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i
Business Mathematics – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 3: Kinds of Proportion
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
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Such agency or office may, among other things, impose as a condition the payment of
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education, Division of Palawan

Schools Division Superintendent:
Natividad P. Bayubay, CESO VI
Assistant Schools Division Superintendents:
Loida P. Olavario, Ph.D.
Felix M. Pamaran

Development Team of the Module

Writers: Kisshan S. Bairulla
Content Editor: Ma. Lourdes Encontro
Language Editor: Marianne R. Valdez
Reviewers: Eric N. Quillip
Layout Artist: Mark G. Javillonar
Management Team: Aurelia B. Marquez
Rodgie S. Demalinao
Eric N. Quillip

Printed in the Philippines by ________________________

Department of Education – MIMAROPA Region – Schools Division of Palawan

Office Address: PEO Road, Bgy. Bancao-Bancao, Puerto Princesa City

Telephone: (048) 433-6392
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Website: www.depedpalawan.com

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 11

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iii
Introductory Message
For the facilitator:

Welcome to the Business Mathematics – Grade 11 Modular Distance Learning

(MDL) Self-Learning Module on the Kinds of Proportion!

This module was collaboratively designed, developed and reviewed by educators

from public institution to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum Most Essential Learning
Competencies (MELCs) in the “New Normal” situation while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

iv
For the learner:

Welcome to the Business Mathematics – Grade 11 Modular Distance Learning

(MDL) Self-Learning Module on the Kinds of Proportion!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

v
 Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

vi
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the kinds of proportion. 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. 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 textbook you are now using.

The module is composed of one lesson, namely:

• Lesson 1 – Identify the Different kinds of proportion and write

examples of real-life situations for each

After going through this module, you are expected to:

1. identify the different kinds of proportion;
2. differentiate the kinds of proportion;
3. solve for the different unknowns involving direct proportion; and
4. give real-life situations involving the kinds of proportion.

1
 What I Know

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which of the following refers to the equality between ratios?

a. Ratio c. Extremes
b. Means d. Proportion

2. In the proportion 1:2=8:16, what are the means?

a. 16 only c. 1 and 16
b. 2 and 8 d. 1 and 8

3. Given the same proportion, what are the extremes?

a. 1 and 16 c. 1 and 8
b. 2 and 8 d. 2 and 16

4. Which of the following is a proportion?

a. 2:3 c. 1:2:3
b. 3:4 d. 2:4=8:16

5. If there are 30 boys and 40 girls in the ABM class, what is the ratio of boys
against girls?
a. 3:4 c. 3:2
b. 2:3 d. 4:3

6. Which of the following real life situations does proportion best apply?
a. Grade computation
b. Computing the height of a tree
c. Computing for the shares of each partner
d. Computing the net worth of a company

7. X, Y and Z are partners and agreed to divide their capitalization in a ratio of

1:2:2 to put up a new business. This situation best describes what types of
proportion?
a. Partitive Proportion c. Inverse proportion
b. Direct Proportion d. None of these

8. Given that the partners have to make 500, 000 as capital. How much does
partner X should contribute if the ratio of capitalization is 1:2:2 for X, Y, and Z?
a. 100, 000 c. 300, 000
b. 200, 000 d. 250, 000

2
9. Using the given data for capital and ratio of capitalization in item number 8, how
much do partners Y and Z should give?
a. Both should contribute 200, 000
b. 150, 000 for Partner Y and 250, 000 for Partner Z
c. 300, 000 for Partner Y and 100, 000 for Partner Z
d. Both should contribute 100, 000

10. Find the simplest ratio of 60:75.

a. 2/3 c. 12/15
b. 4/5 d. ¾

11. A dozen of umbrella cost 1, 800. At this rate, what is the cost of 5 umbrellas?
a. 750.00 c. 350.00
b. 250.00 d. 800.00

12. If 4 pair of shoes cost P1, 500, how many pair of shoes can you buy with P3,
750.00?
a. 5 c. 10
b. 8 d. 15

13. Find x in a proportion x: 30=14:70?

a. 6 c. 4
b. 5 d. 8

14. What is x in a proportion 12:x=60?

a. 0.5 c. 0.20
b. 0.10 d. 5

15. A delivery truck can spend 18 liters of gasoline for traveling 166 kilometers. At
this rate, how many kilometers can it travel for 800 liters?
a. 7, 377.78km c. 8, 377.78km
b. 7, 277.78km d. 7, 377.97km

3
 Identifying the Different kinds
Lesson
of proportions and write
1 examples of real-life situations
for each

We might be wondering how mathematical principles can be applied in our daily

lives. Indeed, it is really difficult to imagine but math is actually applicable to
almost every aspect of our life, especially in business world. Ratios and proportion
are actually good examples of mathematical principles that is always present in a
man’s business. It is used in business activities like determining shares in
profit/loss, and the capital contribution of the partners. It is even applicable in
determining the production cost and numbers of product to be produced.

What’s In

In the previous lesson, you have learned fractions and its use in real life event. You
also learn to illustrate fractions, decimals and percentage through engaging in
problems which involve these three. Fractions are important to learn and
understand for they tell us what portion of a whole we need, have and want.

The next activity will help you check your prior understanding and learning as to
the types of proportion.

Notes to the Teacher

Begin the lesson by letting the students do Activity no.1 as a way
of presenting the lesson. Allow students to answer the given
worksheet which will explore their prior knowledge on types of
proportion.

4
 What’s New

Activity 1: Find me
In this activity, you will have to solve first the given equation or problem to
complete the word. Each word is related to the kinds of proportion. Each space has
corresponding value equivalent to letters. Let’s get started. Come on and have fun.

LETTERS A B C D E F G H I J K L M
VALUE 1 2 3 4 5 6 7 8 9 10 11 12 13

LETTERS N O P Q R S T U V W X Y Z
VALUE 14 15 16 17 18 19 20 21 22 23 24 25 26

Fill in the missing letter by finding the value of x and/or solving the problem. Show
your solution. After you get the value, check on its equivalent letters above.

1. D __ R __ __ T
1.1. x:27=3:9
1.2. 80:10=40:x
1.3. If one pen costs P75.00, how many pens can you buy with P225.00?

2. __ N __ __ __ S E
2.1. 2:3=6:x
2.2. How many apples can you buy with P990.00 when the ratio of apple is
1:45?
2.3. 2:x=2:5
2.4. If the cost of one kilo eggplant is P60.00, how many kilos of eggplant can
you have with P1, 080.00?

3. P A __ T __ __ I V E
3.1. 1:2=9:x
3.2. 1:3=3:x
3.3. How many men do you need to finish the building project in 3 months, if 10
workers are able to finish it in 6 Months?

5
 What is It

To further strengthen your knowledge as to the kinds of proportion and its uses to
real life event, let us focus and have time on reading the discussions below.

Proportion Defined
Proportion is defined as the equality of ratios which means that a ratio can be a
proportion if they have equal values or they are equivalent ratios.

There is a rule concerning proportion which you have to properly understand that
is “The product of the means must be equal to the product of the extremes”. The
mean is the inner or the middle term and an extreme is the outer term.

2:3=4:6

Means 12

Extremes 12

Before we discuss the kind of proportion, let us have first little review about ratio
because understanding ratio is also essential in this part.

Ratio is a relation between two numbers expressed as quotient or fraction and/or

it indicates how many times one number contains another.

Example: Supposed that in a survey on parents whether they agree or disagree to

open classes on August showed that 40 out of 100 answered agree, what is the
ratio of agree against disagree?

To find the ratio, just divide 40 agree to 60 disagree and reduce it to lowest terms.
So we have 40/60. To reduce it to lowest terms, you must find number which is
divisible by 40 and 60; in this case we have 20.

Therefore 40/60 is same as 2/3 and the ratio of agree to disagree is 2:3 (read as 2
is to 3) on the other hand the ratio of disagree to agree is 60/40 or 2/3 = to 3:2. We
usually express ratio in whole numbers.

Kinds of Proportion
The three kinds of proportions are Direct Proportion, Inverse Proportion and
Partitive Proportion. How do they differ with each other? Let us dig deeper.

6
Direct Proportion – a number is directly proportional to another when one value
increases, so does the other or when one value decreases it will make other value
decreases too.
Sample Problem:
1. For every 1 kilo of flour, 50 pieces of pastel can be made. How many kilos of
flour are needed to produce 575 pieces of Pastel?
Answer:
Given: 1 kilo of flour to 50 pieces of pastel
___ Kilos of flour to 575 pieces
Solution:
1:50=x: 575
1/50=x/575 cross multiply
1(575)=x(50)
575=50x
X=11.5
As you noticed, as 1 kilo increases to 11.5 kilos, 50 pieces of pastel also increases
to 575. This is a sample illustration on how direct proportion used in real life
scenario.

2. Nina earns 10, 000 in 20 days for her online business. How much will she
earn at 30 days?
Answer:
Given: 10, 000: 20 days
x: 30 days
Solution:
Let’s put it into fraction
10,000 𝑥
= cross multiply
20 30

Then we get,
10, 000(30) =20x
300, 000=20x – divide both sides by 20
300,000 20𝑥
=
20 20
X=15, 000
We observe that as one quantity increases, the other one also increases and this
made it as direct proportion.

Inverse Proportion - The quantities are in inverse proportion when one value
increases, the other decreases or when one quantity decreases another quantity
increases.
Sample Problem:
1. If two workers can finish to pack a products in four weeks. How many
workers are needed if the target schedule should only be three weeks?
Answer:
Given: 2 workers in a week
Solution:
More workers: Less Workers = More week: Less Weeks

7
 x:3=4:2
x/3=4/2 – cross mutiply
2(x)=4(3)
2x=12
x=12/2
x=6
You observed that one quantity is inversely proportional to another becasuse as
workers increases the weeks to finish packing the products decreases.

2. If 6 men can paint the wall in 64 hours, find the number of men required to
paint the wall in 48 hours?
Answer:
Given: x:6=64:48
Solution:
More men: Less men= More hours:less hours
Now lets put it into numbers
X (no. of men required): 6 men=64 hours:48 hours
In fraction, we have,
𝑥 64
= – cross multiply
6 48
48x= 6(64)
48x=384 – divide both sides by 48
48𝑥 384
= 48
48
x=8
So we need 8 men to finish the job in 48 hours, observe that the number of men is
inversely proportional to time required to finish the job.

Partitive Proportion - When a whole part is being divided into many parts
according to ratio, it is partitive proportion or it involves identifying parts of a whole
based on the given ratio.
Sample Problem
1. Jessa, Abel and Edward are partners in Beauty shop business. They agreed
to divide their profits in a ratio 1:2:3. How much should each receive if the
total profit is 50, 000.00?
Answer:
Given: 50, 000.00 into part 1: 2: 3
Solution:
1+2+3=6
Jessa’ share
1/6 x 50, 000
50, 000/6
= 8, 333.333333
Abel’s share
2/6x 50, 000
100, 000/6
=16, 666.666667

8
 Edward’ share
3/6x 50, 000
150, 000/6
=25, 000

In this case, we see that the whole was divided into parts using the ratio to
determine the share of each partner. This illustrates partitive proportion in real life
situation.

2. Three boys sold garlands in the ratio 2:3:4. Together they sold 225 garlands.
How many garlands did each boy sell?
Answer:
Given: 225 total garlands sold into 2:3:4
Solution:
2+3+4=9
2 3 4
Then if we make the ratio 2:3:4 into fraction, it will become , , , .
9 9 9
1st Boy
2
9
(225)=49.99 – divide 2 to 9 and multiply to the total garlands
2nd Boy
3
(225)=74.99
9
3rd Boy
4
(225)=99.99
9
So the boys sell 49.99, 74.99 and 99.99 resectively.

Notes to the Teacher

Activities on the succeeding pages are designed to develop and
enrich students’ knowledge on the kinds of proportions. The
activities ensure that students’ full understanding of the lesson is
achieved.

9
 What’s More

In the previous discussions, you have learned that Proportion has three kinds
known as Direct Proportion, Inverse Proportion and Partitive Proportion. Let us
enhance more your understanding by doing this Activity.

Activity 2: Let us Practice.

Direction: On a separate sheet of paper, solve the following problems and identify
whether it is a Direct Proportion, Inverse Proportion, or Partitive Proportion.
1. Andrea and Lino are partners. They share profits and losses at a ratio of 2:3.
If the capital of Andrea is P15, 600, how much is the capital of Lino?

2. A business owner in Bataraza promised to donate P1.00 for P20.00 peso sale
on his store for the front liners in fighting covid-19 Pandemic. The financial
report shows that the sale for the month is P2, 000, 000.00. How much
should be his donation?

3. Belenda received an order from a client to be finished in two weeks for her
furniture business. If two persons can finish the furniture in one month,
how many workers does she need to meet the deadline?

4. The secondary school of Tarusan buys 1 gallons of alcohol for 45 students.

How many gallons of alcohol do they need to buy if they have 800 students?

5. Supposed that three persons can finish installing all the solar panels in the
classroom for one week, how many persons do they need to finish the job if
the signed contract is only three days?

10
Activity 3: Practice Pa More
Directions: Choose the letter that corresponds to each question. Write the chosen
letter on a separate sheet of paper.

A. Direct Proportion K. 45 workers

B. Proportion L. 50 pairs
C. 5, 000 M. 45 workers
D. 333.33, 666.67 and 1, 000
E. 20,000 and 30, 000
F. 40 pairs
G. Inverse Proportion
H. 40 workers
I. 15, 000
J. Partitive Proportion

1. Divide 2,000 in the ratio 1:2:3.

2. The equality between ratios is known as ____________.

3. In a midst of Pandemic, the government extends help to the citizens by giving

5,000.00 to 1 household. How many households can be benefited if the available
funds for every province is 25, 000, 000.00?

4. If one value increases and it results to an increase of another value it is called

__________.

5. ABM students sell 2 pairs of shoes for P300.00. If Mary Joy, a reseller has a
capital of P 6, 000.00, how many pair of shoes can she buy?

6. One quantity increases and the other one decreases refers to ___________.

7. Cymund and Jessica are partners who agreed to share contribution in a ratio
2:3. If the needed capital for them to establish their business is 50, 000, how
much should each partner contribute?

8. Sam and Amer are bestfriends who planned to build a resort at Barangay
Malihud. If 20 workers can finish the resort in one year, how many workers are
needed if the resort should be finished in six months?

9. Dividing whole into parts according to ratio.

10. During Enhance Community Quarantine, Janel, the owner of pineapple farm
in Bataraza, pledge to donate P10.00 for every 2 pineapples she can sell. If she
sold 3, 000 pieces of pineapple, how much money should she donate to the
Authority?

11
 What I Have Learned

In the previous activities, we have tested your understanding on the kinds of

proportion as to how they are used in real life situation. Now, let us do more.

Activity 4: Complete me!

Directions: On a separate sheet of paper, complete the statements below with the
knowledge you acquired or if there are unclear concepts that concern you from this
lesson. Bear in mind to accomplish the task with honesty in mind.

1. I learned that…
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________

2. What I feel now is…

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. I think I need to explore more about…

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________

4. The lesson helped me …

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________

5. I need to have more practice on …

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________

12
 What I Can Do

This activity will help you find out if you truly appreciate the use of proportion in
real life situation. Let us do this.

Activity 5: Give me a sample

Directions: Using the template below, cite three examples or situation for each of
type of proportion. Answers will be written in a separate sheet paper.

Direct Proportion

1.
2.
3.

Inverse Proportion

1.
2.
3.

Partitive Proportion

1.
2.
3.

13
 Assessment

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Find X in a proportion X: 30 = 14:70?

a. 6 c. 4
b. 5 d. 8

2. What is X in a proportion 12:X=60?

a. 0.5 c. 0.20
b. 0.10 d. 5

3. A delivery truck can spend 18 liters of gasoline for traveling 166 kilometers. At
this rate, how many kilometers can it travel for 800 liters?
a. 7, 377.78km c. 8, 377.78km
b. 7, 277.78km d. 7, 377.97km

4. Find the simplest ratio of 60:75.

a. 2/3 c. 12/15
b. 4/5 d. ¾

5. A dozen of umbrella cost 1, 800. At this rate what is the cost of 5 umbrellas?
a. 750.00 c. 350.00
b. 250.00 d. 800.00

6. If 4 pair of shoes cost P1, 500, how many pair of shoes can you buy with P3,
750.00?
a. 5 c. 10
b. 8 d. 15

7. X, Y and Z are partners and agreed to divide their capitalization in a ratio of

1:2:2 to put up a new business. This situation best describes what type of
proportion?
a. Partitive Proportion c. Inverse proportion
b. Direct Proportion d. None of these

8. Given that the partners have to make 500, 000 as capital. How much does
partner X should contribute if the ratio of capitalization is 1:2:2 for X, Y, and Z?
a. 100, 000 c. 300, 000
b. 200, 000 d. 250, 000

14
9. Using the given data for capital and ratio of capitalization in item number 8, how
much do partners Y and Z should give?
a. Both should contribute 200, 000
b. 150, 000 for Partner Y and 250, 000 for Partner Z
c. 300, 000 for Partner Y and 100, 000 for Partner Z
d. Both should contribute 100, 000

10. In the proportion 1:2=8:16, what are the means?

a. 16 only c. 1 and 16
b. 2 and 8 d. 1 and 8

11. Given the same proportion, what are the extremes?

a. 1 and 16 c. 1 and 8
b. 2 and 8 d. 2 and 16

12. Which of the following is a proportion?

a. 2:3 c. 1:2:3
b. 3:4 d. 2:4=8:16

13. This refers to the equality between ratios.

a. Ratio c. Extremes
b. Means d. Proportion

14. If there are 30 boys and 40 girls in the ABM class, what is the ratio of boys
against girls?
a. 3:4 c. 3:2
b. 2:3 d. 4:3

15. Which of the following real life situations does proportion best apply?
a. Grade computation
b. Computing the height of a tree
c. Computing for the shares of each partner
d. Computing the net worth of a company

15
 Additional Activities

Let us reinforce the skills/knowledge that you have gained from this lesson by
doing the next activity. This activity will also help you to check your knowledge on
the proportions and its kinds.

Activity 6: Modified True or False

Directions: Identify whether the statement or problem is True or False. If the

statement is False, supply the correct word or phrase to make the statement
correct. Let us get started. Write your answer on a separate sheet of paper.

1. Your shoe size to the size of your foot is a sample of Inverse Proportion.

2. Number of workers to the length of project to be done is Direct Proportion.

3. Share of Stock holders to the profit of the company is a sample of Partitive

proportion.

4. 3:2=x:2, the value of x is 3

5. 2:6=3:x, the value of x is 5

16
 17
What I Know What's new? What's More
1. D Activity 1 Activity 2
2. B 1. DIRECT 1. Partitive-23,400
3. A 1.1- 9 2. Direct-100,000
4. D 2.2- 5 3. Inverse-4
5. A 2.3- 3 4. Direct- 17.78
6. C 2. INVERSE 5. Inverse- 7 persons
7. A
2.1- 9
8. A
2.2- 22
9. A
10. B 2.3- 5
11. A 2.4- 18
12. C 3. PARTITIVE
13. A 3.1- 18
14. C 3.2- 9
15. A 3.3- 20
What’s More What I have learned What I can Do
Activity 3 Activity 4 Activity 5
1. D
2. B Students’ answers may Students’ answers
3. C vary may vary
4. A
5. F
6. G
7. E
8. H
9. J
10. I
Assessment Additional Activities
1. a 1. False-Inverse
2. c 2. False-Direct
3. a
4. d
3. True
5. a 4. True
6. c 5. False-9
7. a
8. a
9. a
10. b
11. a
12. d
13. d
14. a
15. c
Answer Key
References
Lopez-Mariano, Norma D. Business Mathematics, REX Book Store, 2016
Abao, Zenon R. Business Mathematics, JFS Publishing Services, 2017.
https://www. Slideshare.com, Ruby Rose Ann Panganod Presentation
https://www.scholastic.com, Math games by Natalie Lorenzi

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For inquiries or feedback, please write or call:

Department of Education – SDO Palawan

Curriculum Implementation Division Office

2nd Floor Deped Palawan Building
Telephone no. (048) 433-6392

Learning Resources Management Section

LRMS Building, PEO Compound
Telephone no. (048) 434-0099