The study investigated the effectiveness of trading board utilization in enhancing the numeracy levels of Grade 8 students at Southern Samar National Comprehensive High School. It employed a quasi-experimental research design involving two groups of participants: a control group and an experimental group, with 32 students assigned to each group. The experimental group was exposed to the use of a trading board as an instructional material during mathematics class discussions for approximately three months. Meanwhile, the control group was taught using the traditional lecture-based method commonly practiced in the classroom. To measure the numeracy level of the participants, the researcher administered a standardized test questionnaire as both the pre-test and post-test. The data collected were analyzed using frequency, percentage, mean scores and t-tests for both independent and dependent samples at a 0.05 level of significance. The pre-test results revealed no significant difference between the numeracy levels of the control and experimental groups, indicating that the two groups were comparable before the intervention. After the three-month implementation period, the post-test results showed a significant difference between the two groups. The experimental group achieved a higher mean score compared to the control group. These findings indicate that the use of trading boards as instructional material in teaching Mathematics 8 is effective in enhancing students’ numeracy levels compared to the traditional lecture method. Therefore, the study recommends the integration of trading boards in mathematics instruction to improve learners’ numeracy development.