Senior High School

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Reading and Writing Skills

Quarter 3 - Module 3
Identifying Claims Explicitly or Implicitly
Made in a Written Text
Reading and Writing Skills
Alternative Delivery Mode
Quarter 3 – Module 3: Identifying Claims Explicitly or Implicitly Made in a Written Text
First Edition, 2021

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Published by the Department of Education- Region III

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Rey Anthony S. Mempin
Content Editor: Joana Jane Santos
Language Editor: Divine Faith Carino
Illustrator: Maica Jill N. de Guzman
Layout Artist: Rey Anthony S. Mempin
Content Evaluator: Esperanza S. Nunez
Language Evaluator: Domingo J. Langa, Jr.
Layout Evaluator: Rolando N. Javier, Jr.
Management Team: Gregorio C. Quinto
Rainelda M. Blanco
Agnes R. Bernardo
Jay Arr V. Sangoyo
Glenda S. Constantino
Joannarie C. Garcia

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Department of Education - Schools Division of Bulacan

Office Address: Curriculum Implementation Division

Learning Resource Management and Development System (LRMDS)
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E-mail address: [email protected]
 Senior High School

Reading and Writing Skills

Quarter 3 - Module 3
Identifying Claims Explicitly or Implicitly
Made in a Written Text
 Introductory Message

Introductory Message

This Alternative Delivery Mode (ADM) is prepared so that you, dear learners, can continue
your studies and learn while at home. Activities, questions, directions, exercises, and
discussions are carefully stated for you to understand each lesson.

Each ADM is composed of different parts. Each part shall guide you step-by-step as you
discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each ADM. This will tell
you if you need to proceed on completing this module or if you need to ask your facilitator or
your teacher’s assistance for better understanding of the lesson. At the end of each module,
you need to answer the post-test to self-check your learning. Answer keys are provided for
each activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teachers are also provided to our
facilitators and parents for strategies and reminders on how they can best help you on your
home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this ADM.
Use a separate sheet of paper in answering the exercise and tests. Read the instructions
carefully before performing each task.

If you have any questions in using this ADM or any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.

Thank you.

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 This module provides activities which will help you identify claims explicitly or implicitly
made in a written text.

At the end of this module, you are expected to:

• differentiate the three kinds of claims;
• identify the claims in a text whether it is a claim of fact, policy, or values; and
• write statements using claims of fact, policy, and values.
.

Directions: Write the letter of your answer on the space provided before each number.

A. Claim of Value B. Claim of Fact C. Claim of Policy

For items 1-10, identify the claim described in each statement.

_______ 1. It argues that certain conditions should exist, or that something should or
should not be done to solve a problem.

_______ 2. It argues that something is good or bad, or that one thing is better than
another thing.

_______ 3. It indicates that a condition has existed, exists, or will exist.

_______ 4. It indicates that certain conditions should exist.

_______ 5. It makes an assertion about something that can be proved or disproved with
evidence.

_______ 6. It is consisted of arguable statements concerning the qualified merits of

something which is measured subjectively.

_______ 7. It uses facts to support the argument.

_______ 8. It is based on preference such as likes and dislikes.

_______ 9. It usually uses the word “should”.

_______ 10. It compares two subjects and states own choice.

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 For items 11-15, identify the claim used in the given sentences.

_______ 11. The key to become happy is to be contented and be grateful of the things
that you have.

_______ 12. As of today, mosquitoes are the deadliest animals on earth.

_______ 13. Classes should still push through despite the pandemic.

14. It is better to ignore negative comments about you than to deal with all of
them.
_______ 15. We receive blessings every day, so we should always give thanks to our
Lord through a prayer.

Directions: Match the definitions in Column A with the properties of a well-written text in
Column B. Write the letter of your answer on the space provided before each number.

Column A Column B

_______1. It covers the arrangement of ideas A. coherence

presented in the paragraph.

_______2. It is defined as the quality of being B. organization

logical, consistent, and
understandable.

_______3. It is the overall characteristic of the C. cohesion

written text.

_______4. This property of a well-written text D. mechanics

covers the writer’s tone of writing:
subjective or objective.

_______5. This property of a well-written text E. language use

covers the smooth shift of one thought
to another.

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 Directions: Let’s start! Find 3 words hidden in this word puzzle. Supply those words
in the graphic organizer below.

W U K P Y G N T D

D F G P O L I C Y

V G H J K U H U R

A R D D C V B N N

L E R R T A Z W Q

U Q S D F M U I W

E C F A C T A Q B

Q W E R T Y U I O

Kinds of Claim

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __

Great! Remember these words for you will encounter them as you go through this
module.

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 A claim is a statement that is
essentially arguable or debatable
but is used as a primary point to
support or prove an argument. If
somebody gives an argument to
support his/her position, it is called
“making a claim.”

The main purpose of a

claim is to support and to prove
an argument that can be agreeable
or disagreeable. If written effectively, a claim statement will keep your readers interested in
your write ups. It will create questions in their minds, and they will possibly find the answers
in your composition.

Kinds of Claims

1. Claim of Fact
A Claim of Fact is a statement about how things were in the past, how they are in the
present, or how they will be in the future.
Remember, it is not fact; it only claims to be a fact. What makes it arguable is that the
speaker has no direct way of establishing the truth of the claim.

For example,
"The Earth is slowly being destroyed by us, humans."
"In our right-handed world, left-handed people are discriminated against."

Take note that a claim of fact for a logical argument cannot simply consist of a statistic
or proven fact. It needs, instead, to focus on an assertion which uses facts to back it up,
but for which the evidence might still be debatable.

2. Claim of Value
A Claim of Value is an arguable statement concerning the relative qualities of
something which is measured subjectively.

For example,
"DRT Bulacan is the best place to go for summer vacation than anywhere else."
“Dogs are more lovable pets than cats.”

What makes a value claim arguable is that people may disagree on the criteria used
to evaluate something (e.g., weather, live entertainment, water, sports, among others).
Defending it involves offering a set of criteria for consideration, defending the set of criteria
as legitimate, and showing how applying the criteria justifies the claim.

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3. Claim of Policy
A Claim of Policy is a statement regarding the merits of a course of action. It argues
that certain conditions should exist, or that something should or should not be done in
order to solve a problem.
What makes it arguable is that, even though people may not be totally certain about
the proper course of action to take, they must still act.

For Example,
“Cyber-bullying is very rampant nowadays, so, parents should be aware of what their
children are doing in social media.’
“The way people study right now is way more difficult compared before, that’s why
students should exert extra effort to cope up with the new normal education setup.”

To support, you must first convince the audience that a problem really exists and then
prove that your policy will fix it.

Now that you have already learned the Kinds of Claim, namely Fact, Value, and Policy,
let us have activities that will test your comprehension.

Independent Activity 1

Directions: Write T if the statement is correct and F if not. Write your answer on the space
provided before each number.

_____ 1. Claims of Policy center on critical analysis of text.

_____ 2. Claims of Fact involve interpretations of text to determine what is good, bad,

pleasing, etc..

_____ 3. Claims of Value may contain statistics and assertion.

_____ 4. A claim is just any statement that presents a thought.

_____ 5. Claims of Fact use assertion and present a claim about an arguable topic.

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Independent Assessment 1

Directions: Using the diagram below, compare and contrast the kinds of claim. Write your
answers inside the triangles.

Claim of Value

Overall
Commonality

Claim of Fact Claim of Policy

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Independent Activity 2

Directions: UNDERLINE 3 arguments that show Claims of Fact, ENCIRCLE 3 statements

that show Claims of Value, and BOX OUT 3 arguments that reflect Claims of Policy in the
given article.

EDITORIAL: Climate Change

WHETHER you like it or not, climate change is happening. It is impossible to be

skeptical about it when it is happening right in front of our eyes.

We do not need photos and stories of melting polar ice caps to be informed of
the changing climate. We can see it with the recent changes in the Philippines alone.
When typhoons enter the southern portion of the Philippine Area of
Responsibility, its path would usually go up towards the Visayas or Luzon. However, in
the last few years, we saw how typhoons have started to make landfall in Davao Region,
though mostly in Compostela Valley or Davao Oriental.

In 2012, Typhoon Pablo made landfall in Davao Oriental while in 2013,

Typhoon Crising struck Davao del Sur.

In 2019, we saw how Tropical Depression Chedeng, which later weakened to a

low-pressure area, made landfall in Malita, Davao Occidental.

According to the Philippine Atmospheric, Geophysical and Astronomical

Services Administration (Pagasa) Davao, Malita, Occidental was struck by a typhoon
was in 1970 by Typhoon Titang.

Usually tagged as among the typhoon free areas in the Philippines, this may not
be the case in the near future for Davao Region.

Once Mother Nature starts changing things, it will seem impossible to revert it
back to how it was.

What needs to be done right now is enact programs or initiatives that will allow
the different sectors of the society to adapt to climate change.

For one, it is commendable that the Department of Agriculture, Department of

Science and Technology, and the National Disaster Risk Reduction and Management are
making efforts to create programs that will improve the resiliency of the Filipinos. It is
better to be upright and fighting than to cry over spilled milk.

The Department of Education has also started to make steps to integrate climate
change adaptation to the curriculum. They should inculcate to young minds the
importance of taking good care of our environment.

However, there is much to be done in terms of making the public known of what

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they are doing. Not everyone is aware of the efforts being done to help people adapt to a
change that will soon hit every one of us.

It is also better to ramp up the information and education campaign on climate

change for the public to know and understand what it is and what they can do about it.

It’s best to do something about it now, how can we survive when the effects of
climate change are at its peak?

Source:
https://www.sunstar.com.ph/article/1798013/
Davao/Opinion/Editorial-Climate-change

Independent Assessment 2

Directions: Identify the kind of claim being referred to in the following statements. Write CF if
it is a Claim of Fact, CV if Claim of Value, and CP if Claim of Policy. Write your answer on the
line provided before each number.

_______________ 1. To attract more customers, a food establishment should

flaunt the pictures of their savory foods through banners and
tarpaulins.
_______________ 2. Television actors and celebrities influence young individuals
easily because during puberty stage, people develop their
identities and tend to imitate others.
_______________ 3. The pandemic affected the world enormously; we should learn
our lesson and become a better habitant of the Earth.
_______________ 4. It is always better to tell someone your problems than to
keep it to yourself.
_______________ 5. You can best learn something if you do it first-hand.
_______________ 6. Humans are slowly destroying the Earth through cutting
trees and industrializing forests and farm fields.
_______________ 7. Though it is not our obligation, we ought to pay back our
parents’ efforts and hard work to raise us.
_______________ 8. Colors are for everyone regardless of gender and race. There
is no such rule about it.
_______________ 9. I would rather die fighting for our country than walk away and
let the conquerors grab my fatherland.
_______________ 10. It is always best to ignore the negatives and to focus on the
positives.

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Independent Activity 3

Directions: Read the editorial article below, then identify the arguments presented. Write 5
arguments that show Claims of Fact, 5 Claims of Value, and 5 Claims of Policy. Write your
answers on the space provided.

Editorial: Effects of the COVID-19 pandemic on child and adolescent mental health

The coronavirus 2019 (COVID-19) pandemic has resulted in drastic shifts in daily life
and routine activities, in addition to significant health, economic, financial, and social
consequences. Beginning in March 2020, several countries around the world implemented
lockdowns and physical/social distancing measures. Hundreds of thousands of lives have
been lost because of COVID-19 around the world. This massive loss of lives, along with the
abrupt changes in day-to-day life because of the COVID-19 pandemic, may have an adverse
effect on child and adolescent mental health. There is a dearth of scientific evidence on the
effects of the COVID-19 pandemic on child and adolescent mental health.

Although on one hand, the COVID-19 pandemic has presented an opportunity for more
family time, time for resuming hobbies/interests, and an opportunity for an ‘individualized pace
of learning’ (for children and adolescents who find traditional school environment challenging),
on the other hand, many children or adolescents may be at increased risk due for domestic
violence and maltreatment, secondary to pandemic related isolation measures. Children and
adolescents with a history of mental health conditions, history of trauma, and parental mental
illness or high parental/caregiver distress, may be at additional risk during this pandemic.
Disadvantaged children and adolescents are likely to be affected to a greater degree by the
mental health consequences of COVID-19].

Little contact with peers, fear of ill health/death of family members, decreased
structure, lesser direct contact with teachers at school because of school closures, may be
some of the factors that can increase anxiety, behavioral difficulties, and adversely affect child
and adolescent mental health during this time. Increased internet use by adolescents,
secondary to the isolation and physical distancing measures, confers the advantages of social
connectivity, but comes with its own risks.

Available evidence estimates significantly elevated rates of anxiety and stress among
a significant proportion of adults during this pandemic, particularly parents. The effects of
increased anxiety and stress among parents/caregivers may seep into the lives of children
and adolescents. Additionally, parental job loss and financial difficulties are other factors which
may result in decreased access to mental healthcare for many children and adolescents, in
addition to contributing to parental stress, and in turn, affecting child and adolescent mental
health and wellbeing.

Not all children and adolescents will go on to develop adverse mental health outcomes.
Strengthening and supporting resilience promoting factors is a vital step in reducing the
adverse mental health impact of the pandemic among children and adolescents. Given the
wide scale, significant impact of the COVID-19 pandemic, designing and implementing
suitable preventive as well as response measures is vital. Targeted interventions and
‘response strategies’ are best needed to address the mental health needs of children and
adolescents during this time.

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 Educating parents with information on how to support and appropriately reassure
children and adolescents during this pandemic, can be one of the most beneficial preventive
measures. Effective parental coping and self-care can facilitate more responsive parenting;
also, maintaining some predictability in the child/adolescent's routine can be beneficial.
Therefore, measures and resources to support parents’ ability to do so during the pandemic,
should be considered and implemented.

Measures to enhance social support for youth during the pandemic, particularly, for at
risk youth, should also be prioritized.

At-risk children, for example, children or adolescents with disabilities, or those who
have lost their parents/primary caregivers, need to be monitored and paid particular attention
to.

Measures to ensure continuity of child protection services during the pandemic are
needed.

Training of healthcare workers, teachers, and social workers, about the effects of
COVID-19 pandemic on children and adolescents’ mental health, is mostly needed, to ensure
that children receive appropriate support.

Further research should be done, especially studies from more varied geographical
areas, given there may be cultural factors influencing the specific effects of the pandemic on
youth in various regions. Also, longitudinal studies are warranted to better understand the
effects (along with risk and resilience factors) of the COVID-19 pandemic on the mental health
of children and adolescents, to devise more specific and targeted interventions and minimize
adverse long-term consequences of the pandemic on child and adolescent mental health.

Source:https://journals.lww.com/co-psychiatry/Fulltext/2020/11000/
Editorial__Effects_of_the_COVID_19_pandemic_on.9.aspx

Claim of Fact
1.________________________________________________________________________
_________________________________________________________________________
2.________________________________________________________________________
_________________________________________________________________________
3.________________________________________________________________________
_________________________________________________________________________
4.________________________________________________________________________
_________________________________________________________________________
5.________________________________________________________________________
_________________________________________________________________________

Claim of Value

1.________________________________________________________________________
_________________________________________________________________________
2.________________________________________________________________________
_________________________________________________________________________
3.________________________________________________________________________
_________________________________________________________________________
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4.________________________________________________________________________
_________________________________________________________________________
5.________________________________________________________________________
_________________________________________________________________________

Claim of Policy

1.________________________________________________________________________
_________________________________________________________________________
2.________________________________________________________________________
_________________________________________________________________________
3.________________________________________________________________________
_________________________________________________________________________
4.________________________________________________________________________
_________________________________________________________________________
5.________________________________________________________________________
_________________________________________________________________________

Independent Assessment 3

Directions: Give examples of statements that show Claims of Fact, Value, and Policy. Given
are the topics that your arguments should center on. Write your statements on the spaces
provided.
Kind of Topics Statements
Claims

1.

2.

Claim of COVID-19/
3.
Fact Pandemic

4.

5.

6.

7.
My Senior
Claim of
High School 8.
Value
Life
9.

10.

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 11.

12.
My road
Claim of
towards 13.
Policy
success
14.

15.

Directions: Complete the statements below. Write your answers on the spaces provided.

1. I have learned that ___________________________________________________

___________________________________________________________________

2. I realized that _______________________________________________________

___________________________________________________________________

3. I need to ___________________________________________________________
___________________________________________________________________

Directions: Make a slogan which contains either a Claim of Fact, Claim of Value, or Claim of
Policy. You are free to choose a topic. Write your slogan on the space provided. You will be
graded based on the given criteria below.

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 Criteria for the Slogan

Directions: Write TRUE if the statement is correct. If not, underline the word/s that make/s
the statement incorrect, then write the correct word/s on the space provided.

____________ 1. Claim of Policy argues that certain conditions should exist, or that
something should or should not be done, to solve a problem.
____________ 2. Claim of Fact indicates that a condition has existed, exists, or will
exist.
____________ 3. Claim of Value consists of arguable statements concerning the
qualified merits of something which is measured subjectively.
____________ 4. Claim of Fact argues that something is good or bad, or that one thing
is better than another thing.
____________ 5. Claim of Policy makes an assertion about something that can be
proved or disproved with factual evidence.
____________ 6. Claim of Policy argues that something should or should not be done.

____________ 7. Claim of Value usually uses the word “should”.

____________ 8. Claim of Value compares two subjects and states his/her own choice.

____________ 9. Claim of Policy uses facts to back up the argument.

____________ 10. Claim of Value is based on preference such as likes and dislikes.

____________ 11. The statement, “staying at home is better than going to the mall” is a
Claim of Fact.
____________ 12. The statement “In the year 2023, our country will recover from the
virus because of the available vaccines” is a Claim of Fact.
____________ 13. The statement “As a Filipino, we should give respect to our national
flag by stopping whatever we are doing whenever it is being raised”
is a Claim of Policy.
____________ 14. The statement, “I prefer patronizing local and cheap clothes than
buying imported and expensive ones” is a Claim of Policy.
____________ 15. The statement, “We should give back to our parents for they have
given their lives to raise us” is a Claim of Policy.

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Directions: Conduct an interview with your family members about “The gradual
implementation of face-to-face classes in low-risk areas.” Write down their responses and
determine the claims that they used in their arguments. Use the space provided below.

What are your thoughts on the gradual implementation of

face-to-face classes in low-risk areas?

Responses Kind of Claim

1.

2.

3.

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A. What I need to know
B. What I know
1. C 6. A 11. B
2. A 7. B 12. B
3. B 8. A 13. C
4. C 9. C 14. A
5. B 10. A 15. C
C. What’s In
1. B
2. A
3. D
4. E
5. C
D. What’s New
1. FACT
2. VALUE
3. POLICY
E. What Is It
F. What’s More
Independent Activity 1
1. F
2. F
3. F
4. F
5. T
Independent Assessment 1
Claim of fact (This uses evidences to support claim)
Claim of value (This weighs what is good or bad, right or wrong etc.)
Claim of Policy (This presents certain condition)
All (all of the claims are using statements that are arguable and debatable)
Independent Activity 2
1. Whether you like it or not climate change is happening.
2. Once Mother Nature starts changing things, it will seem impossible to revert it back to how it was .
3. We do not need photos and stories of melting polar ice caps to be informed of the changing climate.
We can see it with the recent changes in the Philippines alone.
1. It is better to be upright and fighting than to cry over spilled milk.- encircled
2. It is also better to ramp up the information and education campaign on climate change for the public to
know and understand what it is and what they can do about it.- encircled
3. It’s best to do something about it now, how can we survive when the effects of climate change are at
its peak?- encircled
1. They should inculcate to young minds the importance of taking care of the environment.- boxed
2. What needs to be done right now is enact programs or initiatives that will allow the different sectors of
the society to adapt to climate change.- boxed
3. However, there is much to be done in terms of making the public known of what they are doing.-boxed
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Independent Assessment 2
1. CP
2. CF
3. CP
4. CV
5. CV
6. CF
7. CP
8. CF
9. CV
10. CV
Independent Activity 3 (Sample answers only)
Claim of Fact: The coronavirus 2019 (COVID-19) pandemic has resulted in drastic shifts in daily life and
routine activities, in addition to significant health, economic, financial, and social consequences.
Claim of Value: Targeted interventions and ‘response strategies’ are best needed to address the mental
health needs of children and adolescents during this time.
Claim of Policy: Therefore, measures and resources to support parents’ ability to do so during the
pandemic, should be considered and implemented.
Independent Assessment 3 (Sample answers only)
Kind of Claims Topics Statements
COVID-19/ 1. COVID-19 ended many live not just in the
Claim of Fact
Pandemic Philippines but all over the world.
My Senior High 2. I would rather listen actively in our class
Claim of Value
School Life discussion than to be a passive one.
My road towards 3. There are so many things that I want to achieve, I
Claim of Policy
success should reach all of those in God’s perfect time.
G. What I have learned
H. What I can do
Answers may vary. (Rubric will be used for grading.)
I. Assessment
1. TRUE 6. TRUE 11. FACT
2. TRUE 7. VALUE 12. TRUE
3. TRUE 8. TRUE 13. TRUE
4. FACT 9. POLICY 14. POLICY
5. POLICY 10. TRUE 15. TRUE
G. Additional Activity
Answers may vary.
 References

Bhatia, Richa, 2020. “Editorial: Effects of the COVID-19 pandemic on child and adolescent
mental health”. Accessed January 20, 2021. https://journals.lww.com/co-
psychiatry/Fulltext/2020/11000/Editorial__Effects_of_the_COVID_19_pandemic_on.
9.aspx

English 103 Notes, 2018. “Introduction to Argument- Persuasive Writing”. Accessed January.
15, 2021.https://www.sccollege.edu/Faculty/MRoe/Documents/english_103_notes.h
tm

Mcgaan, Lee, 2016. “Comm. 335- Argumentation: types of Claims”. Accessed January 20,
2021. https://department.monm.edu/cata/mcgaan/classes/cata335/o-claims.335.html

Ramones, Vanessa 2018. “Claims of Fact value and policy”. Accessed January 15, 2021.
https://www.unit5.org/cms/lib03/IL01905100/Centricity/Domain/1254/vern%20persua
sive%20patterns.pdf

Unit5 Org, 2019. “Claims of fact, value and policy”. Accessed January 15, 2021.
www.unit5.org/cms/lib03/IL01905100/Centricity/Domain/1254/vern%20persuasive%2
0patterns.pdf

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For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email Address: [email protected]

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