Mathematics, as a school subject, is consistently evaluated as one of the hardest, and Filipino students always rank the lowest in the world in mathematics proficiency examinations. This study looked into the situation of Instructional Delivery in General Mathematics for Senior High School students in one of the schools in Cebu. The study used a descriptive quantitative design, collecting data through document analysis and student surveys to evaluate teaching, content delivered, and student learning outcomes in a grounded manner. Based on the data, findings indicate that only 18% of the General Mathematics content standards were covered in instruction, a mere fraction exposing severe gaps in the implementation of the curriculum, and the resulting competencies. This also implies that current instructional materials and methods fail to meet the subject’s cognitive and applied dimensions. This lack of sufficient material is the reason the Instructional Delivery, Content Standards, and Assignments Per Curriculum Published Guide need to be revised. Furthermore, for teachers to improve their instructional and pedagogical methods, curriculum integration of instruction, learning technologies, and student engagement in active learning to improve their understanding, professional development is critical. Creating a friendly and encouraging atmosphere where students feel engaged is necessary for maintaining motivation and self-assurance in mathematics. It is also important to have ongoing assessments in place, along with feedback, to measure progress and ascertain that instructional goals are achieved appropriately. Last but not least, enhancing mathematics instruction is vital in closing the learning gaps, developing students’ higher order thinking and preparing them for the mathematics they need to apply in real life as well as in their further studies.

Keywords: case study, delivery of instruction, teaching, General Mathematics, senior high school