<![CDATA[Foundational numeracy in elementary school requires learning experiences that connect abstract number symbols with concrete actions. This community-service article describes the use of an addition wheel as a simple manipulative medium for elementary-school children in Pagadih Hilia during the 2 June-11 July 2026 Community Service Program period. The activity employed a participatory educational approach through brief explanation, demonstration of the wheel, guided addition practice, question-and-answer interaction, individual turns, and group reinforcement. Data were obtained from field observation, activity notes, and photographic documentation and were analysed descriptively. The documented implementation shows that children participated in a learning setting that combined visual number cues, physical manipulation, oral calculation, and immediate feedback. The addition wheel provided a concrete focal point that helped transform addition exercises from written symbols into an activity involving selection, movement, prediction, and verification. The programme also created opportunities for children to respond publicly, observe peers, and discuss different ways of obtaining a sum. Its practical contribution lies in a low-cost, reusable, and context-sensitive mathematics medium that can be reproduced using simple materials. Because verified participant counts and standardized pre-test/post-test scores were not available, the article does not claim a numerical increase in achievement. Nevertheless, observations and documentation support the value of the medium as an engagement tool and as a bridge toward conceptual understanding. Continued use should be accompanied by graded tasks, teacher facilitation, and simple evaluation instruments so that future learning progress can be measured more systematically.]]>
