This study assessed the current status of Mathematics instruction among Grade 1 teachers in the public elementary schools of Dupax del Sur District, Nueva Vizcaya for the School Year 2025–2026. It utilized the descriptive-survey method involving twenty (20) teacher-respondents. Data were gathered through a structured questionnaire focusing on teachers’ profile, adequacy of instructional materials, teaching methods and strategies, evaluative techniques, administrative and supervisory support, problems encountered, and interventions employed. Findings revealed that the general objectives of Mathematics were realized, and instructional materials, teaching strategies, and evaluative techniques were perceived as effective. Demonstration and discovery methods emerged as highly utilized strategies, while written tests were the most effective evaluation tool. Administrative and supervisory support were received on a regular basis, particularly in terms of recognition and feedback. However, challenges such as learners’ weak understanding of problems and financial constraints were identified as notable concerns. Interventions like home visitation, tutorials, and math-related activities were implemented but only on a limited basis. The study concludes that while Mathematics instruction in the district is functioning effectively, there is still a need to strengthen intervention strategies and enhance support systems. Recommendations include improving instructional materials, increasing teacher training opportunities, and implementing more consistent remedial and enrichment programs to address learners’ difficulties.