6

Mathematics
Quarter 1 – Module 1:
Addition, Subtraction and
Solving Problems involving
Fractions
Mathematics– Grade 6
Self-Learning Module (SLM)
Quarter 1 – Module 1: Addition and Subtraction of Fractions
First Edition, 2020

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do not represent nor claim ownership over them.

Development Team of the Module

Writer:Ever Luv S. Esquilla
Editor: Elsie S. Yson
Reviewer: Henry T. Legaste, EdD
Illustrator: Roel S. Antonio, PhD
Layout Artist:Ever Luv S. Esquilla
Cover Art Designer: Arvel Garry L. Campollo
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
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Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
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Josevic F. Hurtada – Division EPS ADM Coordinator
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Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your
studies and learn while at home. Activities, questions, directions, exercises, and discussions
are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover
and understand the lesson prepared for you.

Pre-test are provided to measure your prior knowledge on lessons in each SLM. This will tell
you if you need to proceed on completing this module, or if you need to ask your facilitator or
your teacher’s assistance for better understanding of the lesson. At the end of each module, you
need to answer the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teachers are also provided to the
facilitators and parents for strategies and reminders on how they can best help you on your
home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use
a separate sheet of paper in answering the exercises and tests. Read the instructions carefully
before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.

Thank you.

iii
 What I Need to Know

The scope of this module permits it to be used in many different learning

situations. The language used recognizes the diverse vocabulary level of students
considering you as the center of the learning and exploration about these lessons.
The lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the module you are now
using.

The module contains lessons on:

 Lesson 1 – Addition and Subtraction of Fractions
 Lesson 2 – Problem Solving Involving Addition and Subtraction of Fractions

After going through this module, you are expected to:

1. add and subtract simple fractions and mixed numbers without or with re-grouping
2. solve routine and non- routine problems involving addition and/or subtraction of
fractions using appropriate problem-solving strategies and tools.

What I Know

A. Add or subtract the following fractions. Reduce your answer to lowest term if
possible.

B. Select the correct answer.Write the letter on a separate sheet of paper.

3
1. Justine bought 8 1 meters of rope. He used 4 meters for his project. How many
2 4
meters of rope were left?

3 3 3 3
𝐴. 3 𝐵. 4 𝐶. 5 𝐷. 6
4 4 4 4

1
 2
2. James painted his room during summer. He used 1 4 gallons of white paint and
3 3 gallons of blue paint. Solve for the total gallons of paints James used.
5
4
1 1 1 1
𝐴. 4 𝐵. 5 𝐶. 6 𝐷. 7
10 10 10 10

3. Eoin rode his bike for one-sixth of a kilometer on Saturday and two-sixths of a
kilometer on Sunday. How many kilometers did he ride altogether?

1 1 1 1
𝐴. 𝐵. 𝐶. 𝐷.
5 4 2 3

4. It took Yuan three-fourths of an hour to complete his math homework on Monday,

seven-sixths on Tuesday, and two-thirds of an hour on Wednesday. How many hours
did he take to complete his homework altogether?

4 5 6 7
𝐴. 2 𝐵. 2 𝐶. 2 𝐷. 2
12 12 12 12

5. Ann added four-fifths of a bag of soil to her garden. Her neighbor Marie added
nine-sevenths bags of soil to her garden. How much more soil did Marie add than
Ann?

17 18 19 20
𝐴. 𝐵. 𝐶. 𝐷.
35 35 35 35

Lesson
Addition and Subtraction of
1 Fractions
This module explains that fractions are expressed as a division calculation,
one number divided by another. They are also commonly expressed as one number
over another.

A fraction is a part of a whole. It has two parts: numerator, on the top, and
the denominator, on the bottom, 𝑛𝑢𝑚𝑒𝑟𝑎𝑡𝑜𝑟 . The numerator tells the number of parts
𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟
taken. The denominator tells the number of equal parts of a whole is divided.

- numerator
3
6 - denominator

2
 What’s In

Let’s go over to the past lesson you have learned so you could be able to
understand better as we go along to this lesson. There are some basic terms and
rules of fractions to consider such as the following:

Similar Fractions are fractions with the same denominator, such as 𝟑 and
𝟔
𝟒. Dissimilar Fractions are fractions with different denominators, such as and
𝟑

𝟏 𝟐
𝟐.Mixed Fractions is composed of whole number and fraction, such as 𝟐 and 𝟖 .
𝟕 𝟐 𝟔

To add and subtract dissimilar fractions, you need to find the smallest number that
can be divided by the denominators. This is called the Least Common Denominator
or LCD.

To simplify a fraction, divide both the top and bottom by the Greatest Common
Factor or GCF. It is the highest number that divides exactly into two or more
numbers.

HINTS: When working with fractions, they are always expressed as

the smallest possible set of (whole) numbers. In other words,
if the bottom number divides by the top number, divide it down
(reduce it) until you can no longer do so.

Example:

3 1
= . The numerator (3) and the denominator (12) are both divided by 3. In the same
12 4
7 1
way = .
21 3

5 1
= . Here both the numerator and the denominator are divided by 2.
10 2

Sometimes the bottom number does not divide by the top number, but they both divide
by some other number. In mathematical terms, this means that they have a common
factor.

In such cases, divide both numbers by the common factor until one or both are either
prime numbers, or they have no more common factors.

3
Example:
28 14
= = 2 . Divide first by 2 and then by 7. Hence, the greatest common factor
70 35 5

is 14 (multiplying 2 and 7).

25 = 5 . Divide by 5.
40 8

9 . Cannot be reduced, as 23 is a prime number so cannot be divided by anything

23

except itself and one.

Alright! This activity will determine how much have you learned in finding the Least
Common Denominator (LCD) and Greatest Common Factor (GCF). So that you could
be able to add and subtract fractions and mixed fractions as well.

A. Find the LCD of the following:

1.𝟑 and 𝟓 =
𝟕 𝟏𝟎

2. 7 and 3 =
24 48

B. Find the GCF of the following:

1. 9and 21 =

2. 12 and 24 =

What’s New

Hello there! Now, that you have mastered the activity given to you for sure youwill find it
easy to go through the next episode. However, it’s a bit more of challenge when you go
deeper to the next lesson.

Notes to the Teacher

Students need significant time and experiences to develop a deep

conceptual understanding of fractions. It is important for a teacher to
help students see how fractions are alike and different from whole
numbers.

4
 This time get ready to add and subtract fractions and even mixed fractions. You
might think that the easiest fractions to add or subtract are those with the same
denominator. You simply add or subtract the two numerators and place them over the
same denominator, right? But how about adding and subtracting fractions having
different denominators? Let’s see how you can make it.

Activity 1: “Part of a Whole”

A. Add the following fractions: B. Subtract the following fractions:

3 2
1. 3 + 2 = 1. − =
4 4 5 5

7 5
2. − =
2. 5 + 7 = 12 36
7 8
1 5
3. 2 4 + 33= 3. 6 − 3 =
8 8
9 8
3 3
4.7 − 5 =
4. 5 + 4 6 2= 7 4
7 7
2 1
5. 4 − 2 =
5. 41 + 55 = 25 25
8 8

Hi there! Fractions look a little like division expressions, but they aren’t
problems to be solved. They are a way of expressing an amount. Like numbers,
fractions tell you how much you have of something. There are different kinds of
What is It
fractions that you need to get acquainted with and be able to deal with utmost
understanding.

Here are the different kinds of fractions and their examples. Go over it.

Similar Fractions

Similar fractions are fractions which have the same denominator. To add or
subtract similar fractions, add or subtract the numerators and copy the common
denominator. Simplify the resulting fraction, if possible.
3 1
Add the numerators and copy the denominator.
Example 1: Add +
6 6
3+1
6 Simplify the answer to its lowest term by the
4 4 ÷ 2 1 dividing the numerator and denominator by the
= = Greatest Common Factor.
6 6 ÷ 2 2

8 3
Example 2: Subtract −
15 15 Subtract the numerators and copy the denominator.
8−3
15 Simplify the answer to its lowest term by the dividing
5 5÷5 1 the numerator and denominator by the Greatest
= = Common Factor.
15 15 ÷ 5 3

5
Dissimilar Fractions

Dissimilar fractions are fractions with different denominators. To add or

subtract dissimilar fractions, find the Least Common Denominator or LCD. Then,
rewrite each fraction into its equivalent fraction using the LCD. Add or subtract the
numerators and write the sum or difference over the common denominator. Simplify
the resulting fraction, if possible.
1 2 4: 4,8,12,16
Example 1: Add + 6: 6,12,18,24
4 6
Use the multiples of 4 and 6 to find a
common denominator. The LCD of 4
+ Determine the LCD and 6 is 12.
12 12
3 4
+ To get the equivalent fraction, divide the LCD by the
12 12
denominator and multiply the answer/ quotient by the
numerator.

3+4
Add the numerators over the common denominator.
12

7
Answer
12

3 3
Example 2: Subtract −
5 15
5: 5,10,15, 20
15: 15, 30, 45, 60
+ Determine the LCD
15 15
9 3
− Get the equivalent fraction.
15 15

9 −3
Subtract the numerators over the common denominator.
15

6 6 ÷3
= Simplify (lowest term)
15 15÷3

2
Answer
5

Mixed Fractions

For mixed similar fractions, add or subtract the whole numbers and the
fractions. Simplify the resulting fraction if possible.
5 3
Example 1: Add 4 + 2
10 10

5 3
(4 + 2) + ( + ) Add the whole numbers and the fractions.
10 10

8 8÷2
6+ = 6 Combine and simplify.
10 10÷2

4
6 Answer
5

6
 8 2
Example 2: Subtract 5 − 2
10 10

8 2
(5 − 2) + ( − ) Subtract the whole numbers and the fractions.
10 10
6 6 ÷2
3 = 3 Combine and simplify.
10 10÷2

3
3 Answer.
5

2 4
Example 3: Subtract 6 − 3
5 5
5 2 4
[5 + ( + )] − 3 Since we cannot subtract 4 from 2, regroup 1
5 5 5
5
or from 6.
5
Any fraction with the same numerator
and denominator has a value of 1. So,
5
7 4 has a value of 1.
5 − 3 5
5 5

7 4
(5 − 3) + ( − ) Subtract the whole numbers and the fractions
5 5
and combine.

3
2 Answer
5

For mixed dissimilar fractions, determine the LCD of the fraction and change
it to its equivalent fraction using the common denominator. Add or subtract the
whole numbers and the fractions. Simplify the resulting fraction if possible.
2 2
Example 1: Add 4 + 5
3 6

4 + 5 ) Determine the LCD. 3: 3, 6, 9,12

6 6
6: 6, 12, 18, 24
4 2
4 +5 Get the equivalent fraction.
6 6

4+2
(4 + 5) + Add the whole numbers and then the fractions.
6

6
9 = 10 Answer
6

3 2
Example 2: Subtract 5 − 2
4 5
4: 4, 8, 12, 16, 20
5: 5, 10, 15, 20, 25
5 − 2 ) Determine the LCD.
20 20

15 8
5 − 2 Get the equivalent fraction.
20 20

15−8
(5 − 2) − Subtract the whole numbers and then the fractions.
20

7
3 Answer
20

7
 2 5
Example 3: Subtract 6 − 4
3 7

3: 3, 6, 9, 12, 15, 18, 21

6 − 4 Determine the LCD. 7: 7, 14, 21, 28, 35, 42
21 21
14 15
6 − 4 Get the equivalent fraction.
21 21

21 14 15
[5 + ( + )] −4 Since we cannot subtract 15 from 14,
21 21 21
21
regroup 1 or from 6.
21

35 15
5 − 4
21 21

35−15
(5 − 4) − Subtract the whole numbers and then
21
fractions.

20
5 Answer
21

What’s More

This is a complete self-check activity so we could be able to know whether ornot

you learned something about the lesson. So, here we go!

Activity 1. Hidden Word

Reveal the hidden word below by solving the following fractions. Write the
corresponding letter in the decoder box that matches your answer. Good luck!

8
 What I Have Learned

This is to clarify ideas of the terms you have encountered. Understanding

fractions means understanding all the possible concepts that fractions can
represent. At this point, you may identify the concept/term that is referred to by the
given statement.

Fill in the blanks with the correct answer. Write your answer on a separate
sheet of paper.

1. is a part of a whole or a set.

2. are fractions with the same denominator.

3. are fractions with different denominators.

4. is composed of a whole number and a fraction.

5. To add or subtract dissimilar fractions, find the .This is

the smallest number that can be divided by the denominators.

6. To simplify a fraction, divide both the top and bottom by the .

It is the highest number that divides exactly into two or more numbers.

7. When adding and subtracting fractions, all answers must be express in the

if possible.
3 2
8. + is an example of _________________________ fractions.
4 4

5 3
9. + is an example of _________________________ fractions.
6 4

3 8
10. 4 + 5 is an example of _________________________ fractions.
7 9

What I Can Do

Well, understanding how fractions work, how to manipulate them, and how
to perform calculations with them are skills that are useful in a surprising number of
everyday situations. Here are some examples of fractions in everyday life:
1. Fractions are useful when measuring particularly the length of an object, for
2 1
example, in the fraction , you can use the unit fraction as the selected length
3 3
2
and then count or measure to show that it takes two reach .
3

9
2. Working out the quantities of ingredients to feed a dinner party for 10 when you
your recipe feeds 5.

Actually, you probably use fractions without even knowing it. And without
fractions, you wouldn’t be able to tell time or cook with recipes. Learn more and
apply this lesson into your own experience. Here’s you can do!

Activity 1: It’s PIZZA Time!

1. A pizza is a great example of fractions! Each piece represents a part of a whole.In

the picture, the pizza is divided into 8 pieces. If you have one piece, what fraction
of pizza you are eating?

2. If your friend James has two pieces, what fraction does he

have?

3. When Eoin gets three slices of pizza, what fraction does he

get?

4. If you add the pizza you have eaten to Eoin plus James, what is the total
fraction of pizza that have been eaten? _____________________________________________

5. When the sum of the pizza eaten by the three persons is subtracted from the
whole of pizza, what fraction has left?

Lesson Problem Solving Involving

2 Addition and Subtraction of
Fraction

Problem Solving requires an imaginative mind to be able to arrive at an

answer easily and systematically. More so, solving mathematical word problem
effectively depends not only on student’s ability to perform the required mathematical
operations but also on the extent to which they are able to accurately understand
the text of the word problem.

10
 What’s In

In this lesson, you will use your understanding of the previous topic to solve
problems involving addition and subtraction of fractions. Using an illustration is a
great help to answer some problems.

Notes to the Teacher

Deeper understanding of the text of the word problem
serves as a crucial step before mathematical computations
can be performed. Hence, it is very important to teach the
learners the process of solving word-based problems in a

Example # 1:

Yael walked one-half of a kilometer yesterday and three-fourths of a kilometer

today. How many miles has Yael walked?

Solution

This word problem requires addition of fractions

Choosing a common denominator of 4, we get
2 3 5
1
+
3 = = = 𝑜𝑟
4 4 4
2 4
1
So, Yael walked a total of 1 kilometers.
4

Example #2:

Mother bought three and one-third dozen apples. She served three-fourths of the
apples to Rico’s friends. How many apples remained?
Solution:

This word problem requires subtraction of fractions. Choosing a common

denominator of 12 we get:

1 1 10 3 40 9 31 7
3 − = − = − = =2
3 3 3 4 12 12 12 12

7
So, there were 2 apples remained
12

11
 What’s New

Here are some word-based questions which involve addition and subtraction
of fractions for you to work on. Learn about adding and subtracting word problems
as you apply your fractions skills. Let’s see how you solve the problems correctly.

Directions: Solve Problems 1 & 2 below. Be sure to simplify your result, if necessary.

Problem 1: Word Problems Involving Subtraction of Fractions

From a 1-meter ribbon, Ericka cut 2meter for her hat and another 1 meter for
4 4
her bag. How long was the remaining piece?

Problem 2: Word Problems Involving Addition of Fractions

Jepoy drove his bicycle for 1km going to his friend’s house. Then, he proceeded for
3

another 2km to his cousin. He drove another 1 km on his way home. How far did he
4 6

cover from his friend’s house to his house?

What is It

Getting mess of the word-based problems? Well, it’s not easy to solve word
problems. But there are as many solutions in solving problems as there many
waysin killing the cat. Of course, it is going to be easy if you follow the steps
in solving word problems. Here’s how!

Let us solve the problem by following the steps below.

12
UNDERSTAND

a. What is asked?
The length of the remaining piece of ribbon.
b. What are given?
2 meter for her hat
4

1 meter for her bag

4

PLAN

What operation will you use?

Using Bar Model

Hat Bag Remaining

1 meter of ribbon is equivalent to 4. Add the fractions of ribbons used for

4
hat and bag, and then subtract it from 1 meter or 4 ribbon
4

SOLVE

a. Solve.

1. Add the fractions of ribbons used for hat and bag.

2 1 3
+ =
4 4 4

2. Subtract it from 1 meter or 4 ribbon.

4
4 3 1
− =
4 4 4

b. Give the complete answer.

Therefore, Ericka has a remaining 1 meter of ribbon.

4

CHECK

Check if the answer is correct

2 1 1 4
+ + = 𝑜𝑟 1
4 4 4 4

13
 Problem 2
Jepoy drove his bicycle for1 km going to his friend’s
house. Then, he proceeded for another 2 km to his
cousin. He drove another 1 km on his way home. How
far did he cover from his friend’s house to his house.

UNDERSTAND
a. What is asked?

The distance he covered from his friend’s house to his house.

b. What are given?
1 km to his friend’s house
3

2 km to his cousin
4

1 km on his way home

6

PLAN

What operation will you use?

Using Bar Model

1
3

2
4

1
6

First, find the Least Common Denominator of the given fraction, and then
write its equivalent fraction using the LCD. Lastly, add the fractions.

14
SOLVE
1 2 1
a. Solve. + +
3 4 6

1. Find the LCD of the fractions. The LCD of 3,4 and 2 is 12. Get the
equivalent fractions.
1 2 1 4 6 2
+ + = + +
3 4 6 12 12 12

2. Perform the indicated operation

4+6+2 12
= or 1
12 12

b. Give the complete answer.

Therefore, Jepoy covered a distance of 1 km from his friend’s house to his
house.

CHECK

Check if the answer is correct

1 1 1 1 1 1 1 1 1 1 1 1
12 12 12 12 12 12 12 12 12 12 12 12

on his way
to his friend’s house to his cousin
home

15
 What’s More

Do It Yourself! We would like you to engage more challenging activities for you to
improve your mathematical skills in solving word-based problems. So, keep going!

Activity 1.1 How tall?

Study the table carefully and the questions by following the steps in problem solving.

Mommy Denise measures the height of her children after 3 years as shown
in the table.

Height in Feet Height in Feet

(Before) (After 3)
1 1
Karina 4 5
8 4
1 9
Clint 4 8
2 10

1 7
Selena 5 9
5 10

a. How long is the increase of Clint’s height after 3 years?

b. Who has the most increase in height among the siblings?

c. How many more feet did Selena increase than Karina?

16
 What I Have Learned

The best thing you can do now is to recall what you have learned about word-
based problems. Can you still remember the steps of solving word problems?
If so, let’s check if you can do it.

Matching Type: Match column A with column B. Write the letter of your answer on
the space provided before the number.

Column A Column B

1. Verify the answer whether it is correct. a. Solve

2. Identify the unknown value. b. Plan

3. Showing the solutions or computation c. Understand

in solving the problem. d. Check

4. The use of fundamental operation needed e. Process

to solve the problem.

5. Steps of word-based problems

17
 What I Can Do

Put into Practice! Apply the steps in solving the word problem below.

Ruby makes a bookshelf. She cuts a board 11 and 21 feet long from a board that is
3 4
3
8 feet long. How much board is left?
4

UNDERSTAND

a. What is asked?

b. What are given?

PLAN
c. What operation will you use?

d. Transform the problem to number sentence.

SOLVE
e. Show the computation.

f. Give the complete answer.

CHECK
Check if the answer is correct. g.

18
 Assessment

A. Add and subtract the fractions below. Reduce your answer to its lowest
term.

7 5
1. + =
18 6

12 18
2. + =
32 32

4 3
3. 6 + 5 =
5 5

1 4
4. 12 − 7 =
6 6

7 1
5. 14 −5 =
10 5

B. Choose the letter of the correct answer.

1. Hanz bought 56 liters of buko juice last week and 61 liters this week. How much
9 3
more buko juice did he purchase this week than last week?
1 1 2
𝐴. 𝐵. 𝐶. D. 2
3 5 3 5

2. Pat got a share of 2hectare of land from his parents while his brother, Victor,
3
got 4 hectare. How many hectares did they get from their parents?
5

1 7 7 1
𝐴. 1 𝐵. 1 𝐶. 2 𝐷. 2
15 15 15 15

3. At the party, Nana ate 1 of the cake. Hana ate 2 and Cecil ate 3 . What part of
8 5 10
the cake did the three girls eat?
33 23 13 3
𝐴. 𝐵. 𝐶. 𝐷.
40 40 40 40

2
4. Frey studied 13 hour on Tuesday, 5 hour on Wednesday and 1 hours on
4 6 6
Thursday. How long did she study in three days?
1 11 11 1
𝐴. 3 𝐵. 3 𝐶. 3 𝐷. 3
12 13 12 13

1
5. A shopkeeper received a container of salted eggs. He sold 5 dozens of eggs in
2
3
the morning and 6 dozens of eggs in the afternoon. How many dozens of eggs did
4
he sell in a day?
1 1 1 1
𝐴. 9 𝐵. 10 𝐶. 11 𝐷. 12
4 4 4 4
19
 Additional Activities

A. Add or subtract the following fractions below. Reduce your answer to lowest term.

5 2 5 1
1. + = 4. 6 + =
6 6 8 6

1 2 1 5
2. 4 − 1 = 5. 9 − =
4 6 4 8

5 2
3. + =
6 6

B. Solve the following problems and choose the letter of the correct answer.

1. Jean had chocolate candies. She gave Pinky three-eighths of her candies. Then
she gave three-fourths of the remaining candies to Linda. How many candies
did she all give?
1 1 1 1
A. 3 B. 2 C. 1 D. 1
8 8 8 4

2. Alice bought nine and three-fourths meters of cloth. She used three and
four-fifths meters for a gown. How much cloth remained?
19 19 19 19
A. 4 B. 5 C. 6 D. 7
20 20 20 20

20
 21
Additional Activities Assessment Lesson 2
A. A.
1 19 2 1
1. 1 4. 6 1. 1 4. 4
6 24 9 2
3 5 15 1
2. 2 5. 8 2. 5. 9
4 8 16 2
1 2
3. 18 3. 12
8 5
C. B.
6. C 1. C
7. B 2. B
8. A 3. A
9. C 4. C
10.D 5. D
Lesson 2 Lesson 2
What I know
A.
5 7
1. 4. 127
6 8
31 7
2. 7 5. 40
21 8
1
3. 5
48
B.
1. A 4. D
2. B 5. A
3. C
Answer Key
References

Marjoseph H. Perez, Donnel P. Placer, Jaime R. Burgos, Arsenio S.

Dimaranan.21st Century Mathletes. Vibal Group, Inc. Quezon City,
Philippines, 2016, 2-15

Jim Barlow, Sherri Claiborne, William Burns, Bill Freeland, Joanie

Griffin-Rethlake, Jim Scheil, Steck-Vaughn Pre-Ged Mathematics.
Steck-Vaughn Company, Texas, USA, 2000, 82-95.

Gloria D. Benigno. Basic Mathematics for College Students. Rex Printing

Company,Inc., Quezon City, Philippines, 2006, 69-70.

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 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with the
primary objective of preparing for and addressing the new normal. Contents of this
module were based on DepEd’s Most Essential Learning Competencies (MELC). This
is a supplementary material to be used by all learners of Region XII in all public
schools beginning SY 2020-2021. The process of LR development was observed in
the production of this module. This is version 1.0. We highly encourage feedback,
comments, and recommendation.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]