First Quarter – Module 5

Week 5
Introductory Message

For the facilitator:

This module was collaboratively designed, developed, and evaluated by the Development and Quality
Assurance Teams of SDO TAPAT to assist you in helping the learners meet the standards set by the K to
12 Curriculum while overcoming their personal, social, and economic constraints in schooling.

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:

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 helped to process the contents of the learning resource
while being an active learner.

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 Let’s Try 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 in 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!
 Let’s Learn

After going through this module, you are expected to:

• Illustrate quadratic inequalities;
• Solve quadratic inequalities;
• Solve problems involving quadratic inequalities through graphs and interval notation.

Let’s Try

Directions: Read each item carefully. Solve if necessary. Write the letter of the correct answer
on the space provided before the number.
____1. Which of the following mathematical statements is a quadratic inequality?
A. 5r2 – 4r – 5 =0 B. 3y + 12 < 0 C. 2t2 + 8t – 9 ≥ 0 D. s3 + 8s +15 ≠ 0
____2. The following are symbols used in inequalities EXCEPT______.
A. ≤ B. > C. = D. ≥
____3. Which of the following coordinates of points belong to the solution set of the inequality
y < x2 + 5x – 6?
A. (-3, 4) B. (-3, -4) C. (-2, -5) D. (2,5)
____4. These are mathematical sentences that can be written in any of the following forms:
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 > 0, 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0, 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≤ 0 and 𝑎𝑥 2 + 𝑏𝑐 + 𝑐 ≥ 0.
A. Linear equations B. Linear Inequalities
C. Quadratic Equations D. Quadratic Inequalities

____5. Which of the following is the solution to the inequality 𝑥 2 – 4𝑥 – 5 < 0?

A. {x | -1 < x < 5} B. {x | x < -1} C. {x | -5 < x < 1} D. {x | x < -1 or x > 5}

____6. In the inequality 𝑥 2 – 2𝑥 – 3 < 0, the following are values of x EXCEPT ________.
A. -1 B. 0 C. 1 D. 2

____7. Which among the following is the graph of y > 3x

A. B. C. D.

____8. What is the solution set of the inequality 0 < 𝑥 2 − 4𝑥 – 5?

A. x < -1 or x > 5 B. -1< x < 5 C. x < -5 or x > 1 D. -5< x < 1

____9. Find the solution set of x 2 – x – 20 ≥ 0.

A. x ≤ -4 or x ≥ 5 B. -4≤ x ≤ 5 C. x ≤ -5 or x ≥ 4 D. -5< x ≤ 4
____10. A long rectangular hall fits at most 7 benches that each have 1 sq meter of surface area.
The perimeter of the hall is 16 m. What could the width and length of the hall be?
A. 1 ≥ 𝑊 ≤ 7 ; 𝐿 = 8 − 𝑊 C. 1 ≤ 𝑊 ≤ 7 ; 𝐿 = 8 − 𝑊
B. 1 ≤ 𝑊 ≥ 7 ; 𝐿 = 7 − 𝑊 D. 1 ≤ 𝑊 ≤ 7 ; 𝐿 = 7 − 𝑊

Alternatively, you may answer these questions online! Put your

score here
Use this link on your cellphone, laptop or desktop:
http://bit.ly/MATH9W5LETSTRY
Use proper capitalization to activate the link. You will see your score
after completing the test. Make sure to screenshot your work as a proof to
your teacher then writes your score in the box. Make sure you are connected to the internet!

Lesson
Solving Quadratic Inequalities
5

Let’s Recall
Activity 1: Directions: Find the solution/s of each of the following mathematical sentences. See
examples below.

2𝑥 − 5 < 21 5 − 4𝑥 > 21
𝑥+2>9 2𝑥 < 21 + 5 −4𝑥 > 21 − 5
𝑥 − 8 < 20
𝑥 >9−2 2𝑥 < 26 −4𝑥 > 16
𝑥 < 20 + 8 2𝑥 26 −4𝑥 16
𝑥>7 𝑥 < 28 <
< −4 −4
2 2
𝑥 < 13 𝑥 < −4
1. 𝑥 + 3 > 10
2. 𝑟−5<8
3. 4𝑡 − 2 ≤ 10
4. 2𝑠 + 7 ≥ 17
5. 9 − 3m > −12
 Let’s Explore

Activity 2
Directions: Test which of the given values of x are solutions of the quadratic inequality below.
The first item is done for you.
𝑥2 + x − 6 > 0

1. x = 3 → 32 + 3 − 6 > 0 → 6>0
The inequality is true when x = 3, thus 3 is a solution.
2. x = 4
3. x = -4
4. x = 5
5. x = -5

Process Questions:

1. Which of the given values of x are solutions of the quadratic inequality?

2. Aside from the given values, is there any other value that is a solution of the quadratic
inequality? If yes, can you give one?

3. Based on the activity above, how do you compare the solutions of quadratic equations and the
solutions of quadratic inequalities?

Let’s Elaborate

A quadratic inequality in one variable is an expression which can be expressed in

the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 > 0 where 𝑎 , 𝑏, and 𝑐 are real numbers and 𝑎 ≠ 0, or the same
quadratic expression with the inequality symbol >, <, ≤, 𝑜𝑟 ≥ . A solution to a quadratic
inequality in 𝑥 is any set of values of 𝑥 for which the inequality hold.

Examples: 1. 3𝑥 2 + 7x + 2 > 0 3. 5𝑟 2 + 2r + 7 ≥ 0
2. 𝑥 2 − 16 < 6x 4. 𝑦 2 + 5y ≤ 15

Steps to solve quadratic inequality.

1. Find the roots of its corresponding equality.
2. Plot the points on the number line.
3. Test a number from each interval against the inequality.
Example 1: Find the solution set of 𝑥 2 + 8x + 15 > 0.
1. Find the roots of its corresponding equality

𝑥 2 + 8𝑥 + 15 = 0
(𝑥 + 3)(𝑥 + 5) = 0
𝑥+3=0 𝑥+5=0
𝑥 = −3 𝑥 = −5

2. Plot the points on the number line.

Intervals:
x < −5 −5 < x < −3 x > −3

−5 −3

Note that hollow circles are used in the graph to show that –5 and –3 are not part of the
solution set.

3. Test a number from each interval against the inequality.

For x < −5 For −5 < x < −3 For x > −3

Let x = −6 Let x = −4 Let x = 0

𝑥 2 + 8x + 15 > 0 𝑥 2 + 8x + 15 > 0 𝑥 2 + 8x + 15 > 0

2
(−6) + 8(−6) + 15 > 0 (−4)2 + 8(−4) + 15 > 0 2
(0) + 8(0) + 15 > 0
36 − 48 + 15 > 0 16 − 32 + 15 > 0 0 + 0 + 15 > 0
3>0 −1 > 0 15 > 0
TRUE FALSE TRUE

Therefore, the inequality is true for any value of x in the interval x < −5 or x > −3. In
interval notation, the solution set is (−∞, −5) ∪ (−3, ∞).
The solution set of the inequality is {𝑥: 𝑥 < −5 𝑜𝑟 𝑥 > −3}, and its graph is shown below.

−5 −3

Example 2: Find the solution set of 𝑥 2 + 4x − 45 ≤ 0.

1. Find the roots of its corresponding equality

𝑥 2 + 4x − 45 = 0
(x − 5)(𝑥 + 9) = 0
x−5= 0 x+9=0
x=5 x = −9

2. Plot the points corresponding to on the number line.

Intervals:
 x ≤ −9 −9 ≤ x ≤ 5 x≥5

−9 5
Note that shaded or solid circles are used in the graph to show that –9 and 5 are part of
the solution set.

3. Test a number from each interval against the inequality.

For x ≤ −9 For −9 ≤ x ≤ 5 For x ≥ 5

Let x = −10 Let x = 0 Let x = 6
𝑥 2 + 4x − 45 ≤ 0 𝑥 2 + 4x − 45 ≤ 0 𝑥 2 + 4x − 45 ≤ 0
(−10)2 + 4(−10) − 45 ≤ 0 (0)2 + 4(0) − 45 ≤ 0 (6)2 + 4(6) − 45 ≤ 0
100 − 40 − 45 ≤ 0 0 + 0 − 45 ≤ 0 36 + 24 − 45 ≤ 0
15 ≤ 0 −45 ≤ 0 15 ≤ 0
false true false

Therefore, the inequality is true for any value of x in the interval −9 ≤ x ≤ 5. In interval
notation, the solution set is [−9, −5].
The solution set of the inequality is {x: −9 ≤ x ≤ 5 }, and its graph is shown below.

−9 Type equation here.

Quadratic Inequalities in two variables

There are quadratic inequalities that involve two variables. These inequalities can be
written in any of the following forms.

y > ax2 + bx + c y ≥ ax2 + bx + c

y < ax2 + bx + c y ≤ ax2 + bx + c
where a, b, and c are real numbers and a ≠ 0
Examples:
1. y > x2 + 5x + 6 3. y ≥ x2 + x - 8
2. y < x2 – 9 4. y ≤ 3x2 - 7x + 11
The solution set of quadratic inequalities in two variables can be determined graphically. To do
this, simply follow the steps below.
1. Write the inequality as an equation
2. Construct table of values for x and y
3. Show the graph (use points in the table of values to graph a parabola)
4. Select one point in each region and check whether the given inequality is satisfied.
5. Shade the region that satisfy the inequality.

Example 1: Find the solution set of 𝑦 < 𝑥 2 − 4x + 4.

1. Write the inequality as an equation

 𝑦 = 𝑥 2 − 4x + 4.

2. Construct table of values for x and y.

𝒙 0 1 2 3 4
𝒚 4 1 0 1 4

In constructing table of values let’s first determine the turning point of the graph by finding the
𝑏
value of x-coordinate of the vertex using − 2𝑎 and put the value in the middle.
𝑏 −4
𝑥 = − 2𝑎 = − 2(1) = 2

To find the value of y, use 𝑦 = 𝑥 2 − 4x + 4

Let x =2 Let x = 0 Let x = 1

𝑦 = (2)2 − 4(2) + 4 y = (0)2 – 4(0) + 4 y = (1)2 – 4(1) + 4
𝑦 = 4−8+4 y=0–0+4 y=1–4+4
𝑦=0 y=4 y=1
(2, 0) (0, 4) (1, 1)

Let x = 3 Let x = 4
y = (3)2 – 4(3) + 4 y = (4)2 – 4(4) + 4
y = 9 – 12 + 4 y = 16 – 16 + 4
y=1 y=4
(3,1) (4, 4)

3. Show the graph (use points in the table of values to graph a parabola)

5
4

-5 -4 -3 -2 -1 0 1 2 3 4 5

4. Select one point in each region and check whether the given inequality is satisfied.
For point inside region, For point outside region,
Let’s have point (3, 2) Let’s have point (0, 0)
Check: Check:
x = 3 and y = 2 x = 0 and y = 0
𝑦 < 𝑥 2 − 4x + 4 𝑦 < 𝑥 2 − 4x + 4
2 < (3)2 − 4(3) + 4 2 < (0)2 − 4(0) + 4
2 < 9 − 12 + 4 2<0−0+4
2<1 2<4
FALSE TRUE
5. Shade the region that satisfy the inequality.

We use a broken line to represent the

parabola since the points on the parabola do not
satisfy the given inequality.
The point (0,0) satisfy the inequality.
Therefore, the entire region containing (0, 0)
represents the solution set.

Example 2: Find the solution set of 𝑦 ≥ 2𝑥 2 + 4x + 1.

1. Write the inequality as an equation.

𝑦 = 2𝑥 2 + 4x + 1.

𝒙 -3 -2 -1 0 1
2. Construct table of values for x and y
𝒚 7 1 -1 1 7

In constructing table of values let’s first determine the turning point of the graph by finding the
𝑏
value of x-coordinate of the vertex using − 2𝑎 and put the value in the middle.
𝑏 4
𝑥=− =− = −1
2𝑎 2(2)
To find the value of y, use 𝑦 = 2𝑥 2 + 4x + 1
Let x =-1
𝑦 = 2(−1)2 + 4(−1) + 1
𝑦 = 2(1) − 4 + 1
𝑦 =2−4+1
𝑦 = −1
(-1, -1)

Complete the table by solving for the other values of y.

7
3. Show the graph (use points in the table of values to graph a
6
parabola)
5

-4 -3 -2 -1 0 1 2

-1

-2
 4. Select one point in each region and check whether the given inequality is satisfied.
For point inside region, For point outside region,
Let’s have point (-1, 3) Let’s have point (1, -2)
Check: Check:
x = −1 and y = 3 x = 1 and y = −2
𝑦 ≥ 2𝑥 2 + 4x + 1 𝑦 ≥ 2𝑥 2 + 4x + 1
3 ≥ 2(−1)2 + 4(−1) + 1 −2 ≥ 2(1)2 + 4(1) + 1
3 ≥ 2(1) − 4 + 1 −2 ≥ 2(1) + 4 + 1
3≥ 2−4+1 −2 ≥ 2 + 4 + 1
2 ≥ −1 −2 ≥ 7
TRUE FALSE

5. Shade the region that satisfy the inequality.

We use a solid line to represent the parabola since the points on the
parabola make up the solution set of the inequality.
The point (-1,3) satisfy the inequality. Therefore, the entire region
containing (-1, 3) represents the solution set and we shade it.

To watch a video tutorial on solving quadratic inequalities you visit

this link https://www.youtube.com/watch?v=Pw6S7xh_9qU&t=915s

Solving Problems involving Quadratic Inequality

Lani wants to fence her triangular lot to ensure the safety of her chickens. One side is 7 m
shorter that the other leg. If the fence forms a right triangle, how long should the shorter side be to
ensure that the longest side is at least 13 m?

𝐿𝑒𝑡 𝑥 𝑏𝑒 𝑡ℎ𝑒 𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔 𝐵𝑦 𝑃𝑦𝑡ℎ𝑎𝑔𝑜𝑟𝑒𝑎𝑛 𝑇ℎ𝑒𝑜𝑟𝑒𝑚

𝑥 − 7 𝑏𝑒 𝑡ℎ𝑒 𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔 𝑎2 + 𝑏 2 = 𝑐 2
The situation can be
transformed to mathematical
expression as:
𝑥 2 + ( 𝑥 – 7)2 ≥ 132
Solve: 𝑥 2 + ( 𝑥 – 7)2 ≥ 132
1. Find the roots of its corresponding equality
𝑥 2 + ( 𝑥 – 7)2 = 132
𝑥 2 + 𝑥 2 – 14𝑥 + 49 = 169
𝑥 2 + 𝑥 2 – 14𝑥 = 169 – 49
2𝑥 2 – 14𝑥 – 120 = 0
2(𝑥 2 – 7𝑥 − 60) = 0
(𝑥 + 5)(𝑥 – 12) = 0
𝑥 = −5 and 𝑥 = 12

2. Plot the points on the number line.

Intervals:
x ≤ −5 −5 ≤ x ≤ 12 x ≥ 12

−5 12

Note that shaded or solid circles are used in the graph to show that –5 and 12 are part of
the solution set.

3. Test a number from each interval against the inequality.

For x ≤ −5 For −5 ≤ x ≤ 12 For x ≥ 12

Let x = −6 Let x = 0 Let x = 13

𝑥 2 + ( 𝑥 – 7)2 ≥ 132 𝑥 2 + ( 𝑥 – 7)2 ≥ 132 𝑥 2 + ( 𝑥 – 7)2 ≥ 132

(−6)2 + ( −6 – 7)2 ≥ 169 (0)2 + ( 0 − 7)2 ≥ 169 (13)2 + ( 13 – 7)2 ≥ 169
36 + 169 ≥ 169 0 + 49 ≥ 169 169 + 36 ≥ 169
205 ≥ 169 49 ≥ 169 205 ≥ 169
TRUE FALSE TRUE

Since this is a real-life situation, we will only take the positive values for x. If the length of the
longer leg is greater than or equal to 12 m (x ≥ 12), then length of the shorter leg should be
greater than or equal to 5 m.

To watch a video tutorial on solving word problems involving

quadratic inequalities you visit this link
https://www.youtube.com/watch?v=5F6NnUicwbw

Let’s Dig In

Activity 3: Do you know that there is a certain disability resulting in difficulty learning or
comprehending arithmetic, such as difficulty in understanding numbers, learning how to
manipulate numbers, performing mathematical calculations and learning facts in mathematics.
Find the solution sets of the following. Choose the letter of the correct answer from the table on
the right. Write the letter of your answers below to know the disability.

1. 𝑥 2 − 5x + 6 < 0
A

2. 2𝑥 2 + 3x − 2 ≥ 0
3
2
L –1 < 𝑥 < −
3. 𝑥 − 3x − 18 ≤ 0 4

4. 2𝑥 2 − 7x + 6 ≥ 0
U

5. 4𝑥 2 + 7x < −3

6. 𝑦 ≥ 𝑥 2 − 𝑥 − 6

7. 𝑦 ≤ −𝑥 2 − 2x + 3 C

8. 𝑦 ≤ 𝑥 2 − x − 12

1 2 3 4 5 6 7 8 S -3 ≤ x ≤ 6
C L A 3
A x ≤ 2 or x ≥ 2
D 2<𝑥<3
1
Y 𝑥 ≤ −2 𝑜𝑟 𝑥 ≥
2

Let’s Remember

A quadratic inequality in one variable is an expression which can be expressed in the form
ax2 + bx + c > 0 𝑤ℎ𝑒𝑟𝑒 𝑎 , 𝑏, 𝑎𝑛𝑑 𝑐 𝑎𝑟𝑒 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑎𝑛𝑑 𝑎 ≠ 0, or the same quadratic
expression with the inequality symbol <, ≤, 𝑜𝑟 ≥. A solution to a quadratic inequality in x is
any set of value of x for which the inequality hold.

Steps to solve quadratic inequality

1. Find the roots of its corresponding equality

2. Plot the points corresponding to on the number line.
3. Test a number from each interval against the inequality.
There are quadratic inequalities that involves two variables. These inequalities can be written
in any of the following forms.

𝑦 > 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 𝑦 < 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
𝑦 ≥ 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 𝑦 ≤ 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
where 𝑎, 𝑏, and 𝑐 are real numbers and 𝑎 ≠ 0
The solution set of quadratic inequalities in two variables can be determined through interval
notation and graphing. To do this, simply follow the steps below.

1. Write the inequality as an equation

2. Construct table of values for 𝑥 and 𝑦
3. Show the graph (use points in the table of values to graph a parabola)
4. Select one point in each region and check whether the given inequality is satisfied.
5. Shade the region that satisfy the inequality.

Let’s Apply

Directions: Solve the following problems.

1. The sum of two numbers is 18. The sum of their squares is at most 170. Find all pairs of
numbers that satisfy these conditions.

2. The length of a rectangle is 4 inches longer than its width. What are the possible widths if
the area of the rectangle is less than 437 in2?

3. The width of a rectangle is 6 cm shorter than its length. Find the possible lengths if the area
of the rectangle is at least 667 square centimeters.

Let’s Evaluate

Directions: Read each item carefully. Solve if necessary. Write the letter of the correct answer
on the space provided before the number.
___1. Which of the following mathematical statements is a quadratic inequality that involves two
variables?

A. 2r2 + 2r + 3 = 0 B. 7h + 12 < 0 C. 3t2 + 7t – 2 ≥ 0 D. y > x2 + 4x + 3

 ___2. Which of the following coordinate points is a solution in the inequality y ≥ 2x2 -3x + 1?

A. (0,6) B. (0,0) C. (-1,2) D. (2, -7)

___3. Which of these statements is a quadratic inequality?

A. 3x – 7 = 2 B. 3x – 7 > 2 C. x2 + x = 12 D. x2 + x > 12
___4. What is the solution set of the inequality 𝒙𝟐 − 𝟐𝒙 − 𝟖 < 𝟎?

A. −2 < 𝑥 < 4 B. −2 ≤ 𝑥 ≤ 4 C. 𝑥 < −2 𝑜𝑟 𝑥 > 4 D. 𝑥 ≤ −2 𝑜𝑟 𝑥 ≥ 4

___ 5. Which of the following coordinates of points belong to the solution set of the inequality?
𝒙𝟐 + 𝟑 > 𝒚?

A. (-3,2) B. (-2,9) C. (1,6) D. (3,12)

___ 6. Find the solution set of the inequality x2 – 81 ≥ 0.

A. -9 ≤ x ≤ 9 B. x ≥ -9 or x ≤ 9 C. x ≥ 9 or x ≤ -9 D. 9 ≤ x ≤ -9

___ 7. Find the solution set of the inequality 3x2 +6x −45 ≤ 0.

A. x ≥ −5 𝑜𝑟 𝑥 ≤ 3 B. -5 ≤ x ≤ 3 C. -3 ≤ x ≤ 5 D. x ≥ 5 𝑜𝑟 𝑥 ≤ −3

___ 8. Which among the following is the graph of y > -x + 4x - 6?

A. B. C. D.

___ 9. Find the solution set of the inequality 𝑥 2 − 17𝑥 + 70 < 0.

A. -7 < x < 10 B. 7 < x < 10 C. 7 > x > 10 D. 7 > x > -10
___ 10. Joey needs to plow a garden plot which has an area less than 18 𝑚2 . The length should
be 3 m longer than the width. What are the possible dimensions of the garden?
A. 𝑤 = 3, 𝑙 = 6 𝑜𝑟 𝑤 = 4, 𝑙 = 7 C. 𝑤 = 2, 𝑙 = 5 𝑜𝑟 𝑤 = 4, 𝑙 = 7
B. 𝑤 = 1, 𝑙 = 4 𝑜𝑟 𝑤 = 2, 𝑙 = 5 D. 𝑤 = 1, 𝑙 = 4 𝑜𝑟 𝑤 = 3, 𝑙 = 6
 Alternatively, you may answer these questions online! Put your
Use this link on your cellphone, laptop or desktop: score here
http://bit.ly/MATH9W5EVALUATE
Use proper capitalization to activate the link. You will see your score
after completing the test. Make sure to screenshot your work as a proof to
your teacher then writes your score in the box. Make sure you are connected to the internet!

Let’s Extend

Are you ready to apply what you’ve learned from this module?
If no, review the lessons until you are ready. If yes, answer the remaining activity online! You can use
cellphone, laptop or dekstop. Make sure you are connected to the internet!

Instructions:

1. Go to http://bit.ly/915EXTEND or Scan the QR Code

2. Fill in the necessary information.
3. There are 4 math questions that require answer. You can select one or more answers.
4. After taking the test, do not forget to screenshot your score on the activity and show it to your teacher.

References:

https://mathbitsnotebook.com/Algebra1/Inequalities/IQQuadraticPractice.html

Next Century Mathematics (K to 12 Curriculum Compliant) – Phoenix Publishing House

Authors: Zenaida B. Diaz, Josephine L. Suzara, Nestor V. Reyes, Jr.Coordinator: Fernando B.
Orines

Mathematics Learner’s Module for Grade 9

Website Link for Videos

https://www.youtube.com/watch?v=Pw6S7xh_9qU&t=915s
https://www.youtube.com/watch?v=5F6NnUicwbw
 Development Team of the Module
Writers: ELY B. MIRANDILLA
DERICK G. DATUL
VICKY S. TIWANG
DONALYN E. MARCELINO
MARIANE C. WILLIS
Editors:
CONTENT EVALUATOR: JENIFFER N. CONSTANTINO
LANGUAGE EVALUATOR: MARICAR G. RAQUIZA
Reviewers: MRS. MIRASOL I. RONGAVILLA
DR. LELINDA S. DE VERA
MS. JENNICA ALEXIS B. SABADO
DR. MELEDA POLITA
Illustrator: BERNARD MARC E. CODILLO
Layout Artist: BERNARD MARC E. CODILLO
Management Team: DR. MARGARITO B. MATERUM, SDS
DR. GEORGE P. TIZON, SGOD-Chief
DR. ELLERY G. QUINTIA, CID Chief
MRS. MIRASOL I. RONGAVILLA, EPS - MATHEMATICS
DR. DAISY L. MATAAC, EPS – LRMS/ ALS

For inquiries, please write or call:

Schools Division of Taguig city and Pateros Upper Bicutan Taguig City

Telefax: 8384251

Email Address: sdo.tapat@deped.gov.ph