DEPARTMENT OF EDUCATION

DIVISION OF SAN JOSE DEL MONTE CITY

San Ignacio St., Poblacion, City of San Jose del Monte, Bulacan 3023
8
Mathematics
Quarter IV – Module 6
Counting the Number of
Occurences of an Outcome in
an Experiment
Mathematics - Grade 8
Alternative Delivery Mode
Quarter IV-Module 6: Counting the Number of Occurrences of an Outcome in an
Experiment

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 8

Mathematics
Quarter IV – Module 6
Counting the Number of
Occurences of an Outcome in
an Experiment

Department of Education • Republic of the Philippines

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-tests 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.

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. And 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.

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 What I Need to Know

CONTENT STANDARD

The learner will be able to demonstrate understanding on the key concepts of

probability.

PERFORMANCE STANDARD

The learner will be able to formulate and solve practical problems involving probability
of simple events.

LEARNING COMPETENCY:

The learner counts the number of occurrences of an outcome in an experiment: (a)

table; (b) tree diagram; (c) systematic listing; and (d) fundamental counting principle.

At the end of the module, you are expected to:

1. determine the number of sample space in an experiment using (a) table, (b) tree
diagram and (c) systematic listing;
2. use fundamental counting principle to count the outcome; and
3. apply it in a real life-situation.

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 What I Know

Directions: Read and analyse the questions carefully. Choose the letter of the correct
answer on a separate paper. Please answer all the items.

1. What is the set of possible outcomes of an experiment or an event?

A. chance C. probability
B. ending D. sample space
2. Which is NOT a method of counting the number of possible outcomes of an experiment?
A. Table Method C. Wild Guess
B. Tree Diagram D. Systematic Listing
3. The Math Club adviser wants to make a design for the members’ club shirt. He has 5
different images, 4 kinds of font and 2 colors to choose from. How many designs can he
possibly make?
A. 11 B. 20 C. 30 D. 40
4. Jerry is having bread and drinks for breakfast. He can choose between ham sandwich,
toasted bread, and pandesal. For drinks, he can choose either coffee, milk, or orange
juice. How many selections will he have?
A. 6 B. 9 C. 12 D. 15
5. How many pairs of 1 letter and 1 digit can be made?
A. 2 B. 26 C. 35 D. 260
6. George wants to make a password made up of 2 digits and 1 letter. How many possible
passwords are there?
A. 100 B. 260 C. 2 600 D. 26 000
7. Cirilo Ice Cream Parlor offers 12 flavors of ice cream which can be served on a waffle,
sugar or plain cone. How many different single scoop ice-cream cones will be possible in
order to buy something at the parlor?
A. 6 B. 12 C. 24 D. 36
8. An athlete is making a healthy protein shake from fruits, nuts, and vegetables. If there are
4 available nuts, 7 available fruits, and 5 available vegetables to choose from, how many
possible flavors of shake can be made?
A. 16 B. 35 C. 70 D. 140
9. Suppose you secured your bike using a combination lock. Later, you realized that you
forgot the 3-digit code. You only remembered that the code contains the digits 1, 3 and 7.
Which of the following list shows the possible codes you may choose from?
A. {1-3-7, 1-7-3, 3-1-7, 7-1-3, 7-3-1}
B. {1-2-3, 3-4-5, 6-7-8, 9-9-1, 2-2-1}
C. {1-1-7, 1-1-3, 3-3-1, 3-3-7, 7-7-1, 7-7-3}
D. {1-3-3, 1-7-7, 3-1-1, 3-7-7, 7-1-1, 7-3-3}

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For item numbers 10-12, refer to the tree diagram below.

10. How many choices of main dish can be made?

A. 1
B. 2
C. 3
D. 4
11. How many choices of drinks can be
made?
A. 1
B. 2
C. 3
D. 4
12. How many choices of meal are possible?
A. 2 B. 4 C. 8 D. 12
13. A close friend invited Jenina to her birthday party. Jenina has 4 new blouses (stripes, with
ruffles, long-sleeved, and sleeveless) and 3 skirts (red, pink, and black) in her closet
reserved for such occasions. Assuming that any skirt can be pair with any blouse. How
many blouse-and-skirt pairs are possible?
A. 6 B. 9 C. 12 D. 15
14. If Laurence has 7 t-shirts, 3 pairs of pants, and 2 pairs of shoes, how many possibilities
can he dress himself up for the day?
A. 7 B. 12 C. 21 D. 42
15. In a restaurant, you have a dinner choice of one main dish, one vegetable, and one drink.
The choices for the main dish are pork and beef meat. The vegetable choices are broccoli
and lettuce. The drink choices are ice-tea and water. How many choices are possible?
A. 2 B. 4 C. 6 D. 8

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 LESSON
Table, Tree Diagram and
1 Systematic Listing
You have learned the basic concepts of probability in the previous lesson. As you go
through to this module, it will help you to determine the number of the sample space of an
experiment using different methods.

What’s In

Activity: GUESS WHAT…

Direction: Classify the following statement to its corresponding probability terms. Use the
word box below for your choices. Write your answer on a separate paper.

Event Probability Sample Point

Sample Space Experiment

1. If you flipped a coin, the result either head or tail.

1
2. There is a or 50% chance getting odd number if you roll a die.
2
3. Playing cards in which the king of spade can randomly be picked.
4. Flipping a 10-peso coin thrice.
5. Getting the sum of 8 when you roll a two dice.

What’s New

Activity: I HAVE NOTHING TO WEAR!

Direction: Read the situation carefully. Then, answer the questions that follow. Write your
answer on a separate piece of paper.
Maria was invited to attend her friend’s birthday party. She has three shirts (yellow,
white and black) and two pairs of pants (jeans and slacks). However, she cannot decide
what to wear. Let us help Maria to decide what she will wear for her friend’s birthday party.

Guided Questions:
1. How many different outfits can Maria choose?
2. What are those outfits Maria can choose?
3. What process did you do to find the possible outfits for Maria?

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 What is It

It is important to determine the number of the possible outcomes of an experiment to

easily visualize the choices that we have. A sample space or probability space is the set
of all possible outcomes of an experiment. There are different methods to count the number
of possible outcomes of an experiment:

A. Using a table
One method to determine the number of possible outcomes of an experiment is by
creating a table or chart. This method is commonly used for two events.

B. Using a tree diagram

A tree diagram is the useful method to easily enumerate all the possible outcomes
using the line segment as the branch from starting point to outcome point.

C. Using a systematic listing

Another method to count the number of the sample space of an experiment is by listing
down all the possible outcomes in systematic way.

Illustrative Example 1:

GreenCab’s Pizza Parlor offers three kinds of toppings and four kinds of crust. How
many pizza choices with 1 kind of toppings and 1 kind of crust can be made in GreenCab’s
Pizza Parlor?

A. Using a table

Crusts/Toppings Ham Pepperoni Veggie

Classic Ham-Classic Pepperoni-Classic Veggie-Classic
Pan Ham-Pan Pepperoni-Pan Veggie-Pan
Thin Ham-Thin Pepperoni-Thin Veggie-Thin
Stuffed Ham-Stuffed Pepperoni-Stuffed Veggie-Stuffed

Answer: There are 12 possible 1-topping pizza choices in GreenCab’s Pizza Parlor.

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B. Using a tree diagram

Answer: By counting the line segments pointing at the choices, there are 12 possible 1-
topping pizza choices in GreenCab’s Pizza Parlor.

C. Using a systematic listing

1. Ham-Classic 5. Pepperoni-Classic 9. Veggie-Classic

2. Ham-Pan 6. Pepperoni-Pan 10. Veggie-Pan
3. Ham-Thin 7. Pepperoni-Thin 11. Veggie-Thin
4. Ham-Stuffed 8. Pepperoni-Stuffed 12. Veggie-Stuffed

Answer: GreenCab’s Pizza Parlor can offer 12 different 1-toppings pizza choices.

Illustrative Example 2:

Maria was invited to attend her friend’s birthday party. She has three shirts (yellow,
white and black), and two pairs of pants (jeans and slacks). However, she cannot decide
what to wear. Let us help Maria to decide what she will wear for her friend’s birthday party.

A. Using a table

Shirts/Pants Jeans Slacks

Yellow Shirt Yellow Shirt - Jeans Yellow Shirt - Slacks
White Shirt White Shirt - Jeans White Shirt - Slacks
Black Shirt Black Shirt - Jeans Black Shirt - Slacks

Answer: Maria can wear 6 different outfits to attend her friend’s birthday party.

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B. Using a tree diagram

Answer: Maria can wear 6 different outfits to attend her friend’s birthday party.

C. Using a systematic listing

1. Yellow Shirt-Jeans 4. Yellow Shirt-Slacks

2. White Shirt-Jeans 5. White Shirt-Slacks
3. Black Shirt-Jeans 6. Black Shirt-Slacks

Answer: Maria can wear 6 different outfits to attend her friend’s birthday party.

What’s More

Activity 1: MORE OR LESS…

Direction: Read and analyse the situation. Complete the tables below. Write your answer on
a separate piece of paper

1. The menu in a school cafeteria is shown, for food: fish, chicken and vegetables; and for
drinks: bottled water, soft drinks and juice.
A. Using Table
Food/Drink Bottled Water Soft Drink Juice
Fish Fish-Bottled Water (1)____________ (2)____________
Chicken (3)____________ (4)____________ Chicken-Juice
Vegetable (5)____________ Vegetable-Soft Drink Vegetable-Juice

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 B. Using Tree Diagram

C. Using Systematic Listing

(1)____________ (2)____________ Vegetable-Bottled Water
Fish-Soft Drink Chicken-Soft Drink (4)____________
Fish- Juice (3)____________ (5)____________

Activity 2: DO IT YOURSELF!

Direction: For each situation, choose different methods to determine the number of possible
outcomes of an experiment. Write your answer on a separate piece of paper.

1. Find the words that can be formed using the words fast, slow, young and old and the
suffixes –er and –est.
2. What are the possible outcomes for two people playing rock-paper-scissor?

What I Have Learned

Let us summarize the things you have learned about the different methods to count the
number of the sample spaces of an experiment.

Direction: In your own words, complete the 3-2-1 chart regarding about the different
methods to count the number of the sample spaces of an experiment that you have learned.
Write your answer on a separate piece of paper.

Three things you have learned.

3
Two things you want to learn more

2
One question you still have.

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 What I Can Do

Activity: CREATE YOUR OWN

Direction: Create a real-life situation using the given items below and enumerate all the
possible outcomes from them using different counting methods. Write your answer on a
separate piece of paper.

Masks Alcohol
Surgical Mask Ethyl
Cloth Mask Isopropyl
N95
KN95

Your output is rated using the scoring rubric below:

5 3 1
Shows some
Shows uniqueness uniqueness and Shows total ‘copy
Originality and creativity of creativity with little right’ of another’s
ideas evidence of another’s ideas
ideas
Presents complete, Presents complete Presents incomplete
Presentation
organized and clear and organized and disorganized
Concepts and Illustration is correct Illustration is correct
Has no illustration
Application and accurate with minor errors

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 LESSON
Fundamental Counting
2 Principle
You already have a prior knowledge about different methods to count all possible
outcomes of an experiment. However, it takes a lot of time to be able to determine the
number of possible outcomes. In this lesson, you will learn another method to count all
possible outcomes of an experiment through fundamental counting principle.

What’s In

Activity: ALL TOO WELL…

Direction: Read carefully and visualize the following experiments. Then, write your answers
in a piece of paper.

1. One card randomly picked from a standard deck of cards must be Queen of Heart.
2. If you flip two coins, it will come down both tails.
3. What is the probability of getting an even number when you roll a die?
4. Choosing a month from a year, what is the probability of selecting a month with 31 days?
5. If you roll a pair of dice, what is the probability of getting the sum of 8?

What’s New

Activity: SNAKE AND LADDER

Direction: Read and analyse the situation carefully then answer the questions that follow.
Write your answer on a separate piece of paper.

Upin and Ipin were playing “Snake and Ladder”. If they rolled a dice at the same time,
how many possible outcomes can they move on the spaces?

Guided Questions:

1. How many possible outcomes can be made if they only roll a die?
2. What are those outcomes?
3. If they rolled a pair of dice simultaneously, how many possible outcomes can be made?
4. How did you find the answer?

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 What is It

Another way to count all possible outcomes of an experiment is through fundamental

counting principle when given two or more events by multiplying the outcomes for each
individual event.

KEY CONCEPT Fundamental Counting Principle

If event M has m possible outcomes and event N has n possible outcomes,

then event M and event N has m x n possible outcomes.

Illustrative Example 1:

Upin and Ipin were playing “Snake and Ladder”. If they rolled a dice at the same time,
how many possible outcomes can they move on the spaces?

Step 1: Identify the events.

The event is rolling a two dice at the same time.

Let, M = the first event (first dice)

N = the second event (second dice)

Step 2: Determine the number of the outcomes for each event.

The total number of possible outcomes of rolling a die is 6.

**Note that the first and second event occur at the same time.

Step 3: Compute using FCP.

m x n = total outcomes

6 x 6 = 36

Step 4: Interpret the result.

When Upin and Ipin rolled a pair of dice at the same time, the total number of
possible outcomes is 36.

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Illustrative Example 2:

A spinner with 5 equal sections marked A, B, C, D, and E is spun, and a card is picked
from cards numbered 1 to 10. Find the total number of possible outcomes.

Step 1: Identify the events.

First Event: A spinner with 5 equal sections marked A, B, C, D, and E.

Second Event: A card picked from cards numbered 1 to 10.

Step 2: Determine the number of the outcomes for each event.

The total number of outcomes of the spinner when spun is 5 and the total
number of outcomes of the second event that randomly pick from a card is 10.

Step 3: Compute using FCP.

spinner outcomes x card outcomes = total outcomes

5 x 10 = 50

Step 4: Interpret the result.

The total number of possible outcomes when the spinner is spun and a card is
picked at the same time is 50.

Illustrative Example 3:

Mrs. Dela Cruz gave a 5-item True or False short quiz. If you want to answer all the
questions in no particular order, in how many ways can you answer the short quiz?

Step 1: Identify the events.

The event is a 5-item True or False short quiz.

Step 2: Determine the number of the outcomes for each event.

The total number of choices in a True or False short quiz is 2. **Note that there
are five events with two choices per event.

Step 3: Compute using FCP.

𝑛1 𝑥 𝑛2 𝑥 𝑛3 𝑥 𝑛4 𝑥 𝑛5 = total number of ways

2 x 2 x 2 x 2 x 2 = 32

Step 4: Interpret the result.

So, the total number of ways you can answer a 5-item True or False short quiz is
32 different ways.

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 What’s More

Activity: YOU’RE TURN!

Direction: Read and analyse the problem below, and answer the following on a separate
paper.

1. A combination lock consists of 3 numbers in which each number can be any digit from 1
to 5. How many different combinations are there?
2. Lotte Ice Cream Parlor offers 5 different flavors of ice cream and 4 different topping. In
how many choices can Lotte Ice Cream Parlor offer to their customers?
3. Samuel has 4 different shirts, 2 different pants and 3 different pair of shoes. In how many
ways can Samuel wear a shirt, a pants and a pair of shoes?
4. Manang Josie wants to open a karinderya or eatery. She is planning to offer varieties of
menu (see the table below).
Rice Meat Vegetable
Plain Rice Fried Chicken Chopsuey
Garlic Rice Adobong Manok Ginataang Kalabasa
Menudo Ginisang Sayote
Nilagang Baboy

How many different meals can offer of her carinderia?

5. Mr. Dela Cruz wants to surprise his daughter with a new cellphone. The agent show to
him different phones they have. The choices are android phone or smart phone with
different screen size 5.5”, 5.8”, 6”and 6.2” which the manufacturer are Samsung, Vivo,
Oppo and Huawei. How many choices of new phone can Mr. Dela Cruz have?

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 What I Have Learned

Make a generalization of what have you learned about fundamental counting principle.

Direction: Complete the 5-3-1 chart regarding about the fundamental counting principle that
you have learned in your own words. Write your answer on a separate piece of paper.

Five important key words you need to know to understand this lesson.

Three things helped you learn in this lesson you want to share to your
classmates.

#
One hash tag to describe your understanding for this lesson.

What I Can Do

Activity: FIND THE OUTCOMES

Direction: Read and analyse the situation carefully, then determines the possible outcomes
of the experiment using Fundamental Counting Principle. Write your answer on a separate
piece of paper.

1. An Italian-themed restaurant offers combo special with 6 kinds of main courses, 2

different drinks and 5 varieties of dessert. How many different combos special can a
costumer choose?

2. Rose wants to create a combination lock code in her automated door which consists of
4 numbers where each number can be any digit from 3 to 6. In how many different
combinations she can create from digit 3 to 6?

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 Assessment

Directions: Read and analyse the questions carefully. Choose the letter of the correct
answer on a separate paper. Please answer all the items.
1. Jenny rolled a die and tossed a coin. How many times will the head possibly occur in the
experiment?
A. 1 B. 2 C. 4 D. 6
2. What are the possible outcomes if you toss a coin twice?
A. {HH, HT, TH, TT} C. {TH, HT}
B. {HH, TT} D. {H, T, H, T}
3. Which experiment has the highest number of possible outcomes?
A. rolling a die and tossing a coin
B. choosing a combo-meal from 2 kinds of rice and 3 kinds of dish
C. picking a card from a deck of cards and rolling a die
D. choosing what to wear from 5 colours of t-shirt and 2 pairs of jeans
4. In the table, how many possible milk tea options are there?
Flavors/Toppings Pearls Jellies Pudding
Chocolate Chocolate - Pearls Chocolate - Jellies Chocolate - Pudding
Coffee Coffee - Pearls Coffee - Jellies Coffee - Pudding
Caramel Caramel - Pearls Caramel - Jellies Caramel - Pudding
A. 3 B. 6 C. 9 D. 15

5. There are 5 different flavoured juice drinks and 3 different flavoured sodas in the cooler.
How many possible outcomes will there be if you choose a juice drink and a soda?
A. 5 B. 8 C. 15 D. 20
6. Two children are playing jack-en-poy. How many possible outcomes can occur?
A. 6 B. 12 C. 18 D. 24

For item numbers 7-10, refer to the table below of the menu in a school cafeteria:

Main Dish Rice Dessert

Adobo Fried rice
Ice Cream
Pakbet Garlic rice
Halo-halo
Menudo Plain rice
7. How many possible ways can you choose a meal consisting of 1 main dish, 1 rice, and 1
dessert?
A. 3 B. 6 C. 8 D. 18

8. How many possible outcomes can you choose by having a meal with Pakbet as main
dish?
A. 1 B. 6 C. 9 D. 18

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9. How many possible outcomes can you have to a meal with ice cream as dessert?
A. 2 B. 4 C. 9 D. 12
10. How many possible outcomes can you have to a meal with menudo and garlic rice as
main dish and rice?
A. 2 B. 3 C. 4 D. 6
11. Angel Ice Cream Parlor offers 10 flavors of ice cream and 6 toppings which can be
served on a waffle, sugar or plain cone. How many different single scoop ice-cream
cones can be possibly bought at the store?
A. 60 B. 90 C. 150 D. 180
12. James picked 1 candy and 1 bubble gum in his pocket. If there were 16 possible
combinations, how many candies were in his pocket?
A. 3 B. 4 C. 8 D. 12
13. Which of the following is true?
A. Rolling a die has 3 possible outcomes.
B. Flipping a coin twice has one possible outcome.
C. Answering 4-multiple choice test has 4 possible outcomes.
D. A standard deck of card has 13 cards only.
14. How many possible ways of choosing 1 color each from the Philippine flag, and the traffic
light?
A. 6 B. 12 C. 18 D. 24
15. There are 3 choices for the kind of crust for a pizza. If there are 24 possible outcomes of
pizza available, how many toppings choices are there?
A. 6 B. 8 C. 10 D. 21

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 Additional Activities

Enrich the knowledge and skill you have learned about the different methods to count
the number of the sample space of an experiment and fundamental counting principle with
the activity below.

Activity: DREAM COME TRUE…

Direction: Read and analyse the situation carefully then answer the questions that follow.
Write your answer on a separate piece of paper.

Joseph and Maria go to XYZ Department Store to buy a new television. Their choices
are LED TV or Smart TV which screen size are 24”, 32” or 40” and the manufacturer are LG,
Sony or Panasonic. How many different televisions can they choose in the store?

Guided Questions:

1. How many different choices of TV are there?

2. How many different screen sizes of TV are there?
3. How many manufacturers are there?
4. Enumerate all the possible choices that Joseph and Maria can choose for their new
televisions;
a. Using table
b. Using tree diagram
c. Using systematic listing
5. By counting, how many choices of television can they choose?

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 18
What I Know
1. D 6. C 11. B
2. C 7. D 12. C
3. D 8. D 13. C
4. B 9. A 14. A
5. D 10. B 15.D
LESSON 1
What’s In What’s New
1. Sample Space 1. 6 different outfits
2. Probability Shirts Pants
3. Sample Point Yellow Jeans
4. Experiment Yellow Slacks
5. Event White Jeans
White Slacks
What’s More Black Jeans
Activity 1 Black Slacks
A. 2.
1. Fish-Soft Drink 3. *Answer may vary
2. Fish-Juice
3. Chicken-Bottled What I Have Learned
Water *Answer may vary
4. Chicken-Soft Drink
5. Vegetable-Bottled What I Can Do
Water *Answer may vary
B.
1. Chicken
2. Soft Drink
3. Bottled Water Activity 2
4. Chicken-Juice 1. S = {faster, slower, younger, older, fastest, slowest,
5. Vegetable-Juice youngest, oldest}
C. 2. S = {rock-rock, rock-paper, rock=scissor, paper-rock,
1. Fish-Bottled Water paper-paper, paper-scissor, scissor-rock, scissor, paper,
2. Chicken-Bottled scissor-scissor}
Water
3. Chicken-Juice
4. Vegetable-Bottled
Water
5. Vegetable-Juice
Answer Key
 19
LESSON 2
What’s In
1. One card randomly picked from a standard deck of cards must be Queen of Heart.
2. If you flip two coins, it will come down both tails.
3. What is the probability of getting an even number when you roll a die?
4. Choosing a month from a year, what is the probability of selecting a month with 31
days?
5. If you roll two dice, what is the probability of getting the sum of 8?
What’s New What’s More
1. 6 possible outcomes 1. 125 different combinations
2. S = {1, 2, 3, 4, 5, 6} 2. 20 different choices
3. 36 possible outcomes 3. 24 different ways
4. *Answer may vary 4. 24 different meals
5. 32 different new phones
What I Have Learned
*Answer may vary
What I Can Do
1. 60 different meals
2. 256 different combinations
Assessment
1. D 6. A 11. D
2. D 7. D 12. B
3. C 8. B 13. C
4. C 9. C 14. B
5. C 10. A 15. B
Additional Activity
1. 2 different choices
2. 3 different screen sizes
3. 3 different manufacturer
4.
5. 18 different TV choices
References
Emmanuel P. Abuzo, Merden L. Bryant, et al., Mathematics 8 Learner’s Module (DepEd-
BLR, 2013) pp. 562-579.
Marc Paul G. Fulgencio, Alexander G. Lopez, et al., K to 12 Conceptual Math & Beyond 8
(Brilliant Creations Publishing, Inc., 2014) pp. 332 – 370.

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 This material was contextualized and localized by the
Learning Resource Management and Development Section (LRMDS)
SCHOOLS DIVISION OF SAN JOSE DEL MONTE

MERLINA P. CRUZ PhD, CESO VI

Officer-in-Charge
Office of the Schools Division Superintendent

ERLEO T. VILLAROS PhD

Officer-in-Charge
Office of the Assistant Schools Division Superintendent

ROLANDO T. SOTELO DEM

Chief Education Supervisor
Curriculum Implementation Division

ANNALYN L. GERMAN EdD

Education Program Supervisor, LRMS

MA. CORAZON P. LOJA

Education Program Supervisor, Mathematics

JANE P. TANGUILIG
ALEXIS RIVERA
SHERILYN G. ESCOBAR
Kaypian National High School
Writer

MICHAEL B. ZAMORA
Sapang Palay National High School
Layout Artist

KHARLYN P. BANZON
Sapang Palay National High School
Cover Art Designer

BERNADETTE F. ANCHETA
Kaypian National High School
Content Editor

ALLEN RAY M. BELISARIO

Kaypian National High School
Language Reviewer

MICHAEL B. ZAMORA
Sapang Palay National High School
Lay-out Evaluator

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 For inquiries or feedback, please write or call:

Department of Education – Division of San Jose Del Monte City –

Learning Resource Management and Development Section (LRMDS)

San Ignacio Street, Poblacion, City of San Jose Del Monte, Bulacan

Email Address: [email protected]

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