8

English
Quarter 2 – Module 1:

Interpreting Graphical
Representation Found in
Expository Texts
English-8
Self-Learning Module (SLM)
Quarter 2 – Module 1: Interpreting Graphical Representation Found in Expository
Texts
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
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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.

Development Team of the Module

Writer: Eric John Ballescas
Editors: Jocelyn S. Lobaton, Emmylord R. Casiano
Reviewers: Ma. Petra A. Romualdo, Mary Joy D. Bautista, Mary Ann A. Barrientos,
Agabai S. Kandalayag Yusof A. Aliudin
Layout Artist: Nixson B. Varona
Cover Art Designer: Reggie D. Galindez
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Fiel Y. Almendra, CESO V – Assistant Regional Director
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Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo O.Magno – Subject Area Supervisor
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Marcelo A. Bocatera- Division ADM Coordinator
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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
 8

English
Quarter 2 – Module 1:
Interpreting Graphical Representation Found
in Expository Texts
Introductory Message
For the facilitator:

Welcome to the English 8 Self-Learning Module (SLM) on Interpreting Graphical

Representation Found in Expository Texts!
This module was collaboratively designed, developed and reviewed by educators
both from public and private 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

Hello, dear teachers! You are lucky to have this learning material to
easily deliver the lesson for our learners and enhance their knowledge on
Interpreting Graphical Representation Found in Expository Texts. Please help
them achieve our learning objectives.

Please tell our learners to read, understand, analyze, and answer all the
given activities and questions seriously as this material is designed and made
for them. This is also to inform our learners to take some precautionary
measures and some activities need extra care.

This is just a reminder dear teacher, do not go beyond our objectives

and main goal for our learners. Be an agent of learning. Have fun!

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.

2
For the learner:

Welcome to the English 8 Self-Learning Module (SLM) on Interpreting Graphical

Representation Found in Expository Texts!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

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 such as 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 in to 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

3
 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.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

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!

4
 What I Need to Know

Introduction
With the advent of technology and massive exposure to social media,
we can access different reading materials with just one tap of our fingertips.
However, we are also amenable to the fact that most of us pay less attention
to their words and prefer to go directly to the graphics alongside to what we
are supposed to read. Thus, as readers, it is essential for us to develop our
skills to deepen our engagement and understanding with the material we
are reading because the information that we can find in it is the key to the
interpretation process.

In this module, you will learn several types of graphical

representations found in various expository texts such as tables, graphs
and information maps which contain significant entries summarizing the
whole content of an article. Also, it is expected that you will develop
essential skills in explaining visual and verbal relationships illustrated in
the graphics found in an expository text.

Most Essential Learning Competency

Explain visual and verbal relationship illustrated in tables, graphs and

information maps found in expository texts. EN8SS-IIe-1.2

At the end of this module, you should be able to:

1. Identify the different types of graphical representation;
2. identify important elements found in tables, graphs and
information maps; and
3. make concrete discussions using the visual and verbal
relationship of data presented in tables, graphs and information
maps.

5
 What I Know

Pre-assessment
Directions: Read the questions carefully. Write the letter of your answer on a
separate sheet.

Test A.

1. What is graphical representation? It is a/an _________________________.

A. visual display of data using plots and charts
B. represents graphs and concepts of information
C. displays some of the data from the given text
D. presents numbers and letters

2. What type of text gives reliable and factual information about a certain topic?
A. Descriptive
B. Expository
C. Narrative
D. Persuasive

3. What graphical representation shows data or information in rows and

columns?
A. Tables
B. Graphs
C. Pictures
D. Informative Maps
4. What graphical representation is commonly shown through bars, lines, or
slices?
A. Tables
B. Graphs
C. Informative maps
D. Graphic Organizer
5. What type of graph is commonly used when you want to represent changes of
data over a period?
A. Pie graph
B. Bar graph
C. Pictograph
D. Line graph
6. What type of graphical representation shows relationship and connection
between information, concepts and ideas?
A. Tables
B. Graphs
C. Pictures

6
 D. Informative maps
7. What type of graph is mostly helpful when you want to show relationships
between series of different data that are independent of each other?
A. Pie graph
B. Bar graph
C. Pictograph
D. Line graph
8. What type of graph is often utilized to show how the whole was divided into
various parts in which each segment of the pie is particularly a category
within the total data set?
A. Pie graph
B. Bar graph
C. Pictograph
D. Line graph
Test B. Read the text below and closely observe the important
entries inside the concept map adjacent to it.

Animal Kingdom

Animal kingdom is diverse

because a certain group has its own
characteristics which distinguish
them from among others.

For instance, animals can be

classified into vertebrates and
invertebrates. Vertebrates are those
with backbone. Under this
classification includes mammals,
birds, fishes, reptiles and
amphibians. On the other hand,
invertebrates are those without
backbone. Examples of these are
mollusks, insects, corals,
9. What is the article all about?
A. Ecosystem
B. Food Chain
C. Classification of Animals
D. Animal’s Natural Habitat

10. How many groups of animals do we have in the text?

A. 1
B. 2
C. 3
D. 4

7
11. Based on the reading text, what are the two classifications of animals?
A. Birds and insects
B. Fishes and corals
C. Mammals and mollusks
D. Vertebrates and invertebrates

12. The following are examples of vertebrate animals EXCEPT __________.

A. Fishes
B. Insects
C. Mammals
D. Reptiles

13. The following are examples of invertebrate animals EXCEPT

__________.
A. Amphibians
B. Corals
C. Crustaceans
D. Mollusks

14. Comparing the two groups of animals, what makes vertebrates differ
from invertebrates?
A. Vertebrates have backbone.
B. Vertebrates are wild animals.
C. Vertebrates have unique colors.
D. Vertebrates don’t have backbone.

15. What makes the animal kingdom diverse?

A. All animals live in the same habitat.
B. The food chain makes the animal kingdom unique.
C. Animals and human beings live in the same habitat.
D. Animals have different groups with distinct characteristics.

8
 What’s In

In your previous lesson, you learned that emotive language refers to word
choices that are actually designed to stir up emotional responses. Its main
purpose is to convince the reader or listener to share the writer or speaker’s
point of view using language that stimulates an emotional reaction.
We often encounter these words in public speaking, creative writing,
fictional and non-fictional writing and even on daily conversations. Most of
these words are adjectives, verbs and adverbs. For example, the words
irritated, amused and strongly denote strong impact if used in sentences.
With this learning, you are now ready to discover new concepts and
skills that would enable you to explain, interpret and relate visual and
verbal relationships illustrated in tables, graphs and information maps
found in expository texts.

What’s New

Directions: Read the text below and closely observe entries in the graph. Then,
answer the questions that follow. Write your answer on a separate
sheet of paper.

9
 The Earth’s Crust

The crust is the outer layer of the Earth which is composed of various elements
essential to human existence. There are 8 major elements found in it. These are
Oxygen (47%), Silicon (28%), Aluminum (8%), Iron (5%), Calcium (3.5%), Sodium
(3%), Potassium (2.5%) and Magnesium (2%). The remaining one percent is a
combination of all other rare elements which is important to humans including
copper, gold, uranium and silver.

Elements that Compose the Earth's Crust

2.5% 2% 1%
3%
3.5%

5%
Oxygen
Silicon

8% Aluminum
Iron
47%
Calcium
Sodium
Potassium
Magnesium
All other Elements

28%

Comprehension Questions

1. What element in the crust covers five percent of the total element
composition?

2. What is the rarest element from among the 8 major elements found in the
Earth’s crust?

3. What are the three (3) most abundant elements in the Earth’s crust as
illustrated in the graph?

4. What does the whole graph represent?

A. layers of the Earth

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 B. oxygen’s percentage in the Earth’s Crust

C. elements that composed the Earth’s crust

D. the relevance of Earth’s crust to human existence

5. How are the entries in the graph organized?

A. From darker shade to lighter one

B. From the lighter shade to darker one

C. From the biggest element’s percentage to the smallest one

D. From the smallest element’s percentage to the biggest one

What is It

When you try to relay data and bits of information, you cannot just
simply display words and numbers on a piece of paper and expect that your
readers and audience will fully understand everything you want to communicate
to them. It is important to have the ability to interpret, analyze and explain
different data from various graphical representations in an expository text
because it will enhance your skills in dealing with multifarious and complex
academic tasks. Thus, in order to achieve competence on this component, you
should be familiar with the meanings and key concepts on this particular lesson.

What is an expository text?

An expository text is a type of text that gives reliable and factual
information about a certain topic. It usually comes with graphical representations
to highlight the important data found in the article and to increase and
strengthen the interpretation and learning of the readers.

Always remember that graphical representations found in various expository

texts are not just illustrations. They have a vital role by giving the readers the
ability to directly see the essential parts of the article without any hassle.

What are the different types of graphical representations?

There are three commonly used graphical representations in

expository texts. These are the following.

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1. A table is a visual representation of data or information in rows and
columns.

Grade Level Male Female Total

7 22 34 56
8 72 101 173
9 62 77 159
10 80 124 204
Overall Total 236 336 592

Interpretation: The table shows the data on Remote Enrollment of

Pigcawayan NHS by Grade level and by grades. It can be
noted that Grade 10 has the biggest number of enrollees
while grade 7 has the smallest number of learners.
Moreover, it can be observed that there are more female
learners than male learners.
2. A graph is a visual representation of information commonly shown through
bars, lines, or slices.

2.1. Bar graphs are mostly helpful when you want to show relationships
between series of different data that are independent of each other.

173
180
160
140 117
120 101 Male
100
72 Female
80 57 60
51 Total
60
40 25 26
20
0
Day 1 Day 2 Day 3

Interpretation: The bar graph shows the Remote Enrollment Data of Incoming
Grade 8 Students of Pigcawayan NHS in 3 days. It can be observed that day 1 has
the highest recorded total number of enrollees. And the day 3 has the least total
number or enrollees.

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 2.2. Line graphs are used when you want to represent changes of data over a
period. This type of graph is useful in demonstrating numbers or trends
that are interconnected.

200
180
173
160
140
120 117
100
Total Enrollment
80
60
51
40
20
0
Day 1 Day 2 Day 3

Interpretation: The line graph shows the Remote Enrollment Data of Incoming
Grade 8 Students of Pigcawayan NHS in 3 days. It can be observed
that day 1 has the highest recorded total number of enrollees and the
day 3 has the least total number of enrollees.

2.3. Pie charts are utilized to visualize how the whole was divided into various
parts in which each segment of the pie is particularly a category within
the total data set. In this way, it represents a percentage distribution.

Total Medals Distribution of the

Philippines during the SEA games

121
149 Gold
Silver
Bronze

117

13
 Interpretation: The pie chart above shows the total medals distribution of
Philippines during the Sea games. There were 149 Gold medals, 117
silver medals and 121 bronze medals distributed by our country during
Sea games.

3. Informative maps are visual organizers that show relationship and

connection between information, concepts and ideas. Informative maps
are also called graphic organizers.

Interpretation: The above concept map shows the famous tourists spots in
Bangkok, Thailand. There are five famous tourist spots.
These are The Grand Palace, Pratunam Market, Iconsiam,
Wat Pho Temple, and Chao Phraya River.

What are the steps in reading graphical representations?

1. Scan and read the title, heading, or caption to recognize the entries being
compared.
2. Pay attention to each label and legend to identify the specific object being
compared.
3. When reading the text, identify its purpose before scrutinizing the tables,
graphs or maps.
4. Use the purpose set before the text and look at the specific areas of the tables,
graphs or maps.
5. Reread the section of the text that refers to the graph to validate the
correctness of the data.

What is the impact of these various graphical representations to the

readers?

14
 Graphical representations provide an easy, organized and unique way of
presenting large amount of data to be presented in just one space or in a lengthy
article. Also, readers will benefit from these graphics because it will provide a
clearer picture of the things the text wants to convey to its audience.

What’s More

Directions: Read the article and study the table that follows it.

Team Philippines Hails Champion in 30th Sea Games

Team Philippines emerged victorious as it hitched the overall champion

during the 30th Southeast Asian Games with 149 gold medals, 117 silver medals
and 121 bronze medals after almost two weeks of intense competition.
The Philippines bested its record in 2005 SEA games in Kuala Lumpur
garnering only 112 gold, 85 silver and 93 bronze medals and finished 6th place.
Vietnam secured the second spot with 96-85-104 medal record, followed
by Thailand with 92-102-122 medal record, Indonesia with 72-83-111 medal
record, Malaysia with 55-58-71 medal record, Singapore with 53-46-69 medal
record, Myanmar with 4-18-51 medal record, Cambodia with 4-6-36 medal
record, Brunei with 2-5-6 medal record, Laos with 1-5-27 medal record and
Timor Leste with 0-1-5 medal record.
The Malacañang Palace said that President Rodrigo Duterte is set to
welcome the medalists who gave pride to the country on December 18 and he
will personally hand over the incentives.
The closing ceremony will be set in the world class New Clark City which
will start at 6:00 p.m. with special performances from different international acts
including “The Black Eyed Peas.”
The Philippines will officially entrust the SEA Games flag to the 2021 host
country, Vietnam.

Rank Country Gold Silver Bronze Total

1 Philippines (PHI) 149 117 121 387

2 Vietnam (VIE) 98 85 105 288

3 Thailand (THA) 92 103 123 318

4 Indonesia (INA) 72 84 111 267

5 Malaysia (MAS) 55 58 71 184

6 Singapore (SGP) 53 46 68 167

15
7 Myanmar (MYA) 4 18 51 73

8 Cambodia (CAM) 4 6 36 46

9 Brunei (BRU) 2 5 6 13

10 Laos (LAO) 1 5 29 35

11 East Timor (TLS) 0 1 5 6

Table 1. Tally of medals during the 30th SEA games

Using the given data above, identify whether the statements are true or
false. Write T if the statement is correct and F if it depicts wrong
information. Write your answer on a separate sheet of paper.
1. East Timor garnered six gold medals only.
2. Cambodia ranked 8th place in the SEA games.
3. Thailand snagged the highest number of bronze.
4. The highest number of medals gotten by Singapore is bronze.
5. Table 1 depicts the tally of medals during the 30th SEA games.
6. There were fifteen Southeast Asian countries competing in the 30 th SEA
games.
7. The total number of medals determined the ranking of the participating
countries.
8. The Philippines was hailed as champion garnering the record-breaking
149 gold medals.
9. Thailand ranked second after hitching a total of 318 medals in the entire
competition.
10. The table shows the combined total number of medals garnered by all
competing countries in the 30th SEA games.

16
 What I Have Learned

Directions: Using the data gathered from the table in activity 3 as your
reference, write your own interpretation below.
The table shows
__________________________________________________________________________________

_________________________________________________________________________________

Your output will be graded based on this rubric.

Areas of Excellent (5) Very Good (3) Needs

Assessment Satisfactory Improvement
(4) (2)

The output
The idea Vague or
Ideas presents an The output has
presented is too unclear ideas
original and consistent idea.
general. are presented.
logical idea.
The output has a Some No
The output has
strong and organization/ organization/
organized
Organization structured attempt at lack
introduction
introduction and introduction introduction
and concluding
concluding and concluding and concluding
paragraphs.
paragraphs. paragraphs. paragraphs.
The writer
The writer shows The writer The writer
shows
strong shows a clear shows little
Understanding adequate
understanding understanding understanding
understanding
on the subject on the subject on the subject
on the subject
matter. matter. matter.
matter.
Sentence
Sentence Sentence
structure No sense of
Sentence structure is structure is
enhances sentence
Structure evident; limited;
meaning; flows structure or
sentences sentences need
throughout the flow
mostly flow to flow
piece

17
 What I Can Do

Directions: Exhibit your skill in explaining and understanding various

graphical representations by choosing one task below.
Write your output on a separate sheet of paper.

1. Read an article below. Then, write a brief discussion about it.

US has world's highest death toll

The US has recorded more than 215,000 deaths from coronavirus –

the world's highest official death toll.

It is also fast approaching eight million confirmed cases and the handling of the
pandemic has become a central talking point in the presidential election
campaigns.

2. The line graphs show

that___________________________________________________________________________
___________________________________________________.

18
 Areas of Excellent (5) Very Good (3) Needs
Assessment Satisfactory Improvement
(4) (2)

The output
The output The idea Vague or
Ideas presents an
has consistent presented is unclear ideas
original and
idea. too general. are presented.
logical idea.
The output
Some No
has a strong The output
organization/ organization/
and has organized
attempt at lack
Organization structured introduction
introduction introduction
introduction and
and and
and concluding
concluding concluding
concluding paragraphs.
paragraphs. paragraphs.
paragraphs.
The writer
The writer The writer The writer
shows
shows strong shows a clear shows little
Understanding understanding understanding adequate
understanding
understanding
on the subject on the subject on the subject
on the subject
matter. matter. matter.
matter.
Sentence
structure Sentence Sentence
No sense of
Sentence enhances structure is structure is
sentence
Structure meaning; evident; limited;
structure or
flows sentences sentences
flow
throughout mostly flow need to flow
the piece

19
 Assessment

Directions: Answer the following. Write your answer on a separate sheet of paper.

Test A: Identify the definition of the following terms in column A by matching it to

column B.

A B
1. Tables A. It is a graph that illustrates
2. Graphs relationships through lines over
3. Pie Graph time
4. Bar Graph B. It is a graph that usually has a
5. Line Graph series of rectangles; the parts of a
6. Expository text whole.
7. Informative Maps C. It is a graph that shows how the
8. Graphical Representation whole is broken into recognizable
parts.
D. It is a type of graphic that efficiently
organizes and comprises data into a
standard form.
E. It refers to a conceptual diagram
that depicts suggested relationships
between concepts.
F. This is a type of article that explains
something to the readers using
factual information.
G. This form of visual is a concise
means of presenting information. It
has three kinds.
H. It refers to the use of tables, graphs,
and information maps to visually
display and interpret vital data.

20
 Test B. Closely observe the entries in the graph. Then, answer the questions
that follow.

Philippines’ Population from 1990 to 2015

The population of our country has rapidly increased over the years. In
the year 1990, the Philippine population revealed 60,070, 000. Within the next
five years, it is more than 20,000.00 has been added to the list. In 1995, there
were already 68,028.00 Filipinos.

In the year 2000, the population is 76, 051, 000 and in 2005it has grown
up to 88, 055,000. The figure went up to 92,034,000 and 100, 000, 000 in
2015.

120.00
100.98
100.00 92.34
88.55
Census Year
76.51
80.00
68.28
60.70
60.00
Population

40.00

20.00

Source: www.psa.gov.ph
0.00
1990 1995 2000 2007 2010 2015
In
Millions Census Year

9. What is the title of the graph?

10. Where do the data come from?

11. What does the line graph imply?

12. What are the data found in the vertical axis?

13. What are the data found in the horizontal axis?

14. What is the population of the Philippines in the year 2007?

15. What is the difference of the population from 1990 to 2015?

21
 Additional Activities

Directions: Interview your parents about the monthly household

budget of your family. Then, make a pie graph showing the
data you gathered with a brief explanation of your graph.
Write your answer on a separate sheet of paper.

22
 23
What I Know What’s New
1. A 11. D 1. Iron
2. B 12. B 2. All other elements
3. A 13. A 3. Oxygen, Silicon, Aluminum
4. B 14. A 4. C
5. D 15. D 5. C
6. D
7. B .
8. A
9. C
10.B
What’s More What I Have Learned
1. T Answer may vary.
2. T
3. T
4. T
5. T
6. F
7. F
What I Can Do
8. T
9. F Answer may vary.
10. T
Assessment
Test A
1. D 11. D
2. G 12. B
3. C 13. A
4. B 14. A
5. A 15. D
6. F
7. E
8. H
Test B
9. The graph shows about the Philippine population from 1990 to 2015.
10. The data came from www.psa.gov.ph.
11. The graph implies that the Phil. Population increases rapidly from year 1990-2015.
12. The data found in vertical axis are the number of population in the Philippines.
13. The year which the population of the Philippines is recorded.
14. 88,055,000
15. 40,910,000
Answer Key
References
Book

Escalabanan, Corazon G., English Workbook 1, C & E

Publishing, Inc. 839 EDSA, South Triangle,
Quezon City.

Websites

“How to describe charts, graphs, and diagrams in the

presentation,” Preply.com, accessed July 28, 2020,
https://preply.com/en/blog/2018/08/17/charts-graphs-
and-diagrams-in-the-presentation/#scroll-to-heading-1

Philippines Statistics Authority, accessed July 28, 2020,

https://www.google.com/url?sa=i&url=https%3A%2F%
2Fpsa.gov.ph%2Fpopulation-and
housing&psig=AOvVaw1T4XcjrcZaUgB4IHXhDFJQ&ust
=1595995913249000&source=images&cd=vfe&ved=0CA
IQjRxqFwoTCOCLrdCK7-oCFQAAAAAdAAAAABAO

“Southeast Asian Games,” Wikipedia, The Free Encyclopedia,

accessed July 28, 2020,
https://en.wikipedia.org/wiki/Southeast_Asian_Games

24
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKARGEN 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: region12@deped.gov.ph