This study assessed the teaching strategies in Mathematics 6 at Dupax Del Sur District, Nueva Vizcaya, with emphasis on how these strategies influence pupils’ performance in solving mathematical problems. The research utilized a descriptive survey method involving 20 Grade 6 teachers during the School Year 2025–2026. Data were gathered through a structured questionnaire and supported by interviews, then analyzed using frequency counts, percentages, and weighted mean. Findings revealed that the general objectives of Mathematics 6 were realized, particularly in the use of mathematical language and symbols. Instructional materials were found to be moderately adequate, with charts, pictures, and improvised materials being the most utilized. Learning activities such as partnership/triad, games, and group work were rated effective. Teachers commonly employed strategies like collaborative problem-solving, board work, and recitation, which were perceived as effective in enhancing learners’ engagement. Motivational approaches, including reinforcement and student participation, also contributed positively to learning. Despite these, several challenges were identified, including learners’ lack of mastery of basic operations, slow learning pace, and difficulty in understanding mathematical problems. The study emphasizes the need for varied teaching strategies, improved instructional materials, and stronger motivational techniques to support learners’ mathematical development.