GRADE 7- Cookery LEARNING MATERIAL

QUARTER: First Quarter WEEK: 1 Day: 1

CONTENT: Use and Maintain Kitchen Tools and Equipment

CONTENT STANDARD: The learners demonstrate an understanding the use and
maintenance of equipment in cookery.
PERFORMANCE STANDARDS: The learners independently use and maintain tools,
equipment, and materials in cookery according to standard operating
procedures.
LEARNING COMPETENCY: Identify types of tools, equipment, and paraphernalia.

TLE_HECK7/8UTOa-1

UNPACKED:

1. List the kitchen utensils/ tools and equipment.

2. Identify the materials of kitchen utensils and equipment commonly found in the
kitchen

MATERIALS: Power point presentation, flashcard

ACTIVITY 1: Lets Recall

Direction: List down the tools and equipment found in your kitchens that are used for
preparing and cooking our food. (Write your answer on a separate sheet of paper)

Tools/ Utensils Equipment

Tell Me
1. Why do you consider them as tools?
2. What is equipment?
ACTIVITY 2: Guess what?

Direction: Identify the word/s that best describes the following statement below.
Choose your answer from the materials written in a flashcard.

Stainless
Aluminum Glass Cast Iron
Steel

Ceramic & Plastic &

Teflon Heat- Proof Hard
glass Rubber

1. It is the most popular, lightweight, attractive and less expensive materials of kitchen
utensils and equipment.

2. Good for baking but not practical on top or surface cooking

3. The most popular material used for tools and equipment, but is more expensive.

4. A sturdy but must be kept seasoned to avoid rust.

5. It is used especially for baking dishes, casseroles and measuring cups.

6. A special coating applied to the inside of some aluminum or steel pots and pans that helps
food from not sticking to the pan.

7. Used for cutting and chopping boards, table tops, bowls, trays and canisters

Show Me

1. Which of the tools/ utensils listed in Activity 1 are made of Aluminum? Which are
made of Plastic and hard rubber?
2. Give the tools/utensils that are made of glass.
3. How to determine the presence of Teflon in a kitchen tool?

Application
Direction: Identify the materials used in making the following kitchen tools.

Example:

Soup Ladle Stainless Steel

1. Measuring spoons ______________________

2. Measuring cups _______________

3. Grater ____________________

4. chef’s knife-- ______________

5. skillet ______________
6. Colander ________________

7. Flipper ______________

8. Cutting board _______________

9. Pastry brush ______________

10. Potato masher _____________

References:

Commercial Cooking (Exploratory Course Grade 7/8) Learners Module, pp. 7- 8

https://www.google.com/search?
q=cast+iron+pan&rlz=1C1GCEB_enPH837PH837&source=lnms&tbm=isch&sa=X
&ved=2ahUKEwiXmfedkejpAhUHrJQKHbehAN4Q_AUoAXoE

Prepared by:
___________________________________
CERELINA M. GALELA (Signature over Printed Name of Teacher)
(Signature over Printed Name of Teacher) School: ___________________________
Position: Teacher III
School: Carrascal National High School

Checked by:

MARIA ROLINA L. COTECSON

Master Teacher 1
(Signature over Printed Name of Master Teacher

Noted :

FLUELLEN L. COS
Principal IV
(Signature over Printed Name of School Head)

GRADE 7- COOKERY LEARNING MATERIAL

QUARTER: First Quarter WEEK: 1 Day: 2

CONTENT: Use and Maintain Kitchen Tools and Equipment

CONTENT STANDARD: The learners demonstrate an understanding in the use and
maintenance of equipment in cookery.
PERFORMANCE STANDARDS: The learners independently use and maintain tools,
equipment, and materials in cookery according to standard operating
procedures.
LEARNING COMPETENCY: Identify types of tools, equipment, and paraphernalia.

TLE_HECK7/8UTOa-1

UNPACKED:

1. Identify the cooking utensils that every kitchen needs.

2. Describe the functions of kitchen tools.

MATERIALS: Power point presentation

ACTIVITY 1: Tell Me

1. What is equipment?

2. What are the materials of kitchen utensils and equipment commonly found in the
kitchen? (The kitchen tools and equipment we have in our kitchen are made of what
materials?)

ACTIVITY 2: Identifying Kitchen tools

Direction: On the third column draw a star if the statement/s in Column A match
with Column B and if not, write the correct word/s that best describe the statement/s.

A B C
1. It is the most popular Aluminum
material used for tools and
equipment, but is more
expensive.
2. It is a greatly durable Glass
and cheap material of
kitchen utensils but may
not last long
3. An essential utensil for Colander
various tasks from
cleaning vegetables to
straining pasta or tin
contents.
4. Used to level off Scraper
ingredients when
measuring dry ingredients
5. Use for turning food Flippper
items
6. Commonly made up of Measuring Cup for Liquid
heatproof glass and
transparent so that liquid Ingredients
can be seen when
measuring
7. It makes the task of
cleaning seafood and
removing the shell much Seafood Serving Tools
easier.
8. Enables you to more Serving spoons
easily grab and transfer
larger food items, poultry
or meat portions to a
serving platter, to a hot
skillet or deep fryer, or to a
plate
9. Used for whipping eggs Pastry blender
or batter, and for blending
gravies, sauces, and
soups.
10. Used to measure heat Temperature scales
intensity

Assessment

Direction: Give the name and specific function of the tools shown below. Write your answer
on a sheet of paper.

Name of the tool Function of the tool

1. ___________________
References: :

Commercial Cooking (Exploratory Course Grade 7/8) Learners Module, pp. 7- 8

(NYCale) fundamentals in Baking Cakes; Module for Secondary Students page 15

Prepared by: CERELINA M. GALELA

(Signature over Printed Name of Teacher) ___________________________________
Position: Teacher III (Signature over Printed Name of Teacher)
School: ___________________________
School: Carrascal National High School

Checked by:

MARIA ROLINA L. COTECSON

Master Teacher 1
(Signature over Printed Name of Master Teacher
(Signature over Printed Name of PSDS/DIC

Noted ;

FLUELLEN L.COS
Principal IV

(Signature over Printed Name of School Head)

CONTEXTUALIZED GRADE 9 MATHEMATICS LEARNING MATERIALS

QUARTER: Second Quarter WEEK: 7

CONTENT: Radicals
CONTENT STANDARD: The learner demonstrates understanding of key concepts of
radicals.
PERFORMANCE STANDARDS: The learner is able to formulate and solve accurately
problems involving radicals.
LEARNING COMPETENCY: Performs operations on radical expressions

M9AL – IIh – 1

UNPACKED:

1. Differentiate similar and dissimilar radicals.

2. Add and subtract similar radicals.
MATERIALS: Power point presentation, illustrations.

ACTIVITY 1: Similar or Dissimilar?

Direction: Look at the pictures below. Thumbs UP if they are similar, and thumbs
DOWN if they are dissimilar.

ACTIVITY 2:

Direction: Carefully analyze the given examples below. Then complete the conclusion
table.
Add or subtract as indicated
5 + 9 - 3= ( 5 + 9 - 3 ) = 11

Add or subtract by combining similar terms

20 - 10 + - 5 = (20 – 5) + (- 10 + 1) = 15 - 9

CONCLUSION TABLE
Questions Answer
1. How do you think were simplified?
What process have you observed?

2. Based on the given illustrative

 examples, how do we add similar
radicals? How do we subtract similar
radicals?
3. What conclusion can you formulate
regarding addition and subtraction of
radicals?

Direction: Combine into a single radical.

1. 4√ 5 + 3√ 5 3. 6√ 5 x - 4√ 5 x 5. 2√ 2 + √2 – 3
√2

2. 5√3 3 x - 2√3 3 x 4. 5√ 3 + 3√ 2 - 2√ 3

References:
Mathematics 9 Learners Module., pp 259 - 260
Assessment
Phoenix book Grade 8, pp.306 – 312
Prepared by:
MARY ANN C. CRIZALDO
(Signature over Printed Name of Teacher) ___________________________________
(Signature over Printed Name of Teacher)
Position: Teacher II
School: ___________________________
School: Madrid National High School
Checked by:

(Signature over Printed Name of PSDS/DIC

Reviewed by:

CONTEXTUALIZED GRADE 9 MATHEMATICS LEARNING MATERIALS

(Signature over Printed Name of Division EPS/Coordinator)
QUARTER: Second Quarter WEEK: 7

CONTENT: Radicals
CONTENT STANDARD: The learner demonstrates understanding of key concepts of
radicals.
PERFORMANCE STANDARDS: The learner is able to formulate and solve accurately
problems involving radicals.
LEARNING COMPETENCY: Performs operations on radical expressions

M9AL – IIh – 1
UNPACKED:

1. Add and Subtract dissimilar radicals.

2. Apply addition and subtraction of radicals in real life situation.

MATERIALS: Power point presentation, illustrations.

ACTIVITY 1:

Direction: Carefully analyze the given examples below. Then answer the questions that
follow.

 Some radicals have to be simplified before they are added or subtracted.

1. √ 75 - √ 27 + √ 8= 5√ 3 - 3√ 3 + 2 √ 2 = (5 – 3)√ 3 + = 2 √ 3 + 2 √ 2

 Some radicals have to be simplified before they are added or subtracted.

2. √3 2 x y 2 + √3 16 x y 2 = √3 2 x y 2 + 2 √3 2 x y 2 = (1 + 2) √3 16 x y 2 = 3√3 16 x y 2

Tell Me

1. What have you understood from the given illustrative example?

2. What understanding is necessary to simplify the given expressions?

3. What process have you observed in simplifying dissimilar radicals?

ACTIVITY 2: Applying addition and subtraction of radicals in solving problem.

Direction: Read the problem below then solve using your skill in combining
radicals.

What is the perimeter of a rectangular bulletin board whose length is 5 ft, and width is
ft?

Assessment
Direction: Simplify the radicals in each expression and then combine similar terms.

1. √ 32 + √ 18 - √ 50

2. 5√ 2 - 3√ 8

3. 7√ 27 x 2 y + 3√ 75 x 2 y – 3 √ 12 x 2 y

References:

Mathematics 9 Learners Module., pp 259 - 260

Phoenix book Grade 8, pp.306 – 312

Prepared by:
MARY ANN C. CRIZALDO
(Signature over Printed Name of Teacher)
Position: Teacher II
School: Madrid National High School

Checked by:

(Signature over Printed Name of PSDS/DIC

Reviewed by:

(Signature over Printed Name of Division EPS/Coordinator)