NOT

6
Mathematics
Quarter 2– Module 8
Numbers and Number Sense

Department of Education ● Republic of the Philippines

 Published by the
Department of Education
Region X - Northern Mindanao
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Mathematics - Grade 6
Alternative Delivery Mode
Quarter 2–Module 8:INTEGERS
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
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Published by the Department of Education – Division of Tangub City Schools

Division Superintendent: Agustines E. Cepe,CESO V

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 6
Mathematics
Quarter 2 - Module 8

Numbers and Number Sense

This instructional material was collaboratively developed and

reviewed by educators from public. We encourage teachers and other
education stakeholders to email their feedback, comments, and
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 Table of Contents
How to Learn from this Module ........................................................................ i
Icons of this Module ........................................................................................ i

Lesson 1:
Represents Integers on the Number Line........................................................... 1
What I Need To Know ................................................................... 1
What’s New ................................................................................. 1
What Is It .................................................................................... 1
What’s More ................................................................................ 2
What I Have Learned.................................................................... 2
Assessment ................................................................................. 2

Lesson 2:
Compares and Orders Integers ......................................................................... 3
What I Need To Know ................................................................... 3
What‘s New ................................................................................. 3
What Is It ................................................................................... 3
What’s More ................................................................................ 4
What I Have Learned.................................................................... 5
Assessment ................................................................................. 5

Lesson 3:
Basic Operation on Integers Using Materials..................................................... 6
What I Need To Know ................................................................... 6
What ‘s New ................................................................................ 6
What Is It ................................................................................... 7
What’s More ................................................................................ 13
What I Have Learned.................................................................... 14
Assessment ................................................................................. 15

Key to Answers .............................................................................................. 16

Appendices ……………………………………………………………………….…………… 23

References .................................................................................................... 34

1
 What I Need to Know

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises
diligently.
• Answer all the given tests and exercises.

Icons of this Module

This part contains learning objectives

What I Need to
that are set for you to learn as you go
Know
along the module.

This is an assessment as to your level of

knowledge to the subject matter at
What I know
hand, meant specifically to gauge prior
related knowledge

This part connects previous lesson with

What’s In
that of the current one.

An introduction of the new lesson

What’s New through various activities, before it will
be presented to you

These are discussions of the activities as

What is It a way to deepen your discovery and
understanding of the concept.

These are follow-up activities that are

What’s More intended for you to practice further in
order to master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

These are tasks that are designed to

showcase your skills and knowledge
What I can do
gained, and applied into real-life
concerns and situations.

2
 Lesson Represents Integers on the
1 Number Line

What I Need to Know

Represent integers on the number line

What’s New

Integers can be presented on a number line. The number line extends

in both directions infinitely. This is indicated by the arrow. Negative integers
are at the left of zero and positive integers are at the right of zero. Zero is
neither positive nor negative. Positive integers are written with or without the
positive sign (+), while negative integers are always written with the negative
sign (-).

What is It

Illustrative Example 1

Represent in the number line the integer that is 5 units to the left of 1.

Answer: -4.

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

Illustrative Example 2

Represent in the number line the integers less than 2 but greater than -4.

Answer: -3, -2, -1, 0, and 1.

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

3
 What’s More

Represent the given statement in the number line. Put your answers on
your answer sheet on page 23.

1. Six units to the left of 3

2. Three units to the right of 15

3. Eight units to the left of -4

4. Seven units to the right of -5

5. Twelve units to the left of 0

What I Have Learned

Draw a number line and represent the following integers. Put your
answers on your answer sheet on page 24.

1. The integers greater than 1 but less than 5

2. The integers greater than -10 but less than -4

3. The integers greater than 20 but less than 25

4. The integers less than -20 but greater than -25

5. The integers less than 1 but greater than -5

Assessment

Draw a number line and represent the following integers. Put your
answers on your answer sheet on page 25.
1. The integers greater than -6 but less than 6

2. The integers greater than 2 but less than 12

3. The integers greater than -8 but less than -1

4. The integers less than 10 but greater than 5

5. The integers less than -4 but greater than -9

4
 Lesson Compares and Arranges
2 Integers

What I Need to Know

Compares and arranges integers

What’s New

We can use the number line to compare and arrange integers. As

we move to the right on the number line, the numbers get larger in value. As
we move to the left, the values get smaller.

“To the left” “To the Right”

Smaller Value Larger Value
Less than (<) Greater than (>)

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

What is It

Illustrative Example 1
Look at the number line on top and compare each pair of integers
using <,> or =.

a. 7, 12 b. -10, -5 c. -4, -16 d. 5, 4

Answers:
By observing the number line, we can say the following:
a. 7 is “to the left” of 12. So, 7 is less than 12 or 7 < 12.
b. -10 is “to the left” of -5. So, -10 is less than -5 or -10 < -5.
c. -4 is “to the right” of -16. So,-4 is greater than -16 or -4 > -16.
d. 5 is “to the right” of 4. So, 5 is greater than 4 or 5 > 4.

5
Illustrative Example 2
Arrange the following integers in ascending order.

Answers
1) -9,-2,-10, 3,-12 and 1 -12, -10, -9, -2, 1,3
2) 5, -5, -15, 20, and 6 -5, -15, 6, 5, 20
3) -20, 15, -32, 2, and -50 -50, -32, -20, 2, 15

Illustrative Example 3
Arrange the following integers in descending order.

Answers
1) -13, -31, 13, 31, and -25 31, 13, -13, -25, -31
2) 20, -15, -2, 50, and 32 50, 32, 20, -2, -15
3) 44, 16, -44, -90 and 5 44, 16, 5, -44, -90

What’s More

A. Compare the integers and encircle the bigger integer. Write your
answers on your activity sheet on page 26.
1) 3 or -1

2) -6 or -3

3) -11 or 11

B. Compare the integers and encircle the smaller integer. Write your
answers on your activity sheet on page 26.
4) 44 or -44

5) -1 or -100

6) -32 or 23

6
 What I Have Learned

Compare the following integers using the symbol < and >. Write your
answers on your activity sheet on page 27.
1) -7 ______ -14

2) 4 ______ -4

3) -12 ______ 2

4) 5 ______ 50

5) 25 ______ -52

Assessment

A. Arrange the following integers in ascending order. Put your answers

on your answer sheet on page 28.

1) 37, -41, 76, -2, 25, -25

2) -88, 93, -4, 91, -15, 6

3) 24, -42, 16, -8, 12, -38

4) 92, 28, -32, 48, -5, -21

5) -16, -12, -6, 3, 10, -21

B. Arrange the integers in descending order. Put your answers on your

answer sheet on page 29.

1) 0, -34, -12, -10, 23, 71

2) 71, -14, -12, 10, -33, -7

3) 100, -25, -72, 40, -53, 15

4) -34, 99, -12, 12, 0, -80

5) -78, -22, 50, 10, -63, 36

7
 Lesson Basic Operations on
3 Integers Using Materials

What I Need to Know

Describes and interprets the basic operations on integers using

materials such as algebra tiles, counters, chips and cards.

What’s New

In this lesson students will learn on how to describe and interpret basic
operations on integers using materials such as algebra tiles, counters, chips
and cards.
Though different materials can be used in describing and interpreting
the basic operations, but the steps are the same.
Black material/s represent/s positive integers while white
material/s represent/s negative integers. Any number paired to its
opposite will produce a zero pair. It is a pair of numbers whose sum is zero.)

A. Addition of Integers
Steps:
• For the same color of material, just put them together and
count then affix the common sign.
• For the opposite color of material, use the zero pair by
eliminating the material with pair and count the
remaining one then copy the sign represented by it.

B. Subtraction of Integers
Steps:
• For the same color of material, pair the subtrahend to the
minuend and cancel. Then count the remaining one then
affix sign represented by it.
• For the opposite color of material, add zero pairs as
represented in the subtrahend, then remove the lower
materials in the zero pairs and count the remaining one
and copy the sign represented by it.

8
 C. Multiplication of Integers
Steps:
• If the multiplier is positive: the multiplier represents the
number of rows and the multiplicand represents the
number per row. Count the total and copy the sign
represented by it.
• If the multiplier is negative: the multiplier represents the
number of rows and the multiplicand represents the
number per row. Count the total then flipped all the
materials and copy the sign represented by it.

D. Division of Integers
Steps:
• If the divisor is positive: the divisor represents the number
of groups with equal number of materials made from the
dividend. Count the number of materials formed in a
group and copy the sign represented by it.
• If the divisor is negative: the divisor represents the number
of groups with equal number of materials made from the
dividend. Count the number groups formed and take the
opposite sign of it or flipped it over.

What is It
Illustrative Examples

NOTE: Black materials indicate positive integers while white materials

indicate negative integers.

A. Addition of Integers (Use tiles)

1. Find the sum of +2 and +4
- Use black tiles because the given are both positive integers
- For the same color of material, just put them together and count
then copy the common sign.

There are 6 black tiles and black represents positive integer. So,
the answer is positive 6 or +6

9
 2. Find the sum of (-3) + (-2)
- Use white tiles because the given are both negative integers.
- For the same color of material, just put them together and count
then copy the common sign.

There are 5 white tiles and white represents negative

Integer. So, the answer is -5.

3. Find the sum of (+5) + (-2)

- Use 5 black tiles and 2 white tiles.
- For the opposite color of material, use the zero pair by
eliminating the material with pair and count the remaining one
then copy the sign represented by it.

Eliminate 2 pairs of tiles. There are 3 black tiles

remain and black represents positive integer. So, the answer is +3.

Solve this! (A)

Find the sum using tiles of the following. Write your answer your
answer sheet on page 30.

1. (+2) + (+5)
2. (-6) + (3)

B. Subtraction of Integers (Use chips)

1. Find the difference of (+5) – (+2)
- Use black tiles because the given are both positive integers.
- For the same color of material, pair the subtrahend to the
minuend and cancel. Count the remaining one then copy sign
represented by it.

Eliminate the 2 pairs. There are 3 black chips remained and

black represents positive integer. So, the answer is +3.

10
 2. Find the difference of (-4) – (-3)
- Use white tiles because the given are both negative integers.
- For the same color of material, pair the subtrahend to the
minuend and cancel. Then count the remaining one then copy
sign represented by it.

Eliminate the pairs of white chips. There is only 1 white chip remained and
white represents negative integer. So, the answer is -1.

3. Find the difference of (+3) + (-5)

- Use 3 black tiles and 5 zero pairs.
- For the opposite color of material, add zero pairs as represented
in the subtrahend, then remove the lower materials in the zero
pairs and count the remaining one and copy the sign
represented by it.

Eliminate the 5 white chips below. There are 8 black chips

remained and black represents positive integer. So, the answer is
+8.

Solve this! (B)

Find the difference of the following using chips. Write your answer on
your answer sheet on page 30.

1. (-9) – (-3)

2. (7) – (-5)

11
C. Multiplication of Integers (Use tiles)

1. Find the product of (+3) and (+4)

- Use black tiles because the given are both positive integers.
- If the multiplier is positive: the multiplier represents the number
of rows and the multiplicand represents the number per row.
Count the total and copy the sign represented by it.

There are 12 black tiles and black represents positive integers. So

the answer is +12

2. Find the product of (-2) and (-6)

- Use white tiles because the given are both negative integers.
- If the multiplier is negative: the multiplier represents the
number of rows and the multiplicand represents the number
per row. Count the total then flip all the materials and copy the
sign represented by it.

There are 12 white tiles and white represents negative integer, but we
have to take its opposite or flip it over because the multiplier is negative.
So, the answer is +12.

12
 3. Find the product of (-5) and (+4)
- The color as indicated in the first given must be followed which
is white tiles.

- If the multiplier is positive: the multiplier represents the number

of rows and the multiplicand represents the number per row.
Count the total and copy the sign represented by it.

There are 20 white tiles and white represents negative

integer. So, the answer is -20.

Solve this! (C)

Find the product using tiles of the following. Write your answer on your
answer sheet on page 31.

1. (+6) x (-5)

2. (+7) x (+3)

D. Division of Integers (Use triangular chips)

1. Find the quotient of (+15) ÷ (+3)

- Use black tiles because the given are both positive integers.
- If the divisor is positive: the divisor represents the number of
groups with equal number of materials made from the dividend.
Count the number of groups formed and copy the sign
represented by it.

13
 There are 5 groups of black triangular chips formed and
black represents positive integer. So, the answer is +5.

2. Find the quotient of (+9) and (-3)

- The color as indicated in the first given must be followed which
black triangular chips.
- If the divisor is negative: the divisor represents the number of
groups with equal number of materials made from the dividend.
Count the number groups formed and take the opposite sign of
it or flip it over.

There are 3 groups of black triangular chips formed and black

represents positive integer, but we have to take its opposite or flip it over
because the divisor is negative. So, the answer is -3.

3. Find the quotient of (-12) and (-3)

- Use white triangular chips because the given are both negative
integers.
• If the divisor is negative: the divisor represents the number
of groups with equal number of material made from the
14
 dividend. Count the number groups formed and take the
opposite sign of it or flipped it over.

There are 4 groups of white tiles formed and white

represents negative, but we have to take its opposite or
flip it over because the divisor is negative. So, the answer
is +4.

Solve this! (D)

Find the quotient of the following using triangular chips. Write your
answer on your answer sheet on page 31.

1. (-24) ÷ (+6)

2. (+30) ÷ (-5)

A. Find the answer of the following using chips. Put your answers on
your answer sheet on page 32.
1. (-10) + (-5)
2. (+9) – (-4)

B. Perform the operations using tiles. Put your answers on your answer
sheet on page 32.
3. (-5) x (-5)
4. (+24) ÷ (-8)
5. (-4) x (-4)

15
 What I Have Learned

Important points to remember.

Though different materials can be used in describing and

interpreting the basic operations like algebra tiles, counters,
chips and cards but the steps are the same.
(Take Note: Black material/s represent/s positive integers
while white material/s represent/s negative integers. Any
number paired to its opposite will produce a zero pair. It is a
pair of numbers whose sum is zero.)

A. Addition of Integers

Steps:
• For the same color of material, put them together, count
and copy the common sign.
• For the opposite color of material, use the zero pair by
eliminating the material with pair and count the
remaining one. Copy the sign represented by it.

B. Subtraction of Integers

Steps:
• For the same color of material, pair the subtrahend to the
minuend and cancel. Then count the remaining one then
sign represented by it.
• For the opposite color of material, add zero pairs as
represented in the subtrahend, then remove the lower
materials in the zero pairs and count the remaining one
and copy the sign represented by it.

C. Multiplication of Integers

Steps:
• If the multiplier is positive: the multiplier represents the
number of rows and the multiplicand represents the
number per row. Count the total and copy the sign
represented by it.
• If the multiplier is negative: the multiplier represents the
number of rows and the multiplicand represents the
number per row. Count the total then flipped all the
materials and copy the sign represented by it.

16
 D. Division of Integers
Steps:
• If the divisor is positive: the divisor represents the number
of groups with equal number of materials made from the
dividend. Count the number of materials formed in a
group and copy the sign represented by it.
• If the divisor is negative: the divisor represents the
number of groups with equal number of materials made
from the dividend. Count the number groups formed and
take the opposite sign of it or flipped it over.

Assessment

Use the given material to describe and interpret the solution. Put your
answers on your answer sheet on page 33.

1. (-5) + (-10) ………………use tiles

2. (8) – (-5) ……………. use chips

3. (-6) x (4) ………………use tiles

4. (-18) ÷ (-6) ……………. use chips

5. (-4) x (-4) ………………use tiles

17
Lesson 1

What’s More (page 2)

1. -3
2. 18
3. -12
4. 2
5. -12

What I Have Learned (page 2)

1.
0 1 2 3 4 5 6

2.
-10 -9 -8 -7 -6 -5 -4

3.
20 21 22 23 24 25

4.
-25 -24 -23 -22 -21 -20

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

Assessment (page 2)

1.
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6

2.
2 3 4 5 6 7 8 9 10 11 12

3.
-8 -7 -6 -5 -4 -3 -2 -1

4.
5 6 7 8 9 10

5.
-9 -8 -7 -6 -5 -4

18
Lesson 2

What’s More (page 4)

1. 3
2. -3
3. 11
4. -44
5. -100
6. -32

What I Have Learned (page 5)

A. 1. >
2. >
3. <
4. <
5. >

Assessment (page 5)
A. 1. -41, -25, -2, 25, 37, 76
2. -88, -15, -4, 6, 91, 93
3. -42, -38, -8, 12, 16, 24
4. -32, -21, -5, 28, 48, 92
5. -21, -16, -12, -6, 3, 10

B. 1. 71, 23, 0, -10, -12, -34

2. 71, 10, -7, -12, -14, -33
3. 100, 40, 15, -25, -53, -72
4. 99, 12, 0, -12, -34, -80
5. 50, 36, 10, -22, -63, -78

Lesson 3
Solve This! (A) (page 8)
1. (+2) + (+5)

There are 7 black tiles and black represents positive integer. So the answer is +7.

2. (-6) + (3)

There are 3 white tiles remain and white represents negative integer. So the answer is -3

19
Solve This! (B) (page 9)

1. (-9) – (-3)

There are 6 white chips remain and white represents negative integer. So, the answer is -6.

2. (7) – (-5)

There are 12 black chips and black represents positive integer. So, the answer is +12

Solve This! (C) (page 11)

1. (+6) x (-5)

There are 30 black tiles and black represents positive integers, but we have to take its
opposite or flip it over because the multiplier is negative. So, the answer is -30.

20
 2. (+7) x (+3)

There are 21 black tiles and black represents positive integer. So, the answer is +21.

Solve This! (D) (page 13)

1. (-24) ÷ (+6)

There are 4 groups of white

triangular chips and white
represents negative integer.
So, the answer is -4

2. (+30) ÷ (-5)

There are 6 groups of black

triangular chips and black
represents positive integer, but
we have to take its opposite or
flip it over because the divisor
is negative. So, the answer is -
6.

21
What’s More (page13)

A. Find the answer of the following using chips

1. (-10) + (-5)

There are 15 white chips and white represents negative integer. So, the answer is -
15.

2. (+9) – (-4)

There are 13 black chips and black represents positive integer. So, the answer is +13.

B. Perform the operations using tiles

3. (-5) x (-5)

There are 25 white tiles and white represents negative integer but we have to take its opposite
or flip it over because the multiplier is negative. So the answer is +25.

4. (+24) ÷ (-8)

There are 3 groups of black

tiles formed and black
represents positive integer, but
we have to take its opposite or
flip it over because the divisor
is negative. So, the answer is -
3.
22
 5. (-4) x (-4)

There are 16 white tiles and white represents negative integer, but we have to take its
opposite or flip it over because the divisor is negative. So, the answer is +16.

Assessment (page 15)

1. (-5) + (-10) = -15

There are 15 white tiles and white represents negative integer. So the answer is -15.

2. (8) – (-5) = +13

There are 13 black chips remain and black represents positive integer. So, the answer
is 13.

3. (-6) x (4) = -24

There are 24 white tiles and white represents negative integer. So, the answer is
negative 24

23
4. (-18) ÷ (-6) = +3

There are 3 groups of white tiles formed and white represents negative integer, but we
have to take its opposite or flip it over because the divisor is negative. So, the answer
is +3.

5. (-4) x (-5) = +20

There are 20 white tiles and white represents negative integer, but we have to take its
opposite or flip it over because the multiplier is negative. So, the answer is +20.

24
Appendices

ACTIVITY SHEET
Lesson 1

What’s More

Name: ____________________________________ Rating: _________________

Grade/Section: ___________________________ Date: _____________________
Teacher: __________________________________

Represent the given statement in the number line.

1. Six units to the left of 3

2. Three units to the right of 15

3. Eight units to the left of –

4. Seven units to the right of -5

5. Twelve units to the left of 0

25
ACTIVITY SHEET
Lesson 1

What I Have Learned

Name: ____________________________________ Rating: _________________

Grade/Section: ___________________________ Date: _____________________
Teacher: __________________________________

Draw a number line and represent the following integers. Put your
answers on your answer sheet.

1. The integers greater than 1 but less than 5

2. The integers greater than -10 but less than -4

3. The integers greater than 20 but less than 25

4. The integers less than -25 but greater than -20

5. The integers less than 1 but greater than -5

26
ACTIVITY SHEET
Lesson 1

Assessment
Name: ____________________________________ Rating: _________________
Grade/Section: ___________________________ Date: _____________________
Teacher: __________________________________

Draw a number line and represent the following integers.

1. The integers greater than -6 but less than 6

2. The integers greater than 2 but less than 12

3. The integers greater than -8 but less than -1

4. The integers less than 10 but greater than 5

5. The integers less than -4 but greater than -9

27
ACTIVITY SHEET
Lesson 2

What’s More

Name: ____________________________________ Rating: _________________

Grade/Section: ___________________________ Date: _____________________
Teacher: __________________________________

A. Compare the integers and encircle the bigger integer.

1) 3 or -1

2) -6 or -3

3) -11 or 11

B. Compare the integers and encircle the smaller integer.

4) 44 or -44

5) -1 or -100

6) -32 or 23

28
ACTIVITY SHEET
Lesson 2

What I Have Learned

Name: ____________________________________ Rating: _________________

Grade/Section: ___________________________ Date: _____________________
Teacher: __________________________________

Compare the following integers using the symbol < and >.

1) -7 ______ -14

2) 4 ______ -4

3) -12 ______ 2

4) 5 ______ 50

5) 25 ______ -52

29
ACTIVITY SHEET
Lesson 2

Assessment

Name: ____________________________________ Rating: _________________

Grade/Section: ___________________________ Date: _____________________
Teacher: __________________________________

A. Arrange the following integers in ascending order.

1) 37, -41, 76, -2, 25, -25

Answer: ___________________________________________

2) -88, 93, -4, 91, -15, 6

Answer: ____________________________________________

3) 24, -42, 16, -8, 12, -38

Answer: ____________________________________________

4) 92, 28, -32, 48, -5, -21

Answer: ____________________________________________

5) -16, -12, -6, 3, 10, -21

Answer: ____________________________________________

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B. Arrange the integers in descending order.

1) 0, -34, -12, -10, 23, 71

Answer: ____________________________________________

2) 71, -14, -12, 10, -33, -7

Answer: __________________________________________

3) 100, -25, -72, 40, -53, 15

Answer: __________________________________________

4) -34, 99, -12, 12, 0, -80

Answer: __________________________________________

5) -78, -22, 50, 10, -63, 36

Answer: __________________________________________

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ACTIVITY SHEET
Lesson 3

Name: ____________________________________ Rating: _________________

Grade/Section: ___________________________ Date: _____________________
Teacher: __________________________________

Solve this! (A)

Find the sum using tiles of the following.

1. (+2) + (+5)

2. (-6) + (3)

Solve this! (B)

Find the difference of the following using chips.

1. (-9) – (-3)

2. (7) – (-5)

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ACTIVITY SHEET
Lesson 3

Name: ____________________________________ Rating: _________________

Grade/Section: ___________________________ Date: _____________________
Teacher: __________________________________

Solve this! (C)

Find the product using tiles of the following.

1. (+6) x (-5)

2. (+7) x (+3)

Solve this! (D)

Find the quotient of the following using triangular chips.

1. (-24) ÷ (+6)

2. (+30) ÷ (-5)

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ACTIVITY SHEET
Lesson 3

Name: ____________________________________ Rating: _________________

Grade/Section: ___________________________ Date: _____________________
Teacher: __________________________________

A. Find the answer of the following using chips

1. (-10) + (-5)

2. (+9) – (-4)

B. Perform the operations using tiles

3. (-5) x (-5)

4. (+24) ÷ (-8)

5. (-4) x (-4)

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ACTIVITY SHEET
Lesson 3

Assessment

Name: ____________________________________ Rating: _________________

Grade/Section: ___________________________ Date: _____________________
Teacher: __________________________________

Use the given material to describe and interpret the solution.

1. (-5) + (-10) ………………use tiles

2. (8) – (-5) ……………. use chips

3. (-6) x (4) ………………use tiles

4. (-18) ÷ (-6) ……………. use chips

5. (-4) x (-4) ………………use tiles

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References

• Burgos, Jaime R., Perez, Marjoseph H.,& Placer, Donnel P., Edited by
Elenzano, Mercurio and Uy, Chin,21st Century Mathletes 6. Textbook for
Grade 6,Quezon City, Philippines: Vibal Group, Inc., 2016, ISBN 978-971-
07-3884-7

• Burgos, Jaime R., Placer, Donnel P., Corpuz, Marife O., Dacsa, Junior C. I,
Insigni, Ligaya G., Lyanesa, Marivic, R., Magallnes, Phylla Lynne June G.,
and Tura, Rio Amor S., Edited by Elenzano, Mercurio and Uy, Chin,21st
Century Mathletes 6. Teachers Manual for Grade 6,Quezon City, Philippines:
Vibal Group, Inc., 2016, ISBN 978-971-07-3885-4

• Cajandab, Nelson C., De Guzman, Niño Jose P., Tabayoyong, Roldan, and
Yusingco, Juanito D., Our World of Math. Textbook for Level 6, Philippines:
Vibal Publishing House, Inc., 2013, ISBN 978-971-07-2880-0

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For inquiries and feedback, please write or call:

Department of Education – Division of Tangub City

Anecito St., Mantic, Tangub City

Telefax: (088) 395 – 3372
Website: www.depedtangub.net

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