention and approval will be appreciated.

Respectfully yours,

_________________
Project Proponent
Noted:

NAME OF THE PRINCIPAL

Principal III
Approved:
NAME OF THE PSDS
Public Schools District Supervisor

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

SEPTEMBER 26, 2024

NAME OF THE SUPERINTENDENT

Schools Division Superintendent
Division of Pampanga, City of San Fernando

Attention: NAME OF THE EPS

EPS- ENGLISH

Sir:
May I respectfully ask your permission to organize and manage an INNOVATION entitled
INSERT YOUR TITLE) at ____INSERT YOUR SCHOOL___ School, Sta. Ana, Pampanga.

The objectives of this Innovation are as follows:

1. To improve reading ability and comprehension
2. Eradicate non-readers and slow readers and become reader and fast reader

The beneficiaries in this Innovation are the Grade 3 Pupils at Sta. Lucia Elementary School.

Attached are the Project Proposal Innovation, Memo in Numerical Assessment, Results of
NUMERICAL ASSESSMENT of Grade 3 and Tools in (INSERT YOUR TITLE)

Your favorable attention and approval will be appreciated.

Respectfully yours,

_________________
Project Proponent

Noted:

NAME OF THE PRINCIPAL

Principal III

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
NAME OF THE SUPERVISOR
Public Schools District Supervisor

Recommending Approval:
Name of the EPS
EPS- ENGLISH

Approved:

NAME OF SDS
Schools Division Superintendent

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

ACCOMPLISHMENT REPORT
Project Title:
P.R.I.M.E. – Progressive Reinforcement in Mathematical Excellence

Implementation Period:
September 2024 – April 2025

Location:
_____________ Elementary School, Pampanga

Proponent:
Teacher III of ___________ Elementary School

I. INTRODUCTION
The P.R.I.M.E. project aimed to attain continuous practice, incremental mastery, and personalized
feedback of Grades 1-6 learners for enhanced mathematical proficiency.

This report details the activities, progress, and important gains of the project on basic math
competencies: counting, operations, fractions, and geometry that were improved during the
implementation period.

II. GENERAL OBJECTIVES OF THE PROJECT

Master the basic mathematical concepts for Grades 1-6.
To help them practice always and receive feedback, so that math mastery is built upon.

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_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
To monitor student's progress so that the class will have mastered every skill before going to the
next concept.
To build confidence in students to answer math-related problems.
III. IMPLEMENTATION ACTIVITIES
Pre-Implementation:
Diagnostic tests were given to students to test numeracy level.
Personalized learning plan for each grade level.
Parents and teachers were oriented on what P.R.I.M.E. is all about and why.
Implementation:
Math practice was done on a daily basis focusing on key concepts at grade level.
Interactively engaging tools, including worksheets and games, to engage learners.
Periodic tracking of weekly progress with clear feedback to learners.
Group work to plan and carry out activities in an organized way as those named like "Multiplication
Bingo, Fraction Matching," and "Geometry Scavenger Hunt" to foster interactive learning
Follow-up Activities

Post-assessments were administered to measure the improvement in math proficiency.

Summary of results to reflect on the accomplishment of the P.R.I.M.E. project in improving learner
performance.
IV. ACCOMPLISHMENT AND OUTCOMES
Enhanced Math Skills:

For instance, according to posttest scores, 85% of the students scored remarkably high in
mathematics proficiency, including multiplication, fractions, and problem solving.
There is an improvement in the fluency of basic operation skills. Over [e.g., 70%] of the students
were able to memorize a multiplication table at the end of the school term

Elementary School
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Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
Engagement and Participation:
A high participation rate was recorded. On average, [e.g., 90%] of the students regularly attended
math practice sessions.
Interactive games and scavenger hunts were enjoyed by students, which increased their
motivation and interest in maths.
Personalized Learning and Feedback:
More than [e.g., 80%] of all students received personalized feedback based on which specific
learning gaps were addressed. Teachers reported that the confidence of pupils in handling tricky
math problems increased significantly.
Parental Involvement:

Involvement of parents as active participants. Parent responded to the work done at school with
keen interest. Evidence from parent feedback shows the children learned and achieved objectives
set for them.
V. CHALLENGES AND LESSONS LEARNED
Challenges:
Problematic for those students who do not have enough practice tools back home to practice
every day.
Less time for the teachers to give a detailed feedback to every student.
Key Take Aways:

Digital tracking of progress makes preparing for feedback much less of a workload while teaching,
thus making sure the right time frames are applied.
Gamifying math activities helps a lot in motivating students toward math with a much more positive
learning experience about it.
VI. RECOMMEND
Maintain high parent involvement since they also formed an integral part in the achievement of the
students.

Elementary School
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Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
Teacher training also needs to be continuous with emphasis on perfecting ways of giving
individualized feed-back and unlocking maximum benefit from the project.
VII. CONCLUSION
The P.R.I.M.E. project helped boost the mathematical aptitude of Grades 1-6 students, not only
having retained the math-related skills they had but even mastered more profound aspects of
math. Practicing and giving individualized feedback continuously could ensure the mastery of math
fundamentals for better academic success ahead.

Prepared by:
Teacher III of ___________ Elementary School

Date:
April 2025

Elementary School
Address:
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 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

NARRATIVE REPORT
The P.R.I.M.E. project was conducted at ___________ Elementary School from September 2024
to April 2025 to enable Grades 1-6 students to exercise their skills in more advanced math. This
pioneering program encouraged continuous practice and incremental mastery of math
fundamentals: counting, addition, subtraction, fractions, and geometry. Diagnostic assessment
was carried out at the beginning in order to know the location of each student at the base numeral
level so that the learning plans for them were different based on their respective needs. Sessions
were conducted on a daily basis as daily practice sessions through interactive tools, such as
games, manipulatives, and worksheets, so that the students are actively engaged in the learning
processes.

All the time, while implementing the program, it continued to find lots of activities working toward a
group goal, such as "Multiplication Bingo," "Fraction Matching," and "Geometry Scavenger Hunt."
The monitoring and reporting of progress on a weekly basis were key components of this project,
in which teachers can offer students the opportunity to get immediate feedback on individual
learning gaps. It was, therefore, after the end of the project that scores of post-assessment
showed that about 85% of students had improved their mathematics skills way above the
expected results, with regards to their multiplication and problem-solving skills among many areas.
About 90% participation rates highlighted student engagement and commitment towards learning.

However, the involvement of parents in the project was important as they would essentially be
present in all activities of their child. In general, feedback from parents shows greater awareness
about their child's matriculation and the need for home reinforcement. Though there were
problems with the aspect of consistent practice on a daily basis and the time factor that teachers
would incur while commenting in detail, it is an important learning experience regarding the
necessity of digital tools to facilitate tracking progress.

Thus, P.R.I.M.E. effectively encouraged mathematical concept mastery and math skills retention
during class that allowed it to empower the students to master essential skills. Lastly, a number of
recommendations that would further push the project forward would be to pursue beyond these
intermediate levels into the more complex areas and further develop the cooperation between the

Elementary School
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Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
parents and teachers that the project instilled in order to build on its continued success in the
mathematical learning process of its participants. Overall, P.R.I.M.E. did not only hone the math
skills but also developed confidence and enthusiasm in young students about their desire to learn.

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