I.

INSTRUCTIONAL OBJECTIVES
CONTENT STANDARD:
The learners demonstrate an understanding performing mensuration and
calculation in cookery
PERFORMANCE STANDARDS:
The learners independently measure and calculate ingredients in cookery
LEARNING OBJECTIVES:
At the end of the lesson, the students will be able to:
a. explain the difference between Metric and English system of measurements;
b. practice the proper measuring of ingredients; and
c. appreciate the importance of knowing substitution of ingredients.

II. SUBJECT MATTER

Topic: Practice occupational health and safety procedures
Reference: TLE 7 Learning Module 2 pg. 4 - 10
Instructional Materials: visual aids, activity materials

III. PROCEDURES
a. PRELIMINARY:
 Prayer & Greetings
 Classroom Management
 Checking of Attendance

b. LESSON PROPER:
o ACTIVITY (Scrambled Word)
 The learners will list down the different unit of measurement used in
both Metric and English system.
 The learners will write their answer inside the table
Metric System English System

o ANALYSIS
1. In performing the activity, what is your idea about system of
measurement?
2. What is the difference between Metric and English System?
3. Which is the most widely used system of measurement? Explain your
answer.
o ABSTRACTION
The teacher will discuss the following:
 Table of weights and measures
 Substitution of ingredients
 Measuring ingredients correctly
 Product of costing

o APPLICATION
The learners will do the following activity:
Activity 1
Instruction: Click the link below to watch the explanation of metric
system, then answer the processing questions below.
Link: http://www.viewpure.com/BL8IcotPv4Q?start=0&end=0

PROCESSING QUESTIONS:
1. What is the video all about?
2. Which system of measurement do you think are mostly needed in food
service industry? Explain your answer.
3. How do we do the conversion from inches to centimeter? Yards to
meter? Give examples.

Activity 2
Instruction: Click the link below to understand the substitution of
ingredient, then answer the processing questions below.
Link: https://www.youtube.com/watch?v=4Ev2cSKJu1Y&t=166s

PROCESSING QUESTIONS:
1. What is the video is all about?
2. What is your realization after you watch the video?
3. What is the purpose of knowing the substitution of ingredients?

Activity 3
Instruction: Click the link below to understand the proper way of
measuring ingredients, then answer the processing questions below.
Link: http://www.viewpure.com/0v-ulU_mi7o?start=0&end=0
PROCESSING QUESTIONS:
1. What are the key points to remember as you watched the video?
2. Why does liquid and dry ingredients must use a separate measuring
tools?
 3. Why do we need to know the proper way of measuring of ingredients?
Activity 4
Instruction: Click the link below to understand the calculation of markup
percentage, then answer the processing questions below.
Link: http://www.viewpure.com/Bu015X0pdR4?start=0&end=0
PROCESSING QUESTIONS:
1. What did you learn from the video?
2. What is the purpose of markup in product costing?

IV. EVALUATION
Assessment Task 3.1
Direction: Convert the following measurement.

1. 1⁄4cup : 60ml 6. 10 inches : 25 cm

1/3 cup : _____ ml 30 inches : _____ cm

2. 1oz : 30g 7. 9 oz : 280 g

1⁄2 oz : _____g 4.5 oz : _____ g

3. 1⁄4inch : 5mm 8. 1 cup : 250 ml

3⁄4 inch : _____mm ½ cup : ____ ml

4. 1 teaspoon : 5 ml 9. 1⁄2 cup : 4 fluidounces

1⁄4 teaspoon : _____ml 3 cup : _____ fluidounces

O
5. 250 F : 120 OC 10. 1 tablespoon : 15 ml
O O
125 F : _____ C 3 tablespoon : _____ ml

Assessment Task 3.2

Direction: Write the substitution for the following ingredients.

INGREDIENTS SUBSTITUTION
1. 1/4-1/3 cup Dry bread crumbs

2. 1C Coconut milk

3. 1⁄2 tsp cream of tartar

4. 1C Cake flour

5. 1 cup Miniature marshmallow

6. 1cup Skim milk

7. 1 cup Nuts

8. 1⁄4 cup Oil

9. 1 cup Brown sugar

10. 1 cup Confectioners/

powdered sugar

Assessment Task 3.3

Direction: Write TRUE if the statement is correct but if false, change the underlined
word or group of words to make the whole sentence correct. Write your answer on the
space provided before the number.

_______________ 1. We need to sift the flour once before measuring it.

_______________ 2. In measuring brown sugar, do not packed the brown sugar into
the measuring cup
_______________ 3. Coffee makers mostly are automatic, requiring only the
measurement of coffee and water.
_______________ 4. We need to sift the refined sugar once before measuring it.
_______________ 5. Shake the dry measuring cup to level off dry ingredients
_______________ 6. Mixers are the most useful machines in commercial kitchens and
even at home.
_______________ 7. The microwaves shut off automatically when the door is opened.
_______________ 8. Spring scales should be adjusted so that pointer is at one.
_______________ 9. If fat does not come in pre-measured sticks, use a scale to weigh
the needed amount.
_______________ 10. Lift up the liquid measuring cup to make sure it is the proper
amount.

Assessment Task 3.4

Direction: Given the following recipe and its estimated cost, compute for the total
purchase cost and impose a 50% mark up to determine the selling price of your product.
Yield=24 servings

ITEMS Unit cost Total cost

2 K chicken 115.00/kilo ___________

1 head of garlic 20pcs/kilo ___________

4 Tbsp soy sauce 15.00/bottle ___________

1 tsp ground black 1.00/ small ___________

pepper pack

1/2 cup vinegar 12.00/bottle ___________

2 Tbsp cooking oil 40.00/bottle ___________ Selling price

Peso markup per serving
 Total
V. ASSIGNMENT
 Create a video presentation about the proper way of measuring ingredients
 You need to measure at least three ingredients.
 Strictly speak in ENGLISH during the presentation.
 Submit your output via email (niecole.bacalangco@gmail.com) or provide a flash
drive to store your video.

Rubrics for Video Presentation: 60 points

Fair Good Very Good Excellent
5 10 15 20
Organization Show little or no Some logical The sequence of Logical, intuitive
and Content organization of sequence of scenes and is and interesting
the content scenes and logical. Storyline sequence of
action is evident is evident in scenes and
but is not easy much of the action. Clear
to follow content. beginning,
middle, and end.
Originality The work is a The work is an While based on The product
minimal extensive an extensive shows
collection or a collection and collection of significant
compilation of rehash of other other people’s evidence of
other people’s people’s ideas, ideas, products, originality and
ideas, products, products, images and inventiveness.
images, and images and inventions, the The majority of
inventions inventions. work extends the content and
There is little beyond that many of the
evidence of new collection to ideas are fresh,
thought or offer new original, and
inventiveness. insights. inventive.
Subject Subject Some subject Subject Subject
Knowledge knowledge is not knowledge is knowledge is knowledge is
evident. evident. Some evident in much evident
Information is information is of the product. throughout
confusing confusing, Information is (more than
, incorrect and incorrect or clear, required). All
flawed flawed. appropriate, and information is
correct. clear,
appropriate, and
correct.

Prepared by:

NIECOLE L. BACALANGCO
Subject Teacher

Reviewed by: Approved by:

CRISTINE Q. IHALAS LUZMINDA O. ONOR, EdD

Academic Coordinator Basic Education Director