7

Mathematics
Quarter 1 – Module 2:
Absolute Value and Operations
On Integers
Subject Area – Grade Level
Self-Learning Module (SLM)
Quarter 1 – Module 1: Title
First Edition, 2020

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Development Team of the Module

Writers: Mary Joy E. Aban, Marilyn B. Corpuz, Jinky B. Galdones, Irene D. Iglesias and
Shiena Marie C. Mendoza
Editors: Cecile S. Dela Rosa, Joven V. Felongco, Mary Jean Nequinto and Arcadio De Jesus III
Reviewers: Evelyn C. Frusa PhD, Noemi E. Parcon, Rolex H. Lotilla and Arvin Tejada
Illustrator:
Layout Artist: April Joy B. Silva
Cover Art Designer: Reggie D. Galindez
Management Team: Dr. Allan G. Farnazo, CESO IV - Regional Director
Atty. Fiel Y. Almendra,CESO IV – Assistant Regional Director
Crispin A. Soliven Jr., CESE – School Division Superintendent
Roberto J. Montero CESE – Ast. School Division Superintendent
Gilbert B. Barrera – Chief, CLMD
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Peter Van C. Ang-ug – REPS, ADM
Jade T. Palomar – REPS, Subject Area Supervisor
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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

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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.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the absolute value and operations on integers. 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 divided into five lessons, namely:

 Lesson 1 Representing Absolute Value of a number on a number line

–

 Lesson 2 Addition of Integers

–

 Lesson 3 – Subtraction of Integers

 Lesson 4 – Multiplication of Integers
 Lesson 5 – Division of Integers

After going through this module, you are expected to:

1. represent absolute value of a number on a number line;

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 2. find the sum of integers and solve problems involving addition of integers;
3. find the difference of integers and solve problems involving subtraction of
integers;
4. find the product of integers and solve problems involving multiplication of
integers;
5. find the quotient of two integers and solve problems involving division of
integers.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1. It represents the distance of a number on a number line.
A. Absolute Value C. Rational Number
B. Integers D. Scientific Notations
2. Which of the following represents the absolute value of 5?

A. C.

B. D.

3. What is the absolute value of 34?

A. -3 B. 34 C. 0 D. -34 and
34
4. What is the sum of -4 and -6?
A. 2 B. 10 C. -10 D. -24
5. Find the sum of 21 and -15.
A. 6 B. 36 C. -6 D. -36
6. What will you get when you combine -14, -9 and 35?
A. 12 B. 58 C. -12 D. -58
7. Find the difference of -8 and -15.
A. 7 B. -7 C. -13 D. -23
8. What is the difference between 20 and -9?
A. 11 B. 29 C. -11 D. -29
9. Find the difference between a mountain that has an altitude of 3486 feet and
a valley that is 139 feet below sea level.
A. 3 265 B. 3 347 C. 3 437 D. 3 625
10. Find the product of -5 and 9.
A. 4 B. 14 C. – 5 D. – 45

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Lesson Representing Absolute
1 Value Of A Number On A
Number Line

What’s In

In your previous lesson, you learned that the subsets of real number can be
represented using a number line wherein zero is the center of a number line. The
numbers having the same distance from 0 on a number line but are in opposite
directions are called opposites. Let’s check your learnings!

A. Identify the opposite of the following numbers.

1. 10 = 6. -18 =

2.45 = 7. -27 =

3. 50 = 8. -84 =

4. 67 = 9. -90 =

5. 96 = 10. –99 =

What’s New

Some situations can represent integers. Complete the table by giving the
appropriate term.
Situation Negative Zero Positive
Time Before
Business break even
Elevation above sea level
Game loss
saving account withdrawal no change

What is It
The absolute value of a number is the distance of a number from zero.
Remember distance itself is always positive. The absolute value of a number n is
written as |𝑛|.

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  If x is a positive integer, then the absolute value of x is x.
In symbol: |𝑥| = x, if x > 0
Example:
|7| = 7 since 7 is a positive integer, then
the absolute value of 7 is 7.
 If x is equal to zero, then the absolute value of x is x.
In symbol: |𝑥| = x, if x = 0
Example:
|0| = 0 since 0 is equal to 0, then the
absolute value of 0 is 0.
 If x is a negative integer, then the absolute value of x is the
opposite of x. In symbol: |−𝑥| = x, if x < 0
Example:
|−10| = 10 since -10 is a negative integer,
then its opposite integer is 10.

In writing the absolute value of a number, just write the numerical part.
The absolute value of 5 is 5, in symbol |5| = 5
The absolute value of -5 is 5, in symbol |−5| = 5

Let’s Illustrate!
Represent the following absolute value of a number on a number line.
1. |𝟔|
Solution:

Since 6 is 6 units from zero, the absolute value 6 is 6. In symbol, |6| = 6.

2. |𝟎|
Solution:

The absolute value of 0 is 0. In symbol, |0| = 0

3. |−𝟑|
Solution:

Since -3 is 3 units from zero, the absolute value of -3 is 3. In symbol, |−3|= 3

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 What’s More

A. Represent the following value of a number on a number line.

1. |7| =
2. |10| =.
3. |12| =
4. |−6| =
5. |−8| =
B. Give the absolute value of the following number lines.
1.

2.

3.

4.

5.

What I Have Learned

To sum it up, let us complete the statements. Choose your answer from
the box that best completes each of the statements below.

|𝒏| Absolute value zero

positive Distance

The 1. of a number is the 2. of a number

from 3. . Remember distance itself is always 4. . The
absolute value of a number n is written as 𝟓. .

What I Can Do
Here is another activity where you can apply what you learned about
representing absolute value of a number on a number line.

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A. Write the absolute value that represents the situation.
Example: A gain of 45 m |45| = 45

1. A loss of 5 lb.
2. 350 ft. below sea level
3. An elevation of 1 050 ft.
4. Php 2, 000 deposit in the bank
5. A profit of Php 50.00

B. Solve the following problem involving absolute value.

1. Jacob’s credit score is 490. What is the absolute
value of 490?

2. Thomas is 245 feet below sea level. What is the

absolute value of the number of feet he is above
sea level?

Lesson
Addition of Integers
2
What’s In

In the previous lesson you have learned that the absolute value of a
number is the distance of a number from zero. Let’s check your learning!

Give the absolute value of the following numbers.

1. |349| = 4. |-97| =
2. |245| = 5. |-183| =
3. |0| =

You also have learned that integer is a set of numbers consisting zero, the
positive natural numbers and their additive inverses which is the negative
numbers.

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 What’s New

Study the following examples:

A. Addition Using Number Line

1. Use the number line to find the sum of 6 & 5.

On the number line, start with point 6 and count 5 units to the
right. At what point on the number line does it stop?
It stops at point 11; hence, 6 + 5 = 11.

2. Find the sum of 7 and (-3)

On the number line, start from 7 and count 3 units going to

left since the sign of 3 is negative. At what point on the number does it
stop?
It stops at point 4; hence, (7) + (-3) = 4.

What is It

Operations of integers can be performed using different ways. As to

addition of integers, let’s make use of signed tiles and the rules.

Addition of Integers Using Signed Tiles

Let represents +1; represents -1

Now, when we combine one with one , they will cancel each other.
However,
when we combine one with another , they will appear as .
when we combine one with another , they will appear as .

Let’s Try!

1. Combine and
Since the first 4 tiles are positive and the next 5 tiles are also
positive. Therefore they will appe .
In symbol: 4 + 5 = 9

2. Combine and
Since the first 3 tiles are negative and the next 4 tiles are also
negative. Therefore they will appear as
In symbol: (-3) + (-4) = -7

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3. Combine and
Since the first 5 tiles are positive and the next 3 tiles are
negative. Then the 3 positive tiles and 3 negative tiles will cancel
each other.
Therefore the remaining will appear as
In symbol: 5 + (-3) = 2

ADDITION OF INTEGERS USING THE RULES:

Rule 1: When the integers have like signs, add the numbers and
copy the common sign.
Example:
Notice that 8 is positive and 5 is also
1. 8 + 5 = 13
positive, they have like signs. So add 8
and 5 then copy the common positive
sign. Therefore the answer is positive 13
or 13.
Notice that 10 is negative and 9 is also
2. (-10 ) + ( -9 ) = -19 negative, they have like signs. So add 10
and 9 then copy the common negative
sign. Therefore the answer is negative 19
or -19.
Rule 2: When the integers have unlike signs, subtract the numbers and
use the sign of the number with the greater absolute value.
Example:
1. (-2) + 4 = 2 Notice that 2 is negative while 4 is
positive, they have unlike signs. So
subtract 2 from 4 then copy the sign of 4
since it has the greater absolute value.
Therefore the answer is positive 2 or 2.
Let’s do more!

a. 38 + (-20) = (38 - 20 ) Subtract the numbers

= 18 Since the sign of the number with the
greater absolute value is positive, the
answer is positive.

b. (-42) + 16 = (42 - 16 ) Subtract the numbers

= -26 Since the sign of the number with the
greater absolute value is negative, the
answer is negative.
c. -14 + 22 + (-16) + 8
= -14 + (-16) + 22 + 8 - Combine the numbers with like
signs
= -30 + 30 - Subtract the numbers with unlike
signs.
= 0

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 What’s More

Add the following integers.

1. (-5) + (-11) = 5. -8 + 6 = 9. (50) + (-13) + (-12) =
2. (6) + (-9) = 6. (18) + (-11) + (3) = 10. (-100) + (48) + 49 =
3. -4 + (-4) = 7. (-9) + (-19) + (-6) =
4. 7 + (-6) = 8. (-4) + (25) + (-15) =

What I Have Learned

To sum it up, let us complete the statements. Choose your answer from
the box that best completes each of the statements below.
different add positive
subtract zero negative

1. When the signs are the same, and keep the sign.
2. When the signs are , subtract and use the sign of the number
with the greater absolute value.
4. If we add two same numbers with different signs then the answer is equal to
.
5. The sum of two negative integers is a integer.
6. The sum of two positive integers is a integer.

What I Can Do

A. Solve the following problem.

1. Mrs. Reyes charged P3,752.00 worth of groceries on her credit card.
Find her balance after she made a payment of P2,530.00.

2. In a game, Team Azcals lost 5 yards in one play but gained 7 yards in
the next play. What was the actual yardage gained by the team?

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 Lesson
Subtraction of Integers
3
What’s In

In your previous lesson, you have learned how to add integers. There are rules
you need to follow.
1. When the signs are the same, ADD and keep the sign.
2. When the signs are different, SUBTRACT and use the sign of the
number with the greater absolute value.
Make it a try!
Add the following integers:
1. 11 + 9 = 3. 15 + (- 7) =
2. (- 7) + (- 4) = 4. (-23 ) + 5 =

What’s New

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 What is It

Now, let us start our discussion starting with the rules in subtracting
integers.

Subtraction Rule
-To subtract two integers, add the opposite or additive inverse of the
subtrahend to the minuend. That is, if a and b are any two integers, then
a – b = a + (-b). Then, follow the rules for addition of integers.

1. Keep Change Change (KCC)

 Keep the 1st integer the same
 Change the subtraction sign to addition
 Change the sign of the second integer

2. Follow the rules for addition

 When the signs are the same (like sign), ADD and keep the sign.
 When the signs are different (unlike sign), SUBTRACT and copy the
sign of the number with the greater absolute value.

Recall: tile represents +1 - =0

tile represents -1
Examples:
1. 𝟕 − 𝟑 =
Keep Change Change

Follow rules for addition

(Since unlike sign, subtract the integers then copy the sign of the
number with the greater absolute value.)

2. 𝟒 − 𝟓 =
Keep Change Change

Follow rules for addition

(Since unlike sign, subtract the integers then copy the sign of the
number with the greater absolute value.)

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3. 𝟐 − (−𝟒) =
Keep Change Change

Follow rules for addition

(Since like sign, add the integers then keep the sign

4. (−𝟑) − (𝟓) =
Keep Change Change

Follow rules for addition

(Since like sign, add the integers then keep the sign)

5. (−𝟓) − (−𝟐) =
Keep Change Change

Follow rules for addition

(Since unlike sign, subtract the integers then copy the sign of the
larger number)

6. Find the difference in altitude between a mountain 3 900 feet high

and a valley 785 feet below sea level.

Solution:
Land that is below sea level is considered to have negative
altitude. Hence, the valley is said to have an altitude of -785 feet. The
difference
3 900 ft.in+altitudes between
785 ft. = 4 685 ft. the mountain and the valley is found
by subtracting -785 ft. from 3 900 ft.

3 900 ft. – (-785 ft.)

3 900 ft. + 785 ft. = 4 685 ft.
The difference in altitude between a mountain and valley below
sea level is 4 685 ft.

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 What’s More

A. Subtract the following integers.

1. 16 - 12 = 5. 19 – (-7) = 9. (−21) − (−5) =
2. 20 - 16 = 6. (-8) – 10 = 10. 11 – (-5) =
3. 19 - 23 = 7. -6 - 5 =
4. (-3) – (-4) = 8. (-10) – (12) =

B. Find the missing number in each subtraction sentence.

1. – (-5) = -9 3. 29 – = -42 5. -7 – = -12
2. -12 – =0 4. – 4 = 15

What I Have Learned

To sum it up, let us complete the statements. Choose your answer from
the box that best completes each of the statements below.

different keep addition

greater change the same

Rules for Subtracting Integers

1. the 1st integer the same
2. Change the subtraction sign to
3. the sign of the second integer.
4. When the signs are , add and keep the sign.
5. When the signs are , subtract and copy the sign of
the number with the absolute value.

What I Can Do

Here is another activity that lets you apply what you learned about
subtracting integers by doing the following operations.

Solve the following problems.

1. Maan deposited P53, 400.00 in her account and withdraw P19, 650.00
after a week. How much of her money was left in the bank?

2. If Pythagoras, the Greek mathematician, was born in 582 BCE and died
on his birthday in 497 BCE, how old was he when he died?

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Lesson
Multiplication of Integers
4

What’s In

We will learn about the multiplicand and multiplier. The number to be

multiplied is called the multiplicand. The number with which we multiply is
called the multiplier. The numbers to be multiplied are called factors.
Example: Multiply 20 by 2
20 → Multiplicandx 2 → Multiplier
40 → ProductThe result obtained is called roduct.

What’s New

Consider the given number patterns. Then copy and complete the
multiplication table.

Express the multiplication

rules, with (+) stands for a
positive number, and (-)
stands for a negative
number, in the following
cases.

a. (+) (+)
b. (-) (-)
c. (-) (+)
d. (+) (-)

What is It

We learned that with whole numbers, multiplication is repeated addition.

Now, let us start our discussion on the rules in multiplying integers.

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 Rules in Multiplying Integers
1. When you multiply two numbers with the same sign, the product is
positive.
(+)(+) = (+) (-)(-) = (+)
2. When you multiply two numbers with different signs, the product is
negative.
(+)(-) = (-) (-)(+) = (-)
3. Any number multiply by 0 gives a product of 0.
(0) (any number) = 0 (any number)(0) = 0

The following examples illustrate further how integers are multiplied.

Example 1. Multiply (6) (9)
Solution: (6) (9) = 54
The product is positive because the sign of the factors are the same.
Example 2: Multiply (-7) (-6)
Solution: (-7) (-6) = 42
The product is positive because the sign of the factors are the same.

Example 3: Multiply (-8) (5)

Solution: (-8) (5) = -40
The product is negative because the sign of the factors are different.

Example 4. Multiply (5) (-2)

Solution: (5) (-2) = -10
The product is negative because the sign of the factors are different.

Example 5: Multiply (0) (10)

Solution: (0) (10) = 0
The product is zero because any number multiply by zero gives a
product of zero.

What’s More

A. Find the product of the following integers.

1. -6 (-4) = 3. (5) (-30) = 5. (-12) (-8) =
2. -11 (20) = 4. -8 (0) =

B. Write the missing factor on the blank to complete each sentence.

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 1. (-3)  = -15 3.  8 = -16 5. (-15)  =0
2. (-40) = -1  4. (-7) (-3)  = -21

What I Have Learned

Fill in the blank to make a true statement.

1. When you multiply two numbers with the same sign, the product is .
2. When you multiply two numbers with sign, the product is negative.
3. When you multiply any number by zero, the product is .
4. An even number of negative factors will produce a product that is .
5. An odd number of negative factors will produce a product that is .

What I Can Do

Solve the following problems.

1. Cheska has twenty P5 coins in her coin purse. If her niece took 5 of the
coins, how much has been taken away?
2. Jim reads 3 newspaper articles every day, and Jessica reads 5 times more
than Jim does. How many newspaper articles does Jessica read every day?

Lesson
Division of Integers
5
What’s In

In this module, you will learn on how to divide integers. There are terms
that are special to division that we should be familiar with.

 Quotient – the answer when we divide

 Dividend – the number being divided
 Divisor – the number being divided into something

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 Example:

What’s New

Answer the following questions:

1. What is (51) ÷ (3)? 4. What is (-51) ÷ (-3)?
2. What is (-51) ÷ 3? 5. What is 0 ÷ 51?
3. What is 51 ÷ (-3)?

What is It

We have learned that Subtraction is the inverse operation of Addition, In

the same manner, Division is the inverse operation of Multiplication. Now, let us
start our discussion on division of integers.

Rules in dividing integers

1. When two numbers with the same sign are divided, the quotient is
always positive. ( ) ( ) (−) ÷ (−) = +
+ ÷ + =+
2. When two numbers with different signs are divided, the quotient is
always negative.
(+) ÷ (−) = − (−) ÷ (+) = −
3. The rules for dividing zero by a nonzero number and for division by zero
still hold.
(0) (any number)
=0 = undefined
(nonzero number) (0)

Example 1: Find the quotient of 45 ÷ 5.

Solution:
Since division is the inverse of multiplication, determine what
number multiplied by (5) produces (45).

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 Hence (5) (9) = 45
Therefore: 45 ÷ 5 = 9

Example 2: Find the quotient of (-51) ÷ (-3).

Solution:
Since division is the inverse of multiplication, determine what
number multiplied by (-3) produces (-51).

If we ignore the signs for the meantime, we know that

(3) (17) = 51

We also know that in order to get a negative product, the

factors must have different signs. Hence (-3) (17) = -51
Therefore: (-51) ÷ (-3) = 17

Example 3. What is (- 57) ÷ 19?

Solution: 19 x 3 = 57
Hence 19 x ( -3) = -57
Therefore: ( 57) ÷ 19 = 3
- -

Example 4: Show why 273 ÷ ( -21) = -13

Solution: (-13) x (-21) = 273
Therefore: 273 ÷ ( 21) = 13
- -

Example 5: Tom played golf at an amusement park. His scores on the first
five holes were -1, +1, -2, -1and -2. What was his mean (average)
scores for these holes?
Solution:
To find the mean, divide the total score by the number of
holes.

Tom’s mean score for the first five holes was 1.

-

1. If A is zero and B is any nonzero integer, then the quotient is .

What I Can Do

Solve the following problems:

1. Vergara’s store earned P8750 a week. How much is her average

earning in a day?
2. A father has 976 sq. meters lot, he has to divide it among his 4
children. What is the share of each child?

20
 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on
a separate sheet of paper.

1. It represents the distance of a number on a number line.

A. Absolute Value C. Rational Number
B. Integers D. Scientific Notations
2. Which of the following represents the absolute value of 8?
-

A. C.

B. D.
3. What is the absolute value of 56?
A. -56 B. 0 C. 56 D. -56 and
56
4. Find the sum of 24 and 46.
-

A. 22-

B. 70 -

C. 22 D. 70
5. What is the sum of -51 and -31?
A. -82 B. -20 C. 20 D. 82
6. If a car has 3 gallons of gas in the tank and you add 8 more, how much is
in the tank?
A. -11 B. 5 C. 11 D. 24
7. Find the difference of 82 and 41.
-

A. 123
-

B. 41
-

C. 41 D. 123
8. What is the difference between -57 and -35?
A. -92 B. -22 C. 22 D. 92
9. There is a wooden board 24 inches long and 8 inches is cut off, how many
inches of board do you have left?
A. -16 B. 3 C. 16 D. 32
10. Find the product of 21 and 3.
- -

A. -63 B. -24 C. -7 D. 63
11. . Perform the indicated operation: (11) (3) (-5).
A. -165 B. -145 C. 145 D. 165
12. Tom drives his car 20 miles round trip to work every day. How many total
miles he drive to and from work in 5 days?
A. 100 miles
-

B. 4 miles
-

C. 4 miles D. 100 miles

13. Find the quotient of -72 ÷ (9)
A. -63 B. -8 C. 8 D. 81
14. Perform the indicated operations: (-52) ÷ 4.
A. 48
-

B. 13
-

C. 13 D. 48
15. Oliver removed 56 marbles from his marble box and put them into 8
equal groups. How many marbles were in each group?
A. -7 B. -64 C. 7 D. 64

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Answer Key

ABSOLUTE VALUE

ADDITION OF INTEGERS

SUBTRACTION OF INTEGERS

23
MULTIPLICATION OF INTEGERS

DIVISION OF INTEGERS

24
References
 Aseron, E, et. Al., 2013. Mathematics 7 Learner’s Material. 1st ed. 2nd Floor
Dorm G, Philsports Complex, Meralco Avenue, Pasig City, Philippines
1600: Department of Education, pp.19-33, 70-75.
 Gamboa, J., 2010. Elementary Algebra. 1st ed. Bagong Pook, Lipa City,
Batangas 4217: United Eferza Academic Publication,Co., pp.26-49.
 Oronce, O. and Mendoza, M., 2012. E-Math. 3rd ed. 856 Nicanor Reyes Sr.,
St.,Sampaloc, Manila: Rex Book Store, pp.23-60.
 Padua, A., Crisostomo, R., de Sagun, P., Lim-Gabriel, J. and Ong, A.,
2013. Our World Of Math. 1253 G, Araneta Ave,. Quezon City: Vibal
Publishing House, Inc., pp.19-42.
 Wikipedia. 2020. Main Page. [online] Available at:
<https://en.m.wikipedia.org> [Accessed 5 June 2020].

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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 recommendations

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]