This quasi-experimental study examined the impact of differentiated activities on the numeracy performance of Grade 2 pupils at Canayun Elementary School. Using a 15-item multiple-choice standardized test, the study compared traditional lecture methods with various interactive activities over an eight-week period. Both groups were assessed with the same pre- and post-tests. Results showed no significant pretest performance differences between the groups. However, post-assessment scores were significantly higher for the experimental group exposed to differentiated activities, indicating enhanced learning and engagement. The study highlights the effectiveness of differentiated instruction in improving numeracy skills and suggests its integration into mathematics teaching to address learning gaps, boost academic performance, and foster an inclusive classroom culture.