This experimental study aimed to improve class concentration and increase performance of Second Year II-Amber students of Melchor L. Nava National High School using Task Schedule as in intervention versus traditional teaching style (using discussion). A total of 60 students participated, 30 were II-Amber (experimental group) and 30 were II-Sapphire students (traditional group). The 30 II-Amber and II-Sapphire students were purposively chosen using parallel pairing on their first grading grades (75%-79%). The students on the experimental group received a special intervention (using task schedule in the instruction) aimed at radicals and its basic operations. The instrument used in this study was the researcher-made test in Mathematics II and Self-Check Questionnaire. To interpret the data, frequency counts and percentage were used as descriptive statistics, while Chi-Squared Distribution was employed as inferential statistics. The level of significance was set 0.05 alpha. The study revealed that before the intervention based on the pretest, none of the student demonstrated average performance and only 3 demonstrated average performance and 27 of the students demonstrated low level of performance in Mathematics on both the II-Sapphire and II-Amber students, overall the pretest revealed a more "low" level of performance in Mathematics II. After the post-intervention, the performance in Mathematics II was more to "average " on the II- Amber group and still more to "low" in the level of performance in Mathematics II on II- Sapphire group. Significant differences were noted to both preset and posttest scores of the students regarding the performance in Mathematics II. To determine if the class concentration has been improved a Self- Check Questionnaire was made, interpreted and revealed that the II- Amber students (experimental group) concentration has indeed improved. It revealed that students concentrate more if they are busy following the assigend task to them. They are motivated to do every task assigned by group especially when time limit involves and the lesson were simplified. But there is some task that needs more time for them to finish. Overall, the reasearcher conclude that the teaching strategy(Task Schedule) requiring studentsto follow the alloted time to ever task given are effective in improving class concentration and increase performance in Mathematics II. Mathematics has played an important role in Science. It is said that the Mathematics is the queen of all sciences, based on this statement, Mathematics teachers should find ways on how to improve performance in Mathematics and make them interested and think critically which they will also do the same in Science. This study about using Task Schedule as a strategy in teaching Mathematics allows the students to discover, cooperate in their assigned group in order to finish, enjoy learning because the lesson were simplified for them to understand better but allows students to think critically using questions which arouse curiosity and realization. These were also the elements that the students need in Science.