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 enabled 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 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:

1. represent the absolute value of a number on the number line as the distance
of the number from 0; and
2. perform fundamental operations on integers.

Let’s Try

Directions: Read and analyze the following questions. Write the letter that corresponds to the
correct answer in a separate sheet of paper.

1. It is a set of positive whole numbers, its opposites (negative numbers) and zero.
A. Counting Numbers C. Integers
B. Imaginary Numbers D. Whole Numbers
2. Which is the correct representation of 36 meters below the sea level?
A. 36 𝑚 B. +36 𝑚 C. −36 𝑚 D. 0.36 m
3. What do you call the opposite of a number?
A. Additive Identity C. Reciprocal
B. Additive Inverse D. Multiplicative Inverse
4. Which is the additive inverse of 27?
A. +27 B. −27 C. 0.27 D. −0.27
5. What is the sum of an integer and its additive inverse?
A. 2 B. 1 C. 0 D. -1
6. The value of the numbers in a number line from left to right is ____________.
A. decreasing C. increasing
B. equal D. zero
7. Which of the following statements is correct?
A. Numbers arranged in ascending order begin with the greatest in value and end with
the least in value.
B. Numbers arranged in descending order begin with the least in value and end with
the greatest in value.
C. The absolute value of a number is the distance between that number and zero on
the number line.
D. All of the above.
8. Evaluate |-120 |.
𝟏 𝟏
A. −120 B. − 𝟏𝟐𝟎 C. D. 120
𝟏𝟐𝟎
9. Which of the following has an absolute value equal to 976?
𝟏
A. 976 C. − 𝟗𝟕𝟔
B. −976 D. A and B
10. Which of the following pairs of integers has a difference of -6?
A. -4 and-2 C. -8 and 2
B. -4 and 2 D. 8 and -2

11. What is the sum of two negative numbers?

A. zero C. one
B. positive number D. negative number

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12. In a Math Quiz, +5 points is given for every correct answer, -2 points is given for every
incorrect answer and 0 for no answer. Rafael gets 4 correct and 5 incorrect answers. What is
his score?
A. 30 points C. -10 points
B. 10 points D. -30 points
13. In a Science Quiz, +5 points is given for each correct answer while -2 points is given for
each incorrect answer. Michael answered all the questions and scored 40 points with 10
correct answers. How many questions did he answer incorrectly?
A. 10 B. 8 C. 6 D. 5
14. Isaac is a professional diver. He descends 24 feet in the water from the boat at the surface
of the sea. Then, he ascends 15 feet and descends another 19 feet. At this moment, what is
his depth in the water?
A. 28 feet below sea level C. 18 feet below sea level
B. 20 feet below sea level D. 10 feet below sea level
15. Evaluate the expression 𝑎 + 𝑏 + 𝑐 − 6 when 𝑎 = 5, 𝑏 = −9 and 𝑐 = 7.
A. 9 B. 3 C. -9 D. -3

Alternatively, you may answer these questions online!

Use this link on your cellphone, laptop or desktop: Put your
score here
https://bit.ly/MATH7WEEK3LETSTRY
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 write your score in the box. Make sure you are
connected to the internet!

Lesson Absolute Value and Operations on

3 Integers

The set of positive whole integers, their opposites, and zero are included in the set of
integers, which is also known as signed numbers.
Let us illustrate integers using number line.

In your 6th grade class, it was discussed how to compare integers.

• A number on the left is less than a number on the right. So, 4 is less than 8.
• A number on the right is greater than a number on the left. Observe that 0 is at
the right of ─2 therefore 0 is greater than ─2.

In a number line, the value of a number increases as you move from left to the right while it
decreases as you move from right to left.

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To arrange integers in ascending order, begin with the least in value and end with the
greatest in value while in descending order, begin with the greatest in value and end with the
least in value.

Let’s Recall

Activity 1: Let’s Do the Opposites

Directions: Complete the table below.
Representation of Opposite of the Representation of
Statements the Statements Statements the Opposite
Statements
1. jogging 17 +17 jogging 17 km west ─17
km east
2. deposit of
₱ 1,500
3. step
backward 10
times
4. 44 000 ft.
above the
sea level
5. 9℃ below
zero

PROCESS QUESTIONS:

1. How do you write the opposite of a number?

______________________________________________________________
______________________________________________________________
2. Compare the distance of -10 from 0 and the distance of 10 from 0.
______________________________________________________________
______________________________________________________________

The opposite of ─17 is 17. Opposite numbers have the same distance from 0 but have different
signs. The opposite of a number is also called its additive inverse. So, the additive inverse
of 7 is ─7.

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 Let’s Explore
Activity 2: Find Me!
Direction: Determine the distance of the following:

A B C D E

1. Point A from 0 _________________

2. Point B from 0 _________________
3. Point A to Point B _________________
4. Point B and E _________________
5. Point B to D _________________

Let’s Elaborate

ABSOLUTE VALUE OF A NUMBER

The absolute value of a number is the distance between that number and zero on the
number line. It is denoted by two bars, |𝑎|, where a is a number.

|6| = 6 𝑖𝑠 𝑟𝑒𝑎𝑑 𝑎𝑠 " 𝑡ℎ𝑒 𝑎𝑏𝑠𝑜𝑙𝑢𝑡𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 6 𝑖𝑠 6. "

|−6| = 6 𝑖𝑠 𝑟𝑒𝑎𝑑 𝑎𝑠 " 𝑡ℎ𝑒 𝑎𝑏𝑠𝑜𝑙𝑢𝑡𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 − 6 𝑖𝑠 6. "

Example: Evaluate the following:

1. |14| 2. | − 33| 3. |0|
Solutions:
1. |14|
Since the number is positive, its distance is the same number.
Therefore, the answer is 14.

2. | − 33|
To find the distance of a negative number from 0, get its additive inverse.
Therefore, the answer is 33.

3. |0|
The distance of 0 to itself is 0.
Therefore, the answer is 0.

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Try This!
Evaluate the following:
1. |-57| = ___ 2. |11| = ___ 3. |-17| = ___

Think About This

Why is the absolute value of a number never a negative?

To watch a video tutorial on absolute value, visit this link

http://bit.ly/ABSOLUTEVALUE.

After learning the absolute value, you are going to proceed with operations on integers.

ADDITION OF INTEGERS

Activity 3: Jenny’s Extra Points

Jenny already had 7 additional points from her Math teacher. On the other day, she failed
to submit her assignment which is equivalent to 3 demerit points. How many points does
she have now?

Process Questions:
1. What integer did you use to represent 7 additional points?
2. What integer did you use to represent 3 demerit points?
3. What operation did you use to solve the given problem?
4. How many points does she have now?

Solution:
Now, let’s try to solve the problem above using counters.
Colored counters can be used to model this problem. Colored counters come in two
different colors, one for positive count and one for negative count. Two counters, a
negative and a positive is called zero pair.

In this lesson, white is positive and black is negative.

Given the following:

(+ 7), additional points
(−3) demerit points
Let us represent ─3 + (7) using black and white counters.

─3

+7
There are 3 zero pairs to cancel. Three negative counters and three positive counters add
up to 0 leaving 4 positive counters

So, −3 + (7) = 4. Jenny has 4 additional points.

The given problem above is an example of adding integers.

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Study the next examples to discover the rules in adding integers.

Examples:
Perform the indicated operation using counters.

1. 3 + 4
Remember, use white counters for positive numbers

+ =
3 4 7
There is no zero pair to cancel. There are 7 white counters in all.
Therefore, 3 + 4 = 7.

2. −2 + (−3)

+ =
−2 −3 −5
There is no2 zero pair to cancel. 2 2 in all.
There are 5 black counters
Therefore, −2 + (−3) = −5

3. Jhared dives to a depth of 4 meters to look for corals and some fishes. He goes deeper
to a point that is 4 meters lower. At what depth is he in now?
Solution: Use colored counters to model this problem.
(Note that below sea level is represented by a negative number)

USING COLORED COUNTERS

+ =
─4 ─4 ─8
So,−4 + (−4) = −8
Therefore, Jhared is 8 meters below sea level.
Process Questions:
1. How do we add integers with the same signs?
2. How do we add integers with different signs? How do we determine the sign of the
final answer?
The given examples above will lead you to the rule in addition of integers.

Addition of Integers With The Same Sign

To add integers with the same sign, add their absolute values and copy the common sign in
the answer.

Addition of Integers With Different Signs

To add integers with different signs, get the difference between their absolute values and copy
the sign of the integer with the greater absolute value.

Try This!
Add the following using colored counters.
1. 7 + 5 2. −3 + −5 3. 7 + (−4)

Think About This!

What is the result when you add opposite numbers?

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SUBTRACTION OF INTEGERS

Activity 4: Load Please!

In Aika’s house, it is a practice to buy your own cellphone load from your allowance. Her
mother sells the load. If Aika has ₱15 but she bought ₱20 worth of load to her mother, how
much was left Aika?

Process Questions:
1. What integer will represent the money of Aika?
2. What integer will represent the worth of load she bought?
3. What operation is needed to answer the given problem?
4. How much was left for Aika?
5. Does she owe money to her mother? by how much?

Solution:
Let’s represent the problem using colored counters. White for how much Aika has and
white for how much load she bought. However, you have to subtract values.

Aika’s money Worth of Load

Notice that Aika’s money is not enough to pay for the load. In this case, we can add
zero pairs. Adding zero pairs will not change the value of the given. Add 5 zero pairs.

The operation to use is subtraction. From here, you can remove the same color of counters.
Notice that what remains are the 5 black counters.

Therefore, 15 − 20 = −5. This means that Aika owes ₱5 to her mother.

Examples:
Perform the indicated operations using the counters.

1.) 4 − 2 2.) −4 − (−2)

Solution: Solution:
Subtracting is taking away or removing. Remove 2 black counters (negative) from 4
Therefore, we are going to remove 2 white black counters (negative).
counters (positive) from 4 white counters
(positive).
Now, we are left with 2 black counters,
therefore, −4 − (−2) = −2.

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Now, we are left with 2 white counters,
therefore, 4 − 2 = 2
3.) 4 − 6 4.) −5 − 2
Solution: Solution:
Remove 6 white counters (positive) from 4 Remove 2 white counters (positive) from 5
white counters (positive). However, there is not black counters (negative). However, we
enough white counters to remove 6. In this can’t do that. Therefore, we are going to
case, add zero pairs. Since adding zeros won’t use zero pairs again. We must have 2
change the value of any number. So, we add pairs of zero counters in order for us to
to zero pairs so that we can remove 6 white remove 2 white counters completely.
counters completely.

Now, removing 2 white counters, we are

Now, removing 6 white counters, we are left left with 7 black counters.
with 2 black counters. Therefore, −5 − 2 = −7
Therefore, 4 − 6 = −2

Process Questions:
1. How do we subtract integers with the same signs?
2. How do we subtract integers with different signs?
3. What should be consider in determining the sign of the final answer?

Subtraction Of Integers
To subtract a signed number, add its additive inverse.
For any real numbers x and y:
𝑥 − (−𝑦) = 𝑥 + (+𝑦)
𝑥 − (+𝑦) = 𝑥 + (−𝑦)

Observe that as the operation changes, the subtrahend’s sign changes as well.

Try This!
Perform the indicated operations using the counters then verify using the rule in
subtracting integers
.
1. 5 − 7 Solution: 5 − 7 = 5 + ( −7) = −2
2. −8 − (−3)
3. 9 − (−4)

MULTIPLICATION OF INTEGERS

In elementary, we learned that multiplication is a repeated addition.

Therefore, 2 × 4 = 2 + 2 + 2 + 2 = 8.
Both 2 and 4 are positive integers and their product is positive.

How about multiplying negative integers?

Activity 5: Budgeting Allowance

Franco spends ₱25 each day for his meal allowance in school. His budget in a month is
good only for 20 days. In his case, ₱ 25 𝑥 20 𝑑𝑎𝑦𝑠 = ₱ 500. Franco receives ₱500 meal
allowance.

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In the Month of October, there are 3 fewer days compared to other months because of the
holidays and bad weather. What will be the effect of the fewer school days on his budget
for meal?
Process Questions:
1. What integer represents the amount spent for meal allowance?
2. What integer represents the number of fewer days in August?
3. What operation is needed to answer the given problem?
4. What will be the effect of the fewer school days on his budget?
5. How do you spend your allowance? Were you able to save some?

Solution:
His meal consumption shows a decrease on Franco’s budget. Therefore, let’s
represent this amount spent for meal as −₱25.
The school days without classes can also be represented by −3 which shows that
there are 3 fewer days than the usual.
Hence, (−₱25)( −3) = ₱75
The product is positive for the amount was saved rather than spent.

Illustration : ₱25 𝑥 20 𝑑𝑎𝑦𝑠 = ₱500

─ ₱25 𝑥 17 𝑑𝑎𝑦𝑠 = ₱425
₱75 𝑠𝑎𝑣𝑖𝑛𝑔𝑠

Multiplication of Integers
The product of two integers with the same sign is positive.
The product of two integers with different signs is negative.

Example:
1. Solve: 6 × (−3)

Solution:
To solve the problem, multiply the numbers: 6 multiplied by 3 is 18.
Since the two numbers have different signs, the sign of the answer is negative.
Therefore, 6 × (−3 ) = −18.

2. Solve: −16 × 4

Solution:
To solve the problem, multiply the numbers: 16 multiplied by 4 is 64.
Since the two numbers have different signs, the sign of the answer is negative.
Therefore, −16 × 4 = −64.
3. Solve: (−18) × (−9)
Solution:
To solve the problem, multiply the numbers: 18 multiplied by 9 is 162.
Since the two numbers have the same signs, the sign of the answer is positive.
Therefore, (−18) × (−9) = 162.

4. Solve: [13 × (−3)] × 5

Solution:
To solve this problem, multiply first the numbers within the bracket:
13 multiplied by 3 is 39. Since the two numbers have different signs, the sign of the
answer is negative.
Therefore, 13 × −3 = −39.

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 Repeat the process for −39 × 5, multiply the numbers: 39 multiplied by 5 is
195.
Since the two numbers have different signs, the sign of the answer is negative.
Therefore, −39 × 5 = −195.

Try This!
1. −19 × ( −5) 2. 26 × (−8) 3. [(−7 ) × (−9)] × 6

DIVISION OF INTEGERS
Division is the inverse of multiplication for non-zero whole numbers. Therefore,
the following equations are TRUE.
a. 6 ÷ 2 = 3 since 3 × 2 = 6 c. −6 ÷ 2 = −3 since −3 × 2 = −6

b. (−6) ÷ (−2) = 3 since 3 × −2 = −6 d. 6 ÷ −2 = −3 since −3 × −2 = 6

Process Questions:
1. What did you notice on the signs of the divisor and dividend of the example in (a)
and (b)? What is the sign of the quotient?
2. How about in example (c) and (d), what can you say about the signs of the divisor
and the dividend? What is the sign of the final answer?
Since there is an equivalent division statement of every multiplication of non-zero whole
number, then the rule of division of integers is the same as the rule for multiplication of
integers.

Division of Integers
The quotient of two integers with the same sign is positive.
The quotient of two integers with different signs is negative.

Take note of the following properties in division.

Zero divided by any nonzero number equals to 0.
Ex. 0 ÷ 6 = 0
Any number divided by 0 is undefined. Division by zero is not possible.
Examples:
1. 12 ÷ (−4) 2. −48 ÷ 3
Solution : Solution:
Divide 12 by 4 to get 3 Divide 48 by 3 to get 16
These are different signs. These are different signs.
Therefore the answer is −3. Therefore the answer is −16.

3. (−24) ÷ (−6) = 4 4. 156 ÷ 2 = 78

Solution: Solution:
Divide 24 by 6 to get 4 Divide 156 by 2 to get 78
These are the same signs. These are the same signs.
Therefore the answer is 4. Therefore the answer is 78.

Try This!
Solve the following:
1. (−48) ÷ 6 2. 33 ÷ (−3) 3. (−54) ÷ (−9)

To watch a video tutorial about operations on integers, visit this link

http://bit.ly/INTEGERS
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 Let’s Dig In

Activity 6: Representation and Additive Activity 8: True or False

Inverse Determine whether the statement is TRUE
A. Use positive or negative number to or FALSE.
express the given situations. ______1. If you add ─ 6 to 2, the answer
__________1. Five points are deducted is 4.
______2. If you add ─ 5 to 7, the answer
from a student’s score in a test.
is 2.
__________2. The diver goes down the ______3. If you subtract 8 from ─8, the
reef in a depth of 20 meters. answer is 0.
__________3. A cheque worth of ₱ 25 000 ______4. Adding -15 is the same as
was deposited to RJ’s savings account. subtracting 15.
___________4. The additive inverse of 39. ______5. Taking away a debt of ₱ 2000 is
___________5. The additive inverse of −374 the same as receiving ₱ 2, 000.

Perform the indicated operation.

Activity 7: Absolute Value ________ 6. 108 ÷ (−9)
Find the absolute value of the following: ________ 7. (−14) − (−9) + 16
1. |27| = ___________ ________ 8. (−10) × 24
2. | − 19 | = ___________ ________9. (−81) ÷ (−27)
3. | − 65| = ___________ ________10. 15 × (−3) × (−4)
4. |123 | = ___________
5. | − 260| = ___________

Let’s Remember

The absolute value of a number is the distance between that number and zero
on the number line. It is denoted by two bars, |𝑎|, where a is a number.
To add integers with the same sign, add their absolute values and copy the
common sign in the answer.
To add integers with different signs, get the difference between their
absolute values and copy the sign of the integer with the greater absolute
value.
To subtract a signed number, add its additive inverse.
The product of two integers with the same sign is positive.
The product of two integers with different signs is negative.
The quotient of two integers with the same sign is positive.
The quotient of two integers with different signs is negative.

11
 Let’s Apply

Activity 9: Create Your Own

Create one challenging and interesting word problem using operations of integers that can
be solved using different approaches. Show the all the possible solutions. (Choose at least
one operation.)

Rubrics:
Criteria Great! Good! U-uh!
(3 points) (2 points) (1 point)
Quality of Realistic, appropriate Realistic, appropriate Unrealistic and
the Context and interesting and not interesting inappropriate
Used
Clarity of Clearly stated; uses Lacks clarity; contains Confusing; lacks
the correct term and grammatical errors; necessary data
Problems phrases may be misinterpreted and/or conditions
Openness Can be solved in at Can be solved in 2 Can be solved in
to Multiple least 3 ways ways exactly one way.
Solutions

Let’s Evaluate

Directions: Read and analyze the following questions. Write the letter that corresponds to the
correct answer in a separate sheet of paper.

1. Which integer represents an elevator going down 20 floors?

1 1
A. −20 B. − 20 C. + 20 D. 20
2. Evaluate|−2| + |7|.
A. −9 B. −5 C. 5 D. 9
3. Solve: −38 − (−19).
A. −57 B. −19 C. 19 D. 57
4. Which of the following is a TRUE statement?
A. Integers can be positive or negative.
B. The absolute value of a number is always positive.
C. Opposite numbers have the same distance from zero.
D. All of the above.
5. Find the absolute value of -23.
1 1
A. −23 B. − 23 C. D. 23
23
5 5
6. Fill in the blank with the correct symbol. |8| ____ |− 8|
A. > B. < C. = D. ≠
7. Ryuki plans his route for a race. He uses negative numbers to represent points before the
finish line and positive numbers for points after the finish line. On his map, there is an
obstacle at −12 𝑚 and his friend is watching him at 8 m. What does 0 meter represent?
A. his friend B. obstacle C. starting line D. finish line

12
8. Two numbers have a difference of 5 and a sum of −11?
A. −3 and −8 B. 3 and −8 C. −3 and 8 D. 3 and 8
9. A chemical’s temperature begins at −17 ℉. After a chemical reaction, it is moved by
−29 ℉. What was the temperature at the end?
A. 12 ℉ B. −12 ℉ C. 46 ℉ D. −46 ℉
10. Izen walks down 24 staircases whenever the elevator is out of service. He stops to rest
after every 4 staircases. How many times does Izen stop?
A. 12 B. 8 C. 6 D. 4
11. Winsel deposited three cheques worth of Php 1,500 each on her savings account,
withdrew another Php 2,500 and lastly made a deposit of Php 3,500. What is her
balance?
A. Php 5,500 B. Php 5,000 C. Php 2, 500 D. Php 2,000
12. In Tagaytay, the noon temperature is 28.9℃ and dropped by 19.4℃ by midnight. What
was the change in temperature?
A. 9℃ B. 9.5 ℃ C. 48 ℃ D. 48.3 ℃
13. Find the temperature after an increase of 5℃ from −12 ℃.
A. −17 ℃ B.−7 ℃ C. 7℃ D. 17℃
14. Francis released a sandbag from a hot air balloon at a target that was 185 meters below.
At this moment, the sandbag is 45 meters below the balloon. Which of the following
represents the distance between the sandbag and the target?
A. |−45 − (−185)| B. |−185 + (−45)| C. |−45 + (−185)| D. |−45 + 185|
15. A Great Salt Lake has a depth of − 620 inches. When you drop an object, it falls 20
inches every second. How long does it take for the object to reach the bottom?
A. 60 seconds B. 45 seconds C. 31 seconds D. 30 seconds

Alternatively, you may answer these questions online!

Put your
Use this link on your cellphone, laptop or desktop:
score here
https://bit.ly/MATH7WEEK3LETSEVALUATE
Use proper capitalization to activate the link. You will see your score
after completing the test. Make sure to screenshot your work as proof to
your teacher then write 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 desktop. Make sure you are connected to the internet.
Instructions:
1. Go to https://bit.ly/MATH7WEEK3EXTEND
2. Click Play quiz.
3. Start answering the questions.
4. After the first question, do not click anything. The next question will appear after.
5. Once done, take a screenshot of your quiz score and show it to your teacher.

Looking for another activity?

Using a mobile phone, download the app from Playstore: Operations on Integers
or Appstore: Fundamental Operations of Ints. Follow the story
and solve problems13
on integers. This courseware is developed by DOST SEI.
References

https://www.mathsisfun.com/positive-negative-integers.html

Nivera, Gladys C. (2014) “Grade 7: Patterns and Practicalities”, Don Bosco Press Inc.,

Development Team of the Module

Writer: MS. KRISTEL CHARMAINE F. FEUDO
Editors:
Content Evaluators: MS. ANGELITA O. CUDAL
MS. GINA R. VILLAVERDE
MS. JOSEL E. PAMINTUAN
MS. MIRIAM O. BAGNAS
MS. JOCELYN NAVARRO
MS. JENNICA ALEXIS B. SABADO
Language Evaluator: MS. HANNA LOVELLE P.PADERNAL
Reviewers: MS. MIRASOL I. RONGAVILLA
DR. PASCUALITA O. DOROJA
MS. ANGELITA O. CUDAL
MS. MARICEL P. MASALAY
MS. JENNICA ALEXIS B. SABADO
Illustrators: MR. LEO U. PANTI
MS. CAMILLE JEWEL L. GARCIA
Layout Artist: MR. LEO U. PANTI
Management Team: DR. MARGARITO B. MATERUM, SDS
DR. GEORGE P. TIZON, SGOD Chief
DR. ELLERY G. QUINTIA, CID Chief
MS. 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

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