This study explored the impact of Tiered Learning Activities on Grade 11 learners’ mathematics performance in General Mathematics. Forty-eight learners from Sta. Rita National High School, Iloilo were grouped into three proficiency levels: Tier 1 (Slow), Tier 2 (Average), and Tier 3 (Advanced) based on the Enhanced Regional Unified Numeracy Test (E-RUNT). A pre-experimental posttest-only design was used, and a researcher-made posttest measured performance after the intervention. Results showed differences in mathematics performance across groups, with higher tiers achieving better scores. The Kruskal–Wallis test revealed a significant difference (p < 0.05), and pairwise comparisons confirmed significant differences among the tiers. Learners’ reflections indicated improved engagement, collaboration, and confidence. The findings suggest that Tiered Learning Activities effectively address diverse learner needs through differentiated instruction. The study recommends integrating this approach into mathematics teaching to enhance performance and support inclusive learning.