Mathematics remains one of the most challenging subjects for students, often resulting in anxiety and poor classroom performance. To address this, educators have integrated games into lessons, with local or "Pinoy" games showing promise in enhancing engagement and assessment scores. This quasi-experimental study investigated the effectiveness of Pinoy games as a learning strategy to improve the mathematical performance of Grade 7 students at Laguinbanua Integrated School, District of Numancia, for the School Year 2024–2025. Using a matched-pair pre-test–post-test control group design, 60 students were randomly assigned to either the experimental group (Pinoy games) or the control group (conventional teaching). Both groups were taught the same content over an 8–9 week period, with the experimental group engaging in traditional Filipino games such as Patintero, Tumbang Preso, and Luksong Baka as part of the lessons. A 35-item researcher-made and validated test was administered before and after the intervention. Pre-test results indicated that both groups were at the "Developing" level of proficiency. Post-test data were analyzed using descriptive statistics and t-tests with a 5% significance level, processed via SPSS. Findings revealed a significant improvement in the experimental group’s mean scores compared to the control group, suggesting that the integration of Pinoy games as a learning tool positively influenced mathematical learning outcomes. The study concludes that culturally familiar games enhance student engagement, motivation, and performance in mathematics. It recommends incorporating localized, game-based strategies in math instruction to bridge learning gaps and improve foundational numeracy skills.