This study explored the degree to which instructional strategies and methods, learning environment, and parental support influence learners’ numeracy skills in the blended learning modality within North Mandaue City public schools during School Year 2022-2023. Utilizing total numeration, 179 teachers were surveyed and grouped according to age, relevant trainings attended, and highest educational attainment. Data collection employed descriptive methods with statistical tools including frequency count, simple percentage, weighted mean, and Mann-Whitney U-Test. Findings revealed that younger teachers (50.70%) and older teachers (49.30%) equally rated instructional strategies and methods with a very high degree of influence, while both groups rated the learning environment as having a high degree of influence. Notably, younger teachers rated parental support with high degree, in contrast to older teachers who rated it with high degree. Despite these variations, statistical analysis showed no significant difference across the factors when grouped by the aforementioned variables, as all p-values exceed the alpha level. The results suggest a consistent perception among teachers regarding the critical role of these factors in enhancing numeracy skills, emphasizing the need for sustained focus on instructional quality, supportive learning environments, and strengthening parental involvement regardless of teacher demographics.