10 Mathematics

Quarter 1 - Module 1
Introduction to Sequence/
Arithmetic Sequence
M10AL - Ia - 1/ M10AL - Ib - 1

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Mathematics – Grade 10
Alternative Delivery Mode
Quarter 1 – Introduction to Sequence/ ArithmeticSequences
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 office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
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copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education - Region III

Secretary : Leonor Magtolis Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Author : Ma. Dolores A. Martin
Language Reviewer : Romeo C. Manalaysay Jr.
Content Editor : Josephine L. Cabuhat
Illustrator : Ma. Dolores A. Martin
Layout Artist : Ma. Dolores A. Martin

Management Team
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
Education Program Supervisor - LRMDS
Agnes R. Bernardo, PhD
EPS-Division ADM Coordinator
Glenda S. Constantino
Project Development Officer II
Francisco B. Macale
Mathematics, Division Focal Person
Joannarie C. Gracia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: [email protected]

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 10
Mathematics
Quarter 1 - Module 1
Introduction to Sequence/
Arithmetic Sequence
M10AL - Ia - 1/ M10AL - Ib - 1

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 Introductory Message

For the facilitator:

Welcome to the Mathematics 10 Project CAP-LRE Alternative Delivery Mode (ADM) Module
on Introduction to Sequence/Arithmetic Sequence.
This module was collaboratively designed, developed and reviewed by educators from public
institutions to assist you, the teacher or facilitator, in helping the learners meet the standards
set by the K to 12 Curriculum 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.

For the learner:

Welcome to the Mathematics 10 Project CAP-LRE Alternative Delivery Mode (ADM) Module
on Introduction to Sequence/Arithmetic Sequence!
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:

This will give you an idea of the skills or competencies

What I Need to Know
you are expected to learn in the module.

This part includes an activity that aims to check what

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

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 This is a brief drill or review to help you link the current
What’s In
lesson with the previous one.

In this portion, the new lesson will be introduced to you

What’s New in various ways; a story, a song, a poem, a problem
opener, an activity or a situation.
This section provides a brief discussion of the lesson.
What is It This aims to help you discover and understand new
concepts and skills.
This comprises activities for independent practice to
solidify your understanding and skills of the topic. You
What’s More
may check the answers to the exercises using the
Answer Key at the end of the module.
This includes questions or blank sentence/paragraph
What I Have Learned to be filled in to process what you learned from the
lesson.
This section provides an activity which will help you
What I Can Do transfer your new knowledge or skill into real life
situations or concerns.

This is a task which aims to evaluate your level of

Assessment
mastery in achieving the learning competency.

In this portion, another activity will be given to you to

Additional Activities
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!

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 What I Need to Know

This module provides varied activities that will help you learn about sequences.
At the end of this module, you are expected to:
• generate and describe patterns to find the next few terms of a sequence;
• give the terms of the sequence given its general term; and,
• illustrates an arithmetic sequence.

What I Know

Directions: Read and answer each item carefully. Write the letter of the correct
answer on the space provided before the number.

_____ 1. Which of the following set of numbers is an example of a sequence?

A. 2, 4, 8, 10, 12 C. 1, 3, 9, 18, 44
B. 5, 10, 15, 20, 25 D. 10, 20, 40, 60, 80

_____ 2. Which of the following sequence is an infinite sequence?

A. 2, 4, 16, 256 C. 5, 9, 13, 17, …
B. 1, 2, 3, 4, 5 D. 18, … , 6, 2

_____ 3. What is the 5th term of the sequence 5, 10, 20, 40, 80?
A. 5 B. 10 C. 20 D. 80

_____ 4. What is the next term of the sequence 1, 2, 4, 8?

A. 12 B. 14 C. 16 D. 18

_____ 5. What is the next term of the sequence 7, 15, 23, 31?
A. 38 B. 39 C. 40 D. 41

_____ 6. What is the pattern in the sequence 7, 15, 23, 31?

A. plus 7 B. plus 8 C. times 3 D. times 8

_____ 7. What are the next three terms of the sequence 68, 60, 52, 44?
A. 36, 28, 20 C. 40, 32, 30
B. 38, 26, 20 D. 34, 24, 14

_____ 8. What is the missing term in the sequence 8, 16, _____, 64?
A. 32 B. 34 C. 36 D. 38

_____ 9. What is the missing term in the sequence _____, 104, 52, _____?
A. 208, 26 B. 208, 28 C. 206, 26 D. 206, 28

_____ 10. What are the first 3 terms of the sequence with the general term
an = n + 6?
A. 6, 7, 8 B. 7, 8, 9 C. 6, 8, 10 D. 7, 9, 11

_____ 11. What are the first 3 terms of the sequence with the general term
an = 2n – 3?
A. 5, 7, 9 B. -1, 1, 3 C. -2, 0, 2 D. -1, 2, 5

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_____ 12. Which of the following sequences is an arithmetic sequence?
A. -2, 1, 2, 3 C. 2, 4, 8, 16
B. 1, 5, 10, 16 D. 4, 8, 12, 16
_____ 13. Which of the following sequences is NOT arithmetic sequence?
A. 5, 10, 15, 20 C. 21, 27, 34, 42
B. 9, 18, 27, 36 D. 40, 35, 30, 25
_____ 14. What is the common difference of the arithmetic sequence 4, 9, 14, 19?
A. 5 B. 6 C. 7 D. 8
_____ 15. What are the next three terms of the arithmetic sequence 12, 15, 18?
A. 19, 22, 25 C. 21, 24, 27
B. 20, 23, 26 D. 22, 25, 28

What’s In

Each item below shows a pattern. Answer the given questions.

1. What is the next shape? _____ (Use the figures below)

2. What is the next figure?

_________________
3. What is the next figure?

4 0, 4, 8, 12, 16
What is the next number? _____
What is the 8th number? _____

5 9, 4, -1, -6, -11

What is the next number? _____
What is the 10th number? _____

6. 160, 80, 40, 20

What is the next number? _____
What is the 6th number? _____

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 What’s New
Directions: Read and analyze the given scenario and answer the problem.

One of the programs of Obando National High School (ONHS) for

Brigada Eskwela this school year is Gulayan sa Tahanan. To make
this pandemic fruitful even if the students are at home, ONHS through
the YES-O Club creates a contest called “Gulayan sa Tahanan”.
A student’s parent wants to arrange the plants in a triangular formation.

If the first row will contain 19 plants and the succeeding row will be
2 plants fewer than the previous.

a. How many plants will be placed in the 6th row?

b. How many rows will be made if the last row contains 1 plant?

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 Notes to the Teacher
The activities in this module are arranged from simple to complex to help the
learner gradually master the desired learning competency. Give them the needed
support and guidance so that they will be able to perform the tasks to prepare them
later on in solving sequence.

Definition of Sequence
Finding the Next Term of a Sequence
Finding the General Term of a Sequence
Define and Illustrate Arithmetic Sequence

What is It

Definition of Sequence

A sequence is a list of items/objects which have been arranged in a sequential way.

It is a set of elements that follows a pattern, where order is important. Each
number in a sequence is called a term.

Types of Sequence

1. Finite Sequence – a sequence that have a first term and a last term. The number
of terms can be determine.
2. Infinite Sequence – a sequence without ending. The number of terms cannot be
determine. It has an ellipsis symbol (…) which means it is unending.

Examples of Finite Sequence

1. In the sequence 2, 4, 6, 8, 10
The pattern is by adding 2
There are 5 terms. The first term is 2, the second term is 4, the third term is
6, the fourth term is 8, and the last term is 10.
The next term is 12 by simply adding 2 to the last term 10.

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 2. In the sequence 1, 2, 4, 8
The pattern is by multiplying 2
There are 4 terms. The first term is 1, the second term is 2, the third term is
4, and the last term is 8.
The next term is 16 by simply multiplying 2 to the last term 8.

3. In the sequence 85, 80, 75, 70, 65

The pattern is by subtracting 5
There are 5 terms. The first term is 85, the second term is 80, the third term
is 75, the fourth term is 70, and the last term is 65.
The next term is 65 by simply subtracting 5 to the last term 60.

Finding the Next Term of a Sequence

To find the next terms of a sequence simply look for the pattern and apply it to
the last term.

Examples: Find the next three terms of the given sequence.

1. 3, 6, 9, 12, ____, ____, ____

The pattern is plus 3. The last term is 12, 12 +3 = 15, 15 + 3 = 18, 18 + 3 = 21.
The next three terms are 15, 18, 21
The new sequence is 3, 6, 9, 12, 15, 18, 21.

2. 243, 81, 27, ____, ____, ____

The pattern is divided by 3. The last term is 27, 27 ÷ 3 = 9, 9 ÷ 3 = 3, 3 ÷ 3 = 1.
The next three terms are 9, 3, 1
The new sequence is 243, 81, 27, 9, 3, 1.

3. 2, 8, 32, ____, ____, ____

The pattern is times 4. The last term is 32, 32 X 4 = 128, 128 X 4 = 512,
512 X 4 = 2048.
The next three terms are 128, 512, 2048
The new sequence is 2, 8, 32, 128, 512, 2048.

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 4. -34, -64, -94 ____, ____, ____
The pattern is minus 30. The last term is -94, -94 - 30 = -124, -124 - 30 = -154,
-154 - 30 = -184
The next three terms are -124, -154, -184
The new sequence is -34, -64, -94, -124, -154, -184.

5. 12, 24, 36 ____, ____, ____

The pattern is plus 12. The last term is 36, 36 + 12 = 48, 48 + 12 = 60,
60 + 12 = 72
The next three terms are 48, 60, 72
The new sequence is -12, 24, 36, 48, 60, 72.

Finding the General Term or nth Term of a Sequence

The general term or the nth term of a sequence is a formula that will generate a
sequence, where n is a natural number (1, 2, 3,..)

Examples: Find the first 5 terms of a sequence given the nth term.

1. an = n + 3
Solution: Substitute numbers 1, 2, 3, 4, and 5 to n
If n = 1, then a1 = 1 + 3 = 4
If n = 2, then a2 = 2 + 3 = 5
If n = 3, then a3 = 3 + 3 = 6

You will notice that for the first three terms, the pattern is adding 1, you
can now get the 4th and the 5th term using the pattern.
The sequence is 3, 4, 5, 6, 7.

2. an = 3n + 1
Solution: Substitute numbers 1, 2, 3, 4, and 5 to n
If n = 1, then a1 = 3(1) + 1 = 4
If n = 2, then a2 = 3(2) + 1 = 7
If n = 3, then a3 = 3(3) + 1 = 10

You will notice that for the first three terms, the pattern is adding 3, you
can now get the 4th and the 5th term using the pattern.
The sequence is 4, 7, 10, 13, 16.

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 3. an = 3 + 4n
Solution: Substitute numbers 1, 2, 3, 4, and 5 to n
If n = 1, then a1 = 3 + 4(1) = 7
If n = 2, then a2 = 3 + 4(2) = 11
If n = 3, then a3 = 3 + 4(3) = 15

You will notice that for the first three terms, the pattern is adding 4, you
can now get the 4th and the 5th term using the pattern.
The sequence is 7, 11, 15, 19, 23.

4. an = n2
Solution: Substitute numbers 1, 2, 3, 4, and 5 to n
If n = 1, then a1 = 12 = 1
If n = 2, then a2 = 22 = 4
If n = 3, then a3 = 32 = 9

You will notice that for the first three terms are the perfect squares
numbers, you can now get the 4th and the 5th term using the pattern.
The sequence is 1, 4, 9, 16, 25.

Definition of Arithmetic Sequence

An arithmetic sequence is a sequence where every term after the first is

obtained by adding a constant called the common difference.

In an arithmetic sequence the pattern is addition or subtraction.

If the arithmetic sequence is increasing, then its common difference is

positive, while if the arithmetic sequence is decreasing, then its common difference
is negative.

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Examples: Determine whether the given sequence is arithmetic or not. If it is arithmetic,
then determine the common difference.

1. 6, 11, 16, 21
Solution: Subtracting any two consecutive terms: 11 – 6 = 5, 16 – 11 = 5,
21 – 16 = 5.

Therefore, the sequence 6, 11, 16, 21 is an arithmetic sequence with

common difference 5.

2. 87, 98, 109, 120, 131

Solution: Subtracting any two consecutive terms: 98 – 87 = 11, 109–98 = 11,
120–109 = 11, 131 – 120 = 11.

Therefore, the sequence 87, 98, 109, 120, 131 is an arithmetic sequence
with common difference 11.

3. 4, 16, 64, 256, 1024

Solution: Subtracting any two consecutive terms: 16 – 4 = 12, 64 – 16 = 48,
the difference between any two consecutive terms are not the same.

Therefore, the sequence 4, 16, 64, 256, 1024 is not arithmetic sequence
there is no common difference.

4. 75, 69, 63, 57

Solution: Subtracting any two consecutive terms: 69 – 76 = -6, 63 – 69 = -6,
57 – 63 = -6.

Therefore, the sequence 75, 69, 63, 57 is an arithmetic sequence with

common difference -6. The common difference is negative because
the arithmetic sequence is decreasing.

5. 1, 4, 9, 16, 25
Solution: Subtracting any two consecutive terms: 4 – 1 = 3, 9 – 4 = 5,
the difference between any two consecutive terms are not the same.

Therefore, the sequence 1, 4, 9, 16, 25 is not arithmetic sequence there

is no common difference.

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 What’s More

Independent Activity 1A.

Directions: Determine the pattern of the given sequences in Column A. Choose your
answer in Column B and write the letter of your answer on the blank before the number.

Column A Column B

_____ 1. 1, 3, 9, 27, 81 A. Plus 5

_____ 2. 5, 10, 15, 20, 25 B. Minus 5

_____ 3. 35, 30, 25, 20, 15 C. Times 2

_____ 4. 3, 6, 12, 24 D. Times 3

_____ 5. 1/2, 1/4, 1/8 E. Divided by 2

Independent Activity 1B.

Directions: Choose the correct answer from the box below to complete the terms of
the given sequences.
Note: You may use each number more than once.

5/2 5
10 -5 13 17
16 64 21

1. 11, 13, 15, ___, 19, ___

2. 4, 8, ___, 32, ___

3. 1, 5, 9, ___, ___

4. 10, ___, 0, ___, -10

5. 40, 20, ___, 5, ___

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Independent Assessment 1.
Directions: Complete the table by filling up each column.

SEQUENCE First Last Number Pattern Next 3

Term Term of Terms Terms

Ex. 1, 3, 5, 7 1 7 4 Plus 2 9, 11, 13

1. 10, 20, 30, 40, 50

2. 75, 71, 67, 63, 59, 55

3. 3, 9, 27

4. 125, 25, 5

5. ¼, ½, 1, 2, 4

Independent Activity 2.
Directions: Match the first term of the sequence in Column A with its corresponding
nth term in Column B by using lines to connect the dots.

Column A Column B

an = n + 3 1

an = 2n - 1 2

an = 5 + n 4

an = 3n + 9 6

an = n2 +1 12

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Independent Assessment 2.
Directions: Find the first 5 terms of the given nth term of a sequence.
Use n = 1, 2, 3, 4, 5

1. an = 5n
2. an = n + 11

3. an = 8 + 2n 4. an = 3 + n2

Independent Activity 3.
Directions: Determine the common difference of the following arithmetic sequence.

1. 8, 12, 16, 20, 24

2. 90, 80, 70, 60, 50

3. 18, 26, 34, 42, 50

4. 35, 40, 45, 50, 55

5. 33, 44, 55, 66, 77

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Independent Assessment 3.
Directions: Fill in the missing terms of the following arithmetic sequence.

1. 3, 12, 21, , ,

2. 8, 3, -2, , ,

3. 5, 12, , 26, ,

4. 2, , 20, 29, ,

5. 4, , , 19, 24,

Life isn’t just a sequence of waiting for things to be done. Understanding the lesson
about sequence is related in our life. Let us generalize the key concepts that you
have learned about sequence.

Directions: Fill in the blanks with correct words, symbols or phrases to complete its
thought.

1. A is a list of items/objects which have been arranged in a

sequential way. It is a set of elements that follows a , where
order is important. Each number in a sequence is called a .

2. To find the next terms of a sequence simply look for the and
apply it to the term.

3. The general term or the of a sequence is a formula that

will generate a sequence, where n is a (1, 2, 3,..)

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 What I Can Do
Let’s
Let ’s Help Out!
Liam saves money. His savings increases by Php 10 everyday. If he starts with
Php 10.00, how much will he save on the 5th day? Determine the pattern and write the
general statement of the sequence.

Look for the pattern. Write the general term

1st Day:
2nd Day:
3rd Day:
4th Day:
5th Day:

Verify the formula for a5 Answer these:

1. How much will he save on the 5th day?

2. How much will be his savings after seven days?

Assessment
Directions: Read and answer each item carefully. Write the letter of the correct
answer on the space provided before the number.

_____ 1. Which of the following set of numbers is an example of a sequence?

A. 2, 4, 8, 10, 12 C. 1, 3, 9, 18, 44
B. 5, 10, 15, 20, 25 D. 10, 20, 40, 60, 80

_____ 2. Which of the following sequence is an infinite sequence?

A. 2, 4, 16, 256 C. 5, 9, 13, 17, …
B. 1, 2, 3, 4, 5 D. 18, … , 6, 2

_____ 3. What is the third term of the sequence 5, 10, 20, 40, 80?
A. 5 B. 10 C. 20 D. 80

_____ 4. What is the next term of the sequence 7, 15, 23, 31?
A. 38 B. 39 C. 40 D. 41

_____ 5. What is the pattern in the sequence 7, 15, 23, 31?

A. plus 7 B. plus 8 C. times 3 D. times 8

_____ 6. What is the next two terms of the sequence 38, 28, 18, 8?
A. -2, -12 B. -8, -18 C. 2, 12 D. 0, -8

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 _____ 7. What is the missing term in the sequence 92, _____, 74, 65, _____?
A. 86, 53 B. 84, 59 C. 82, 62 D. 83, 56

_____ 8. What is the missing term in the sequence _____, 104, 52, _____?
A. 208, 26 B. 208, 28 C. 206, 26 D. 206, 28

_____ 9. What are the next three terms of the sequence 68, 60, 52, 44?
A. 36, 28, 20 C. 40, 32, 30
B. 38, 26, 20 D. 34, 24, 14

_____ 10. What is the first term of the sequence with the general term an = n - 2?
A. -1 B. 0 C. 1 D. 2

_____ 11. What are the first 3 terms of the sequence with the general term
an = 2n – 3?
A. 5, 7, 9 B. -1, 1, 3 C. -2, 0, 2 D. -1, 2, 5

_____ 12. Which of the following sequences is an arithmetic sequence?

A. 2, 4, 8, 16 C. 4, 8, 12, 16
B. 1, 5, 10, 16 D. -2, 1, 2, 3

_____ 13. Which of the following sequences is NOT arithmetic sequence?

A. 5, 10, 15, 20 C. 9, 18, 27, 36
B. 40, 35, 30, 25 D. 21, 27, 34, 42

_____ 14. What is the common difference of the arithmetic sequence 10, 16, 22, 28?
A. 5 B. 6 C. 7 D. 8

_____ 15. What are the next three terms of the arithmetic sequence 24, 36, 48?
A. 56, 64, 72 C. 50, 62, 74
B. 58, 70, 82 D. 60, 72, 84

Additional Activity

Decoding a Word
What is important in sequence?

To answer the question above, find the missing term in the given sequence.
Write the letter of your answer on the corresponding number?

Column I Column II
1. 5, _____, 9, 11, 13 A. -10
2. 1, 2, 4, _____, 16 T. 7
3. ____, 15, 18, 21, 24 P. 8
4. 3, 6, 12, ____, 48 E. 12
5. 52, 47, 42, ____, 32 N. 24
6. 10, 5, 0, -5, ____ R. 37

_____ _____ _____ _____ _____ _____ _____

2 6 1 1 3 5 4

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What I know Independent Activity 3
1. B 6. B 11. B 1. 4
2. C 7. A 12. D 2. -10
3. C 8. A 13. C 3. 8
4. C 9. A 14. A 4 5
5. B 10. B 15. C 5. 11
What’s In Independent Assessment 3.
1. 1. 3, 12, 21, 30, 39, 48
2. 2. 8, 3, -2, -7, -12, -17
3. 5, 12, 19, 26, 33, 40
4. 2, 11, 20, 29, 38, 47
5. 4, 9, 14, 19, 24, 29
3. What I Can Do
Day 1: 10
Day 2: 20
Day 3: 30
4. 20, 28 Day 4: 40
5. -16, -36 Day 5: 50
6. 10, 5
General Term: an = 10n
What’s New Formula for a5 : a5 = 10(50 = 50
a. 9 Answer These:
b. 10 1. 150 Pesos
2. 280 Pesos
What’s More
Independent Activity 1A. Assessment
1. D 1. B 6. A 11. B
2. A 2. C 7. D 12. C
3. B 3. C 8. A 13. D
4. C 4. B 9. A 14. B
5. E 5. B 10. A 15. D
Independent Activity 1B. Additional Activity
1. 17, 21
2. 16, 64 Answer: P A T T E R N
3. 13, 17
4. 5, -5
5. 10, 5/2
Independent Assessment 1.
1. 10, 50, 5, Plus 10, 60, 70, 80
2. 75, 55, 6, Minus 4, 51, 47, 43
3. 3, 27, 3, Times 3, 81, 243, 729
4. 125, 5, 3, Divided by 5, 1, 1/5, 1/25
5. ¼, 4, 5, Times 2, 8, 16, 32
Independent Activity 2
an = n + 3 • • 1
an = 2n – 1 • • 2
an = 5 + n • • 4
an = 3n + 9 • • 6
an = n2 +1 • • 12
Independent Assessment 2
1. 5, 10, 15, 20, 25
2 12, 13, 14, 15, 16
3. 10, 12, 14, 16, 18
4. 4, 7, 12, 19, 28
 References

Calanta, Melvin et. al. Mathematics Grade 10 Learner’s Module. First Edition. Maxima J.
Acelajado, PhD. Philippines: Rex Book Store. 2015

Colina, Jezreel James. I-MATH 10: Informative Mathematics, Worktext in Mathematics.

Philippines. iServe Print Solutions, Inc. 2015.

Oronce, Orlando & Mendoza, Marilyn. E-Math (Worktext in Mathematics). Philippines. Rex
Book Store Inc. 2015

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 For inquiries or feedback, please write or call:
Department of Education, Schools Division of Bulacan
Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: [email protected]

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