This study aimed to determine the validity of the supplementary intervention material in developing students mathematics performance, sought to determine the level of students mathematics performance upon exposure to the intervention material, determined the students perception on the use of the intervention material, determined the significance of the intervention material to students mathematics performance, and determined the relationship of students mathematics performance and students perception on the use of the intervention material. To validate the supplementary intervention material and describe the perceptions of the students, pre-experimental research was employed. There were ninety-five (95) participants in the study composed of teachers and students who were purposely selected. The participants of the study were ninety (90) Grade 9 students at Pedro Guevara Memorial National High School, school year 2022-2023 which utilized the MAPE- as supplementary intervention material in developing students knowledge of fractions. The researcher used researcher-made questionnaires which were validated by five master teachers in different Junior high schools in Laguna. The researcher also utilized the researcher-made questionnaires employing an open-ended semi-structured checklist for the key informants. The researcher employed a checklist for each of the participants and obtained some perceptions correlated to the research questions prepared by the researchers. After gathering the needed data, the researcher used thematic analysis or thematic coding as a tool for analyzing the data and drawing a conclusion. Based on the gathered data from the participants, the researcher noticed positive outcomes which were MAPE – a supplementary intervention material develops students knowledge on fractions, MAPE – as supplementary intervention material is appropriate and useful to students, and MAPE- as supplementary intervention material improves students mathematics performance. Because of the positive results of the gathered data, it is possible that MAPE- as supplementary intervention material will be vital in the near future as a material that develops students knowledge in mathematics. With these results also, it was recommended that the mathematics teachers should make their own supplementary intervention material, school administrators should include the use of supplementary intervention material in their planning, and a similar study that has more participants and wider in scope should be conducted by future researchers.